1 Minnesota State University, Mankato General Education Goal Area 9 (Ethics and Civic Responsibility) Assessment Report for the 201152016 Academic Year May 5, 2017 Submitted by: Kellian Clink, Lee Cornel, Richard Liebendorfer, Rama Mohapatra, Bekka Williams Section (I): Introduction and Summary, pages 13 *Goal Area 9 Ethics and Civic Responsibility requires undergraduate students to take one course of at least 3 credits or more chosen from a list of courses. The representative courses include a wide range of subjects, including Anthropology, Business Law, Chemistry, Corrections, Communication Studies, Computer Science, English, Gender and Women's Studies, History, Information Technology, Education, Mass Media, Philosophy, Political Science, Sociology, Social Work, Urban and Regional Studies. *The main goal of this area is to develop capacities needed to reflect on and analyze the ethical dimensions of public life, citizenship, and the exercise of responsible citizenship. *The outcomes for the category as listed in the 20152016 MSU Bulletin (page 15) are the following: (a) examine, articulate and apply their own ethical views (b) understand and apply core concepts (e.g. politics, rights and obligations, justice, liberty) to specific issues (c) analyze and reflect on the ethical dimensions of legal, social, and scientific issues (d) recognize the diversity of political motivations and interests of others (e) identify ways to exercise the rights and responsibilities of citizenship. *Rubrics employed to perform the assessment were derived from the foregoing Category 9 outcomes. See rubrics below in Table 3, page 14. Within each outcome, there are 5 levels a student can achieve based on the rubric ranked from 04: Outcome not met (Level 0), Beginning (1), Developing (2), Proficient (3), and Advanced (4). Section (II): Data for Class Type, pages 36 *Data for FacetoFace verses online delivery of courses. See Table 1 and page 23.
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Minnesota State University, Mankato General Education Goal Area 9 (Ethics and Civic Responsibility) Assessment Report for the
20115-2016 Academic Year May 5, 2017
Submitted by: Kellian Clink, Lee Cornel, Richard Liebendorfer, Rama Mohapatra, Bekka Williams
Section (I): Introduction and Summary, pages 1-3
*Goal Area 9 - Ethics and Civic Responsibility-- requires undergraduate students to take one course of at least 3 credits or more chosen from a list of courses. The representative courses include a wide range of subjects, including Anthropology, Business Law, Chemistry, Corrections, Communication Studies, Computer Science, English, Gender and Women's Studies, History, Information Technology, Education, Mass Media, Philosophy, Political Science, Sociology, Social Work, Urban and Regional Studies.
*The main goal of this area is to develop capacities needed to reflect on and analyze the ethical dimensions of public life, citizenship, and the exercise of responsible citizenship.
*The outcomes for the category as listed in the 2015-2016 MSU Bulletin (page 15) are the following: (a) examine, articulate and apply their own ethical views;; (b) understand and apply core concepts (e.g. politics, rights and
obligations, justice, liberty) to specific issues;; (c) analyze and reflect on the ethical dimensions of legal, social, and scientific issues;;
(d) recognize the diversity of political motivations and interests of others;; (e) identify ways to exercise the rights and responsibilities of citizenship.
*Rubrics employed to perform the assessment were derived from the foregoing Category 9 outcomes. See rubrics below in Table 3, page 14. Within each outcome, there are 5 levels a student can achieve based on the rubric ranked from 0-4: Outcome not met (Level 0), Beginning (1), Developing (2), Proficient (3), and Advanced (4). Section (II): Data for Class Type, pages 3-6 *Data for Face-to-Face verses online delivery of courses. See Table 1 and page 2-3.
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Section (III): More Summary Information, pages 5-6. *Faculty status, course delivery locations, course type, course level, etc.
Section(V):Briefly summarized and Graphed Asessment Results, pages 6-11 *Graphed assessment results, pages 7-11. The assessment committee received the quantitative assessments graphed below and the corresponding assignment details from 35 classes, 928 students for this goal area offered in Fall 2015, Spring 2016, and Summer 2016 semester. Section: (V): Assignments page 12 * The most popular assignment type for this goal area assessment is the research paper/project (around over 50%), followed by in-class exams and quizzes, in-class discussion or worksheet, presentation, or video. Table 2, page 12 graphs assignment data.
(II)a Table 1: Online vs Face-to-Face, course location for Goal Area 9 (2015-16)
Subject Course Location
Course Medium
All Students Assessed?
