| The institution identifies college-level general education competencies and the extent to which graduates have attained them. (College-level competencies) |
Judgment of Compliance
|
Narrative
Sam Houston State University (SHSU) has identified college-level core curriculum (general education) competencies and assessed student attainment of these competencies. The assessment process is ongoing in the spirit of continuous improvement.
Description of the Core (General Education)
The general education component at Sam Houston State University is referred to as the “Core Curriculum” and is required of all students. As detailed in Core Requirement 2.7.3, the current core is congruent with the requirements of the state of Texas as required by the rules of the Texas Higher Education Coordinating Board (THECB) [1]. These rules were created by THECB as a result of Texas Senate Bill 148 [2].
Sam Houston State University requires the successful completion of a 42-hour general education component (core curriculum) and is divided into five state-mandated component areas and one institutional component area: communication (core area 1), mathematics (core area 2), natural sciences (core area 3), humanities and the visual and performing arts (core area 4), social and behavioral sciences (core area 5), and institutional. The humanities and the visual and performing arts component is divided into three sub-components: visual and performing arts, literature/philosophy, and cultural studies. The social and behavioral sciences component is divided into two subcomponents: history/political science and other social/behavioral sciences.
The Core Curriculum at Sam Houston State University concurs with, and is based on, the THECB’s rationale that education,
“as distinct from training, demands a knowledge of various contrasting views of human experience in the world. Both the humanities and the visual and performing arts deal with the individual's reaction to the human situation in analytical and creative ways. The social and behavioral sciences deal with the principles and norms that govern human interaction in society and in the production of goods and services. The natural sciences investigate the phenomena of the physical world. Mathematics examines relations among abstract quantities and is the language of the sciences. Composition and communication deal with oral and written language. Each of these disciplines, using its own methodology, offers a different perspective on human experience. Taken together, study in these disciplines provides a breadth of vision against which students can establish and reflect on their own goals and values” [3].
The Sam Houston State University Core Curriculum is based on THECB’s guidelines which “are predicated on the judgment that a series of basic intellectual competencies – reading, writing, speaking, listening, critical thinking, and computer literacy – is essential to the learning process in any discipline and thus should inform any core curriculum” [4].
SHSU embraces the THECB’s suggestion that the “[e]xemplary educational objectives become the basis for faculty and institutional assessment of core components” [5]. The University’s Core Curriculum Assessment Committee is charged with developing “recommendations for an assessment process for the University’s core curriculum” [6].
Assessment of the Core Curriculum (General Education)
The assessment of the core curriculum at Sam Houston State University has been an evolutionary process. It has moved from assessing learning outcomes through student grades, to the alignment of the THECB’s exemplary objectives with the IDEA Center’s learning objectives combined with student perceived progress on learning objectives, to the combination of direct assessment of student learning through embedded assessment and the alignment of the THECB’s exemplary objectives and the IDEA learning objectives.
During the 2004-2005 academic year, the Core Curriculum Assessment Committee recommended that evaluation of the core be guided by the newly adopted nationally normed teaching evaluation instrument, developed by the IDEA Center [7]. The IDEA system requires that faculty identify and select from a list of 12 learning objectives the specific objectives (found on the Faculty Information Form) that are either essential or important for a particular course [8]. During the evaluation process, students indicate “the amount of progress . . . made on each” learning objective (not just the ones selected by the faculty member) [9]. As SHSU has embraced the THECB’s recommendation that assessment of the core be based on the exemplary objectives and because the IDEA Center’s assessment process is predicated on progress toward learning objectives, the Core Curriculum Assessment Committee developed a matrix aligning the THECB’s exemplary objectives and the IDEA learning objectives for each of the core component areas [10]. Alignment of faculty selected objectives with the THECB’s exemplary objectives and perceived substantial or exceptional progress by the students at an adequate level is evidence of attainment of the respective core competencies. The evaluation using the matrix designating alignments was used during the 2005-2006 and 2006-2007 academic years. During the 2006-2007 academic year, the Core Curriculum Assessment Committee recommended supplementing the assessment process with embedded assessments [11]. Thus, the embedded assessments were added to the evaluation process in the 2007-2008 academic year. Faculty in each discipline developed embedded assessments. The quality and style varies across the general education component. The Core Curriculum Assessment Committee at SHSU continues to evaluate, adjust and improve its assessment process. As part of this, the University has joined the Association of American State Colleges and Universities’ (AASCU) Voluntary System of Accountability (VSA) and will add the use of the CLA, MAAP, or CAAP to its core curriculum assessment by spring 2009. In addition, several of the embedded assessment techniques used in 2007-2008 will be honed based on lessons learned.
Evaluation of the Core, 2005-2006 and 2006-2007
Core Component Area 1: Communication
For the communications area of the core (Core Component Area 1), the two main IDEA learning objectives aligned with the THECB’s exemplary objectives are “Developing skills and expressing myself orally or in writing” (IDEA Objective 8) and “Learning to analyze and critically evaluate ideas, arguments, and points of view” (IDEA Objective 11). In academic year 2005-2006, ninety-nine percent (99%) of the faculty teaching core courses in the communication area selected Objective 8 as either essential or important. Likewise, eighty-four percent (84%) of the faculty teaching core courses in the communication area selected Objective 8 as either essential or important. These figures far exceed the seventy percent (70%) target set by the Core Curriculum Assessment Committee in its 2004 report [7]. In addition, eighty percent (80%) of the students indicated they had made substantial or exceptional progress on Objective 8 while seventy-five percent (75%) of the students indicated the same amount of progress for Objective 11 [12]. These patterns continued in Academic Years 2006-2007 [13]. These findings suggest that the faculty teaching Core Component Area 1 courses are addressing the intended objectives of the core and that the students are attaining the communication competencies.
