SACS Reaffirmation
| Objective | A. Communication-Understand & 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 | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 | Communication - IDEA SLO Indicators #6 57% of faculty rated this indicator as Important or Essential. 77% 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. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#6 For sub core area, Humanities, 16% 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 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 | C.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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 | (Aca) Communication-Apply Modes of Expression Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Apply Modes of Expression Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | D. 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.(IDEA) 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.(IDEA) 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 Indicators #12 30% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning how to find & 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 Indicators # 9 49% 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 Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (IDEA)Communication-Write Paper/Give Presentation Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | G. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) 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 Indicators # 11 28% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 3 95% of faculty rated this indicator as Important or Essential. 67% 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 | (Aca) Math-Expand Mat Reasoning Skills In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Expand Math Reasoning Skills Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | I. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) 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 Indicators # 2 94% of faculty rated this indicator as Important or Essential. 67% 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.(IDEA) 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.(IDEA) 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 Indicators # 11 28% 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 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 | (Aca) Math-Recognize the limit of math/stat models In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Recognize Limits of Math/Stat Models Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | J. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity Develops the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines |
| Criteria | M.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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 Indicators # 7 22% 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 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 | (Aca) Math-Math's connections to other disciplines In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Understand Connections to Other Discip. Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | K. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities- Philosophy Course Content Analysis A content analysis of syllabi will be used to determine if the courses' objectives and assignments are aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Humanities-Phil. Course Content Allignment The syllabi of the Philosophy courses will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Humanities-Philosophy course content review The content analysis revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-Student Performance On Examinations Analysis of students'examination perfomance will be used to determins progress toward attainment of the core competencies. |
| Criteria | (Aca)Humanities-Success on Philosophy Exams A significant majority of students will demonstrate at least adewuate atainment of the core competencies through their performance on in class exams. |
| Finding | (Aca)Humanities-Philosophy Exam Performance Teh performance on the exams revealed that 76.9% of the students demonstrated at least adequate attainment of the core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca) Humanities- Demonstrate Awareness of Works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Awareness of Works in the Arts To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Awareness of Works in the Arts Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Demonstrate Awareness of works A review of the assessment process has lead to changes that will be incoporated during the 2008-2009 assessment period. The Philosophy program faculty responsible for philosophy courses in this sub-component area will complie a brief set of 20-25 questions from exams that have been given over the past several years and that represent a broad sampling of philosophical concepts, perspectives, and personalities. After all of the faculty involved have a chance to edit the question set, it will be used as both a pre and post-test in each section of the core classes. Progress will be measured by a change in the mean from pre to post-test. |
| Action | (Aca)Visual and Performing-Demonstrate Awareness Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Awareness of Works Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | ZI. 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 | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 | Communication - IDEA SLO Indicators #6 57% of faculty rated this indicator as Important or Essential. 77% 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. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#6 For sub core area, Humanities, 16% 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 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 | C.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Aca) Communication - Writing Speaking Process Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Understand/Demonstrate Writing Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | ZJ. 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, Critical Thinking, Listening Competency, Speaking Competency, Writing Competency |
| Indicator | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Aca) Communication-Understand Audience Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Understand Audience Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | B. 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 | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 Indicators #5 36% of faculty rated this indicator as Important or Essential. 63% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Academic) Communications- Partipate in groups Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Group Activity Participation Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | C. 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.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (IDEA)Communication-Principles of Problem Solving Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | E. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) 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 Indicators # 1 95% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 3 95% of faculty rated this indicator as Important or Essential. 67% 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 | (Aca) Math-Apply Arithmetic, Algebra, etc. In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Apply Arithmetic, Algebra, etc. Methods Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | F. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) 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 Indicators # 1 95% 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 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 | (Aca) Math-Evaluate Math Info. Verbally, etc. In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Represent/Evaluate Math Information Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | H. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) Learning how to find & 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 | Humanities& Performing arts-IDEA SLO Indicators#11 For sub core area, Humanities, 24% 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 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 | Mathematics - IDEA SLO Indicators # 9 17% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 3 95% of faculty rated this indicator as Important or Essential. 67% 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 | (Aca) Math-Solve Math Problems In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Solve Math Problems and Judge Results Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | L. Humanities And 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities- Philosophy Course Content Analysis A content analysis of syllabi will be used to determine if the courses' objectives and assignments are aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Humanities-Phil. Course Content Allignment The syllabi of the Philosophy courses will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Humanities-Philosophy course content review The content analysis revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Common Sociology Test A common test was administered to all students taking the sociology core course (SOC 168) that evaluated the knowledge attained on the selected exemplary objectives. the test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequet attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 excepetional attainment of knowledge. |
