University at Buffalo (UB)
Preparing you for a diverse and dynamic world.
Assessment of the UB Curriculum is conducted on a five-year cycle, assessing two to three components each year. All components are assessed, at a minimum, once every five years. The UB Curriculum leverages assessment for continuous improvement. Results shared below briefly summarize recent component assesssments and how each relate to the program learning outcomes.
| Component | Method | Findings |
| Comm Lit 1 | Writing was assessed in Year 1 of the cycle (2016-2017). A rubric wasused to score a sample of student research papers. Student survey used toassess student's perceptions of learning outcomes and their achievement ofthese learning outcomes. CL1 will be assessed again in Spring of 2022. | 19% of students assessed are meeting the proficient level with regard towriting. 21% are approaching, and 61% are not meeting. Based on thestudent survey results, 74% of students feel that the learning outcomes arebeing addressed in ENG 105, while 92% indicate that they have at least agood grasp of these learning outcomes. |
| Comm Lit 2 | Writing and oral communication was assessed in Year 4 of the cycle(2019-20). A rubric was completed by instructors based on artifacts fromtheir sections. Student survey used to assess student's perceptions oflearning outcomes and their achievement of these learning outcomes. CL2will be assessed again in 2023-2024. | Direct assessment indicates that 84% of students are meeting theoutcomes for CL2 (39% were highly successful); 16% (18% when adjusted forthose not assessed) were struggling. Pre- and post-semester self-evaluationsurveys indicated modest increases in self-perception in each area of CL2,with the most significant improvement coming in questions regarding theirexperience with writing in different academic and professional genres.Improvements were also seen in self-perception in relation to writing process,style, argument and persuasion, and giving presentations. |
| MQR | Quantitative Reasoning assessed in Year 3 of the plan (2018-2019). Instructors used a simple rubric to score course artifacts. Studentsurvey used to assess student's perceptions of learning outcomes and theirachievement of these learning outcomes. MQR will be assessed again in fall2021. | At least 71% of students are meeting the expected level ofperformance on each learning outcome. 74.5% of students indicate that theMQR learning outcomes were covered in their course, while 88% of studentsindicate that they are achieving these outcomes at a good level. |
| SLI | Scientific literacy assessed in Year 3 of the plan (2018-2019). Instructorsused a simple rubric to score course artifacts. Student survey used to assessstudent's perceptions of learning outcomes and their achievement of theselearning outcomes. SLI will be assessed again in 2021-2022 | Findings from the 6 SLI learning outcomes (LO) reveal that the number ofstudents assessed per LO is extremely variable, values ranging from 4992students for LO #1, to 3170 for LO #6, a 37% drop. The source of this attritionand its impact on the findings needs to be examined and understood. Data,presented in relative terms reveal that all 6 LO were "Met or Exceeded" by nofewer than 77% (Range 92 to 77%) of reported students. 68.5% of studentsindicate that the course addressed the learning outcomes throughout, while88% indicate that they have at least a good grasp of these outcomes. |
| Capstone | Visual communication was assessed in Year 4 of the plan (2019-20). Instructors scored student ePortfolios using a standard rubric. Studentsurvey used to assess student's perceptions of learning outcomes and theirachievement of these learning outcomes. Capstone will be assessed again in2023-2024. |
Instruction is provided through CL1 and CL2, MQR, SLI, and the Capstone.
| Component | Method | Findings |
| Thematic Pathway | This is assessed with the Thematic and Global essays that are completed with the UBC 399 Capstone ePortfolio. Each essay is scored according to a special rubric by the UBC 399 instructors. Both components were assessed in year 4 of the assessment plan, along with the Capstone itself. | 86% of students assessed were able to adequately demonstrate "connections between the coursework and the broader context of the student goals and relevant skills acquired within the Thematic Pathway" with a rating of 'Excellent' or 'Average.' |
| Global Pathway | This is assessed with the Thematic and Global essays that are completed with the UBC 399 Capstone ePortfolio. Each essay is scored according to a special rubric by the UBC 399 instructors. Both components were assessed in year 4 of the assessment plan, along with the Capstone itself. | 82% of students assessed were able to adequately demonstrate "connections between the coursework and the broader context of the student goals and relevant skills acquired within the Global Pathway" with a rating of 'Excellent' or 'Average.' |
| Capstone | This is assessed with the Thematic and Global essays that are completed with the UBC 399 Capstone ePortfolio. Each essay is scored according to a special rubric by the UBC 399 instructors. Both components were assessed in year 4 of the assessment plan, along with the Capstone itself. | Overall, the Capstone Assessment demonstrated that 92% of students were proficient, fully competent or exemplary in articulating connections across different academic disciplines and perspectives. 97% of students were proficient, fully competent or exemplary in adapting and applying skills, abilities, or methodologies acquired in one situation to new situations. Additionally, 97% of students were proficient, fully competent or exemplary in connecting relevant experiences and academic knowledge. |
| Component | Method | Findings |