Core Component Area 2: Mathematics
For the mathematics area of the core (Core Component Area 2), “Learning to apply course material (to improve thinking, problem solving, and decisions)” (IDEA Objective 3) and “Gaining factual knowledge (terminology, classification, methods, trends)” (IDEA Objective 1) are the two main IDEA learning objectives aligned with the THECB’s exemplary objectives. In academic year 2005-2006, ninety-four percent (94%) of the faculty teaching core courses in the mathematics area selected Objective 3 as either essential or important. Likewise, ninety-four percent (94%) of the faculty teaching core courses in the mathematics area selected Objective 1 as either essential or important. These figures far exceed the seventy percent (70%) target set by the Core Curriculum Assessment Committee [7]. In addition, fifty-nine percent (59%) of the students indicated they had made substantial or exceptional progress on Objective 3 while fifty-nine percent (59%) of the students indicated the same amount of progress for Objective 1 [14]. In Academic Years 2006-2007, faculty continued to identify these two objectives as the most important objectives, but fewer faculty (77%) identified Objective 3 as being essential or important. However, these findings are still above the target. Students showed improvement on both objectives to from 59% to 63% and 64%, respectively [15]. The faculty continue to monitor student progress and explore methods to continue the improvement. These findings suggest that the faculty teaching Core Component Area 2 courses are addressing the intended objectives of the core and that the majority of students are attaining mathematical competencies.
Core Component Area 3: Natural Sciences
For the natural sciences area of the core (Core Component Area 3), “Gaining factual knowledge (terminology, classification, methods, trends)” (IDEA Objective 1) and “Learning fundamental principles, generalizations, or theories” (IDEA Objective 2) are the two main IDEA learning objectives aligned with the THECB’s exemplary objectives. In academic year 2005-2006, ninety-four percent (94%) of the faculty teaching core courses in the natural sciences area selected Objective 1 as either essential or important. Likewise, ninety-two percent (92%) of the faculty teaching core courses in the natural sciences area selected Objective 2 as either essential or important. These figures far exceed the seventy percent (70%) target set by the Core Curriculum Assessment Committee [7]. In addition, sixty-six percent (66%) of the students indicated they had made substantial or exceptional progress on Objective 1 while sixty-three percent (63%) of the students indicated the same amount of progress for Objective 2 [16]. These patterns continued in Academic Years 2006-2007 [17]. These findings suggest that the faculty teaching Core Component Area 3 courses are addressing the intended objectives of the core and that the students are attaining the natural sciences competencies.
Core Component Area 4: Humanities and Visual and Performing Arts
The humanities and the visual and performing arts core component is divided into three sub-components: visual and performing arts, literature/philosophy, and cultural studies. The Core Curriculum Assessment Committee decided to choose two objectives to measure across all three sub-components. In retrospect, the sub-components are best evaluated individually, with unique learning objectives. As such the findings based on the alignment of objectives for 2005-2006, 2006-2007, and 2008-2009 are not as instructive as the embedded assessments obtained in 2007-2008. New alignment matrices are being developed for future assessment efforts. Thus, assessment of our assessment procedures has demonstratively led to their improvement.
For the visual and performing arts sub-component of the core (Core Area 4), “Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)” (IDEA Objective 7) and “Learning to analyze and critically evaluate ideas, arguments, and points of view” (IDEA Objective 11) are the two main IDEA learning objectives aligned with the THECB’s exemplary objectives. In academic year 2005-2006, eighty-six percent (86%) of the faculty teaching core courses in the visual and performing arts sub-component area selected Objective 7 as either essential or important. Likewise, twenty-four percent (24%) of the faculty teaching core courses in the visual and performing arts sub-component area selected Objective 11 as either essential or important. The 86% alignment for Objective 7 far exceeds the seventy percent (70%) target set by the Core Curriculum Assessment Committee, but the 24% alignment for Objective 11 is indicative of a problem [7]. In addition, seventy-five percent (75%) of the students indicated they had made substantial or exceptional progress on Objective 7 while fifty-three percent (53%) of the students indicated the same amount of progress for Objective 11 [18]. These patterns continued in Academic Years 2006-2007 [19]. These findings suggest that the faculty teaching visual and performing arts sub-component core area 4 classes are addressing one of the targeted objectives. However, the students are demonstrating attainment of the core competencies, despite the insufficient targeting of one of the two IDEA Learning Objectives by the faculty.
For the literature/philosophy sub-component of the core (Core Component Area 4), “Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)” (IDEA Objective 7) and “Learning to analyze and critically evaluate ideas, arguments, and points of view” (IDEA Objective 11) are the two main IDEA learning objectives aligned with the THECB’s exemplary objectives. In academic year 2005-2006, seventy-six percent (76%) of the faculty teaching core courses in the literature/philosophy sub-component area selected Objective 7 as either essential or important. Likewise, eighty-four percent (84%) of the faculty teaching core courses in the literature/philosophy sub-component area selected Objective 11 as either essential or important. These figures far exceed the seventy percent (70%) target set by the Core Curriculum Assessment Committee [7]. In addition, sixty-nine percent (69%) of the students indicated they had made substantial or exceptional progress on Objective 7 while seventy-one percent (71%) of the students indicated the same amount of progress for Objective 11 [20]. These patterns continued in Academic Years 2006-2007 for the faculty, but decreased for the students to 58% on Objective 7 and 60% on Objective 11, respectively [21]. These findings suggest that the faculty teaching literature/philosophy sub-component core area 4 classes are addressing the intended objectives of the core. The decrease among the students’ learning warrants further examination in subsequent years.