| Criteria | (Aca)Humanities-Expectations on Common SOC Test A significantly high percentage of students will demostrate at least adequate kattainment of knowledge, or higher, of the identified core competencies. |
| Finding | (Aca)Humanities-SOC Common Exam results Samples taken from each of the sections of SOC 168 indicate that 85.3% of the students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-History Assessment Using IDEA The indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 4 is a student self-assessment of knowledge. The IDEA-generated evaluation reports provide a score on a five-point scale for student progress toward learning objectives and a standardized T-score for objectives selected as essential or important on the "Faculty Information Form." |
| Criteria | (Aca)Humanities-History Evaluation Expectations Overall, the History Department should score above the National Average (a score of 50 or higher) for each of the identified learning objectives. |
| Finding | (Aca)Humanities-History Assessment Results Overall, the scores for the sections of HIS 265 exceeded 66% of the IDEA scores nationwide, and the scores for the sections of HIS 266 exceeded 62% of the IDEA scores nationwide. This indicates that the students sucessfully attained the identified core competencies. |
| Indicator | (Aca)Humanities-Student Performance On Examinations Analysis of students'examination perfomance will be used to determins progress toward attainment of the core competencies. |
| Criteria | (Aca)Humanities-Success on Philosophy Exams A significant majority of students will demonstrate at least adewuate atainment of the core competencies through their performance on in class exams. |
| Finding | (Aca)Humanities-Philosophy Exam Performance Teh performance on the exams revealed that 76.9% of the students demonstrated at least adequate attainment of the core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca) Humanities-Understand Works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Understand Works A review of the assessment process has lead to changes that will be incoporated during the 2008-2009 assessment period. The Philosophy program faculty responsible for philosophy courses in this sub-component area will complie a brief set of 20-25 questions from exams that have been given over the past several years and that represent a broad sampling of philosophical concepts, perspectives, and personalities. After all of the faculty involved have a chance to edit the question set, it will be used as both a pre and post-test in each section of the core classes. Progress will be measured by a change in the mean from pre to post-test. |
| Action | (Aca)Humanities-Understand Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Understand Works Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Understand Works Given History Departments current success it will continue to maintain is current procedures in regards to the identified core competencies, and will make any necessary changes as they should arise. |
| Action | (Aca)Humanities-Understand Works Given its current success, the Sociology Department will continue to maintain its current procedures regarding the identifed core competencies, and continue to make any needed changes as they may arise. |
| Action | (Aca)Humanities-Understand Works Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Visual and Performing Arts-Understand Works Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perfom Arts-Understand Works Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | M. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities-Respond Critically to works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Respond Critically Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Humanities-Respond Critically to Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Respond Critically to works Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Visual and Perfoming Arts-Respond Critically Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Respond Critically Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | N. 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 | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Developing Creative Capacities (writing, Inventing, Designing, Performing In Art, Music) 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.(IDEA) Developing creative capacities (writing,inventing,designing,performing in art,music.) At Least 70% 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, Performing Arts, 49% 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 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 Indicators #6 For sub core area, English and Philosophy 16% 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 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 | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca)Visual & Performing Arts-Creative Process Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Creative Process Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | O. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) 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.(IDEA) 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, Performing Arts, 21% 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 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 Indicators#10 For sub core area, English and Philosophy, 29% of faculty rated this indicator as Important or Essential. 57% 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.(IDEA) Developing Skill In Expressing Myself Orally Or In Writing To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.(IDEA) 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, Performing Arts, 13% 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 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 Indicators #8 For sub core area English and Philosophy 57% 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 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 Indicators#10 For sub core area, Humanities, 14% 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 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities- React to works in humanities In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Personal Reaction to Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Personal Reaction to Works Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Visual & Performing Arts-Personal Reaction Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Informed Reaction Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | P. 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 | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca)Visual & Performing Arts-Aesthetic Principles Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Aesthetic Principle Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | Q. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Common Sociology Test A common test was administered to all students taking the sociology core course (SOC 168) that evaluated the knowledge attained on the selected exemplary objectives. the test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequet attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 excepetional attainment of knowledge. |
| Criteria | (Aca)Humanities-Expectations on Common SOC Test A significantly high percentage of students will demostrate at least adequate kattainment of knowledge, or higher, of the identified core competencies. |
| Finding | (Aca)Humanities-SOC Common Exam results Samples taken from each of the sections of SOC 168 indicate that 85.3% of the students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-History Assessment Using IDEA The indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 4 is a student self-assessment of knowledge. The IDEA-generated evaluation reports provide a score on a five-point scale for student progress toward learning objectives and a standardized T-score for objectives selected as essential or important on the "Faculty Information Form." |
| Criteria | (Aca)Humanities-History Evaluation Expectations Overall, the History Department should score above the National Average (a score of 50 or higher) for each of the identified learning objectives. |
| Finding | (Aca)Humanities-History Assessment Results Overall, the scores for the sections of HIS 265 exceeded 66% of the IDEA scores nationwide, and the scores for the sections of HIS 266 exceeded 62% of the IDEA scores nationwide. This indicates that the students sucessfully attained the identified core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities-Influence of literature In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Demonstrate Influence Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Demonstrate Influence of Lit., etc To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Demonstrate Influence of the Arts Given History Departments current success it will continue to maintain is current procedures in regards to the identified core competencies, and will make any necessary changes as they should arise. |
