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I.
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ANNUAL REPORT FOR YEARS 2003 - 2004
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Mission Statement
The Division of Arts annd Letters offers coursework in English, Art,
French, Spanish, Theatre, Public Communication, Journalism, and Music and
endeavors to assist in the USC Sumter's mission to develop respect for
this diversity and an awareness of individual, societal, and global
responsibilities. Various disciplines within the Division strive to teach
our students to communicate through effective writing and articulate
speech, to use quantitative competence, creative, and critical thinking,
and to integrate knowledge. Classroom experiences and programing provide
opportunities for cultural enrichment, leadership development,
intellectual growth, and interpersonal relationships contributing to a
sense of self-reliance and self-esteem.
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Goal 1.
Written Communication: Students will communicate clearly in written
English, demonstrating their comprehension, ability to analyze, and
critical interrogation of a variety of written texts.
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Curriculum
ENGLISH 101: Composition
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Learning Outcome 1.
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Students' writing will demonstrate/reflect: (A) Knowledge of the subject. (B) Awareness of the
reader. (C) Organization appropriate to the purpose and to the
interaction between writer and reader. (D) Format appropriate to the
writing situation. (E) Use of punctuation to establish and clarify
meaning. (F) Control of sentence structure to establish and clarify
meaning. (G) Style, personal voice, and coherence as a communicator. (H)
Description, analysis, and synthesis of data, ideas, or information
appropriate to the purpose.
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Criteria
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A 0-4 scale will be used: 4 Outstanding 3 Effective 2
Adequate 1 Inefective 0 Not at all
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Methods
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The English faculty will supply a random sample of student
papers from English 101 and the corresponding assignment sheet and
other supporting materials will be collected. A reader other than the
instructor of record will assess each student portfolio.
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Results
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(A) Knowledge of the subject: Score 2.86, Rating
Effective. (B) Awareness of the reader: Score 2.61, Rating Effective. (C)
Organization appropriate to the purpose and to the interaction between
writer and reader: Score 2.71, Rating Effective. (D) Format appropriate
to the writing situation: Score 3.07, Rating Effective. (E) Use of
punctuation to establish and clarify meaning: Score 3.0, Rating
Effective. (F) Control of sentence structure to establish and clarify
meaning: Score 2.54, Rating Effective. (G) Style, personal voice, and
coherence as a communicator: Score 2.18, Rating Adequate. (H)
Description, analysis, and synthesis of data, ideas, or information
appropriate to the purpose: Score 2.5, Rating Effective. Analysis of
Results Our random, anonymous sampling provided us with a full range of
scores. Scores ranged from 1-4 on Learning Outcome 1A, C-H and from 2-4
on Learning Outcome 1B indicating that we sampled a varied
cross-section of our students. The average scores on each question
ranged from 2.18-3.07 suggesting that by the end of English 101 our
students are performing average to above average work. Our students’ strength
in 101 is using the appropriate format for the writing situation and
using punctuation to clarify meaning. The largest weakness seems to be
style, personal voice, and coherence as a communicator. This particular
weakness is most likely addressed in English 102.
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Use of Results
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Planned Action To properly evaluate how well USC Sumter
students grasp the objectives, we will conduct our survey methods on
our 102 courses.
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Goal 2.
Oral Communication: Students will communicate orally in a manner that
unites theory, criticism, and practice to produce an effective
communicator.
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Curriculum
SPEECH 140: Public Communication
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Learning Outcome 1.
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Students' oral communication will demonstrate: (A) Knowledge of the subject. (B) Awareness of the
audience/group. (C) Organization appropriate to the purpose and to the
interaction between speaker and audience. (D) Vocal delivery that
encourages listening. (E) Physical presentation and use of body language,
appropriate to the speaking situation. (F) Appropriate sentence structure
and word choice.
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Criteria
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A 1-5 scale will be used: 5 Outstanding 4 Effective 3
Adequate 2 Ineffective 1 Not at all
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Methods
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Speech faculty in conjunction with another Arts and
Letters faculty member will collect 1) syllabi for Speech 140 to see if
the components of Objective 1 are being stressed; 2) blank grading
rubrics from speeches 2-5 to check that the components of Objective 1
are being evaluated; 3) a random, anonymous sampling of evaluated
student speeches from each Speech 140 class to calculate if the
students are indeed demonstrating the components of Objective 1.
