COLL 300 Assessment Report Summary

COLL 300 ASSESSMENT SPRING 2026 

• IAE asked all faculty members teaching a COLL 300 course in spring 2026 to submit a course portfolio for each course. One portfolio was requested for multiple sections of the same course taught by a single instructor. 

• 29 sections, 27 courses, 27 instructors, 23 portfolios requested, 21 portfolios submitted (91%). 

• Portfolio status: 21 rated (91%), 0 incomplete/not rated (0%), 2 not submitted (9%). 

STUDENT LEARNING EXPECTATIONS– What the faculty expects students to learn and be able to do in COLL 300 courses 

1. Demonstrate an understanding of how people across cultures and societies experience the world.  
2. Make connections between those perspectives and course content.  
3. Analyze how cultural and societal differences manifest globally.  
4. Reflect on their own identity as global citizens.  

 WORKING GROUP REVIEW/FINDINGS 

• Overall, COLL 300 courses addressed the learning expectations well. All reviewed portfolios addressed every learning expectation at least adequately, and no portfolios failed to address any expectation. 

• Expectations 1–3 were consistently well addressed. Expectation 4 (reflection on identity as a global citizen) showed comparatively lower ratings, likely because reflective assignments were often unavailable at the time of review and because expectations for critical reflection could be clearer. 

• The Working Group noted that COLL 300 could be strengthened by requiring meaningful interaction with visitors who share lived experiences relevant to course content. 

• All departments and course sections met the minimum expectations for all four learning outcomes. 

WORKING GROUP RECOMMENDATIONS 

• Expectation 1 – Clarify whether studying cultures and societies solely from a historical perspective fully satisfies the expectation that students understand how people across cultures and societies experience the world. 

• Expectation 2 – Revise the learning expectation to provide more precise language about what "those perspectives" refers to, reducing ambiguity and strengthening alignment with Expectation 1. 

• Expectation 3 – Consider revising the term "globally" to better reflect that cultural and societal differences may manifest across different places or contexts without necessarily being global in scope. 

• Expectation 4 – Provide additional guidance and scaffolding for critical reflection assignments supporting Expectation 4. 

• We recommend that the EPC and CLA continue emphasizing visitors' lived experiences in COLL 300 courses and consider making this expectation more explicit in curriculum guidance. 

• Allow faculty to submit reflective assignments from previous semesters when end-of-semester work is unavailable and encourage inclusion of grading rubrics in portfolios. 

• Clarify portfolio instructions by highlighting key guidance earlier and asking faculty to describe how students engage with visitors' lived experiences.