SACS Reaffirmation
| Objective | A. Communication - Understand And Demonstrate Writing And Speaking Processes. | |
| Demonstration of students competency in the Area of Communication through students ability to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation. Associated Goals: Computer Literacy, Listening Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Creative Capacities (Writing, Inventing, Etc.) This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication. |
| Criteria | C.Developing creative capacities (writing, inventing, designing, performing in art, music, drama) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 6 54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand and Demonstrate Writing Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | B. Communication - Understand Audience Specification And Use Correct Communication Choices. | |
| Demonstration of students competency in the Area of Communication through students ability to understand the importance of specifying audience and purpose and to select appropriate communication choices. Associated Goals: Computer Literacy, Listening Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand Audience Specification Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | C. Communication - Understand And Appropriately Apply Modes Of Expression. | |
| Demonstration of students competency in the Area of Communication through student's ability to understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Creative Capacities (Writing, Inventing, Etc.) This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication. |
| Criteria | C.Developing creative capacities (writing, inventing, designing, performing in art, music, drama) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 6 54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand/Apply Modes of Expression Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | F. Communication - Ability To Write A Documneted Paper And/or Give An Oral Presentation. | |
| Demonstration of students competency in the Area of Communication through student's ability to develop the ability to research and write a documented paper and/or to give an oral presentation. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers. This indicator helps in developing the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 12 40% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. Learn how to find and use resources to help research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 9 50% of faculty rated this indicator as Important or Essential. 69% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Ability to Write/Give Presentation Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | I. Mathematics - Expand Mathematical Reasoning Skills | |
| Demonstration of students competency in the Area of Mathematics through student's ability to expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency |
| Indicator | M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Expands mathematical reasoning skills and formal logic to develop convincing mathematical arguments, and recognizes the limitations of mathematical and statistical models. |
| Criteria | M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 47% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 3 77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Expand Mathematical Reasoning Skills Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | K. Mathematics - Recognize The Limitations Of Mathematical And Statistical Models. | |
| Demonstration of students competency in the Area of Mathematics through student's ability to recognize the limitations of mathematical and statistical models. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency |
| Indicator | M.Learning Fundamental Principles, Generalizations, Or Theories. This helps in interpreting mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. Recognizes the limitations of mathematical and statistical models |
| Criteria | M.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 2 72% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them " and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning Fundamental principles, generalization or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Expands mathematical reasoning skills and formal logic to develop convincing mathematical arguments, and recognizes the limitations of mathematical and statistical models. |
| Criteria | M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 47% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Recognize Limitations of Math and Stat Models Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | L. Mathematics - Understand Mathematics Connections To Other Disciplines. | |
| Demonstration of students competency in the Area of Mathematics through student's ability to develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency |
| Indicator | MGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, Develops the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines |
| Criteria | MGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 7 28% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the view that mathematical is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Understand Math Connections to Other Discip. Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | M. Humanities And Visual & Performing Arts - Demonstrate Awareness Of Works In The Arts. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability o demonstrate awareness of the scope and variety of works in the arts and humanities. Associated Goals: Computer Literacy, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Performing Arts-Awareness of Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | D. Communication-Participate In Group Activities With Emphasis On Listening, Responding Etc. | |
| Demonstration of students competency in the Area of Communication through student's ability to participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Acquiring Skills In Working With Others As A Member Of A Team. Acquire skills to work in groups with emphasis on listening, critical and reflective thinking and responding. |
| Criteria | C.Acquiring skills in working with others as a member of a team At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 5 50% of faculty rated this indicator as Important or Essential. 64% of students rated it Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding". The Indicator measured "Acquiring skills in working with others as a member of a team." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Participate in Group Activities Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | E. Communication - Understand And Apply Basic Principles Of Problem Solving | |
| Demonstration of students competency in the Area of Communication through student's ability to understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand/Apply Problem Solving Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | G. Mathematics - Apply Arithmetic, Algebraic, Statistical Methods And Solving Situations. | |
| Demonstration of students competency in the Area of Mathematics through student's ability to apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. Associated Goals: Critical Thinking, Reading Competency, Speaking Competency |
| Indicator | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 1 98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 3 77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Apply Aritmetic, Algebraic, etc. Methods Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | H. Mathematics- Represent And Evaluate Mathematical Information Verbally, Nuemerically, Etc. | |
| Demonstration of students competency in the Area of Mathematics through their ability to represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. Associated Goals: Critical Thinking, Reading Competency, Speaking Competency |
| Indicator | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 1 98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Represent and Evaluate Math Info Verbally Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | J. MAthematics - Solve Mathematical Problems And Judge The Reasonableness Of The Results. | |
| Demonstration of students competency in the Area of Mathematics through their ability to interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them. Associated Goals: Critical Thinking, Reading Competency, Speaking Competency |
| Indicator | M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This helps in using appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. Secondly, interprets mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 9 38% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (2) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 3 77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Solve Math Problems and Judge Results Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | N. Humanities & Visual & Performing Arts-Understand Works As Expression Of Individual | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to understand those works as expressions of individual and human values within an historical and social context. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perfom. Arts-Understand Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | O. Humanities And Visual & Performing Arts - Respond Critically To The Works In Arts. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to respond critically to works in the arts and humanities. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Human. & Visual/Perform. Arts-Respond Critically Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | P. Humanities And Visual & Performing Arts - Engage In The Creative Process. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Developing Creative Capacities (writing, Inventing, Designing, Performing In Art, Music, Drama. To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist |
| Criteria | H.Developing Creative Capacities (Writing, Inventing, Etc.) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, English and Philosophy 21% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, Performing Arts, 61% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Creative Process Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Q. Humanities And Performing Arts - Articulate An Informed Personal Reaction To Works | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to articulate an informed personal reaction to works in the arts and humanities. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Developing A Clearer Understanding Of, And Commitment To, Personal Values To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, English and Philosophy, 22% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, Performing Arts, 11% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | H.Developing Skill In Expressing Myself Orally Or In Writing To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area English and Philosophy 62% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area, Humanities, 35% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area, Performing Arts, 27% of faculty rated this indicator as Important or Essential. 46% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Human. & Visual/Perform. Arts-React to Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | R. Humanities & Performing Arts - Develop An Appreciation For Aesthetic Principles. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to develop an appreciation for the aesthetic principles that guide or govern the humanities and arts. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Aesthetic Principles Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | S. Humanities And Performing Arts - Demonstrate The Influence Of Literature, Philosophy, Etc. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Influence of Arts Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | T. Social And Behavioral Sciences - Employ The Appropriate Methods, Technologies. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.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. |