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Results
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[ VIEW COMMENTS ]
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1) The instructor for the course has amply demonstrated
the effectiveness of the overall course structure and design. 2) The
grading rubrics clearly demonstrate that Learning Outcome 1A-F are being evaluated appropriately throughout the
course. 3) (A) Knowledge if the subject: Score
4.2, Rating Effective. (B) Awareness of the audience/group: Score 3.8,
Rating Effective. (C) Organization appropriate to the purpose and
interaction between speaker and audience: Score 3.55, Rating Effective.
(D) Vocal delivery encourages listening: Score 3.75, Rating Effective.
(E) Physical presentation and use of body language, appropriate to the
speaking situation: Score 4.83, Rating Outstanding. (F) Appropriate
sentence structure and word choice: Score 4.6, Rating Outstanding. The
random sampling of student persuasive speech five clearly demonstrates,
with above average to excellent scores for Learning Outcome 1A-F, the
successful fulfillment of those objectives.
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Use of Results
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Clarification and adjustment of the assessment procedure
is planned.
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Learning Outcome 2.
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Students' oral communication will demonstrate: Skill in
listening and extracting information and meaning from oral communication.
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Criteria
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A 1-5 scale will be used: 5 Outstanding 4 Effective 3
Adequate 2 Ineffective 1 Not at all
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Methods
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In order to assess Objective 2, Speech faculty in
conjunction with another Arts and Letters faculty member will examine a
random sampling of evaluated student collected from each Speech 140
class to calculate whether or not students are successful at extracting
information and meaning from oral communication.
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Results
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In the first two speeches, informative speeches 1 and 2,
students are asked to engage in peer evaluation of each others’
presentations. This feedback is used to attune the students’ listening
skills as well as benchmark for the speaker any possible flaws in
learning outcome 1. All the peer shift forms in the random sampling of
the class showed that the students understood the speakers’ theses and
main points. Since the student is required to both comprehend and
articulate the speakers’ thesis and main points, the student is
required to develop critical listening skills through the exercise.
This clearly demonstrates the completion of learning outcome 2.
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Use of Results
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Clarification and adjustment of the assessment procedure
is planned.
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Goal 3.
Electronic Communication: Students and faculty will have the opportunity
to integrate electronic communication in their classes.
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Curriculum
All Division of Arts and Letters courses
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Learning Outcome 1.
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The Division of Arts and Letters will provide: (A) Students
with the opportunity to communicate electronically in the classes offered
by the Division of Arts and Letters. (B) Faculty with the opportunity to
use electronic communication in the classroom.
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Criteria
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There is no Criteria listed for
this assessment.
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Methods
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Arts and Letters faculty will complete a survey of how
students and faculty use electronic communication in their classrooms.
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Results
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(A) Students use technology to (1) type their papers (2)
do power point presentations (3) find sources using library databases
(4) take essay exams (writing center) (5) complete in-class assignments
(6) share ideas with other students and workshop papers (Anderson
Library’s Computer Lab) (7) use CD-ROMs that accompany texts (8) access
publishers’ web pages for information and to complete exercises (9)
work on graphic designs (10) present visual aids (11) do desktop
publishing (12) complete language lab exercises (13) visit web sites (B)
Members of the Arts and Letters Faculty (1) Use Blackboard to keep a
record of student grades (2) Maintain web pages for courses (3) Use
overhead projectors and document cameras to show • Models of writing
and mechanical skills • Maps • Photos • Illustrations • Cartoons • Text
transparencies with important class material (4) Play movies and clips
using both VCRs and DVD Players (5) Show power point presentations (6)
Create handouts on computers (7) Phtocopy handouts (8) Use scanners to
edit student papers electronically (9) Use computer projections from
the PC Carts, Smart Rooms, and Anderson Library’s Computer Classroom to
show students how to • access the internet • do word processing •
outline important ideas • show images from the Web • utilize CD-ROMs and
DVD-ROMs that accompany texts • write collective examples i.e.
introductions, body paragraphs, etc. (10) play music related to course
material or establish a mood using either a CD or audiocassette player
(11) communicate with students by email (12) use the internet to
generate paper topics and demonstrate research strategies (13) work on
computer-aided graphic designs (14) present visual aids (15) utilize
desktop publishing In their classes, students and faculty are able to
integrate technology in dozens of different ways.
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Use of Results
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To further integrate technology, the faculty would like to
investigate the possibility of adding more smart rooms, including Smart
Boards to the smart rooms, updating the language lab with more modern
equipment, purchasing an illustrator program for the graphics lab,
adding a computer classroom to the building, allowing students more
access to the writing center computers, acquiring Coral Draw and Quark
Express (or the most recent similar programs) and expanding server
size.