For the cultural studies sub-component of the core (Core Component Area 4), “Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)” (IDEA Objective 7) and “Learning to analyze and critically evaluate ideas, arguments, and points of view” (IDEA Objective 11) are the two main IDEA learning objectives aligned with the THECB’s exemplary objectives. In academic year 2005-2006, twenty-nine percent (29%) of the faculty teaching core courses in the cultural studies sub-component area selected Objective 7 as either essential or important. Likewise, twenty-nine percent (29%) of the faculty teaching core courses in the cultural studies sub-component area selected Objective 11 as either essential or important. These results are well below the goal of seventy percent (70%) set by the Core Curriculum Assessment Committee [7]. However, sixty-two percent (62%) of the students indicated they had made substantial or exceptional progress on Objective 7 while fifty-eight percent (58%) of the students indicated the same amount of progress for Objective 11 [22]. These patterns continued in Academic Years 2006-2007 [23]. These findings suggest that objectives selected by the faculty teaching cultural studies sub-component core area 4 courses do not fully align with the selected THECB exemplary objectives. However, the students are demonstrating attainment of the identified competencies, and changes are under way by the Core Curriculum Assessment Committee to improve the alignment process.
Core Component Area 5: Social and Behavioral Sciences
The social and behavioral sciences core component is divided into two subcomponents: history/political science and other social/behavioral sciences. The Core Curriculum Assessment Committee identified five objectives to measure across both sub-components. In retrospect, the sub-components are best evaluated individually, with unique learning objectives. As such the findings based on the alignment of objectives for 2005-2006, 2006-2007, and 2008-2009 are not as instructive as the embedded assessments obtained in 2007-2008. New alignment matrices are being developed.
For the history/political science sub-component of the core (Core Area 5), “Learning fundamental principles, generalizations, or theories” (IDEA Objective 2), “Learning to apply course material (to improve thinking, problem solving, and decisions)” (IDEA Objective 3), “Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)” (IDEA Objective 7), “Learning how to find and use resources for answering questions or solving problems” (IDEA Objective 9), and “Learning to analyze and critically evaluate ideas, arguments, and points of view” (IDEA Objective 11) are the five IDEA learning objectives aligned with the THECB’s exemplary objectives. In academic year 2005-2006, sixty-eight percent (68%) of the faculty teaching core courses in the history/political science sub-component area selected Objective 2 as either essential or important, while forty-two percent (42%) selected Objective 3 as either essential or important. Seventeen percent (17%) selected Objective 7, twenty-four percent (24%) selected Objective 9, and sixty percent (60%) selected Objective 11. None of the aligned percentages reached the 70% target, with two objectives indicative of misalignment. With respect to attainment of the learning objectives, seventy percent (70%) of the students indicated they had made substantial or exceptional progress on Objective 2, sixty-five percent (65%) on Objective three, fifty-seven percent (57%) on Objective 7, fifty-seven percent (57%) on Objective 9, and sixty-three percent (63%) on Objective 11 [24]. These patterns continued in Academic Years 2006-2007 [25]. These findings suggest there is an inherent misalignment in faculty interpretations with state specified objectives in this component area. The Core Curriculum Assessment Committee will review the alignment matrix. However, the students are demonstrating attainment of the competencies.
For the other social/behavioral sciences sub-component of the core (Core Area 5), “Learning fundamental principles, generalizations, or theories” (IDEA Objective 2), “Learning to apply course material (to improve thinking, problem solving, and decisions)” (IDEA Objective 3), “Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)” (IDEA Objective 7), “Learning how to find and use resources for answering questions or solving problems” (IDEA Objective 9), and “Learning to analyze and critically evaluate ideas, arguments, and points of view” (IDEA Objective 11) are the five IDEA learning objectives aligned with the THECB’s exemplary objectives. In academic year 2005-2006, eighty-eight percent (88%) of the faculty teaching core courses in the other social/behavioral sciences sub-component area selected Objective 2 as either essential or important, while eighty percent (80%) selected Objective 3 as either essential or important. Seventeen percent (17%) selected Objective 7, sixteen percent (16%) selected Objective 9, and forty-three percent (43%) selected Objective 11. Two of the objectives reached the 70% target. With respect to attainment of the learning objectives, sixty-seven percent (67%) of the students indicated they had made substantial or exceptional progress on Objective 2, sixty-three percent (63%) on Objective three, forty-six percent (46%) on Objective 7, forty-seven percent (47%) on Objective 9, and fifty-five percent (55%) on Objective 11 [26]. These patterns continued in academic year 2006-2007 [27]. These findings suggest refinement is needed in aligning objectives in this sub-component of the core. The Core Curriculum Assessment Committee will review the alignment matrix. However, the students are demonstrating attainment of the core competencies. Since faculty are encouraged to select only one to three IDEA Objectives, it is expected that not all state objective are evenly emphasized.
Evaluation of the Core, 2007-2008
During the 2006-2007 academic year, the Core Curriculum Assessment Committee recommended the use of embedded assessments as supplement to the data obtained with the IDEA system [11]. Embedded assessments were added to the core curriculum assessment process in the 2007-2008 academic year to provide additional information regarding attainment of general education competencies. The use of the IDEA system was continued in 2007-2008 [28] [29] [30] [31] [32] [33] [34] [35] and followed the same patterns exhibited in 2005-2007 .
The embedded assessments all conclude that the general education competencies are being attained. The findings for each core component area are described below.
Core Area 1 – Communication
Essays were sampled from the second Core Component Area I course, ENG 165 - Composition I. A rubric aligned with the following THECB exemplary educational objectives was created:
• To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation;
• To understand the importance of specifying audience and purpose and to select appropriate communication choices;
• To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication;
• To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding;
• To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument;
• To develop the ability to research and write a documented paper and/or to give an oral presentation.
A panel of faculty members holistically evaluated the essays using a rubric (see below) that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty being summed to produce a final score (ranging from 2 to 8) for the essay. If the scores from the two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies.
