Civic Engagement Report

Fall 2024 and Spring 2025

Overview

Virginia Tech has chosen to measure two outcomes within the Reasoning in the Social Sciences area of the Pathways general education program for the assessment of civic engagement. These two outcomes were chosen based on their alignment with the concept of Civic Engagement.

Reasoning in the Social Sciences courses help students utilize quantitative and qualitative methods to explain the behavior and actions of individuals, groups, and institutions within larger social, economic, political, and geographic contexts. (Students take two courses in this area of the curriculum.)

During the Fall 2024 and Spring 2025 semesters, Virginia Tech sampled 64 course sections that addressed the Core Concept of Reasoning in the Social Sciences (RSS). In addition, some sections sampled for other Pathways Core Concepts also covered RSS. Instructors of sampled sections were asked to submit data for all Core Concepts. The final group of sections included in the analyses below were sections that were not required to submit data but contributed data voluntarily. As a result, 82 sections reported data for RSS.

Table Contents (Two Columns): Pathways Sections Sampled for RSS: 64 Pathways Sections Reporting Data: 82 Indented rows under “Pathways Sections Reporting Data”: Sampled Pathways Sections Reporting Data*: 69 Bonus Pathways Sections Reporting Data†: 13 Enrollment in Sections Reporting Data**: 5,015 Footnotes: * Values include sections sampled for other Core Concepts that also cover RSS. ** Values include students who may be enrolled and/or assessed in multiple Pathways courses. † “Bonus” refers to additional sections reporting beyond the sampled set.

Outcomes Virginia Tech Measured this Reporting Cycle

Analyze human behavior, social institutions, and/or patterns of culture using theories and methods of the social sciences.
Identify interconnections among and differences between social institutions, groups, and individuals.

Virginia Tech's Target for this Reporting Cycle

At least 70% of students will be rated as meeting or exceeding competency in this area.

Methods

All undergraduate students are required to participate in the Pathways general education program. As of Fall 2024, Virginia Tech utilizes a sampling methodology for general education assessment that aims to collect data from a subset of course sections that is representative of the general education curriculum. All courses approved for Pathways are part of the sampling pool. Based on an estimated enrollment population for general education course sections of 80,000 each fall and spring semester, along with a confidence level of 99% and a 2% margin of error, approximately 4,000 students should be assessed each semester. Based on the minimum number of students that can be assessed in any one section (i.e., 20), this equates to approximately 200 sections per semester. The number of course sections sampled for each Core Concept is then based on the required number of credit hours that students must complete in each area (i.e., Core Concepts that require students to complete nine credit hours have a greater number of sampled course sections than areas in which six credit hours are required).

When developing a final sample each semester, if a course section was already selected to participate in another Core Concept area, this course section was excluded from selection in other areas. Except for extremely rare cases, if an instructor was already selected during the current semester or a previous semester within the four-semester data collection period, this instructor was not required to participate again. Additionally, large-enrollment course sections from each Core Concept were sampled. Large-enrollment course sections are defined as those having more than 200 students enrolled on average.

Instructors develop their own assessment methodologies based on the content and structure of the course. Students complete the required assessment(s) developed by the instructor teaching the sampled course section. All assessments must be direct measures of student learning. Some possibilities include: written assignments, multiple-choice items, projects, case studies, and artistic creations. Faculty determine what is a developing competence, competent, and advanced competence level of performance on each learning outcome. Rubrics have been developed to guide faculty in this process.

Data and Analysis

Table 2 presents data for the 2 SLOs related to Civic Engagement.

Table 2 summarizes competency levels for two student learning outcomes (SLOs) in the Reasoning in the Social Sciences (RSS) area. For each SLO, the table reports the number of course sections included in the analyses, the number of students assessed, and the percentages of students rated at three performance levels: Developing Competence, Competent, and Advanced Competence. For SLO 1 (“Analyze human behavior, social institutions, and patterns of culture using theories and methods of the social sciences”), results include 67 sections and 3,694 students. Of these students, 10% (366) demonstrated Developing Competence, 29% (1,073) were rated Competent, and 61% (2,255) showed Advanced Competence. For SLO 2 (“Identify interconnections among and differences between social institutions, groups, and individuals”), results include 72 sections and 3,763 students. In this group, 8% (296) demonstrated Developing Competence, 24% (906) were rated Competent, and 68% (2,561) showed Advanced Competence. A note clarifies that instructors are required to assess only a majority of the four SLOs in the RSS area, not all four; therefore, the number of sections included in the analyses varies between SLO 1 and SLO 2.

SLO 1: Analyze human behavior, social institutions, and/or patterns of culture using theories and methods of the social sciences.

Sections and Enrollments Reporting Data and Included in Analyses for SLO

Table 3 summarizes the number of Pathways course sections and student enrollments included in the analyses for Student Learning Outcome (SLO) 1. The table reports three values: Pathways Sections Reporting Data: 67 Enrollment in Sections Reporting Data: 4,379 Students Included in Analyses: 3,694 A note clarifies that enrollment values may include students who are enrolled in or assessed across multiple Pathways courses.

Figure 1 shows the competency level distribution for Student Learning Outcome (SLO) 1, which focuses on analyzing human behavior, social institutions, and cultural patterns using social science methods. The chart displays the percentage of students who achieved each of three performance levels out of 3,694 assessed students. Results show that 10% (366 students) demonstrated Developing Competence, 29% (1,073 students) were rated Competent, and 61% (2,255 students) demonstrated Advanced Competence.

Competency Level Distribution for SLO 1 (n = 3,694) The figure is a bar chart illustrating three competency levels for Student Learning Outcome 1: analyzing human behavior, social institutions, and cultural patterns using social science theories and methods. The bar labeled “Developing Competence” represents 10% of students (366). The bar labeled “Competent” represents 29% of students (1,073). The bar labeled “Advanced Competence” represents 61% of students (2,255). Bars increase in height from left to right, with Advanced Competence being the highest.

SLO 2: Identify interconnections among and differences between social institutions, groups, and individuals.

Table 4 presents the number of Pathways sections and student enrollments included in the analyses for Student Learning Outcome (SLO) 2. The table reports that 72 Pathways sections submitted reporting data. Enrollment across those sections totaled 4,245 students, and 3,763 students were included in the analyses. A footnote notes that enrollment and analysis totals may include students enrolled or assessed in multiple Pathways courses.

Table Title: Table 4: Sections and Enrollments Reporting Data and Included in Analyses for SLO 2 The table contains two columns: the left column lists data categories, and the right column displays overall values. Pathways Sections Reporting Data: 72 Enrollment in Sections Reporting Data*: 4,245 Students Included in Analyses*: 3,763 Footnote: * Values may include students who are enrolled in or assessed across multiple Pathways courses.

Figure 2 shows the competency level distribution for Student Learning Outcome (SLO) 2, which focuses on identifying interconnections among and differences between social institutions, groups, and individuals. The bar chart summarizes performance results for 3,763 assessed students. Eight percent (296 students) demonstrated Developing Competence, 24% (906 students) were rated Competent, and 68% (2,561 students) demonstrated Advanced Competence.

Competency Level Distribution for SLO 2 (n = 3,763) The figure is a bar chart displaying three performance levels for Student Learning Outcome 2: identifying interconnections among and differences between social institutions, groups, and individuals. The bar labeled “Developing Competence” shows 8% of students (296). The bar labeled “Competent” shows 24% of students (906). The bar labeled “Advanced Competence” shows 68% of students (2,561). The bars increase in height from left to right, with Advanced Competence being the tallest.

Resources