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Goal 4.
Humanities/Cultural: Students will become familiar with the diversity of
a global culture marked by racial, ethnic, gender, and regional
differences.
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Curriculum
All Division of Arts and Letters courses
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Learning Outcome 1.
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Students’ course options will include: (A) Exposure to
racially diverse texts. (B) Contact with texts that represent different
ethnic groups. (C) An introduction to texts by male and female authors
and that look at male and female issues. (D) Coverage of regionally
diverse texts.
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Criteria
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There is no Criteria listed for
this assessment.
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Methods
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Arts and Letters faculty’s course offerings will be
monitored and syllabuses and readings will be analyzed to see that the
components of Objective 1 are being integrated into courses.
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Results
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(A)CHART NEEDS REPRESENTED! All the different racial groups
are represented in our English courses. No class offered has less than
two racial groups included in the course readings. (B)
Ethnicities/Nationalities Represented: 83 American authors, 61 British
authors, 9 Irish authors, 4 Spanish authors, 3 French and Nigerian
authors, 2 Germans, Greek,Polish,and Russian authors, 1 Argentine,
Bermudian, Canadian, Chinese, Colombian, Costa Rican, Dominican,
Indian, Italian, Jamaican, Norwegian, Pakistani, St. Lucian, and South
African authors. English courses represent several different
ethnicities. French and Spanish courses also stress the understanding
of other cultures—one of the course objectives in Spanish 109 is to
“increase our knowledge of the cultures of the Spanish-speaking world”
and one of the course objectives for French 122 is to “understand the
existence of basic cultural differences between our country and
French-speaking countries, and to understand that learning the language
of another country helps us better comprehend and interact with other
cultures.” (C)CHART NEEDS REPRESENTED A survey of the readings from the
courses offered by the Division of Arts and Letters show that both
works by women and men are well represented. Some courses such as
English 287-American Literature include anthologies of Women Writers
and English 413-Modern English Literature states that one of the themes
to be studies is “the feminist movement, including the fight for
women’s suffrage.” (D) Regional Texts: 30 Northeastern authors, 11
Southern authors, 13 Midwestern authors, and 4 Western authors.
Regionally, the American Northeast, Midwest
and South are well represented in the course syllabi. The West is also
represented. The courses pay attention to Southern Literature, which
fits the needs of a University located in South Carolina.
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Use of Results
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The division will hold a workshop on diversity in the
classroom and regularly offer a course on Southern Literature.
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Goal 5.
Humanities/Cultural: Students will communicate orally (with the exception
of Latin and Ancient Greek) and in writing in another language.
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Curriculum
FRENCH 122: Basic Proficiency in French; SPANISH 122: Basic Proficiency
in Spanish
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Learning Outcome 1.
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(A) Read in one foreign language and comprehend the topic
and main ideas in written texts. (B) Understand spoken discourse and
converse in a foreign language on familiar subjects.
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Criteria
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Pass/Fail rates and enrollment will be used.
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Methods
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Foreign Language faculty in conjunction with another Arts
and Letters faculty member and Academic Affairs will monitor the
enrollment of French and Spanish and the pass/fail rates of French 122
and Spanish 122.
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Results
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Three students were enrolled and passed French 122.
Nineteen students were enrolled in Spanish 122; seventeen passed and
two students withdrew from the course. The majority of the students
enrolled in French 122 and Spanish 122 passed the course, with the exception
of two students who withdrew form this course. The pass/fail rates
indicate that the objectives for this goal are being met.
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Use of Results
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Continue to monitor the pass fail rates and work on
increasing enrollment in the in French 122 and Spanish 122.
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Goal 6.
Humanities/Cultural: Students will demonstrate an understanding of the
contribution of the literary, visual, or performing arts and their
cultural contexts and express informed personal responses to artistic
creations.
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Curriculum
All Division of Arts and Letters courses
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Learning Outcome 1.
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Students will demonstrate the ability to: (A) Develop an
aesthetic response to at least one of the arts. (B) Express a personal
response to works of art and relate the part(s) to the work(s) as a
whole, using appropriate concepts and relevant information. (C) Relate
art to the wider cultural context from which it emerges.
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Criteria
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There is no Criteria listed for
this assessment.
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Methods
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Arts and Letters faculty will 1) monitor University and
Division events that allow the students to develop the components of
Objective 1; 2) estimate student attendance at those events; 3) survey
how faculty members encourage their students demonstrate their ability
to meet the components of Objective 1.