| Action | (Aca)Humanities-Demonstrate Influence of the Arts Given its current success, the Sociology Department will continue to maintain its current procedures regarding the identifed core competencies, and continue to make any needed changes as they may arise. |
| Action | (Aca)Visual & Performing Arts-Influence of Arts Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Influence of Arts Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | R. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-PHL Sylabii Content Analysis A content analysis of syllabi was used to determin if the course objectives and assignments aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Social Science-PHL Syllabi Alignment The content of the syllabi for the classes in the Philosphy program will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Social Science-PHL Syllabi Alignment The content analysis of the Philsophy Program syllabi revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Social Science-Philosophy Exam Performance Philosophy student performance on key in-class examinations will be used to determin progress toward attainment of the core competencies. |
| Criteria | (Aca)Social Science-Philosphy Exam Performance Expectations A significant majority of Philosophy students taking key in-class Philosophy exams will demonstrate at least adequate attainment of the identified core competencies. |
| Finding | (Aca)Social Science-Philosophy Exam Performance An analysis of Philosophy student exam performance revealed that 76.95 of the students demonstrated at least adequate attainment of the core competencies, 12.3% demonstrated minimal attainment of the core competencies, and 9.9% of the students failed to demonstrate adequate attainment of the core competencies. As a result of this assesment, the Philosophy program determined that a significant majority of its students were demonstrating at least adequate attainment of the core competencies. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 93% of faculty rated this indicator as Important or Essential. 79% 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, 90% 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 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.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Indicator | S.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Behavioral Science-Employ Appropriate Methods The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Employ Appropriate Methods A review of the assessment process has led to changes that will be incorporated during the 2008-2009 assessment period. The philosophy program faculty responsible for the core course in this sub-component area will pre- and post-test using the Texas Assessment of Critical Thinking Skills (TACTS) instrument. If the same students who took the pre-test show a net gain in their score, then the course contributes to students attaining core competencies. The TACTS has been subjected to extensive validation studies comparing students’ scores on it with other nationally recognized tests of critical thinking skills and with items such as GPA. It was developed as an aid to the College of Business in their work of reaffirmation of accreditation by the AACSB. Progress will be measured by a change in the mean from pre- to post-test. |
| Action | (Aca)Social Science-Employ Appropriate Methods The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Sciences-Employ Appropriate Methods Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav Science-Employ Appropriate Methods Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | S. 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 | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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 | (Aca)Social Sciences-Examine Social Institutions Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav. Science-Examine Social Institut. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | T. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Behavioral Science-Alt. Systems or Theories The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Critque Alternative Theories The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Use/Critique Alt. Theories Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav. Science-Alternative System/Theory Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | U. 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 | (Aca)Social Science-Agriculture Exam Embedded Assessment Two questions on the mid-term given to students in the Department of Agriculture, and two questions on the final exam were embedded to evaluate the awareness/explanations and solutions for social issues concerning animals and society. |
| Criteria | (Aca)Social Science-Agriculture Exam Embedded Question Expectations A significant majority of Agriculture Students will correctly answer the embedded questions regardin awareness/explanations and solutions for social issues concerning animals and society. |
| Finding | (Aca)Social Science-Ag. Embeddes Assessment Result The average scores of Agriculture students on the four embedded questions ranged from 75.7% to 96.5%, indicating attainment of the core competency. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) Developing Skill In Expressing Myself Orally Or In Writing-Social Sciences To develop and communicate alternative explanations or solutions for contemporary social issues. |
| Criteria | S.(IDEA) 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, 24% 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) "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, 19% 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 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#9 For the sub core area, Social & Behavioral Sciences, 13% 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 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.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Alt. Social Issue Solutions The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Develop Alt. Solutions Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (Aca)Social Science-Social Issue Solutions Given the Agriculture Departments current success, it will continue to maintain its current proceedures regarding the core competencies. In the future, additional changes will be made as the need arrises. |
| Action | (IDEA)Soc/Behav Science-Alt. Soc. Issue Solutions Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | V. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Effects of Social Forces The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Effects of Social, etc. Forces Given the History Department''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Analyze Historical Effect Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | W. 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 | (Aca)Social Science-POL 261 Pre And Post Test Political Science students in sections of POL 261 were given a 15 item pre-test at the begining of the semester and a 15-item post-test at the end of the semester that assessed student knowledge in the relevent core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 261 Pre-Post Test Expected Outcomes Political Science students in POL 261 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 261 Pre-Post Test Results The pre-test was administered to six sections of Political Science 261. A total of 313 students took the test producing an average score of 70.7. the high pre-test average was partially attributed to the fact that the pre-test was administered three weeks into the course, and thus students had already encountered a significant ammount of information that was included in the pre-test. a post test was administered to the same six sections of Political Science 261. a total of 313 students took the test producing and average score of 90.2. Teh percentage point increase in the average score was 19.5 points, slighly below the targeted goal. However, the high post-test score is indicative of student attainment of the core competency. |
