ASIAN 369.  Chinese Film

Instructor will use weekly assignments to gauge the student's progress in the course and comprehension of materials. In addition, the instructor will make use of instructional technology (e.g., Lecture Tools or Clickers) to evaluate the effectiveness of lectures. Instructional technology now allows instructors to gauge the students' difficulty with material and lecture slides, as well as to evaluate their level of engagement with materials.

ENGLISH 329 / ENVIRON 329.  Environmental Writing and Great Lakes Literature

In addition to student evaluations, the success of ENGLISH 329/ENVIRON 329 will be assessed by a mid-term exam and an end-of-term discussion of course goals, content and structure. By the conclusion of the course, students should be able to discuss the connections between the natural world in which they conduct research, the assigned novels and their own writing. The students' writing progress will be observed during the term, and each of the writing assignments will be compared to each earlier writing samples to assess the development of students' creative and analytical skills.

HISTART 348.  Representing Fashion: Costume and Dress in the Visual Arts

Course objectives:  1) encourage students to think critically about fashion as a culturally and historically relative concept; and 2) teach students how to analyze images, objects, and texts as distinct forms of representation and carriers of information. I will get an idea from early on in the course of whether students can analyze readings critically from their reading response papers. Progress of student understanding and engagement with key ideas will be assessed regularly during in-class discussions. The first short paper comes early in the term (due the 4th week) to enable me to assess student skills in the key area of analyzing images in relation to texts. The mid-term examination will also give me a sense of how students are assimilating the material and allow time for adjustments during the second half of the course. After the term is over I will meet with the Director of Undergraduate Studies and chair to discuss the syllabus, student evaluations, and plans for improvement.

POLISH 215.  Heart of Europe: Poland Today

The course objectives can be measured via short and long papers as well as the final exam. More importantly, they can be assessed during discussion meetings when students will have opportunities to demonstrate their progress in comprehension and exposition of their ideas about course material. A mid-term and end of the term survey of students’ satisfaction with the course and suggestions for adjustments to material selection and presentation should allow us to measure students’ response to course material and instruction.


GERMAN 378.  History of German Science

Gaging the ultimate success of a course with such broad pedagogical aims is largely dependent on individual student feedback. Informal feedback is solicited via a midterm evaluation, formal feedback via grades and end-of-term evaluations. Students are encouraged to attend office hours in order to discuss their objectives and progress. Early in the semester, the class appoints a Klassensprecher (class representative) to facilitate communication between the students and instructor and among the students themselves. Because of its voluntary character, the use of a class blog is another effective means of monitoring: a) the extent of the students’ substantive learning; b) their level of interest and enthusiasm; and c) their degree of communicative exchange and collaboration.


ANTHRBIO 363.  Genes, Disease, and Culture

Faculty will have the opportunity to sit in on classes during the course of the semester to assess the course style, course content, and learning environment. We will then have the opportunity to discuss this course and its objectives during our sub-field faculty meeting to ensure that it is meeting its specific goals and objectives.

BIOLOGY 444.  Life: Decoded--Genomics in Society

Students will complete a short survey after the first class, which will help assess their current knowledge of basic biological principles. They will write an essay based on a short video at the first class and again at the end, which will help evaluate the course's contribution to their knowledge of basic principles and ethical implications in the field. Instructor will work with CRLT to have an in-class anonymous feedback during the first weeks/months of class to help improve teaching effectiveness.

EARTH 159.  Toward a Sustainable Human Future

The success of this course will be based on the instructor’s evaluation of the students’ ability to examine, critically analyze and summarize a sustainability topic, and on written evaluations of other class projects (anonymous to classmates, known to instructor). Specific mid-term and end-of-term student evaluations will be used to assess the impact of the course material on learning and development of critical thinking, particularly in the realm of sustainability science.

MCDB 351.  Synapses

To assess students' specific goals and level of enthusiasm, a survey will be given at the beginning and end of the course (in addition to E&E evaluations). Adjustments will be made to the content/approach wherever practicable. To assess course learning outcomes, GSIs will observe every student individually and call instructor attention to those who are struggling. GSIs will provide feedback to faculty about material or approaches that students found difficult, allowing instructors to reconcile learning goals with actual outcomes. Three exams will be given during the semester in an open-ended (essay) format giving the grader clear indication of student comprehension of topics. Instructors will return to poorly grasped concepts with a different approach. A fourth exam at the end of the course will provide additional feedback to the instructor for the next time the course is offered.


HISTORY 104.  Introduction to History in the Social Sciences

From the perspective of individual students, we will define success in terms of the specific knowledge they have gained (which will vary widely in each iteration of the class) and their understanding of the discipline of history. Faculty who teach this class will be asked to formulate a set of objectives that articulate their understanding of history and explain how they will convey that message to first-year students. They will be asked to report to History's Undergraduate Committee at the end of the term on their success as measured by student performance on assignments and exams, in discussion sections, and in course evaluations. The goal is not popularity for its own sake, but accessibility as a means to show students what professional historians really do. 

ORGSTUDY 201.  Leadership and Collaboration

In addition to using grades and end of term evaluations to assess the success of this new course, the department will incorporate relevant information from advising appointment discussions and exit surveys completed by matriculating concentrators to determine the worth of the course as a gateway to the curricula of the Organizational Studies Program. If this class is approved to be part of the new Sophomore Experience initiative being developed by the Associate Dean of undergraduate education, additional evaluation mechanisms will be developed in consultation with the Dean’s office.

POLSCI 309.  Theoretical Perspectives on Environmental Change

Assessment will include student feedback surveys during the term and follow-up statistical queries to determine if students in this course go on to take other intermediate-level classes in the history of political thought or participate in upper-level seminars in political theory and political science.


Faculty instructors will work in consultation with GSIs to assess student learning. It will be measured through weekly-response papers, the writing exercises and midterm essay, the final examination, and class participation in small-group discussion sections, overseen by GSIs. In addition, faculty instructors will continue working with CRLT on the design of the course, pedagogical issues, implementation,

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