| Criteria | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. and Behav. Sciences-Appropriate Methods Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | U. Social And Behavioral Sciences - Examine Social Institutions And Processes Across Cultures. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to examine social institutions and processes across a range of historical periods, social structures, and cultures. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Sciences-Examine Social Institutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | V. Social & Behav. Science-use & Critique Alternative Explanatory Systems Or Theories. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to use and critique alternative explanatory systems or theories. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Alternative Theories Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | W. Social And Behavioral Sciences - Develop Alternative Solutions For Social Issues. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to develop and communicate alternative explanations or solutions for contemporary social issues. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Developing Skill In Expressing Myself Orally Or In Writing To develop and communicate alternative explanations or solutions for contemporary social issues. |
| Criteria | S.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#8 For the sub core area, History and Political Science, 26% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#8 For the sub core area, Social & Behavioral Sciences, 20% of faculty rated this indicator as Important or Essential. 37% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Alternative Solutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | X. Social And Behavioral Sciences - Analyze The Effects Of Historical, Social, Political, Etc. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Analyze Effects Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Y. Social And Behavioral Sciences - Comprehend The Origins Of U.S. And Texas Political System. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.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. |
| Criteria | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Soc. & Behav. Science-Origins of Political System Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z. Social And Behavioral Sciences - Understand The Current Role Of U.S. In The World. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to understand the evolution and current role of the U.S. in the world. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Role of US in World Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.A. Social And Behavioral Sciences - Analyze Historical Evidence And Differing Points Of View. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to differentiate and analyze historical evidence (documentary and statistical) and differing points of view. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Analyze Hist. Evidence Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.B. Social And Behavioral Sciences - Apply Reasonable Criteria For The Acceptability Of Research | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and apply reasonable criteria for the acceptability of historical evidence and social research. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Acceptability of Research Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.C. Social And Behavioral Sciences - Develop Creative Solutions To Public Policy Problems. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze, critically assess, and develop creative solutions to public policy problems. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.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. |
| Criteria | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Public Policy Solutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.D. Social & Behav. Science-Recognize One's Duty As A Citizen In A Democratic Society. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.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. |
| Criteria | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Developing A Clearer Understanding Of, And Commitment To, Personal Values 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. |
| Criteria | S.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#10 For the sub core area, History and Political Science, 19% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#10 For the sub core area, Social & Behavioral Sciences, 12% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Ones Duty as a Citizen Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.E. Social And Behavioral Sciences - Identify Differences Within Cultures. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability o identify and understand differences and commonalities within diverse cultures. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Differences Within Cultures Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.F. Natural Science - Apply Method And Appropriate Technology To The Study Of Natural Sciences. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to understand and apply method and appropriate technology to the study of natural sciences. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Gaining factual knowledge (terminology, classification, methods, trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 1 97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning Fundamental Principles, Generalizations, Or Theories. 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories. |
| Criteria | N.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 2 93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 3 67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Apply Method and Approp. Technology Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.G. Natural Science - Recognize Differences Between Scientific And Quantatative Methods. | |
| Demonstration of students competency in the Area of Natural Science through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Developing Skill In Expressing Myself Orally Or In Writing To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 8 9% of faculty rated this indicator as Important or Essential. 29% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing skill in expressing myself orally or in writing."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Gaining factual knowledge (terminology, classification, methods, trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 1 97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning Fundamental Principles, Generalizations, Or Theories. 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories. |
| Criteria | N.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 2 93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 3 67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Scientific/Quantatative Differnces Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.H. Natural Science - Recognize The Differences Among Competing Scientific Theories. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to identify and recognize the differences among competing scientific theories. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Differences Among Theories Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.I. Natural Science - Demonstrate Knowledge Of The Major Issues Facing Modern Science. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Developing A Clearer Understanding Of, And Commitment To, Personal Values Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies |
| Criteria | N.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 10 10% of faculty rated this indicator as Important or Essential. 39% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) 1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 7 49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Knowledge of the Major Issues Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.J. Natural Science - Demonstrate Knowledge Of The Interdependence Of Science And Technology. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) 1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 7 49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Science/Technology Interdependence Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.K. Mathematics - Interpret Mathematical Models Such As Formulas, Graphs,tables Etc. | |
| To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them Associated Goals: Critical Thinking |
| Indicator | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 1 98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning Fundamental Principles, Generalizations, Or Theories. This helps in interpreting mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. Recognizes the limitations of mathematical and statistical models |
| Criteria | M.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 2 72% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them " and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning Fundamental principles, generalization or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This helps in using appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. Secondly, interprets mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 9 38% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (2) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 3 77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Interpret Mathematical Models Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | A. Communication - Understand And Demonstrate Writing And Speaking Processes. | |
| Demonstration of students competency in the Area of Communication through students ability to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation. Associated Goals: Computer Literacy, Listening Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Creative Capacities (Writing, Inventing, Etc.) This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication. |
| Criteria | C.Developing creative capacities (writing, inventing, designing, performing in art, music, drama) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 6 54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand and Demonstrate Writing Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | B. Communication - Understand Audience Specification And Use Correct Communication Choices. | |
| Demonstration of students competency in the Area of Communication through students ability to understand the importance of specifying audience and purpose and to select appropriate communication choices. Associated Goals: Computer Literacy, Listening Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand Audience Specification Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | D. Communication-Participate In Group Activities With Emphasis On Listening, Responding Etc. | |
| Demonstration of students competency in the Area of Communication through student's ability to participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Acquiring Skills In Working With Others As A Member Of A Team. Acquire skills to work in groups with emphasis on listening, critical and reflective thinking and responding. |
| Criteria | C.Acquiring skills in working with others as a member of a team At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 5 50% of faculty rated this indicator as Important or Essential. 64% of students rated it Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding". The Indicator measured "Acquiring skills in working with others as a member of a team." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Participate in Group Activities Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | E. Communication - Understand And Apply Basic Principles Of Problem Solving | |