HPP Mankato Face-to-Face Yes PHIL Online Online Yes PHIL Online Online Yes PHIL Online Online Yes PHIL Online Online Yes PHIL Online Online Yes PHIL Mankato Face-to-Face Yes PHIL Mankato Face-to-Face Yes
KSP Mankato Face-to-Face Yes KSP Mankato Face-to-Face Yes IT Mankato Face-to-Face Yes PHIL Mankato Online Yes Phil Online Online Yes
Minnesota State
University, Mankato General Education Goal Area 9 (Ethics and Civic Responsibil
ity) Assessment Report for the 20115-2016
Academic Year May 5, 2017
Submitted by: Kellian Clink, Lee Cornel, Richard Liebendorfer, Rama Mohapatra, Bekka Williams
Section (I): Introduction and
Summary, pages 1-3
*Goal Area 9 - Ethics and Civic Responsibil
ity-- requires
undergraduate
students to take one course of at least 3 credits or more chosen from a list of courses.
The representat
Mankato Face-to-Face Yes
PHIL
Mankato
Face-to-Face No
PHIL Mankato Face-to-Face Yes PHIL Mankato Face-to-Face Yes PHIL Mankato Face-to-Face Yes PHIL Mankato Face-to-Face Yes PHIL Mankato Face-to-Face Yes PHIL Mankato Face-to-Face Yes
(II)b ASSESSMENT SCORES FOR ALL CLASSES, FACE-TO-FACE CLASSES, ON-LINE CLASSES AND HYBRED CLASSES
The following average scores respectively for all courses shows that only a small difference among all courses, face-to-face courses, online courses and hybrid courses. 1=Beginning;; 2=Developing;; 3=Proficient;; 4=Advanced.
Average Score by Outcome (All Courses): 1. Examine, articulate and apply their own ethical work 3.18 2. Apply core concepts (e.g. politics, rights and obligations,
justice, liberty) to specific issues 2.61 3. Analyze and reflect upon the ethical dimensions of legal,
social, and scientific issues 2.73 4. Recognize the diversity of political motivations and interests of
others 2.77 5. Identify ways to exercise the rights and responsibilities of
citizenship 2.76
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Average Score by Outcome (Mankato Face-to-Face Courses): 1. Examine, articulate and apply their own ethical work 3.22 2. Apply core concepts (e.g. politics, rights and obligations,
justice, liberty) to specific issues 2.43 3. Analyze and reflect upon the ethical dimensions of legal,
social, and scientific issues 2.53 4. Recognize the diversity of political motivations and interests of
others 2.51 5. Identify ways to exercise the rights and responsibilities of citizenship 249 Average Score by Outcome (Online Courses): 1. Examine, articulate and apply their own ethical work 3.31 2. Apply core concepts (e.g. politics, rights and obligations,
justice, liberty) to specific issues 3.28 3. Analyze and reflect upon the ethical dimensions of legal,
social, and scientific issues 3.38 4. Recognize the diversity of political motivations and interests of
others 3.30 5. Identify ways to exercise the rights and responsibilities of
citizenship 2.49 Average Score by Outcome (Hybrid Courses): 1. Examine, articulate and apply their own ethical work no data 2. Apply core concepts (e.g. politics, rights and obligations,
justice, liberty) to specific issues 2.46 3. Analyze and reflect upon the ethical dimensions of legal,
social, and scientific issues 2.70 4. Recognize the diversity of political motivations and interests of
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others 3.24 5. Identify ways to exercise the rights and responsibilities of citizenship 3.02
(a) FREQUENCY BY DISTRIBUTION FOR ALL CLASSES
Does Not Meet Criteria
for Beginning Beginning Developing Proficient Advanced
0 1 2 3 4
1. Examine, articulate and apply their own ethical work 5 17 62 77 201 2. Apply core concepts (e.g. politics, rights and obligations, justice, liberty) 15 198 175 300 250 to specific issue
3. Analyze and reflect upon the ethical 2 180 84 28 258 dimensions of legal, social and
scientific issues 4. Recognize the diversity of political 25 148 133 257 304 motivations and interests of others 5. Identify ways to exercise the rights and 8 132 107 133 245 responsibilities of citizenship
The slightly better scores had by the online classes, for rubrics #’s 2,3 and 4 is noteworthy. But given the sample size it is hard to draw conclusions. Sill, appropriately representative numbers for online verses face-to-face classes across the General Education Curriculum would be of interest. It would also be of interest to see how many online classes rather than face-to-face classes, were taught by adjuncts as opposed to regular, full-time faculty.