Rubric for Core Curriculum Area 1 - Communication
| Trait/Score | 4 |
3 |
2 |
1 |
| Process approach | Application of extensive, varied invention strategies | Application of one or two invention strategies | Limited use of invention strategies | Little, if any, invention strategies evident |
| Appropriate audience | Extensive consideration of audience in invention, shaping, and revision | Consideration of audience as an invention strategy | Limited consideration of audience | Little, if any, consideration of audience |
| Modes of expression | Varied use of modes, contributing to overall purpose | Use of two or more modes as structural strategies | Limited use of modes | Little, if any, use of more than one mode |
| Peer group | Supporting materials reveal application of peer critiques | Application of some advice from peers | Limited use of advice from peers | Little, if any, use of advice from peers |
| Critical thinking, problem solving, technical proficiency | Innovative approach to essay prompt and in exploration of problem and solution(s) | Some innovation in approach to prompt and in exploration of problem and solution(s) | Predictable exploration of problem and solution(s) | No innovation in approach to prompt or in exploration of problem and solution(s) |
| Research and documentation | A minimum of five sources used efficiently and documented correctly | A minimum of five sources used; documentation may show some errors | A minimum of five sources used; documentation may show major errors | Minimum of five sources not used; documentation shows major errors |
The targeted goal was to have at least 75% of the essays with a score of at least five. Sixty-eight percent (68%) of the essays read were scored at five or higher. The goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). Of the 25 essays that were scored at a level of four or lower, 11 fit the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met [36].
The primary implication for ENG 165 is that there was a problem with how the assessment was administered. The faculty needed to stress the prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. ENG 165 is grounded in argument and research, and while the 14 essays, as noted above, involved research, they did not involve argument by considering a problem and then making a case for a best solution to the problem that served as the topic of a given essay. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the course outline.
Core Component Area 2 – Mathematics
The THECB sets as a global objective for this area “to develop a quantitatively literate college graduate” [5]. As such, measuring attainment of the core competencies relates to the acquisition of the key content areas of the courses in the core component area. A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The quizzes were distributed during the last week of the spring semester.
A seven-question quiz was distributed to students in 8 of 11 sections of MTH 199. The seven questions covered six broad content areas. The percentage of correct responses ranged from a low of 21% to a high of 86%. A five-question quiz was distributed to students in all 19 sections of MTH 164. The five questions covered five distinct content areas. Eighty-four percent (84%) of the students provided correct answers to at least three of the five questions.
In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses [37].
Core Component Area 3 – Natural Sciences
To evaluate the natural sciences core courses, the faculty utilized the five (5) THECB’s exemplary objectives:
• To understand and apply methods and appropriate technology to the study of natural sciences;
• To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing;
• To identify and recognize the differences among competing scientific theories;
• To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies;
• To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.
The objective of the assessment was to determine if the THECB’s exemplary objectives were being met in the natural sciences core courses. Students taking these courses were surveyed, as part of the final exam, to assess their perception of whether or not these objectives were met. In addition, scientific questions were included in the exam to assess each student’s actual acquisition of the knowledge and skills described in the THECB’s exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science) [38]. Questions were selected from the EBAPS battery to correspond to the THECB’s exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives.
The table below contains percentage responses to the assessment questions, as pulled from the assessment report [39]. The questions are presented in the table to allow comparisons. The second column in the table below provides the percentage of students who correctly responded to factual questions, demonstrating knowledge. Note that THECB Objective 2 has two EBAP questions associated with it. The third column represents the students’ self-reported attainment of knowledge. For “Student Perception” questions, students were asked whether or not they felt the THECB objective was met. Possible responses ranged from A-Strongly agree to D-Strongly disagree. The percentages provided in the table represent the students agreeing or strongly agreeing.
THECB Objective |
Demonstration of Knowledge |
Perception of Knowledge |
% of Students with Correct Answer on EBAPS Battery |
% of Students Perceiving Attainment of Knowledge |
|
| Objective 1 | 39.1 |
73.2 |
| Objective 2 (first related measure) | 57.2 |
72.5 |
| Objective 2 (second related measure) | 62.3 |
72.5 |
| Objective 3 | 70.3 |
81.9 |
| Objective 4 | 75.4 |
47.1 |
| Objective 5 | 51.4 |
77.6 |
From the table, approximately 73% of students felt that the first THECB objective, to understand and apply methods and appropriate technology to the study of natural sciences, was met. However, only 39.1% of students responded correctly to the first EBAPS (Epistemological Beliefs Assessment for Physical Science) question. The student response seems to indicate that topics germane to this objective are covered, but student understanding of the use of scientific methods may be limited.
For THECB Exemplary Objective 2, to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing, approximately 72% of students felt the objective was met. For the corresponding EBAPS questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students’ perception that the objective is met is higher than indicated by the EBAPS questions.
For THECB Exemplary Objective 3, to identify and recognize the differences among competing scientific theories, approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood this concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been attained.
For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies, only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course.
For THECB Exemplary Objective 5, to demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture, 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP question. Again, the indication is that material related to this objective is covered, but students’ level of understanding is limited.
Based on these findings, the following suggestions are being made to all departments offering core science courses:
• While the scientific method and appropriate technological choices are taught, individual learning objectives should emphasize the students’ deeper understanding of these topics;
• Learning objectives in core science courses should emphasize a deeper understanding of the interpretation of experimental results;
• Learning objectives in science core courses should emphasize a deeper understanding of the interdependence between science and modern culture.
Core Component Area 4 – Literature & Philosophy Subcomponent
Following the same process as the assessment of Core Component Area 1, essays were sampled from sophomore-level literature classes. A rubric aligned with the following THECB exemplary educational objectives was created using a four-point scale, with four demonstrating the highest level of competency:
• To demonstrate awareness of the scope and variety of works in the arts and humanities;
• To understand those works as expressions of individual and human values within an historical and social context;
• To respond critically to works in the arts and humanities;
• To articulate an informed personal reaction to works in the arts and humanities;
• To demonstrate knowledge of the influence of literature on the intercultural experiences.