| Action | (Aca)Social Science-Origins of Political Systems Given the Political Science Department''s relative success, it will continue with its established procedures in regards to the relevent core competency. The department will endevor to conduct the POL 261 pre-test earlier in the semester in order to achieve more concrete results, and continue to make any other changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Origins of Political Syst. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | X. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) 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.(IDEA) 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, 93% of faculty rated this indicator as Important or Essential. 79% 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, 90% 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 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.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Action | (Aca)Social Science-US Role in the World The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Understand the Role of the US Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Role of the US in World Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | Y. 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 | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Analyze Historical Evidence Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Analyze Historical Eviden. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | Z. 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 | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Social Science-Apply Reasonable Criteria Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Acceptability of Research Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZA. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-POL 281 And 285 Pre-Post Test Political Science Students in sections of POL 281 and POL 285 were given a pre test at the beginning of the semester and a post-test at the end of the semester that assessed student knowledge in the relevant core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 281 & 285 Pre/Post Test Expectations Political Science students in POL 281 and POL 285 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 281 & 285 Pre/Post Results The pre-test was administered to six sections of POL 285 and one section of POL 281. A total of 271 students took the test in POL 285 producing an average score of 42.7. A total of 33 students took the test in POL 281 producing an average score of 30.7. The post test was administered to four sections of POL 285 and one section of POL 281. A total of 139 students took the test in POL 285 producing an average score of 64.6. A total of 22 students took the test in POL 281 producing an average score of 51.7 The percentate point increase in the average POL 285 score was 21.9 percentage points and 21 percentage points for POL 281. The significant increase in demonstrated knowledge is indicative of core competency attainment. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 31% of faculty rated this indicator as Important or Essential. 65% 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, 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 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.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Public Policy Problem Solution Given the Political Science Departments relative success, it will continue with its established procedures in regards to the relevent core competency. In addition, the department will continue to make any other changes as necessary. |
| Action | (Aca)Social Science-Public Policy Problem Solution The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (IDEA)Soc/Behav Science-Public Policy Problems Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZB. 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 | (Aca)Social Science-PHL Sylabii Content Analysis A content analysis of syllabi was used to determin if the course objectives and assignments aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Social Science-PHL Syllabi Alignment The content of the syllabi for the classes in the Philosphy program will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Social Science-PHL Syllabi Alignment The content analysis of the Philsophy Program syllabi revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Social Science-POL 265 Pre/post Test Political Science students in sections of POL 265 were given a 10-item pre-test at the beginning of the semester and a 10-item post test at the end of the semester that assessed student knowledge in the relevant core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 265 pre/post test expectations Political Science students in POL 265 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 265 Pre/Post Test Results The pre-test was administere to Political Science students in two sections of POL 265. A total of 53 students took the test, producing an average score of 40.3. The post-test was administered to the same two sections of POL 265. A total of 42 students took the test, producing an average score of 76.7. The percentage point increase in the average POL 265 score was 36.4 percentage points. The significant increase in demonstrated knowledge is indicative of core competency attainment. |
| Indicator | (Aca)Social Science-Philosophy Exam Performance Philosophy student performance on key in-class examinations will be used to determin progress toward attainment of the core competencies. |
| Criteria | (Aca)Social Science-Philosphy Exam Performance Expectations A significant majority of Philosophy students taking key in-class Philosophy exams will demonstrate at least adequate attainment of the identified core competencies. |
| Finding | (Aca)Social Science-Philosophy Exam Performance An analysis of Philosophy student exam performance revealed that 76.95 of the students demonstrated at least adequate attainment of the core competencies, 12.3% demonstrated minimal attainment of the core competencies, and 9.9% of the students failed to demonstrate adequate attainment of the core competencies. As a result of this assesment, the Philosophy program determined that a significant majority of its students were demonstrating at least adequate attainment of the core competencies. |
| Indicator | S.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA)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.(IDEA) 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, 12% 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 (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, 9% 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 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. |
| Action | (Aca)Social Science-Duties as a Citizen A review of the assessment process has led to changes that will be incorporated during the 2008-2009 assessment period. The philosophy program faculty responsible for the core course in this sub-component area will pre- and post-test using the Texas Assessment of Critical Thinking Skills (TACTS) instrument. If the same students who took the pre-test show a net gain in their score, then the course contributes to students attaining core competencies. The TACTS has been subjected to extensive validation studies comparing students’ scores on it with other nationally recognized tests of critical thinking skills and with items such as GPA. It was developed as an aid to the College of Business in their work of reaffirmation of accreditation by the AACSB. Progress will be measured by a change in the mean from pre- to post-test. |
| Action | (Aca)Social Sciences- Given the Political Science Departments relative success, it will continue with its established procedures in regards to the relevent core competency. In addition, the department will continue to make any other changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Duties as a Citizen Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZC. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Action | (Aca)Behavioral Science-Cultural Differences The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Identify Cultural Differences Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav Science-Differences Within Culture Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZD. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 1 97% 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 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, analysis, 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.(IDEA)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.(IDEA) 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 Indicators # 2 96% of faculty rated this indicator as Important or Essential. 59% 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.(IDEA)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.(IDEA) Learning to apply course material(to improve Thinking,Problem Solving & 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 Indicators # 3 73% 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 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 | (Aca) Natural Science-Apply method and technolgy Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat. Science-Apply Method and Technology Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZE. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 8 5% of faculty rated this indicator as Important or Essential. 27% 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, analysis, 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.(IDEA)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.(IDEA) 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 Indicators # 1 97% 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 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, analysis, 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.