(II)c DATA CONCERNING ENROLMMENT, FACULTY STATUS, COURSEDELIVERY, COURSE TYPE, DIVERSE CULTURES BLUE AND GOLD STATUS
Number of Students Evaluated: 938
Instructor Type Tenure 5 Probationary Tenure 20 Fixed Term 3 Adjunct 7 TA 0 Total: 27
(V) Brief Summary of assessment results graphed below.
The graphing below (pages 7-11) shows that well over 50% of students assessed performed at the proficient (Level 3) or advanced (Level 4) levels.
For Rubric #1: 56.75% of students performed at proficient or advanced levels. For Rubric #2: 58.85% of students performed at proficient or advanced levels. For Rubric #3: 66.62% of students performed at proficient or advanced levels. For Rubric #4: 64.91.75% of students performed at proficient or advanced levels. For Rubric #5: 60.48% of students performed at proficient or advanced levels.
This is impressive and suggests successful student performance for the category. However, some caution is needed. (I) It needs to be asked whether or not performance at proficient and advanced levels strongly correlate with A’s and B’s awarded in the course. If there is such a correlation, do we learn any more from assessment than we would simply by looking at grades awarded in the classes assessed? (II) If there is a strong correlation between A’s and B’s awarded, on the one hand, and on the other assessed performance at proficient and advances, and if one thinks that grades are inflated, then one can also think assessment at proficient and advanced is inflated. It is recommended below and at the end of this report that (1) and (2) be discussed. Drawing conclusions from the data below requires that (1) and (2) be addressed.
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Students demonstrating at least beginning proficiency. 377 98.69
Raw Data (n) PercentageSample does not meet criteria for beginning. 5 1.31Student can identify a personal ethical view and identify an issue to which it applies. 17 4.45Student can describe a personal ethical view and apply it to an issue. 63 16.49Student can analyze a personal ethical view and apply it to a relevant issue. 91 23.82Student can analyze two or more ethical views and apply them to a relevant issue. 206 53.93Total No of Students Assessed (N ) 382 100.00
Assessment Rubric #1: Examine, articulate, and apply their own ethical work
Students demonstrating at least beginning proficiency. 928 98.41
Raw Data (n) PercentageSample does not meet criteria for beginning. 15 1.59Student can identify a core concept and an issue to which it applies. 198 21.00Student can identify a core concept and describe an issue to which it applies.
17518.56
Student can identify two or more core concepts and describe their application to relevant issues.
30031.81
While identifying exceptions to and/ or constraints on their application and/or contrary views about the relevance of their application, students can identify two or more core concepts and describe their relationship to relevant issues.
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27.04Total No of Students Assessed (N ) 943 100
Assessment Rubric #2: Apply core concepts (e.g. politics, rights and obligations, justice, liberty) to specific issues
Students demonstrating at least beginning proficiency. 815 98.55
Raw Data (n) PercentageSample does not meet criteria for beginning. 12 1.45Student can identify the ethical dimensions of a legal, social, or scientific issue 180 21.77Student can describe the ethical dimensions of a legal, social, or scientific issue 84 10.16Student can analyze the ethical dimensions of a legal, social, or scientific issue 288 34.82Student can analyze the ethical dimensions of two or more legal, social, or scientific issues 263 31.80Total No of Students Assessed (N ) 827 100.00
Assessment Rubric #3: Analyze and reflect upon the ethical dimensions of legal, social, and scientific Issues
Students demonstrating at least beginning proficiency. 847 97.13
Raw Data (n) PercentageSample does not meet criteria for beginning. 25 2.87Student can identify a political motivation and/or interest different than one’s own
14816.97
Student can describe a political motivation and/or interest different than one’s own
13315.25
Student can describe a condition and the motivations and interests produced, where the condition, motivations, and interests are different than one’s own
25729.47
Student can describe two or more conditions and the motivations and interests produced, where the conditions, motivations, and interests are different than one’s own
30935.44
Total No of Students Assessed (N ) 872 100.00
Assessment Rubric #4: Recognize the diversity of political motivations and interests of others
Students demonstrating at least beginning proficiency. 617 98.72
Raw Data (n) PercentageSample does not meet criteria for beginning. 8 1.28Student can identify a way to exercise a right or responsibility of citizenship 132 21.12Student can describe a way to exercise a right or responsibility of citizenship 107 17.12Student can describe at least two ways to exercise a right and a responsibility of citizenship 133 21.28Student can describe more than two ways to exercise as many rights and responsibilities of citizenship 245 39.2Total No of Students Assessed (N ) 625 100.00
Assessment Rubric #5: Identify ways to exercise the rights and responsibilities of citizenship
TABLE 3: Distribution of assignment types Assignment Outcome
1 Outcome 2
Outcome 3
Outcome 4
Outcome 5
Research paper/project 14 18 I 19 11 12
In-class Discussion or Worksheet
I I 2 5 8
Exam/Quiz 4 7 4 4 5 Presentation 2 I 0 0 4 Video Assignment I I I 1 0 Total assignments: 22 28 26 21 29
There is considerable variety among the sample assignments submitted by Category 9 instructors. These assignments were uploaded in conjunction with the assessment data concerning student achievement. The sorting employed in Table 3 is rough. Not all assignments fit these sorting categories neatly. The assignments include:
*Topics given to students.