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Results
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1) Events held included: Fall Writer, Piano Recital, Fall
and Spring Storytellers Performances and Two Fall Storyteller
Workshops, MFA Fiction Reading, MFA Poetry Reading, Student Play, Summer
Film Series, Scholar’s Tea, Robert Burns Lecture, and “For the Love of
Poetry” Reading.
The art exhibits in the three galleries included: Posters of the Great
War Prints Textile Time Pieces (Sylvia Pickell) Quilts Selected Works
from the Permanent Collection B-Sides and Rare Cuts (Mike Williams)
Mixed Imagery of the Inner Self (Rose Metz) Oil Painter of Stuff
Creative Works of Toil and Love (John Funk) Watercolor 1000 Beautiful
Things (Kathleen Robbins) Photography installation 2004 Portraits and
Abstractions: New Works (Mary Ann Reames) Mixed Places Dear To Me (Rex
Deaton) Oil Stories, Lies Unanswered Questions (Chris Robinson) graphic
artwork Home (Rebecca Rhees) Tin Type Photography The Digital Eye
(juried show) Photography Inspired Musings (Bob Chance) Pottery
Germinations (Bobbi Adams) Collage 2) Not available 3) Faculty members
encourage their students to attend the events by (a) announcing the
events in class (b) emphasizing the importance of the event and its
relationship to the culture (c) offering extra credit opportunities for
attendance and written responses (d) requiring attendance at events
Analysis of Results On the USC Sumter campus, there were eleven events
and fourteen different art exhibits that allowed students to develop an
aesthetic response to at least one of the arts. Arts and Letters
faculty put the events into their cultural context for their classes
and encouraged students to express their opinion about the events
either in written reviews or class discussion. However, we were unable
to collect data for the student attendance for these events. The data
was to be calculated from the number of student development transcript
cards for each events multiplied by the ration of headcount/number of
cards at the first event. When the totals for the cards were requested,
it was learned that the data is entered for the individual students,
but no collective data for the events is kept.
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Use of Results
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Find a new method to calculate student attendance at
events while continuing to sponsor events on campus and encouraging
student attendance. Also, assessment procedure need
to be retooled to more directly address the Learning Outcome.
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Goal 7.
Humanities/Cultural: Students will integrate insights from several
disciplines and apply them to value choices and ethical decisions.
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Curriculum
ENGLISH 101: Composition; SPEECH 140: Public Communications
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Learning Outcome 1.
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Students will be able to: Integrate insights from several
disciplines in English 101 and Speech 140.
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Criteria
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There is no Criteria listed for
this assessment.
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Methods
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English and Speech faculty will survey their course
assignments and readings to see that other disciplines are being
discussed in English 101 and Speech 140.
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Results
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English and Speech faculty report discussing the following
disciplines: education, engineering, computer science, natural science,
history, art, cultural history, communications, music, philosophy,
sociology, law, biology, psychology, and political science. Composition
and Speech classes allow students to study over a dozen different
disciplines and, from that study, make value choices and ethical
decisions in their papers and speeches.
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Use of Results
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No action planned
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Learning Outcome 2.
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Students will be able to: (2) Apply insights from several
disciplines to value choices and ethical decisions in English 101.
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Criteria
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There is no Criteria listed for
this assessment.
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Methods
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English faculty will survey their course assignments to
confirm if insights from other disciplines are being applied to value
choices and ethical decisions in English 101.
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Results
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According the instructors of record, the students’ papers
applied the insights from these disciplines to value choices and
ethical decisions. According the instructors of record, the students’
papers applied the insights from these disciplines to value choices and
ethical decisions.
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Use of Results
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Find a way to more specifically monitor whether the
insights are being applied.
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II.
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FUTURE ASSESSMENT PLAN FOR YEARS 2004 - 2005
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Mission Statement
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The Division of Arts annd Letters offers coursework in
English, Art, French, Spanish, Theatre, Public Communication, Journalism,
and Music and endeavors to assist in the USC Sumter's mission to develop
respect for this diversity and an awareness of individual, societal, and
global responsibilities. Various disciplines within the Division strive
to teach our students to communicate through effective writing and
articulate speech, to use quantitative competence, creative, and critical
thinking, and to integrate knowledge. Classroom experiences and
programing provide opportunities for cultural enrichment, leadership
development, intellectual growth, and interpersonal relationships
contributing to a sense of self-reliance and self-esteem.