| Demonstration of students competency in the Area of Communication through student's ability to understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand/Apply Problem Solving Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | M. Humanities And Visual & Performing Arts - Demonstrate Awareness Of Works In The Arts. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability o demonstrate awareness of the scope and variety of works in the arts and humanities. Associated Goals: Computer Literacy, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Performing Arts-Awareness of Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | N. Humanities & Visual & Performing Arts-Understand Works As Expression Of Individual | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to understand those works as expressions of individual and human values within an historical and social context. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perfom. Arts-Understand Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | O. Humanities And Visual & Performing Arts - Respond Critically To The Works In Arts. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to respond critically to works in the arts and humanities. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Human. & Visual/Perform. Arts-Respond Critically Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | P. Humanities And Visual & Performing Arts - Engage In The Creative Process. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Developing Creative Capacities (writing, Inventing, Designing, Performing In Art, Music, Drama. To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist |
| Criteria | H.Developing Creative Capacities (Writing, Inventing, Etc.) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, English and Philosophy 21% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, Performing Arts, 61% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Creative Process Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Q. Humanities And Performing Arts - Articulate An Informed Personal Reaction To Works | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to articulate an informed personal reaction to works in the arts and humanities. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Developing A Clearer Understanding Of, And Commitment To, Personal Values To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, English and Philosophy, 22% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, Performing Arts, 11% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | H.Developing Skill In Expressing Myself Orally Or In Writing To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area English and Philosophy 62% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area, Humanities, 35% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area, Performing Arts, 27% of faculty rated this indicator as Important or Essential. 46% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Human. & Visual/Perform. Arts-React to Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | R. Humanities & Performing Arts - Develop An Appreciation For Aesthetic Principles. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to develop an appreciation for the aesthetic principles that guide or govern the humanities and arts. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Aesthetic Principles Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | S. Humanities And Performing Arts - Demonstrate The Influence Of Literature, Philosophy, Etc. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Influence of Arts Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | T. Social And Behavioral Sciences - Employ The Appropriate Methods, Technologies. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.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. |
| Criteria | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. and Behav. Sciences-Appropriate Methods Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | U. Social And Behavioral Sciences - Examine Social Institutions And Processes Across Cultures. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to examine social institutions and processes across a range of historical periods, social structures, and cultures. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Sciences-Examine Social Institutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | V. Social & Behav. Science-use & Critique Alternative Explanatory Systems Or Theories. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to use and critique alternative explanatory systems or theories. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Alternative Theories Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | W. Social And Behavioral Sciences - Develop Alternative Solutions For Social Issues. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to develop and communicate alternative explanations or solutions for contemporary social issues. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Developing Skill In Expressing Myself Orally Or In Writing To develop and communicate alternative explanations or solutions for contemporary social issues. |
| Criteria | S.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#8 For the sub core area, History and Political Science, 26% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#8 For the sub core area, Social & Behavioral Sciences, 20% of faculty rated this indicator as Important or Essential. 37% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Alternative Solutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | X. Social And Behavioral Sciences - Analyze The Effects Of Historical, Social, Political, Etc. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Analyze Effects Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Y. Social And Behavioral Sciences - Comprehend The Origins Of U.S. And Texas Political System. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.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. |
| Criteria | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Soc. & Behav. Science-Origins of Political System Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z. Social And Behavioral Sciences - Understand The Current Role Of U.S. In The World. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to understand the evolution and current role of the U.S. in the world. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Role of US in World Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.A. Social And Behavioral Sciences - Analyze Historical Evidence And Differing Points Of View. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to differentiate and analyze historical evidence (documentary and statistical) and differing points of view. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Analyze Hist. Evidence Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.B. Social And Behavioral Sciences - Apply Reasonable Criteria For The Acceptability Of Research | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and apply reasonable criteria for the acceptability of historical evidence and social research. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Acceptability of Research Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.C. Social And Behavioral Sciences - Develop Creative Solutions To Public Policy Problems. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze, critically assess, and develop creative solutions to public policy problems. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.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. |
| Criteria | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Public Policy Solutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.D. Social & Behav. Science-Recognize One's Duty As A Citizen In A Democratic Society. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.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. |
| Criteria | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Developing A Clearer Understanding Of, And Commitment To, Personal Values 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. |
| Criteria | S.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#10 For the sub core area, History and Political Science, 19% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#10 For the sub core area, Social & Behavioral Sciences, 12% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Ones Duty as a Citizen Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.E. Social And Behavioral Sciences - Identify Differences Within Cultures. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability o identify and understand differences and commonalities within diverse cultures. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Differences Within Cultures Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.F. Natural Science - Apply Method And Appropriate Technology To The Study Of Natural Sciences. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to understand and apply method and appropriate technology to the study of natural sciences. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Gaining factual knowledge (terminology, classification, methods, trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 1 97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning Fundamental Principles, Generalizations, Or Theories. 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories. |
| Criteria | N.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 2 93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 3 67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Apply Method and Approp. Technology Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.G. Natural Science - Recognize Differences Between Scientific And Quantatative Methods. | |
| Demonstration of students competency in the Area of Natural Science through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Developing Skill In Expressing Myself Orally Or In Writing To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 8 9% of faculty rated this indicator as Important or Essential. 29% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing skill in expressing myself orally or in writing."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Gaining factual knowledge (terminology, classification, methods, trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 1 97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning Fundamental Principles, Generalizations, Or Theories. 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories. |
| Criteria | N.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 2 93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 3 67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Scientific/Quantatative Differnces Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.H. Natural Science - Recognize The Differences Among Competing Scientific Theories. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to identify and recognize the differences among competing scientific theories. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Differences Among Theories Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.I. Natural Science - Demonstrate Knowledge Of The Major Issues Facing Modern Science. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Developing A Clearer Understanding Of, And Commitment To, Personal Values Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies |
| Criteria | N.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 10 10% of faculty rated this indicator as Important or Essential. 39% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) 1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 7 49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Knowledge of the Major Issues Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.J. Natural Science - Demonstrate Knowledge Of The Interdependence Of Science And Technology. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) 1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 7 49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Science/Technology Interdependence Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | C. Communication - Understand And Appropriately Apply Modes Of Expression. | |
| Demonstration of students competency in the Area of Communication through student's ability to understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Creative Capacities (Writing, Inventing, Etc.) This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication. |
| Criteria | C.Developing creative capacities (writing, inventing, designing, performing in art, music, drama) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 6 54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand/Apply Modes of Expression Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | D. Communication-Participate In Group Activities With Emphasis On Listening, Responding Etc. | |
| Demonstration of students competency in the Area of Communication through student's ability to participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Acquiring Skills In Working With Others As A Member Of A Team. Acquire skills to work in groups with emphasis on listening, critical and reflective thinking and responding. |
| Criteria | C.Acquiring skills in working with others as a member of a team At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 5 50% of faculty rated this indicator as Important or Essential. 64% of students rated it Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding". The Indicator measured "Acquiring skills in working with others as a member of a team." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Participate in Group Activities Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | E. Communication - Understand And Apply Basic Principles Of Problem Solving | |
| Demonstration of students competency in the Area of Communication through student's ability to understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand/Apply Problem Solving Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | F. Communication - Ability To Write A Documneted Paper And/or Give An Oral Presentation. | |
| Demonstration of students competency in the Area of Communication through student's ability to develop the ability to research and write a documented paper and/or to give an oral presentation. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers. This indicator helps in developing the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 12 40% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. Learn how to find and use resources to help research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 9 50% of faculty rated this indicator as Important or Essential. 69% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Ability to Write/Give Presentation Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | G. Mathematics - Apply Arithmetic, Algebraic, Statistical Methods And Solving Situations. | |
| Demonstration of students competency in the Area of Mathematics through student's ability to apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. Associated Goals: Critical Thinking, Reading Competency, Speaking Competency |
| Indicator | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 1 98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 3 77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Apply Aritmetic, Algebraic, etc. Methods Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | H. Mathematics- Represent And Evaluate Mathematical Information Verbally, Nuemerically, Etc. | |
| Demonstration of students competency in the Area of Mathematics through their ability to represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. Associated Goals: Critical Thinking, Reading Competency, Speaking Competency |
| Indicator | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 1 98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Represent and Evaluate Math Info Verbally Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | I. Mathematics - Expand Mathematical Reasoning Skills | |
| Demonstration of students competency in the Area of Mathematics through student's ability to expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency |
| Indicator | M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Expands mathematical reasoning skills and formal logic to develop convincing mathematical arguments, and recognizes the limitations of mathematical and statistical models. |
| Criteria | M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 47% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 3 77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Expand Mathematical Reasoning Skills Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | J. MAthematics - Solve Mathematical Problems And Judge The Reasonableness Of The Results. | |
| Demonstration of students competency in the Area of Mathematics through their ability to interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them. Associated Goals: Critical Thinking, Reading Competency, Speaking Competency |
| Indicator | M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This helps in using appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. Secondly, interprets mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 9 38% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (2) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 3 77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Solve Math Problems and Judge Results Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | K. Mathematics - Recognize The Limitations Of Mathematical And Statistical Models. | |
| Demonstration of students competency in the Area of Mathematics through student's ability to recognize the limitations of mathematical and statistical models. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency |
| Indicator | M.Learning Fundamental Principles, Generalizations, Or Theories. This helps in interpreting mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. Recognizes the limitations of mathematical and statistical models |
| Criteria | M.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 2 72% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them " and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning Fundamental principles, generalization or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Expands mathematical reasoning skills and formal logic to develop convincing mathematical arguments, and recognizes the limitations of mathematical and statistical models. |
| Criteria | M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 47% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Recognize Limitations of Math and Stat Models Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | L. Mathematics - Understand Mathematics Connections To Other Disciplines. | |
| Demonstration of students competency in the Area of Mathematics through student's ability to develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency |
| Indicator | MGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, Develops the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines |
| Criteria | MGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 7 28% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the view that mathematical is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Understand Math Connections to Other Discip. Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | M. Humanities And Visual & Performing Arts - Demonstrate Awareness Of Works In The Arts. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability o demonstrate awareness of the scope and variety of works in the arts and humanities. Associated Goals: Computer Literacy, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Performing Arts-Awareness of Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | N. Humanities & Visual & Performing Arts-Understand Works As Expression Of Individual | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to understand those works as expressions of individual and human values within an historical and social context. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perfom. Arts-Understand Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | O. Humanities And Visual & Performing Arts - Respond Critically To The Works In Arts. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to respond critically to works in the arts and humanities. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Human. & Visual/Perform. Arts-Respond Critically Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | P. Humanities And Visual & Performing Arts - Engage In The Creative Process. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Developing Creative Capacities (writing, Inventing, Designing, Performing In Art, Music, Drama. To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist |
| Criteria | H.Developing Creative Capacities (Writing, Inventing, Etc.) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, English and Philosophy 21% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, Performing Arts, 61% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Creative Process Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Q. Humanities And Performing Arts - Articulate An Informed Personal Reaction To Works | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to articulate an informed personal reaction to works in the arts and humanities. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Developing A Clearer Understanding Of, And Commitment To, Personal Values To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, English and Philosophy, 22% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, Performing Arts, 11% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | H.Developing Skill In Expressing Myself Orally Or In Writing To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area English and Philosophy 62% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area, Humanities, 35% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area, Performing Arts, 27% of faculty rated this indicator as Important or Essential. 46% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Human. & Visual/Perform. Arts-React to Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | R. Humanities & Performing Arts - Develop An Appreciation For Aesthetic Principles. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to develop an appreciation for the aesthetic principles that guide or govern the humanities and arts. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Aesthetic Principles Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | S. Humanities And Performing Arts - Demonstrate The Influence Of Literature, Philosophy, Etc. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Influence of Arts Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | T. Social And Behavioral Sciences - Employ The Appropriate Methods, Technologies. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.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. |