*Work students did in response to the topics they were given. Such work included papers or essays, and narratives of encounters with people of a different cultural background.
*Short answer quizzes, or multiple choice or true/false exams.
* Reports of community meetings attended.
* Instructor directions for group presentations and peer reviews that students provided of presentations by other students.
*Among the more interesting and novel was an assignment for composing a script for a dialogue between two or more characters that addresses opposing sides of a debate on a topical moral issue and then to filming a 5-6 minute performance of the script and posting it for others in the class to view.
*D2L discussion posts.
Section (VI) Comments and Recommendations
COMMENTS:
It is difficult for the GECCIG to adequately assess the virtues or success of any of these assignments or student work in response to an assignment absent any understanding of an entire course and how the assignment fits into and complements an entire course. Perhaps it is not the task of a GECCIG to do that. And absent the detailed familiarity that is had by
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instructors, it is hard to see what useful analysis a GECCIG might provide, hard to see how success of particular assignments might be assessed. What makes General Education assessment usual activity is the opportunity it yields for conversation among faculty teaching General Education courses. There is currently little such institutionalized activity. We strongly recommend that there be CETL workshops organized in which faculty can present and discuss alternative strategies deployed in their teaching.
RECOMMENDATIONS
As noted under COMMENTS, we recommend that there be CETL Workshops in which faculty can and discuss alternative teaching strategies employed. Such workshops could include discussion of the following:
* Assignments: what works and why. Attached are a couple assignments, submitted by instructors, that we thought particularly imaginative and worthy of workshop discussion.
*Do/should instructors reveal their own views about ethical issues discussed?
*Should there be separate assignments addressing distinct category outcomes?
*Are there conscious/deliberate strategies you use to generate ease among students in discussing ethical issues?
* Are there conscious/deliberate strategies you use to respectful discussion of ethical issues?
*The value of in class debates and strategies for organizing them.
*The value of very structured guidance for the completion of assignments.
When submitting data instructors might usefully be asked:
*Are the the students whose work as Proficient and Advanced generally students who earned B and A grades, respectively?
*What advice would you offer someone teaching your course for the first time?
*Would you be willing to act as an informal mentor to someone teaching your course for the first time?
* Please attach an assignment and samples of student work for each of the rankings Beginning, Developing, Proficient and Advanced. Such samples might be useful for judging what ‘beginning’, ‘developing’, ‘proficient’ and ‘advanced’ mean. Yet the difficult mentioned above under under COMMENTS would remain. Moreover, such assessment of student work by the GECCIG moves back in the direction of the earlier Gen Ed Assessment process.