(IDEA)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.(IDEA) Learning to apply course material(to improve Thinking,Problem Solving & 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 Indicators # 3 73% 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 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 | (Aca) Natural Science-Differences in methods Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Differences Between Methods Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZF. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 2 96% of faculty rated this indicator as Important or Essential. 59% 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.(IDEA)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.(IDEA) Learning to analyze & critically evaluate ideas, arguments & 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 Indicators # 11 31% of faculty rated this indicator as Important or Essential. 41% 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 | (Aca) Natural Science-Differences Among Theories Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Differences Among Theories Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZG. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA) Developing A Clearer Understanding Of, And Commitment To, Personal Values-Natural Sciences Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies |
| Criteria | N.(IDEA) Developing a clearer understanding of, 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 Indicators # 10 7% of faculty rated this indicator as Important or Essential. 38% 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 | N.(IDEA)Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | N.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Action | (Aca) Natural Science-Knowledge of Major Issues Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Major Issues Facing Science Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZH. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | N.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Indicator | N.(IDEA)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.(IDEA) Learning to analyze & critically evaluate ideas, arguments & 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 Indicators # 11 31% of faculty rated this indicator as Important or Essential. 41% 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 | (Aca) Natural Science-Science/Technology Interdep. Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Interdependence of Science/Tech Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZJ. 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, Critical Thinking, Listening Competency, Speaking Competency, Writing Competency |
| Indicator | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Aca) Communication-Understand Audience Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Understand Audience Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | ZK. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) 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 Indicators # 1 95% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 2 94% of faculty rated this indicator as Important or Essential. 67% 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.(IDEA) 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.(IDEA) Learning how to find & 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 | Humanities& Performing arts-IDEA SLO Indicators#11 For sub core area, Humanities, 24% 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 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 | Mathematics - IDEA SLO Indicators # 9 17% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 3 95% of faculty rated this indicator as Important or Essential. 67% 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 | (Aca) Math-Interpret Math Models In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Interpret Mathematical Models Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | B. 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 | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 Indicators #5 36% of faculty rated this indicator as Important or Essential. 63% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Academic) Communications- Partipate in groups Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Group Activity Participation Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | C. 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.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (IDEA)Communication-Principles of Problem Solving Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | K. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities- Philosophy Course Content Analysis A content analysis of syllabi will be used to determine if the courses' objectives and assignments are aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Humanities-Phil. Course Content Allignment The syllabi of the Philosophy courses will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Humanities-Philosophy course content review The content analysis revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-Student Performance On Examinations Analysis of students'examination perfomance will be used to determins progress toward attainment of the core competencies. |
| Criteria | (Aca)Humanities-Success on Philosophy Exams A significant majority of students will demonstrate at least adewuate atainment of the core competencies through their performance on in class exams. |
| Finding | (Aca)Humanities-Philosophy Exam Performance Teh performance on the exams revealed that 76.9% of the students demonstrated at least adequate attainment of the core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca) Humanities- Demonstrate Awareness of Works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Awareness of Works in the Arts To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Awareness of Works in the Arts Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Demonstrate Awareness of works A review of the assessment process has lead to changes that will be incoporated during the 2008-2009 assessment period. The Philosophy program faculty responsible for philosophy courses in this sub-component area will complie a brief set of 20-25 questions from exams that have been given over the past several years and that represent a broad sampling of philosophical concepts, perspectives, and personalities. After all of the faculty involved have a chance to edit the question set, it will be used as both a pre and post-test in each section of the core classes. Progress will be measured by a change in the mean from pre to post-test. |
| Action | (Aca)Visual and Performing-Demonstrate Awareness Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Awareness of Works Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | L. Humanities And 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities- Philosophy Course Content Analysis A content analysis of syllabi will be used to determine if the courses' objectives and assignments are aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Humanities-Phil. Course Content Allignment The syllabi of the Philosophy courses will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Humanities-Philosophy course content review The content analysis revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Common Sociology Test A common test was administered to all students taking the sociology core course (SOC 168) that evaluated the knowledge attained on the selected exemplary objectives. the test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequet attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 excepetional attainment of knowledge. |
| Criteria | (Aca)Humanities-Expectations on Common SOC Test A significantly high percentage of students will demostrate at least adequate kattainment of knowledge, or higher, of the identified core competencies. |
| Finding | (Aca)Humanities-SOC Common Exam results Samples taken from each of the sections of SOC 168 indicate that 85.3% of the students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-History Assessment Using IDEA The indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 4 is a student self-assessment of knowledge. The IDEA-generated evaluation reports provide a score on a five-point scale for student progress toward learning objectives and a standardized T-score for objectives selected as essential or important on the "Faculty Information Form." |
| Criteria | (Aca)Humanities-History Evaluation Expectations Overall, the History Department should score above the National Average (a score of 50 or higher) for each of the identified learning objectives. |
| Finding | (Aca)Humanities-History Assessment Results Overall, the scores for the sections of HIS 265 exceeded 66% of the IDEA scores nationwide, and the scores for the sections of HIS 266 exceeded 62% of the IDEA scores nationwide. This indicates that the students sucessfully attained the identified core competencies. |
| Indicator | (Aca)Humanities-Student Performance On Examinations Analysis of students'examination perfomance will be used to determins progress toward attainment of the core competencies. |