| Criteria | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. and Behav. Sciences-Appropriate Methods Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | U. Social And Behavioral Sciences - Examine Social Institutions And Processes Across Cultures. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to examine social institutions and processes across a range of historical periods, social structures, and cultures. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Sciences-Examine Social Institutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | V. Social & Behav. Science-use & Critique Alternative Explanatory Systems Or Theories. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to use and critique alternative explanatory systems or theories. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Alternative Theories Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | W. Social And Behavioral Sciences - Develop Alternative Solutions For Social Issues. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to develop and communicate alternative explanations or solutions for contemporary social issues. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Developing Skill In Expressing Myself Orally Or In Writing To develop and communicate alternative explanations or solutions for contemporary social issues. |
| Criteria | S.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#8 For the sub core area, History and Political Science, 26% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#8 For the sub core area, Social & Behavioral Sciences, 20% of faculty rated this indicator as Important or Essential. 37% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Alternative Solutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | X. Social And Behavioral Sciences - Analyze The Effects Of Historical, Social, Political, Etc. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Analyze Effects Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Y. Social And Behavioral Sciences - Comprehend The Origins Of U.S. And Texas Political System. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.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. |
| Criteria | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Soc. & Behav. Science-Origins of Political System Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z. Social And Behavioral Sciences - Understand The Current Role Of U.S. In The World. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to understand the evolution and current role of the U.S. in the world. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Role of US in World Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.A. Social And Behavioral Sciences - Analyze Historical Evidence And Differing Points Of View. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to differentiate and analyze historical evidence (documentary and statistical) and differing points of view. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Analyze Hist. Evidence Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.B. Social And Behavioral Sciences - Apply Reasonable Criteria For The Acceptability Of Research | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and apply reasonable criteria for the acceptability of historical evidence and social research. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Acceptability of Research Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.C. Social And Behavioral Sciences - Develop Creative Solutions To Public Policy Problems. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze, critically assess, and develop creative solutions to public policy problems. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.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. |
| Criteria | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Public Policy Solutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.D. Social & Behav. Science-Recognize One's Duty As A Citizen In A Democratic Society. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.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. |
| Criteria | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Developing A Clearer Understanding Of, And Commitment To, Personal Values 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. |
| Criteria | S.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#10 For the sub core area, History and Political Science, 19% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#10 For the sub core area, Social & Behavioral Sciences, 12% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Ones Duty as a Citizen Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.E. Social And Behavioral Sciences - Identify Differences Within Cultures. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability o identify and understand differences and commonalities within diverse cultures. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Differences Within Cultures Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.F. Natural Science - Apply Method And Appropriate Technology To The Study Of Natural Sciences. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to understand and apply method and appropriate technology to the study of natural sciences. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Gaining factual knowledge (terminology, classification, methods, trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 1 97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning Fundamental Principles, Generalizations, Or Theories. 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories. |
| Criteria | N.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 2 93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 3 67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Apply Method and Approp. Technology Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.G. Natural Science - Recognize Differences Between Scientific And Quantatative Methods. | |
| Demonstration of students competency in the Area of Natural Science through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Developing Skill In Expressing Myself Orally Or In Writing To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 8 9% of faculty rated this indicator as Important or Essential. 29% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing skill in expressing myself orally or in writing."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Gaining factual knowledge (terminology, classification, methods, trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 1 97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning Fundamental Principles, Generalizations, Or Theories. 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories. |
| Criteria | N.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 2 93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 3 67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Scientific/Quantatative Differnces Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.H. Natural Science - Recognize The Differences Among Competing Scientific Theories. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to identify and recognize the differences among competing scientific theories. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Differences Among Theories Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.I. Natural Science - Demonstrate Knowledge Of The Major Issues Facing Modern Science. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Developing A Clearer Understanding Of, And Commitment To, Personal Values Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies |
| Criteria | N.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 10 10% of faculty rated this indicator as Important or Essential. 39% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) 1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 7 49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Knowledge of the Major Issues Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.J. Natural Science - Demonstrate Knowledge Of The Interdependence Of Science And Technology. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) 1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 7 49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Science/Technology Interdependence Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | A. Communication - Understand And Demonstrate Writing And Speaking Processes. | |
| Demonstration of students competency in the Area of Communication through students ability to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation. Associated Goals: Computer Literacy, Listening Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Creative Capacities (Writing, Inventing, Etc.) This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication. |
| Criteria | C.Developing creative capacities (writing, inventing, designing, performing in art, music, drama) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 6 54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand and Demonstrate Writing Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | B. Communication - Understand Audience Specification And Use Correct Communication Choices. | |
| Demonstration of students competency in the Area of Communication through students ability to understand the importance of specifying audience and purpose and to select appropriate communication choices. Associated Goals: Computer Literacy, Listening Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand Audience Specification Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | C. Communication - Understand And Appropriately Apply Modes Of Expression. | |
| Demonstration of students competency in the Area of Communication through student's ability to understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Creative Capacities (Writing, Inventing, Etc.) This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication. |
| Criteria | C.Developing creative capacities (writing, inventing, designing, performing in art, music, drama) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 6 54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand/Apply Modes of Expression Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | D. Communication-Participate In Group Activities With Emphasis On Listening, Responding Etc. | |
| Demonstration of students competency in the Area of Communication through student's ability to participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Acquiring Skills In Working With Others As A Member Of A Team. Acquire skills to work in groups with emphasis on listening, critical and reflective thinking and responding. |
| Criteria | C.Acquiring skills in working with others as a member of a team At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 5 50% of faculty rated this indicator as Important or Essential. 64% of students rated it Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding". The Indicator measured "Acquiring skills in working with others as a member of a team." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Participate in Group Activities Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | E. Communication - Understand And Apply Basic Principles Of Problem Solving | |
| Demonstration of students competency in the Area of Communication through student's ability to understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand/Apply Problem Solving Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | F. Communication - Ability To Write A Documneted Paper And/or Give An Oral Presentation. | |
| Demonstration of students competency in the Area of Communication through student's ability to develop the ability to research and write a documented paper and/or to give an oral presentation. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers. This indicator helps in developing the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 12 40% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. Learn how to find and use resources to help research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 9 50% of faculty rated this indicator as Important or Essential. 69% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Ability to Write/Give Presentation Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | G. Mathematics - Apply Arithmetic, Algebraic, Statistical Methods And Solving Situations. | |