A panel of faculty members holistically evaluated the essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty being summed to produce a final score (ranging from 2 to 8) for the essay. If the scores from the two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. The below table summarizes the results.
Final Score |
Number of Essays |
Percentage |
2 |
25 |
7.0 |
3 |
24 |
6.7 |
4 |
73 |
20.5 |
5 |
56 |
15.7 |
6 |
81 |
22.8 |
7 |
76 |
21.3 |
8 |
21 |
5.9 |
N = 356 |
A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4 [40]. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggest that the instructions the students receive from their instructors in preparation for the writing sample need to be clearer. In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions.
For the sophomore-level philosophy courses, the Philosophy program identified two THECB exemplary objectives. Specifically, the two were as follows:
• To demonstrate awareness of the scope and variety of works in the arts and humanities;
• To understand those works as expressions of individual and human values within an historical and social context.
A content analysis of syllabi was used to determine if the courses’ objectives and assignments aligned with the THECB exemplary objectives, and analysis of examination performance was used to determine progress toward attainment of the core competencies.
The content analysis revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. The performance on the exams revealed that 76.9% of the students demonstrated at least adequate attainment of the core competencies (see below table).
| At least adequate attainment of core competencies | 76.9% |
| Minimal attainment of core competencies | 14.8% |
| Failed to demonstrate adequate attainment of core competencies | 8.3% |
A review of the assessment process has led to changes that will be incorporated during the 2008-2009 assessment period. The Philosophy program faculty responsible for philosophy courses in this sub-component area will compile a brief set of 20-25 questions from exams that have been given over the past several years and that represent a broad sampling of philosophical concepts, perspectives, and personalities. After all of the faculty involved have a chance to edit the question set, the question set will be used as both a pre- and post-test in each section of the core classes. Progress will be measured by a change in the mean from pre- to post-test.
Core Area 4 – Visual & Performing Arts
To evaluate the visual and performing arts core courses, the faculty identified seven (7) of the THECB exemplary objectives:
• To become aware of the scope and variety of works in the artistic discipline;
• To provide a clearer understanding of the historical and societal context of the human values expressed through this art form;
• To improve critical thinking skills;
• To learn to form opinions about works of art in this discipline and express those responses verbally;
• To provide the opportunity to participate in the creative process and to gain better understanding of the work of artists in this discipline;
• To develop an appreciation for the aesthetic principles that guide this artistic discipline;
• To develop a positive opinion toward the arts.
A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. The survey instrument is included in Appendix 1 of the Visual and Performing Arts Core Competency Report [41]. Results of the survey, where A corresponds to “Agree,” B to “Neutral,” C to “Disagree,” and D to “Does not apply to this course,” are in included in the below table.
Percentage responses to fine arts core assessment survey
A |
B |
C |
D |
|
| THECB Objective 1 | 69.7 |
25.0 |
5.3 |
0.0 |
| THECB Objective 2 | 59.8 |
30.3 |
7.6 |
2.3 |
| THECB Objective 3 | 38.6 |
43.9 |
12.9 |
4.5 |
| THECB Objective 4 | 51.5 |
38.6 |
7.6 |
1.5 |
| THECB Objective 5 | 62.9 |
27.3 |
6.8 |
3.0 |
| THECB Objective 6 | 61.4 |
34.8 |
2.3 |
1.5 |
| THECB Objective 7 | 66.7 |
28.0 |
5.3 |
0.0 |
The percentage responses in the table indicate that, with exception of exemplary Objective 3, the majority of students surveyed attained the respective core competencies.
Lessons learned from the 2007-2008 assessment of this core competency provided insights as to how to improve the presentation of course material and the assessment of the core competency. The following actions resulted from the assessment:
• All fine arts core course should include elements of critique;
• All fine arts core courses should include critical writing assignments or other critical communicative assignments;
• All fine arts core courses should allow the student to experience the medium including the creative aspects of the medium when possible.
• The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives outlined above.
Core Component Area 4 – Cultural Studies Subcomponent
The cultural studies sub-component of Core Component Area 4 may be addressed by taking one of several core courses. Each of these courses aligns with a subset of the THECB’s exemplary objectives. It is neither expected nor required for each course to address all of the exemplary objectives.
Geology and Geography Core Courses
Four of the THECB’s exemplary objectives were identified by the geography and geology faculty as pertinent core competencies for cultural studies:
• To demonstrate awareness of the scope and variety of works in the arts and humanities;
• To understand those works as expressions of individual and human values within an historical and social context;
• To articulate an informed personal reaction to works in the arts and humanities;
• To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
The Department of Geography and Geology developed a departmental exam that contained three questions on each objective. The exam was administered at the end of the semester to all students enrolled in the core courses. Satisfactory attainment of the core competencies was accomplished if the student correctly answered two of the three questions pertaining to the objective. The following chart illustrates the results of this exam.
| Objectives | Percentage of students attaining core competency in GEO 265* |
Percentage of students attaining core competency in GEO 266* |
| Objective 1 | 86 |
96 |
| Objective 2 | 100 |
96 |
| Objective 3 | 100 |
98 |
| Objective 4 | 93 |
72 |
*GEO 265 - World Regional Geography: Europe, Asia and Australia
*GEO 266 - World Regional Geography: Latin America, Africa, and South Asia
Thus, on every objective, the results demonstrate that students have obtained the core competencies.