| Criteria | (Aca)Humanities-Success on Philosophy Exams A significant majority of students will demonstrate at least adewuate atainment of the core competencies through their performance on in class exams. |
| Finding | (Aca)Humanities-Philosophy Exam Performance Teh performance on the exams revealed that 76.9% of the students demonstrated at least adequate attainment of the core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca) Humanities-Understand Works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Understand Works A review of the assessment process has lead to changes that will be incoporated during the 2008-2009 assessment period. The Philosophy program faculty responsible for philosophy courses in this sub-component area will complie a brief set of 20-25 questions from exams that have been given over the past several years and that represent a broad sampling of philosophical concepts, perspectives, and personalities. After all of the faculty involved have a chance to edit the question set, it will be used as both a pre and post-test in each section of the core classes. Progress will be measured by a change in the mean from pre to post-test. |
| Action | (Aca)Humanities-Understand Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Understand Works Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Understand Works Given History Departments current success it will continue to maintain is current procedures in regards to the identified core competencies, and will make any necessary changes as they should arise. |
| Action | (Aca)Humanities-Understand Works Given its current success, the Sociology Department will continue to maintain its current procedures regarding the identifed core competencies, and continue to make any needed changes as they may arise. |
| Action | (Aca)Humanities-Understand Works Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Visual and Performing Arts-Understand Works Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perfom Arts-Understand Works Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | M. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities-Respond Critically to works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Respond Critically Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Humanities-Respond Critically to Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Respond Critically to works Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Visual and Perfoming Arts-Respond Critically Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Respond Critically Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | N. 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 | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Developing Creative Capacities (writing, Inventing, Designing, Performing In Art, Music) 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.(IDEA) Developing creative capacities (writing,inventing,designing,performing in art,music.) At Least 70% 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, Performing Arts, 49% 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 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 Indicators #6 For sub core area, English and Philosophy 16% 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 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 | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca)Visual & Performing Arts-Creative Process Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Creative Process Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | O. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) 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.(IDEA) 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, Performing Arts, 21% 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 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 Indicators#10 For sub core area, English and Philosophy, 29% of faculty rated this indicator as Important or Essential. 57% 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.(IDEA) Developing Skill In Expressing Myself Orally Or In Writing To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.(IDEA) 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, Performing Arts, 13% 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 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 Indicators #8 For sub core area English and Philosophy 57% 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 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 Indicators#10 For sub core area, Humanities, 14% 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 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities- React to works in humanities In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Personal Reaction to Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Personal Reaction to Works Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Visual & Performing Arts-Personal Reaction Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Informed Reaction Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | P. 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 | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca)Visual & Performing Arts-Aesthetic Principles Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Aesthetic Principle Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | Q. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Common Sociology Test A common test was administered to all students taking the sociology core course (SOC 168) that evaluated the knowledge attained on the selected exemplary objectives. the test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequet attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 excepetional attainment of knowledge. |
| Criteria | (Aca)Humanities-Expectations on Common SOC Test A significantly high percentage of students will demostrate at least adequate kattainment of knowledge, or higher, of the identified core competencies. |
| Finding | (Aca)Humanities-SOC Common Exam results Samples taken from each of the sections of SOC 168 indicate that 85.3% of the students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-History Assessment Using IDEA The indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 4 is a student self-assessment of knowledge. The IDEA-generated evaluation reports provide a score on a five-point scale for student progress toward learning objectives and a standardized T-score for objectives selected as essential or important on the "Faculty Information Form." |
| Criteria | (Aca)Humanities-History Evaluation Expectations Overall, the History Department should score above the National Average (a score of 50 or higher) for each of the identified learning objectives. |
| Finding | (Aca)Humanities-History Assessment Results Overall, the scores for the sections of HIS 265 exceeded 66% of the IDEA scores nationwide, and the scores for the sections of HIS 266 exceeded 62% of the IDEA scores nationwide. This indicates that the students sucessfully attained the identified core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities-Influence of literature In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Demonstrate Influence Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Demonstrate Influence of Lit., etc To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Demonstrate Influence of the Arts Given History Departments current success it will continue to maintain is current procedures in regards to the identified core competencies, and will make any necessary changes as they should arise. |
| Action | (Aca)Humanities-Demonstrate Influence of the Arts Given its current success, the Sociology Department will continue to maintain its current procedures regarding the identifed core competencies, and continue to make any needed changes as they may arise. |
| Action | (Aca)Visual & Performing Arts-Influence of Arts Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Influence of Arts Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | R. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-PHL Sylabii Content Analysis A content analysis of syllabi was used to determin if the course objectives and assignments aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Social Science-PHL Syllabi Alignment The content of the syllabi for the classes in the Philosphy program will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Social Science-PHL Syllabi Alignment The content analysis of the Philsophy Program syllabi revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Social Science-Philosophy Exam Performance Philosophy student performance on key in-class examinations will be used to determin progress toward attainment of the core competencies. |
| Criteria | (Aca)Social Science-Philosphy Exam Performance Expectations A significant majority of Philosophy students taking key in-class Philosophy exams will demonstrate at least adequate attainment of the identified core competencies. |