| Demonstration of students competency in the Area of Mathematics through student's ability to apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. Associated Goals: Critical Thinking, Reading Competency, Speaking Competency |
| Indicator | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 1 98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 3 77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Apply Aritmetic, Algebraic, etc. Methods Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | H. Mathematics- Represent And Evaluate Mathematical Information Verbally, Nuemerically, Etc. | |
| Demonstration of students competency in the Area of Mathematics through their ability to represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. Associated Goals: Critical Thinking, Reading Competency, Speaking Competency |
| Indicator | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 1 98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Represent and Evaluate Math Info Verbally Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | I. Mathematics - Expand Mathematical Reasoning Skills | |
| Demonstration of students competency in the Area of Mathematics through student's ability to expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency |
| Indicator | M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Expands mathematical reasoning skills and formal logic to develop convincing mathematical arguments, and recognizes the limitations of mathematical and statistical models. |
| Criteria | M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 47% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 3 77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Expand Mathematical Reasoning Skills Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | J. MAthematics - Solve Mathematical Problems And Judge The Reasonableness Of The Results. | |
| Demonstration of students competency in the Area of Mathematics through their ability to interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them. Associated Goals: Critical Thinking, Reading Competency, Speaking Competency |
| Indicator | M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This helps in using appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. Secondly, interprets mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 9 38% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (2) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. |
| Criteria | M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 3 77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Solve Math Problems and Judge Results Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | K. Mathematics - Recognize The Limitations Of Mathematical And Statistical Models. | |
| Demonstration of students competency in the Area of Mathematics through student's ability to recognize the limitations of mathematical and statistical models. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency |
| Indicator | M.Learning Fundamental Principles, Generalizations, Or Theories. This helps in interpreting mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. Recognizes the limitations of mathematical and statistical models |
| Criteria | M.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 2 72% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them " and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning Fundamental principles, generalization or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Expands mathematical reasoning skills and formal logic to develop convincing mathematical arguments, and recognizes the limitations of mathematical and statistical models. |
| Criteria | M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 47% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Recognize Limitations of Math and Stat Models Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | L. Mathematics - Understand Mathematics Connections To Other Disciplines. | |
| Demonstration of students competency in the Area of Mathematics through student's ability to develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency |
| Indicator | MGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, Develops the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines |
| Criteria | MGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Mathematics - IDEA SLO Indicator # 7 28% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the view that mathematical is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Math-Understand Math Connections to Other Discip. Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | M. Humanities And Visual & Performing Arts - Demonstrate Awareness Of Works In The Arts. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability o demonstrate awareness of the scope and variety of works in the arts and humanities. Associated Goals: Computer Literacy, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Performing Arts-Awareness of Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | N. Humanities & Visual & Performing Arts-Understand Works As Expression Of Individual | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to understand those works as expressions of individual and human values within an historical and social context. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perfom. Arts-Understand Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | O. Humanities And Visual & Performing Arts - Respond Critically To The Works In Arts. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to respond critically to works in the arts and humanities. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Human. & Visual/Perform. Arts-Respond Critically Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | P. Humanities And Visual & Performing Arts - Engage In The Creative Process. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Developing Creative Capacities (writing, Inventing, Designing, Performing In Art, Music, Drama. To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist |
| Criteria | H.Developing Creative Capacities (Writing, Inventing, Etc.) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, English and Philosophy 21% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, Performing Arts, 61% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Creative Process Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Q. Humanities And Performing Arts - Articulate An Informed Personal Reaction To Works | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to articulate an informed personal reaction to works in the arts and humanities. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Developing A Clearer Understanding Of, And Commitment To, Personal Values To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, English and Philosophy, 22% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, Performing Arts, 11% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | H.Developing Skill In Expressing Myself Orally Or In Writing To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area English and Philosophy 62% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area, Humanities, 35% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area, Performing Arts, 27% of faculty rated this indicator as Important or Essential. 46% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Human. & Visual/Perform. Arts-React to Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | R. Humanities & Performing Arts - Develop An Appreciation For Aesthetic Principles. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to develop an appreciation for the aesthetic principles that guide or govern the humanities and arts. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Aesthetic Principles Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | S. Humanities And Performing Arts - Demonstrate The Influence Of Literature, Philosophy, Etc. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Influence of Arts Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | T. Social And Behavioral Sciences - Employ The Appropriate Methods, Technologies. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.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. |
| Criteria | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. and Behav. Sciences-Appropriate Methods Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | U. Social And Behavioral Sciences - Examine Social Institutions And Processes Across Cultures. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to examine social institutions and processes across a range of historical periods, social structures, and cultures. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Sciences-Examine Social Institutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | V. Social & Behav. Science-use & Critique Alternative Explanatory Systems Or Theories. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to use and critique alternative explanatory systems or theories. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Alternative Theories Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | W. Social And Behavioral Sciences - Develop Alternative Solutions For Social Issues. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to develop and communicate alternative explanations or solutions for contemporary social issues. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Developing Skill In Expressing Myself Orally Or In Writing To develop and communicate alternative explanations or solutions for contemporary social issues. |
| Criteria | S.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#8 For the sub core area, History and Political Science, 26% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#8 For the sub core area, Social & Behavioral Sciences, 20% of faculty rated this indicator as Important or Essential. 37% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Alternative Solutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | X. Social And Behavioral Sciences - Analyze The Effects Of Historical, Social, Political, Etc. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Analyze Effects Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Y. Social And Behavioral Sciences - Comprehend The Origins Of U.S. And Texas Political System. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.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. |
| Criteria | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Soc. & Behav. Science-Origins of Political System Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z. Social And Behavioral Sciences - Understand The Current Role Of U.S. In The World. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to understand the evolution and current role of the U.S. in the world. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Role of US in World Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.A. Social And Behavioral Sciences - Analyze Historical Evidence And Differing Points Of View. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to differentiate and analyze historical evidence (documentary and statistical) and differing points of view. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Analyze Hist. Evidence Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.B. Social And Behavioral Sciences - Apply Reasonable Criteria For The Acceptability Of Research | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and apply reasonable criteria for the acceptability of historical evidence and social research. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Acceptability of Research Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.C. Social And Behavioral Sciences - Develop Creative Solutions To Public Policy Problems. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze, critically assess, and develop creative solutions to public policy problems. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.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. |