Sophomore Foreign Language Courses
Five of the THECB’s exemplary objectives were identified by the foreign language faculty as pertinent core competencies for cultural studies:
• To demonstrate awareness of the scope and variety of works in the arts and humanities;
• To understand those works as expressions of individual and human values within an historical and social context;
• To respond critically to works in the arts and humanities;
• To articulate an informed personal reaction to works in the arts and humanities;
• To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. A departmental committee, composed of one faculty member per language, evaluated the student work-product and determined whether or not students obtained the core competencies. The data revealed that 62.5% of the evaluated material met the core competency target [42].
To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes.
History Core Courses
Two of the THECB’s exemplary objectives were identified by the history faculty as pertinent core competencies for cultural studies:
• To understand those works as expressions of individual and human values within an historical and social context;
• To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
The assessment plan for history included the use of the IDEA student evaluations. This indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 4 is a student self-assessment of knowledge. The IDEA-generated evaluation reports provide a score on a five-point scale for student progress toward learning objectives and a standardized T-score for objectives selected as essential or important on the “Faculty Information Form” [8]. The following tables present the results from the IDEA-generated evaluation reports.
HIS 265* – Progress toward THECB Objectives
| Course ID | Number |
5-Point Score |
T-Score |
Percentile |
| 3512 | 32 |
4.1 |
53 |
62 |
| 3527 | 40 |
4.2 |
54 |
66 |
| 3503 | 47 |
5.0 |
70 |
98 |
| 3515 | 45 |
4.0 |
50 |
50 |
| 3514 | 42 |
3.8 |
47 |
38 |
| 3526 | 42 |
4.2 |
53 |
62 |
| TOTALS | 251 |
4.2 |
54 |
66 |
*HIS 265 - World History from the Dawn of Civilization Through the Middle Ages
The T-score is standardized by IDEA to have a mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. Four of the six sampled sections (67%) scored above the national average, with one at the national average. Overall, the SHSU score exceeded 66% of the IDEA scores nationwide, indicating attainment of the core competency.
HIS 266* – Progress toward THECB Objectives
| Course ID | Number |
5-Point Score |
T-Score |
Percentile |
| 3492 | 28 |
3.8 |
46 |
34 |
| 3529 | 46 |
4.1 |
52 |
58 |
| 3491 | 38 |
4.3 |
55 |
69 |
| 3518 | 28 |
4.1 |
52 |
58 |
| 3524 | 44 |
4.3 |
55 |
69 |
| 3532 | 32 |
4.3 |
57 |
76 |
| TOTALS | 216 |
4.2 |
53 |
62 |
*HIS 266 - World History from the Renaissance to the Age of Imperialism
Five of the six sampled sections (83%) scored above the national average. Overall, the SHSU score exceeded 62% of the IDEA scores nationwide, indicating attainment of the core competency [43].
Freshman-level Sociology Core Course
Two of the THECB’s exemplary objectives were identified by the sociology faculty as pertinent core competencies for cultural studies:
• To understand those works as expressions of individual and human values within an historical and social context;
• To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
A common test was administered to all students taking the sociology core course (SOC 168 - Introduction to Ethnic Studies) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge and 5 exceptional attainment of knowledge.
Samples taken from each of the sections indicate that 85.3% of the students demonstrated at least adequate attainment of knowledge or higher of the core competencies [44].
Bilingual Education Core Course
Three of the THECB’s exemplary objectives were identified by the language, literacy, and special populations faculty as pertinent core competencies for cultural studies:
• To understand those works as expressions of individual and human values within an historical and social context;
• To respond critically to works in the arts and humanities;
• To articulate an informed personal reaction to works in the arts and humanities.
Students in BSL 236 - Multicultural Influences on Learning completed a cultural interview assignment and a diversity study. The interview assignment was presented in the format for interviews generally found in magazines, while the diversity study resulted in a 4-6 page essay. These two assignments were graded according to an instructor-developed rubric which demonstrated the level of attainment of the core competencies. The target was to have at least 80% of the students enrolled in the course complete the assignment with a “C” or better [45].
The tables below illustrate the students’ attainment of the core competencies on each of the assignments.
Cultural Interview
Section # |
# of students |
A |
B |
C |
D |
F |
01 |
31* |
26 |
2 |
1 |
0 |
2 |
02 |
30 |
28 |
2 |
0 |
0 |
0 |
03 |
31 |
22 |
7 |
1 |
0 |
1 |
04 |
26 |
24 |
0 |
0 |
0 |
2 |
Diversity Study
Section # |
# of students |
A |
B |
C |
D |
F |
01 |
31* |
23 |
6 |
1 |
0 |
1 |
02 |
30 |
26 |
4 |
0 |
0 |
0 |
03 |
31 |
24 |
7 |
0 |
0 |
0 |
04 |
26 |
24 |
0 |
0 |
0 |
2 |
As these tables illustrate, 95% of the students demonstrated attainment of the core competencies on the cultural interview, and 97% of the students demonstrated attainment of the core competencies on the diversity study.
Core Component Area 5 – History/Political Science Sub-component
The history/political science sub-component of Core Component Area 5 may be addressed by taking one of several core courses. Each of these courses aligns with a subset of the THECB’s exemplary objectives. It is neither expected nor required for each course to address all of the exemplary objectives.
Freshman History Core Courses
Four of the THECB’s exemplary objectives were identified by the history faculty as pertinent core competencies for studies in U.S. history:
• To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study;
• To understand the evolution and current role of the U.S. in the world;
• To differentiate and analyze historical evidence (documentary and statistical) and differing points of view;
• To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
The assessment plan for history included the use of two indicators: the IDEA student evaluations and content-specific test scores on a sample of classes representing at least 20% of the students enrolled in history core classes in the spring semester.