General Education Goal Area 9 – Ethical and Civic Responsibility TABLE 3
Rubric
Rubric
Does not meet
criteria for Beginning
0
Beginning 1
Developing 2
Proficient 3
Advanced 4
Examine, articulate and apply their own ethical work
-
Student can identify a personal ethical view and identify an issue to which it applies
Student can describe a personal ethical view and apply it to an issue
Student can analyze a personal ethical view and apply it to a relevant issue
Student can analyze two or more ethical views and apply them to a relevant issue
Apply core concepts (e.g. politics, rights and obligations, justice, liberty) to specific issues
-
Student can identify a core concept and an issue to which it applies
Student can identify a core concept and describe an issue to which it applies
Student can identify two or more core concepts and describe their application to relevant issues
While identifying exceptions to and/or constraints on their application and/or contrary views about the relevance of their application, student can identify two or more core concepts and describe their relationship to relevant issues
Analyze and reflect upon the ethical dimensions of legal, social, and scientific issues
-
Student can identify the ethical dimensions of a legal, social, or scientific issue
Student can describe the ethical dimensions of a legal, social, or scientific issue
Student can analyze the ethical dimensions of a legal, social, or scientific issue
Student can analyze the ethical dimensions of two or more legal, social, or scientific issues
Recognize the diversity of political motivations and interests of others
-
Student can identify a political motivation and/or interest different than one's own
Student can describe a political motivation and/or interest different than one's own
Student can describe a condition and the motivations and interests produced, where the condition, motivations and interests are different than one's own
Student can describe two or more conditions and the motivations and interests produced, where the conditions, motivations and interests are different than one's own
Identify ways to exercise the rights and responsibilities of citizenship
-
Student can identify a way to exercise a right or responsibility of citizenship
Student can describe a way to exercise a right or responsibility of citizenship
Student can describe at least two ways to exercise a right and a responsibility of citizenship
Student can describe more than two ways to exercise as many rights and responsibilities of citizenship
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APPENDIX
GoAnimate Movie Instructions Due date:April22 at 11:59 pm Deliverable: One S-6 minute GoAnimate movie posted to the Everyone group on the GoAnimate website
Instructions:
1. Create a dialogue script between two or more characters that addresses and
debates .n.n.e..ofthe following lettered topics (A or B):
a. Suppose that fetuses have a right to life. Does this mean that abortion is always morally impermissible?
i. Be sure to discuss the "slippery slope" argument to the
conclusion that a fetus is a person from the moment of conception. Is this a good argument? Why or why not?
ii. Be sure to discuss Thompson's reconstruction of the anti- abortion argument that takes as its first premise the claim that a fetus is a person from the moment of conception (p. 48). Is this argument convincing? Why or why not?
iii. Be sure to discuss what Thomson thinks is odd or misguided about making exceptions to the moral prohibition on abortion in the case of rape. Is she correct? Why or why not?
iv. Explain "the extreme view." (P. SO) What reasons might lead someone to adopt it? What reasons might lead someone to reject it?
v. Explain the distinction between the right not to be killed and the right not to be killed unjustly. How does Judith Jarvis Thomson use this distinction to argue that abortion is at least sometimes permissible even if a fetus has a right to life? Is this a reasonable distinction? Has Thomson used the distinction well?
b. From a rule utilitarian perspective, which kinds of euthanasia should
be legal, and which ones should be illegal?
i. Summarize Hooker's description of act and rule utilitarianism. Explain how Hooker describes each of the two moral theories and the differences between them. Your answer should include a brief summary of the theory of right conduct associated with act utilitarianism and a brief summary of the theory of right conduct associated with rule utilitarianism.
ii. Explain why, according to Hooker, the rules proposed by rule utilitarians need not necessarily be codified in legal laws.
iii. Carefully explain the six types of euthanasia. PAGE 15
iv. What do you consider to be the best argument against the
legalization of doctor-assisted suicide (a kind of voluntary active euthanasia)? Be sure to clearly explain what voluntary active euthanasia is.
v. What do you consider to be the best argument for the legalization of doctor-assisted suicide (a kind of voluntary active euthanasia)? Be sure to clearly explain what voluntary active euthanasia is.
vi. Construct an argument for the conclusion that allowing passive euthanasia while outlawing active euthanasia is unfair to those suffering from painful, chronic, debilitating, and progressive but non-terminal diseases. In your answer, be sure to define active and passive euthanasia as Hooker does.
2. Make sure that your dialogue script contains an introduction to the topic
that you are discussing and defines any technical terms. (The goal is for someone who is not in this class to be able to understand your dialogue script).
3. Make sure that your script uses language appropriate to a professional
setting. E.g., no profanity, no offensive language, and no disrespectful language.
4. Make sure that your dialogue script demonstrates familiarity with and
mastery of the class reading assignment most closely associated with your topic. This requires reading the reading at least three times.
5. Make sure that your script has flawless grammar.
7. Log in. Your Login Name is your last name. The password is "ethics".
8. After you log in, click on the "Make a Video" tab in the upper right hand corner of the page.
9. Choose one of the non-template options, e.g., Comedy World, Lil' Peepz,
Cartoon Classics, etc.