| Finding | (Aca)Social Science-Philosophy Exam Performance An analysis of Philosophy student exam performance revealed that 76.95 of the students demonstrated at least adequate attainment of the core competencies, 12.3% demonstrated minimal attainment of the core competencies, and 9.9% of the students failed to demonstrate adequate attainment of the core competencies. As a result of this assesment, the Philosophy program determined that a significant majority of its students were demonstrating at least adequate attainment of the core competencies. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 93% of faculty rated this indicator as Important or Essential. 79% 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, 90% 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 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.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Indicator | S.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Behavioral Science-Employ Appropriate Methods The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Employ Appropriate Methods A review of the assessment process has led to changes that will be incorporated during the 2008-2009 assessment period. The philosophy program faculty responsible for the core course in this sub-component area will pre- and post-test using the Texas Assessment of Critical Thinking Skills (TACTS) instrument. If the same students who took the pre-test show a net gain in their score, then the course contributes to students attaining core competencies. The TACTS has been subjected to extensive validation studies comparing students’ scores on it with other nationally recognized tests of critical thinking skills and with items such as GPA. It was developed as an aid to the College of Business in their work of reaffirmation of accreditation by the AACSB. Progress will be measured by a change in the mean from pre- to post-test. |
| Action | (Aca)Social Science-Employ Appropriate Methods The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Sciences-Employ Appropriate Methods Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav Science-Employ Appropriate Methods Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | S. 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 | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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 | (Aca)Social Sciences-Examine Social Institutions Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav. Science-Examine Social Institut. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | T. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Behavioral Science-Alt. Systems or Theories The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Critque Alternative Theories The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Use/Critique Alt. Theories Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav. Science-Alternative System/Theory Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | U. 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 | (Aca)Social Science-Agriculture Exam Embedded Assessment Two questions on the mid-term given to students in the Department of Agriculture, and two questions on the final exam were embedded to evaluate the awareness/explanations and solutions for social issues concerning animals and society. |
| Criteria | (Aca)Social Science-Agriculture Exam Embedded Question Expectations A significant majority of Agriculture Students will correctly answer the embedded questions regardin awareness/explanations and solutions for social issues concerning animals and society. |
| Finding | (Aca)Social Science-Ag. Embeddes Assessment Result The average scores of Agriculture students on the four embedded questions ranged from 75.7% to 96.5%, indicating attainment of the core competency. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) Developing Skill In Expressing Myself Orally Or In Writing-Social Sciences To develop and communicate alternative explanations or solutions for contemporary social issues. |
| Criteria | S.(IDEA) 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, 24% 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) "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, 19% 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 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#9 For the sub core area, Social & Behavioral Sciences, 13% 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 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.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Alt. Social Issue Solutions The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Develop Alt. Solutions Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (Aca)Social Science-Social Issue Solutions Given the Agriculture Departments current success, it will continue to maintain its current proceedures regarding the core competencies. In the future, additional changes will be made as the need arrises. |
| Action | (IDEA)Soc/Behav Science-Alt. Soc. Issue Solutions Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | V. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Effects of Social Forces The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Effects of Social, etc. Forces Given the History Department''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Analyze Historical Effect Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | W. 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 | (Aca)Social Science-POL 261 Pre And Post Test Political Science students in sections of POL 261 were given a 15 item pre-test at the begining of the semester and a 15-item post-test at the end of the semester that assessed student knowledge in the relevent core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 261 Pre-Post Test Expected Outcomes Political Science students in POL 261 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 261 Pre-Post Test Results The pre-test was administered to six sections of Political Science 261. A total of 313 students took the test producing an average score of 70.7. the high pre-test average was partially attributed to the fact that the pre-test was administered three weeks into the course, and thus students had already encountered a significant ammount of information that was included in the pre-test. a post test was administered to the same six sections of Political Science 261. a total of 313 students took the test producing and average score of 90.2. Teh percentage point increase in the average score was 19.5 points, slighly below the targeted goal. However, the high post-test score is indicative of student attainment of the core competency. |
| Action | (Aca)Social Science-Origins of Political Systems Given the Political Science Department''s relative success, it will continue with its established procedures in regards to the relevent core competency. The department will endevor to conduct the POL 261 pre-test earlier in the semester in order to achieve more concrete results, and continue to make any other changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Origins of Political Syst. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | X. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) 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.(IDEA) 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, 93% of faculty rated this indicator as Important or Essential. 79% 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, 90% 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 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.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Action | (Aca)Social Science-US Role in the World The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Understand the Role of the US Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Role of the US in World Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | Y. 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 | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Analyze Historical Evidence Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Analyze Historical Eviden. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | Z. 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 | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Social Science-Apply Reasonable Criteria Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Acceptability of Research Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZA. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-POL 281 And 285 Pre-Post Test Political Science Students in sections of POL 281 and POL 285 were given a pre test at the beginning of the semester and a post-test at the end of the semester that assessed student knowledge in the relevant core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 281 & 285 Pre/Post Test Expectations Political Science students in POL 281 and POL 285 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 281 & 285 Pre/Post Results The pre-test was administered to six sections of POL 285 and one section of POL 281. A total of 271 students took the test in POL 285 producing an average score of 42.7. A total of 33 students took the test in POL 281 producing an average score of 30.7. The post test was administered to four sections of POL 285 and one section of POL 281. A total of 139 students took the test in POL 285 producing an average score of 64.6. A total of 22 students took the test in POL 281 producing an average score of 51.7 The percentate point increase in the average POL 285 score was 21.9 percentage points and 21 percentage points for POL 281. The significant increase in demonstrated knowledge is indicative of core competency attainment. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 31% of faculty rated this indicator as Important or Essential. 65% 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, 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 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.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Public Policy Problem Solution Given the Political Science Departments relative success, it will continue with its established procedures in regards to the relevent core competency. In addition, the department will continue to make any other changes as necessary. |