The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge. The benchmark for the Core Curriculum Area 5 Objectives 1 and 2 is drawn from the student responses to IDEA item 21; Objective 3 from IDEA item 29; and Objective 4 from IDEA item 31 [9]. The IDEA-generated evaluation reports provide a score on a five-point scale for student progress toward learning objectives and a standardized T-score for objectives selected as essential or important on the “Faculty Information Form” [8]. Due to faculty identification of objectives, the T-scores are not always available for each section. The following tables present the results from the IDEA-generated evaluation reports.
HIS 163* – Progress toward THECB Objectives 1 & 2
Course ID |
Number |
5-Point Score |
T-Score |
Percentile |
3361 |
30 |
4.1 |
51 |
54 |
3439 |
159 |
4.4 |
57 |
76 |
3438 |
47 |
4.4 |
58 |
79 |
3437 |
34 |
4.7 |
64 |
92 |
3364 |
35 |
4.5 |
59 |
82 |
3457 |
35 |
4.0 |
49 |
46 |
3383 |
21 |
2.7 |
25 |
01 |
3375 |
34 |
4.6 |
61 |
86 |
3362 |
25 |
5.0 |
69 |
97 |
TOTALS |
420 |
4.3 |
57 |
79 |
*HIS 163 - United States History to 1876
The T-score is standardized by IDEA to have a mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. Seven of the nine sampled sections (78%) scored above the national average. Overall, the SHSU score exceeded 76% of the IDEA scores nationwide.
HIS 164* – Progress toward THECB Objectives 1 & 2
Course ID |
Number |
5-Point Score |
T-Score |
Percentile |
3451 |
229 |
4.3 |
57 |
76 |
3455 |
47 |
4.6 |
62 |
88 |
3458 |
44 |
4.5 |
60 |
84 |
3442 |
196 |
4.7 |
64 |
92 |
3443 |
147 |
4.1 |
53 |
62 |
3444 |
214 |
4.7 |
64 |
92 |
3445 |
42 |
4.6 |
62 |
88 |
3454 |
30 |
4.1 |
52 |
58 |
3441 |
18 |
4.2 |
55 |
69 |
3448 |
52 |
4.2 |
54 |
66 |
3465 |
26 |
3.4 |
32 |
04 |
3449 |
24 |
3.9 |
47 |
38 |
3464 |
29 |
3.9 |
47 |
38 |
TOTALS |
1098 |
4.2 |
55 |
69 |
*HIS 164 -United States History Since 1876
Ten of the thirteen sampled sections (77%) scored above the national average. Overall, the SHSU score exceeded 69% of the IDEA scores nationwide.
For IDEA-generated reports corresponding to THECB exemplary Objectives three and four, the sample size of faculty selecting the relevant learning outcomes as either important or essential was too small to produce valid results. Pre- and post-tests were used to measure the attainment of these core competencies.
The second indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre- and post-test that includes an assessment of attainment on the THECB’s exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyzed to measure student attainment of the core competencies. A target of 20% or greater improvement over the semester was set as a sufficient indicator of core competencies.
Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. The exam included questions over three objectives (Objectives 2, 3, and 4 above). Two hundred eighteen (218) students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology, and understanding factual information) were obtained for these students.
Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of Region V and VI (public education regions in East Texas) American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students.
The results were as follows:
Pre-Test Proxy % Correct |
Post-Test Proxy % Correct |
% Gain |
|
| Composite | 36 |
60 |
67 |
| Understanding Sources | 58 |
81 |
40 |
| Understanding Chronology | 27 |
54 |
100 |
| Factual Knowledge | 35 |
58 |
66 |
The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus, the results demonstrate students are attaining the core competencies [46].
Sophomore US and Texas Government Core Course
The political science faculty identified “To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights” as the relevant core competency.
Students in sections of POL 261 - Principles of American Government: National and State were - given a 15-item pre-test at the beginning of the semester and a 15-item post-test at the end of the semester that assessed student knowledge in the relevant core competency. The data was collected and analyzed to measure student attainment. A targeted improvement of 20 percentage points or greater was set.
The pre-test was administered to six sections of POL 261. A total of 313 students took the test producing an average score of 70.7. The high pre-test average was partially attributed to the fact that the pre-test was administered three weeks into the course, and thus students had already encountered a significant amount of information that was included in the pre-test.
The post-test was administered to the same six sections of POL 261 sections. A total of 313 students took the test producing an average score of 90.2. The percentage point increase in the average score was 19.5 points, slightly below the targeted goal. However, the high post-test score is indicative of student attainment of the core competency [47].
Other Political Science Core Courses
The political science faculty identified the relevant objective best aligned with the nature of the course. For POL 285 - American Public Policy and POL 281 - American Foreign Policy the relevant THECB exemplary objective was “To analyze, critically assess, and develop creative solutions to public policy problems.”
Students in sections of POL 285 and 281 were given a pre-test at the beginning of the semester and a post-test at the end of the semester that assessed student knowledge in the relevant core competency. The data was collected and analyzed to measure student attainment. A targeted improvement of 20 percentage points or greater was set.
The pre-test was administered to six sections of POL 285 and one section of POL 281. A total of 271 students took the test in POL 285 producing an average score of 42.7. A total of 33 students took the test in POL 281 producing an average score of 30.7.
The post-test was administered to four sections of POL 285 and one section of POL 281. A total of 139 students took the test in POL 285 producing an average score of 64.6. A total of 22 students took the test in POL 281 producing an average score of 51.7. The percentage point increase in the average POL 285 score was 21.9 percentage points and 21 percentage points for POL 281. The significant increase in demonstrated knowledge is indicative of core competency attainment [47].
The Political Science faculty identified the relevant objective best aligned with the nature of the course. For Political Science 265 the relevant THECB exemplary objective was “To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.”
Students in sections of POL 265 were given a 10-item pre-test at the beginning of the semester and a 10-item post-test at the end of the semester that assessed student knowledge in the relevant core competency. The data was collected and analyzed to measure student attainment. A targeted improvement of 20 percentage points or greater was set.
