We survey graduating students in the College of Arts & Sciences and the Sawyer Business School each year. The survey questions were reviewed and significantly updated during the 2019-2020 academic year, with the OIRA making minor changes in more recent years based on feedback.
- 2021-22 Overall [PDF]
- 2021-22 CAS [PDF]
- 2021-22 SBS [PDF]
- 2020-21 Overall [PDF]
- 2020-21 CAS [PDF]
- 2020-21 SBS [PDF]
- 2019-20 Overall [PDF]
- 2019-20 CAS [PDF]
- 2019-20 SBS [PDF]
We are using the Global Perspective Inventory (GPI) to assess students in SCGP courses. This assessment measures students’ global perspectives: their potential to understand and respect various perspectives, and also to be open to and connect with other people from different backgrounds (Research Institute for Studies in Education, 2017).
The core scales of the GPI cover the cognitive, intrapersonal, and interpersonal aspects of their global perspectives. The cognitive scales address students’ knowledge and awareness of different cultures, in addition to their understanding of how cultural perspectives contextualize knowledge and values. The intrapersonal scales address students’ awareness of their own identities, emotional awareness, and respect for other cultures and perspectives. The interpersonal scales address students’ interdependence, cultural sensitivity, and engagement with individuals who are different from them (Research Institute for Studies in Education, 2017).
Global Perspective Inventory (GPI): Its Purpose, Construction, Potential Uses, and Psychometric Characteristics Larry A. Braskamp, David C. Braskamp, and Mark E. Engberg Global Perspective Institute Inc. Chicago, IL 60611 August 2014
As of Fall 2022, we use the Credo Information Literacy Core to assess the information literacy of students in Science, Technology, and Engineering (STE) courses.
From Fall 2020 to Spring 2022, we used the Standardized Assessment of Information Literacy (SAILS) to assess students in STE courses. This assessment is based on the Association of College and Research Libraries’ competency standards for information literacy in higher education, in addition to skill sets identified by Project SAILS (Project SAILS, n.d.). The SAILS tests the knowledge, skills, and strategies that are needed to identify, search for, use, and engage with information. Students complete multiple-choice questions that each have one correct answer. Specific areas that the questions address include developing research strategies, using search tools, and evaluating sources (Project SAILS, 2018).
We used the Cohort Test in 2020-21 and transitioned to the Individual Test in 2021-22 in order to receive case-level data. The Cohort test only benchmarks the overall cohort’s scores against other institutions on the different dimensions, while the Individual test provides us with individual-level scores.
Project SAILS. (n.d.). The cohort test.
Project SAILS (2018). Standardized Assessment of Information Literacy Skills: Spring 2018 cohort report for Goldfinch University. Kent State University.
We assess written communication in the First-Year Writing Program through the VALUE Scoring Collaborative. We assess the students’ writing at the end of the two-course sequence (WRI-101 and WRI-102). Students are selected using stratified random sampling to draw a sample that is representative of the first-year student body. Artifacts from multiple assignments are sent to the VALUE Scoring Collaborative for scoring according to VALUE’s Written Communication rubric.
VALUE reviewers score the artifacts on five dimensions: Context of and Purpose for Writing, Content Development, Genre and Disciplinary Conventions, Sources and Evidence, and Control of Syntax and Mechanics.