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Goal 1.
Written Communication: Students will communicate clearly in written
English, demonstrating their comprehension, ability to analyze, and
critical interrogation of a variety of written texts.
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Curriculum
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ENGLISH 101: Composition
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Learning Outcome 1.
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Students' writing will demonstrate/reflect: (A) Knowledge of the subject. (B) Awareness of the
reader. (C) Organization appropriate to the purpose and to the
interaction between writer and reader. (D) Format appropriate to the
writing situation. (E) Use of punctuation to establish and clarify
meaning. (F) Control of sentence structure to establish and clarify
meaning. (G) Style, personal voice, and coherence as a communicator. (H)
Description, analysis, and synthesis of data, ideas, or information
appropriate to the purpose.
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Criteria
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A 0-4 scale will be used: 4 Outstanding. 3 Effective. 2
Adequate. 1 Inefective. 0 Not at all.
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Methods
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The English faculty will supply a random sample of student
papers from English 101 and the corresponding assignment sheet and
other supporting materials will be collected. A reader other than the
instructor of record will assess each student portfolio.
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Goal 2.
Oral Communication: Students will communicate orally in a manner that
unites theory, criticism, and practice to produce an effective
communicator.
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Curriculum
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SPEECH 140: Public Communication
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Learning Outcome 1.
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Students' oral communication will demonstrate: (A) Knowledge of the subject. (B) Awareness of the
audience/group. (C) Organization appropriate to the purpose and to the
interaction between speaker and audience. (D) Vocal delivery that
encourages listening. (E) Physical presentation and use of body language,
appropriate to the speaking situation. (F) Appropriate sentence structure
and word choice.
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Criteria
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A 1-5 scale will be used: 5 Outstanding. 4 Effective. 3
Adequate. 2 Ineffective. 1 Not at all.
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Methods
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Speech faculty in conjunction with another Arts and
Letters faculty member will collect 1) syllabi for Speech 140 to see if
the components of Learning Outcome 1 are being stressed; 2) blank
grading rubrics from speeches 2-5 to check that the components of
Learning Outcome 1 are being evaluated; 3) a random, anonymous sampling
of evaluated student speeches from each Speech 140 class to calculate
if the students are indeed demonstrating the components of Learning
Outcome 1.
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Learning Outcome 2.
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Students' oral communication will demonstrate: Skill in
listening and extracting information and meaning from oral communication.
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Criteria
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There is no Criteria listed for this assessment
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Methods
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In order to assess Learning Ouutcome 2, Speech faculty in
conjunction with another Arts and Letters faculty member will examine a
random sampling of evaluated student collected from each Speech 140
class to calculate whether or not students are successful at extracting
information and meaning from oral communication.
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Goal 3.
Electronic Communication: Students and faculty will have the opportunity
to integrate electronic communication in their classes.
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Curriculum
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All Division of Arts and Letters courses
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Learning Outcome 1.
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The Division of Arts and Letters will provide: (A) Students
with the opportunity to communicate electronically in the classes offered
by the Division of Arts and Letters. (B) Faculty with the opportunity to
use electronic communication in the classroom.
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Criteria
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There is no Criteria listed for
this assessment.
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Methods
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Arts and Letters faculty will complete a survey of how
students and faculty use electronic communication in their classrooms.
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Goal 4.
Humanities/Cultural: Students will become familiar with the diversity of
a global culture marked by racial, ethnic, gender, and regional
differences.
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Curriculum
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All Division of Arts and Letters courses
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Learning Outcome 1.
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Students’ course options will include: (A) Exposure to
racially diverse texts. (B) Contact with texts that represent different
ethnic groups. (C) An introduction to texts by male and female authors
and that look at male and female issues. (D) Coverage of regionally
diverse texts.
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Criteria
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There is no Criteria listed for
this assessment.
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Methods
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Arts and Letters faculty’s course offerings will be
monitored and syllabuses and readings will be analyzed to see that the
components of Learning Outcome 1 are being integrated into courses.
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Goal 5.
Humanities/Cultural: Students will communicate orally (with the exception
of Latin and Ancient Greek) and in writing in another language.
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Curriculum
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FRENCH 122: Basic Proficiency in French; SPANISH 122: Basic
Proficiency in Spanish
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Learning Outcome 1.
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(A) Read in one foreign language and comprehend the topic
and main ideas in written texts. (B) Understand spoken discourse and
converse in a foreign language on familiar subjects.
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