The pre-test was administered to two sections of POL 265. A total of 53 students took the test, producing an average score of 40.3.
The post-test was administered to the same two sections of POL 265. A total of 42 students took the test, producing an average score of 76.7. The percentage point increase in the average POL 265 score was 36.4 percentage points. The significant increase in demonstrated knowledge is indicative of core competency attainment [47].
Core Component Area 5 – Other Social Sciences Subcomponent
Sociology
Five of the THECB’s exemplary objectives were identified by sociology faculty as pertinent core competencies for social sciences:
• To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition;
• To examine social institutions and processes across a range of historical periods, social structures, and cultures;
• To use and critique alternative explanatory systems or theories;
• To develop and communicate alternative explanations or solutions for contemporary social issues;
• To identify and understand differences and commonalities within diverse cultures.
A common test was administered to all students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge and 5 exceptional attainment of knowledge.
Samples taken from each of the sections indicate that 92.6% of the students demonstrated at least adequate attainment of knowledge or higher of the core competencies [44].
Philosophy Course
For the sophomore-level philosophy courses in Core Component Area 5, the philosophy program identified two THECB exemplary objectives. Specifically, the two were as follows:
• To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition;
• To recognize and assume one’s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
A content analysis of syllabi was used to determine if the course objectives and assignments aligned with the THECB exemplary objectives and analysis of examination performance was used to determine progress toward attainment of the core competencies.
The content analysis revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. The performance on the exams revealed that 76.9% of the students demonstrated at least adequate attainment of the core competencies (see below table).
| At least adequate attainment of core competencies | 77.8% |
| Minimal attainment of core competencies | 12.3% |
| Failed to demonstrate adequate attainment of core competencies | 9.9% |
A review of the assessment process has led to changes that will be incorporated during the 2008-2009 assessment period. The philosophy program faculty responsible for the core course in this sub-component area will pre- and post-test using the Texas Assessment of Critical Thinking Skills (TACTS) instrument. If the same students who took the pre-test show a net gain in their score, then the course contributes to students attaining core competencies. The TACTS has been subjected to extensive validation studies comparing students’ scores on it with other nationally recognized tests of critical thinking skills and with items such as GPA. It was developed as an aid to the College of Business Administration in their work of reaffirmation of accreditation by the Association for the Advancement of the Collegiate Schools of Business (AACSB). Progress will be measured by a change in the mean from pre- to post-test.
Sophomore-Level Economics Courses
For the sophomore-level economics courses in Core Component Area 5, the economics faculty identified six THECB exemplary objectives:
- To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition;
- To use and critique alternative explanatory systems or theories;
- To develop and communicate alternative explanations or solutions for contemporary social issues;
- To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study;
- To understand the evolution and current role of the U.S. in the world;
- To analyze, critically assess, and develop creative solutions to public policy problems.
The faculty in the Department of Economics and International Business also created four objectives related to the study of economics:
- Objective 1 - Understand Opportunity Cost
- Objective 2 - Understand The Invisible Hand Of The Market
- Objective 3 - Identify The Basic Institutions Of The U.S. Economy
- Objective 4 - Assess The Increasing Integration Of The Global Economy
These same four objectives were aligned with the respective THECB exemplary objectives as detailed in the below table.
Departmental Objective 1 |
Departmental Objective 2 |
Departmental Objective 3 |
Departmental Objective 4 |
|
| THECB Exemplary Objective 1 | x |
x |
x |
x |
| THECB Exemplary Objective 2 | x |
|||
| THECB Exemplary Objective 3 | x |
x |
x |
x |
| THECB Exemplary Objective 4 | x |
x |
||
| THECB Exemplary Objective 5 | x |
|||
| THECB Exemplary Objective 6 | x |
x |
x |
x |
For the purposes of the general education requirement in the social sciences (Core Component
Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, ECO 234 sections. The criterion for meeting the relevant objective was a 75% correct response for the group of questions pertaining to each objective. For the THECB objectives, the percentage of correct responses were as follows:
| THECB Exemplary Objective 1 | 68.2 |
| THECB Exemplary Objective 2 | 65.6 |
| THECB Exemplary Objective 3 | 68.2 |
| THECB Exemplary Objective 4 | 67.8 |
| THECB Exemplary Objective 5 | 70.6 |
| THECB Exemplary Objective 6 | 68.2 |
None of the learning objectives targets were met. The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material [48].
Agricultural Core Course
For the agricultural course in Core Component Area 5, AGR 236 - Animals and Society, the agricultural faculty identified one THECB exemplary objective:
• To develop and communicate alternative explanations or solutions for contemporary social issues.
Two questions on the mid-term exam and two separate questions on the final exam were embedded to evaluate the awareness/explanations and solutions for social issues concerning animals and society. The average score on the four questions ranged from 75.7 to 96.5 indicating attainment of the core competency.
Psychology Core Courses
For the two psychology courses in Core Component Area 5, the psychology faculty identified three THECB exemplary objectives:
• To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition (METHODS);
• To use and critique alternative explanatory systems or theories (THEORIES);
• To identify and understand differences and commonalities within diverse cultures (CULTURES).
Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams for the two psychology courses. Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. The below table provides information on the percentage of students correctly answering at least three of the respective five questions for each of the two courses for each THECB exemplary objectives.
| THECB Exemplary Objective | PSY 131* |
PSY 289* |
| Methods | 41.8% |
90.3% |
| Theory | 18.2% |
83.9% |
| Cultures | 69.4% |
74.2% |
*PSY 131 - Introduction to Psychology
*PSY 289 - Psychology of Adjustment
PSY 289 clearly produces students who demonstrate attainment of the respective core competencies. PSY 131 is being reviewed so as to better serve the students [49] [50].
Supporting Documentation