| MQR | This is assessed in SLI and MQR using a rubric to score student assignments and exams. It was also assessed indirectly in a general question on the student survey. | At least 71% of students are meeting the expected level of performance on each learning outcome. 74.5% of students indicate that the MQR learning outcomes were covered in their course, while 88% of students indicate that they are achieving these outcomes at a good level. |
| SLI | This is assessed in SLI and MQR using a rubric to score student assignments and exams. It was also assessed indirectly in a general question on the student survey. | Findings from the 6 SLI learning outcomes (LO) reveal that the number of students assessed per LO is extremely variable, values ranging from 4992 students for LO #1, to 3170 for LO #6, a 37% drop. The source of this attrition and its impact on the findings needs to be examined and understood. Data, presented in relative terms reveal that all 6 LO were "Met or Exceeded" by no fewer than 77% (Range 92 to 77%) of reported students. 68.5% of students indicate that the course addressed the learning outcomes throughout, while 88% indicate that they have at least a good grasp of these outcomes. |
| Component | Method | Findings |
| Diversity in the United States | Assessed in year 3 (2018-19). A reflective essay was prepared by students as they completed UBC 399 (Capstone) in which they addressed at least 3 of the learning outcomes and their achievement of it. A rubric was used to assess their level of achievement of each learning outcome. | The rubric results for assessment of the DL essay show that from 17.5% to 38.3% of students met the base level of performance on each of the six learning outcomes. Based on the survey results, 70% of students indicate that the learning outcomes were covered throughout the DL course, while 92% of students indicate that they have achieved these to at least a good level. |
| Global Pathway | Students complete a reflection on their learning in the selected global pathway as part of UBC 399. The Global Pathway was assessed in Year 4 (2019-20). This was assessed with the Global essays that are completed with the UBC 399 Capstone ePortfolio. The essay was scored according to a special rubric by the UBC 399 instructors. | Global -- Based on the student survey, 75% of students agree that the global pathway courses reflected expected content, and 65% of students indicate they improved their ability to analyze events/topics from a global perspective. |
| Component | Method | Findings |
| UB Seminars | UB Seminars are assessed every 4 years. During spring 2020, the UB Seminar subcommittee of the UB Curriculum developed specific rubric items associated with the UB Seminar learning outcomes in order to assess both the 199 (3-credit) and 198 (1-credit) formats of the UB Seminar. In fall 2020, UB Seminar faculty were asked to utilize these rubrics to assess how well their students achieved the learning outcomes. Additionally, all students enrolled in a UB Seminar in fall 2020 were asked to complete a pre- and postassessment in which they rated their own perceptions of abilities related to the learning outcomes. To note, a majority of the UB Seminars offered in fall 2020 were delivered fully or partially online due to the COVID 19 pandemic. | UB Seminars: Based on both 198 and 199 sections, faculty rated from 71% to 79% of students as achieving the learning outcomes at the desired level of mastery. On the faculty assessments, transfer students are scoring lower than new freshmen throughout the 199s. Additionally, student post assessment results for transfers (both 199 & 198) show lower assessment of their abilities in community building, making friends, etc. Student self assessment of their soft skills decreased overall for: time management, note taking, etc. In the academic outcomes, students inherently mirrored their assessment of themselves to the faculty assessment of them but less in skills-based areas. It is important to note again that this assessment was completed in fall 2020 with the majority of classes being taught online or hybrid due to COVID-19. |
| Capstone | During spring 2019, the Diversity and Integrative Learning subcommittee of the UB Curriculum developed specific rubric items associated with the Capstone learning outcomes in order to assess UBC 399. These items were incorporated into the final rubric in the fall 2019 UBC 399 course and completed by the course instructors | UB Capstone: Overall, 97% of students were proficient, fully competent or exemplary in demonstrating an evolving sense of self as a learner. Additionally, 91% of students were proficient, fully competent or exemplary in applying understanding of digital citizenship to create an academic capstone portfolio. |
| 2023-2024 | 2024-2025 | 2025-2026 | 2026-2027 | 2027-2028 |
|
|
|
|
|
·Updated learning outcomes to streamline and clarify.
·Improved assessment methods: increased faculty involvement, streamlined rubric language and methods, hosted faculty workshops to review and plan for upcoming assessment cycles
·Facilitated progress report collection for UB Seminar, ENG 105 & Capstone courses with follow-up to at-risk students by instructors and campus partners
·UB Seminar: implemented Student Success Coaching pilot, block registration pilot, hosted faculty development session for ongoing training
·Communication Literacy: held external review (CL1 & CL2), improved partnership with libraries to deliver information literacy outcomes in ENG 105, instructors implemented Eli Review for peer writing
·Diversity: Name changed from Diversity Learning to Diversity in the United States to highlight course focus, reviewed all Diversity in the United States approved course syllabi.
·Pathways: Path Finder Tool enhancements including student course history, strengthened global content, implemented waitlist policy, ensured scaffolding from introductory to more advanced courses.
·Capstone: Condensed to seven-week sessions and transitioned from Digication to UB Learns.