| Criteria | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Public Policy Solutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.D. Social & Behav. Science-Recognize One's Duty As A Citizen In A Democratic Society. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.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. |
| Criteria | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Developing A Clearer Understanding Of, And Commitment To, Personal Values 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. |
| Criteria | S.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#10 For the sub core area, History and Political Science, 19% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#10 For the sub core area, Social & Behavioral Sciences, 12% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Ones Duty as a Citizen Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.E. Social And Behavioral Sciences - Identify Differences Within Cultures. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability o identify and understand differences and commonalities within diverse cultures. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Differences Within Cultures Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.F. Natural Science - Apply Method And Appropriate Technology To The Study Of Natural Sciences. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to understand and apply method and appropriate technology to the study of natural sciences. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Gaining factual knowledge (terminology, classification, methods, trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 1 97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning Fundamental Principles, Generalizations, Or Theories. 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories. |
| Criteria | N.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 2 93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 3 67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Apply Method and Approp. Technology Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.G. Natural Science - Recognize Differences Between Scientific And Quantatative Methods. | |
| Demonstration of students competency in the Area of Natural Science through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Developing Skill In Expressing Myself Orally Or In Writing To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 8 9% of faculty rated this indicator as Important or Essential. 29% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing skill in expressing myself orally or in writing."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Gaining factual knowledge (terminology, classification, methods, trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 1 97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning Fundamental Principles, Generalizations, Or Theories. 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories. |
| Criteria | N.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 2 93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 3 67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Scientific/Quantatative Differnces Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.H. Natural Science - Recognize The Differences Among Competing Scientific Theories. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to identify and recognize the differences among competing scientific theories. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Differences Among Theories Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.I. Natural Science - Demonstrate Knowledge Of The Major Issues Facing Modern Science. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Developing A Clearer Understanding Of, And Commitment To, Personal Values Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies |
| Criteria | N.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 10 10% of faculty rated this indicator as Important or Essential. 39% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) 1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 7 49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Knowledge of the Major Issues Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.J. Natural Science - Demonstrate Knowledge Of The Interdependence Of Science And Technology. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) 1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 7 49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Science/Technology Interdependence Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | A. Communication - Understand And Demonstrate Writing And Speaking Processes. | |
| Demonstration of students competency in the Area of Communication through students ability to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation. Associated Goals: Computer Literacy, Listening Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Creative Capacities (Writing, Inventing, Etc.) This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication. |
| Criteria | C.Developing creative capacities (writing, inventing, designing, performing in art, music, drama) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 6 54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand and Demonstrate Writing Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | B. Communication - Understand Audience Specification And Use Correct Communication Choices. | |
| Demonstration of students competency in the Area of Communication through students ability to understand the importance of specifying audience and purpose and to select appropriate communication choices. Associated Goals: Computer Literacy, Listening Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand Audience Specification Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | C. Communication - Understand And Appropriately Apply Modes Of Expression. | |
| Demonstration of students competency in the Area of Communication through student's ability to understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Creative Capacities (Writing, Inventing, Etc.) This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication. |
| Criteria | C.Developing creative capacities (writing, inventing, designing, performing in art, music, drama) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 6 54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand/Apply Modes of Expression Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | D. Communication-Participate In Group Activities With Emphasis On Listening, Responding Etc. | |
| Demonstration of students competency in the Area of Communication through student's ability to participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Acquiring Skills In Working With Others As A Member Of A Team. Acquire skills to work in groups with emphasis on listening, critical and reflective thinking and responding. |
| Criteria | C.Acquiring skills in working with others as a member of a team At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 5 50% of faculty rated this indicator as Important or Essential. 64% of students rated it Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding". The Indicator measured "Acquiring skills in working with others as a member of a team." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Participate in Group Activities Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | E. Communication - Understand And Apply Basic Principles Of Problem Solving | |
| Demonstration of students competency in the Area of Communication through student's ability to understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Understand/Apply Problem Solving Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | F. Communication - Ability To Write A Documneted Paper And/or Give An Oral Presentation. | |
| Demonstration of students competency in the Area of Communication through student's ability to develop the ability to research and write a documented paper and/or to give an oral presentation. Associated Goals: Computer Literacy, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers. This indicator helps in developing the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 12 40% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Developing Skill In Expressing Myself Orally Or In Writing. This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Developing Skill In Expressing Myself Orally Or In Writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 8 99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. Learn how to find and use resources to help research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 9 50% of faculty rated this indicator as Important or Essential. 69% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View. This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation. |
| Criteria | C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Communication - IDEA SLO Indicator # 11 85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Communication-Ability to Write/Give Presentation Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | M. Humanities And Visual & Performing Arts - Demonstrate Awareness Of Works In The Arts. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability o demonstrate awareness of the scope and variety of works in the arts and humanities. Associated Goals: Computer Literacy, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Performing Arts-Awareness of Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | O. Humanities And Visual & Performing Arts - Respond Critically To The Works In Arts. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to respond critically to works in the arts and humanities. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Human. & Visual/Perform. Arts-Respond Critically Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | P. Humanities And Visual & Performing Arts - Engage In The Creative Process. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Developing Creative Capacities (writing, Inventing, Designing, Performing In Art, Music, Drama. To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist |
| Criteria | H.Developing Creative Capacities (Writing, Inventing, Etc.) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, English and Philosophy 21% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #6 For sub core area, Performing Arts, 61% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Creative Process Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Q. Humanities And Performing Arts - Articulate An Informed Personal Reaction To Works | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to articulate an informed personal reaction to works in the arts and humanities. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Developing A Clearer Understanding Of, And Commitment To, Personal Values To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, English and Philosophy, 22% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#10 For sub core area, Performing Arts, 11% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | H.Developing Skill In Expressing Myself Orally Or In Writing To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area English and Philosophy 62% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area, Humanities, 35% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #8 For sub core area, Performing Arts, 27% of faculty rated this indicator as Important or Essential. 46% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Human. & Visual/Perform. Arts-React to Works Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | R. Humanities & Performing Arts - Develop An Appreciation For Aesthetic Principles. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to develop an appreciation for the aesthetic principles that guide or govern the humanities and arts. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Aesthetic Principles Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | S. Humanities And Performing Arts - Demonstrate The Influence Of Literature, Philosophy, Etc. | |
| Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences. |
| Criteria | H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator#11 For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences |
| Criteria | HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Humanities & Performing arts-IDEA SLO Indicator #7 For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Human. & Visual/Perform. Arts-Influence of Arts Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | T. Social And Behavioral Sciences - Employ The Appropriate Methods, Technologies. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.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. |
| Criteria | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. and Behav. Sciences-Appropriate Methods Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | U. Social And Behavioral Sciences - Examine Social Institutions And Processes Across Cultures. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to examine social institutions and processes across a range of historical periods, social structures, and cultures. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Sciences-Examine Social Institutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | V. Social & Behav. Science-use & Critique Alternative Explanatory Systems Or Theories. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to use and critique alternative explanatory systems or theories. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Alternative Theories Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | W. Social And Behavioral Sciences - Develop Alternative Solutions For Social Issues. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to develop and communicate alternative explanations or solutions for contemporary social issues. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Developing Skill In Expressing Myself Orally Or In Writing To develop and communicate alternative explanations or solutions for contemporary social issues. |
| Criteria | S.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#8 For the sub core area, History and Political Science, 26% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#8 For the sub core area, Social & Behavioral Sciences, 20% of faculty rated this indicator as Important or Essential. 37% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Alternative Solutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | X. Social And Behavioral Sciences - Analyze The Effects Of Historical, Social, Political, Etc. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Analyze Effects Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Y. Social And Behavioral Sciences - Comprehend The Origins Of U.S. And Texas Political System. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.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. |
| Criteria | S.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#1 For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met. |
| Action | Soc. & Behav. Science-Origins of Political System Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z. Social And Behavioral Sciences - Understand The Current Role Of U.S. In The World. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to understand the evolution and current role of the U.S. in the world. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning Fundamental Principles, Generalizations, Or Theories. This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world. |
| Criteria | S.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#2 For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Role of US in World Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.A. Social And Behavioral Sciences - Analyze Historical Evidence And Differing Points Of View. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to differentiate and analyze historical evidence (documentary and statistical) and differing points of view. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Analyze Hist. Evidence Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.B. Social And Behavioral Sciences - Apply Reasonable Criteria For The Acceptability Of Research | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and apply reasonable criteria for the acceptability of historical evidence and social research. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. |
| Criteria | S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#3 For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Acceptability of Research Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.C. Social And Behavioral Sciences - Develop Creative Solutions To Public Policy Problems. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze, critically assess, and develop creative solutions to public policy problems. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.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. |
| Criteria | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems. |
| Criteria | S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#11 For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Public Policy Solutions Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.D. Social & Behav. Science-Recognize One's Duty As A Citizen In A Democratic Society. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.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. |
| Criteria | S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#12 For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "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." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Developing A Clearer Understanding Of, And Commitment To, Personal Values 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. |
| Criteria | S.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#10 For the sub core area, History and Political Science, 19% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#10 For the sub core area, Social & Behavioral Sciences, 12% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.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. |
| Criteria | S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#9 For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "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." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Ones Duty as a Citizen Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.E. Social And Behavioral Sciences - Identify Differences Within Cultures. | |
| Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability o identify and understand differences and commonalities within diverse cultures. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures. |
| Criteria | SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Finding | Social & Behavioral Sciences-IDEA SLO Indicator#7 For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Soc. & Behav. Science-Differences Within Cultures Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008. |
| Objective | Z.F. Natural Science - Apply Method And Appropriate Technology To The Study Of Natural Sciences. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to understand and apply method and appropriate technology to the study of natural sciences. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Gaining factual knowledge (terminology, classification, methods, trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 1 97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning Fundamental Principles, Generalizations, Or Theories. 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories. |
| Criteria | N.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 2 93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 3 67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Apply Method and Approp. Technology Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.G. Natural Science - Recognize Differences Between Scientific And Quantatative Methods. | |
| Demonstration of students competency in the Area of Natural Science through student's ability 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. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Developing Skill In Expressing Myself Orally Or In Writing To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Developing skill in expressing myself orally or in writing At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 8 9% of faculty rated this indicator as Important or Essential. 29% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "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." The Indicator measured "Developing skill in expressing myself orally or in writing."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Gaining Factual Knowledge (terminology, Classification, Methods, Trends) Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Gaining factual knowledge (terminology, classification, methods, trends) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 1 97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning Fundamental Principles, Generalizations, Or Theories. 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories. |
| Criteria | N.Learning Fundamental Principles, Generalizations, Or Theories. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 2 93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) 1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing |
| Criteria | N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions) At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 3 67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (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." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Scientific/Quantatative Differnces Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.H. Natural Science - Recognize The Differences Among Competing Scientific Theories. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to identify and recognize the differences among competing scientific theories. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Differences Among Theories Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.I. Natural Science - Demonstrate Knowledge Of The Major Issues Facing Modern Science. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Developing A Clearer Understanding Of, And Commitment To, Personal Values Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies |
| Criteria | N.Developing A Clearer Understanding Of, And Commitment To, Personal Values At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 10 10% of faculty rated this indicator as Important or Essential. 39% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) 1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 7 49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Knowledge of the Major Issues Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |
| Objective | Z.J. Natural Science - Demonstrate Knowledge Of The Interdependence Of Science And Technology. | |
| Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture. Associated Goals: Critical Thinking, Listening Competency, Reading Competency, Speaking Competency, Writing Competency |
| Indicator | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 11 36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Indicator | NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,) 1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural. |
| Criteria | NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science, At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Finding | Natural Sciences - IDEA SLO Indicator # 7 49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met. |
| Action | Nat. Science-Science/Technology Interdependence Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results. |