General Studies Writing

To help contextualize GSW’S current assessment projects, I offer the following list of the program’s most significant assessment projects which have been undertaken since GSW’s first assessment report was submitted, in 2003.

2003

• In light of GSW’s new designation as a free‐standing unit, no longer part of the English Department— created and implemented procedures for determining merit for GSW’s staff of full‐time instructors. Among these, created a merit document, designed a peer evaluation procedure, and implemented a requirement for GSW instructors to maintain teaching portfolios.
• Created and implemented an online procedure for student evaluation of GSW courses/ instructors at midterm.

2004

• Designed and piloted an online procedure for placing BGSU’s 4000 incoming students into the appropriate GSW courses (110, 111, or 112).
• Created GSW’s Learning Outcomes and Assessment Committee, charged with designing assessment projects/tools for measuring the program’s learning outcomes. This committee has been re‐established each year since 2004.
• Redesigned GSW’s student evaluation form.
• Worked with a publishing company on the creation of significantly enhanced materials for GSW’s end‐of‐term portfolio assessment procedure.

2005

• Created additional protocols (the “Enhanced” Portfolio Assessment Process; the “Blind Review” Portfolio Process; and the 110/111 Course Pre‐Survey and 112 Course Post‐Survey) for assuring that multiple measures, both direct and indirect, are used to assess students’ achievement of program learning outcomes.
• Created new standardized tools which are used by students as part of their writing portfolios.
• Significantly redesigned and implemented an improved online procedure for placing students into the appropriate GSW courses.

2006

• Implemented the Enhanced Portfolio Assessment Process, which resulted in the design of additional assessment tools and a revision of several program materials used for faculty development.
• Created a grid of GSW’s extensive learning outcomes/multiple measures for each outcome. Updated annually.

2007

• Implemented the “Blind Review” Portfolio Assessment Process, which resulted in the creation of additional program materials which assist GSW’s instructors with teaching source synthesis in the program’s 112 course.
• Created a 10‐minute video on GSW’s portfolio assessment (appears on GSW’s website; use the subheading "Portfolio Assessment Overview & Video" under the "Outcomes and Assessment" heading).

2008

• Based upon student and instructor feedback, redesigned two of GSW’s standardized assessment tools: GSW’s rubric tool for assessing student writing, and GSW’s “Process Analysis” tool which students are required to use for helping the students assess their own progress on each major paper assignment.
• Created and piloted a placement process (comprised of an online test and portfolio component) for students in the English as a Second Language Program (ESL) who are making the transition to GSW courses.
• Assessed GSW’s “Laptop Required” piloted which was tested in 40 GSW sections. Unanimous agreement from students and GSW teaching staff that the laptop sections should continue and that the number of laptop sections offered should increase.