10. Work through the tutorial on how to make a custom movie.
11. Use your script to make a custom movie including one of each of the following
a. A custom character b. A close-up, zoom, or pan
c. A prop d. A musical track e. Transition effects f. Sound effects
12. When you are done, save the video as Your Name Final Movie.
13. Post your movie to the Everyone group.
14. Click on the Explore pull-down menu on the main page and select Videos to
see your classmates videos.
Grading
Your video will be graded according to the following criteria:
1. Language- The dialogue is easily understood, has correct grammar, and contains no "filler" (dialogue content that does not contribute to the dialogue, but is apparently there to increase the length of the video).
2. Mastery of and focus on the assigned reading- The dialogue makes use of the
and displays mastery of the concepts and arguments found in Thomson (for option a) or Hooker (for option b). The dialogue correctly represents the views of the author and does not misrepresent their views.
3. Argument and reasoning- The dialogue contains clear arguments that display
serious thought and cogent reasoning about the issues given in the assignment option you are working on.
4. Artistic merit- The dialogue contains all or most of the elements given in
section 11. The character's lip movements correspond well to the dialogue. The music and effects complement rather than distract from the dialogue. The dialogue is entertaining and engaging, and either funny, or dramatically striking, or original, or subversive.
Meeting Assessment
I. Community Outreach Method
I attended a board meeting at the Blue Earth Nicollet County Humane Society (BENCHS) on April 4th at 5pm that was located in the Apollo room at the shelter. This was an advisory meeting, which was set up in an appropriate fashion for it taking place at an animal shelter and for it being a smaller meeting, considering the size of the organization. BENCHS used different types of media sources for their outreach method to find and notify stakeholders, such as email newsletters and their organization's website. The humane society also uses the Blue Earth County Library as a community contact through exhibitions held at the library.
II. Community Meeting Observation
The board meeting's agenda included an introduction of the members and information about the organization, specific goals and where they currently stand on reaching their goals, fundraising opportunities, current issues, and possible solutions to solve the problems. After the president of Board of Directors, Susan Kroon, finished her discussion on these topics, and after the shelter manager, Molly Harvey, provided further insight, the community members who attended the meeting were able to share their ideas and inputs.
The meeting was held on Monday, April 4th, 2016 at 5pm in the Apollo room at the shelter.
There were not too many people that attended this meeting, all six staff members and the five board of directors were there and about ten community members. This board meeting began as a one-way interaction and ended as a two-way interaction when the board gave the opportunity for the public attendees to give their input. The tone of the input was very informal and positive because everyone was sharing ideas that would benefit the organization. The outcome of this meeting was a success because they were able to come up with strategies that would help solve the shelter's current problems with volunteers and adoptions and objectives that would help them achieve their goals.
m. Evaluation
A. Meeting organization: 5. The meeting was well organized and followed structure, where the president of the board of directors spoke in the beginning and then gave the opportunity for staff and community members to share their thoughts and ideas.
B. Consensus building: 5.They provided specific information about the organization and their goals and where they currently stand. This allowed the staff and community members to come up with ideas to help solve their issues associated with volunteers and adoptions by increasing volunteer opportunities, new fundraising ideas, and extending adoption hours.
C. Framing ideas: 5. BENCHS actually took ideas from the staff and community members into consideration and actually followed through with some of the ideas. As 1
spend more time volunteering at the shelter, it was interesting to see some of the ideas that were discussed at the meeting actually take place, such as extending their hours.
D. Conflict resolution: There were no conflicted involved at this meeting.
E. Communication techniques: 4. They provided important infonnation and addressed their current problems and solutions through everyone speaking loudly and clearly. This was a smaller board meeting at the shelter, so I was not expecting much when it came to the use of professional techniques, but this did not stop the meeting from being successful.
F. Building of social capital/mobilizing resources: 5. It was open to the public so there were a few community members that attended the meeting, which they got to share their opinions/ideas. They had members of the community attending the meeting that allowed the organization to gain critical mass.
Improvements: I think they should have put more effort on letting the community know more about their board meetings to get more community members to attend the meetings. I think they should have done a better job at advertising the meeting to let people who are not involved in the organization know about it, rather than putting the majority of their focus on volunteers. Having more people at the meetings means more ideas and discussion, which leads to more improvements being made within the organization and community.
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