| Action | (Aca)Social Science-Public Policy Problem Solution The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (IDEA)Soc/Behav Science-Public Policy Problems Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZB. 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 | (Aca)Social Science-PHL Sylabii Content Analysis A content analysis of syllabi was used to determin if the course objectives and assignments aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Social Science-PHL Syllabi Alignment The content of the syllabi for the classes in the Philosphy program will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Social Science-PHL Syllabi Alignment The content analysis of the Philsophy Program syllabi revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Social Science-POL 265 Pre/post Test Political Science students in sections of POL 265 were given a 10-item pre-test at the beginning of the semester and a 10-item post test at the end of the semester that assessed student knowledge in the relevant core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 265 pre/post test expectations Political Science students in POL 265 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 265 Pre/Post Test Results The pre-test was administere to Political Science students in two sections of POL 265. A total of 53 students took the test, producing an average score of 40.3. The post-test was administered to the same two sections of POL 265. A total of 42 students took the test, producing an average score of 76.7. The percentage point increase in the average POL 265 score was 36.4 percentage points. The significant increase in demonstrated knowledge is indicative of core competency attainment. |
| Indicator | (Aca)Social Science-Philosophy Exam Performance Philosophy student performance on key in-class examinations will be used to determin progress toward attainment of the core competencies. |
| Criteria | (Aca)Social Science-Philosphy Exam Performance Expectations A significant majority of Philosophy students taking key in-class Philosophy exams will demonstrate at least adequate attainment of the identified core competencies. |
| Finding | (Aca)Social Science-Philosophy Exam Performance An analysis of Philosophy student exam performance revealed that 76.95 of the students demonstrated at least adequate attainment of the core competencies, 12.3% demonstrated minimal attainment of the core competencies, and 9.9% of the students failed to demonstrate adequate attainment of the core competencies. As a result of this assesment, the Philosophy program determined that a significant majority of its students were demonstrating at least adequate attainment of the core competencies. |
| Indicator | S.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA)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.(IDEA) 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, 12% 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 (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, 9% 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 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. |
| Action | (Aca)Social Science-Duties as a Citizen A review of the assessment process has led to changes that will be incorporated during the 2008-2009 assessment period. The philosophy program faculty responsible for the core course in this sub-component area will pre- and post-test using the Texas Assessment of Critical Thinking Skills (TACTS) instrument. If the same students who took the pre-test show a net gain in their score, then the course contributes to students attaining core competencies. The TACTS has been subjected to extensive validation studies comparing students’ scores on it with other nationally recognized tests of critical thinking skills and with items such as GPA. It was developed as an aid to the College of Business in their work of reaffirmation of accreditation by the AACSB. Progress will be measured by a change in the mean from pre- to post-test. |
| Action | (Aca)Social Sciences- Given the Political Science Departments relative success, it will continue with its established procedures in regards to the relevent core competency. In addition, the department will continue to make any other changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Duties as a Citizen Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZC. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Action | (Aca)Behavioral Science-Cultural Differences The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Identify Cultural Differences Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav Science-Differences Within Culture Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZD. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 1 97% 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 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, analysis, 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.(IDEA)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.(IDEA) 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 Indicators # 2 96% of faculty rated this indicator as Important or Essential. 59% 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.(IDEA)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.(IDEA) Learning to apply course material(to improve Thinking,Problem Solving & 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 Indicators # 3 73% 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 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 | (Aca) Natural Science-Apply method and technolgy Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat. Science-Apply Method and Technology Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZE. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 8 5% of faculty rated this indicator as Important or Essential. 27% 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, analysis, 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.(IDEA)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.(IDEA) 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 Indicators # 1 97% 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 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, analysis, 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.(IDEA)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.(IDEA) Learning to apply course material(to improve Thinking,Problem Solving & 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 Indicators # 3 73% 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 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 | (Aca) Natural Science-Differences in methods Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Differences Between Methods Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZF. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 2 96% of faculty rated this indicator as Important or Essential. 59% 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.(IDEA)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.(IDEA) Learning to analyze & critically evaluate ideas, arguments & 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 Indicators # 11 31% of faculty rated this indicator as Important or Essential. 41% 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 | (Aca) Natural Science-Differences Among Theories Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Differences Among Theories Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZG. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA) Developing A Clearer Understanding Of, And Commitment To, Personal Values-Natural Sciences Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies |
| Criteria | N.(IDEA) Developing a clearer understanding of, 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 Indicators # 10 7% of faculty rated this indicator as Important or Essential. 38% 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 | N.(IDEA)Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | N.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Action | (Aca) Natural Science-Knowledge of Major Issues Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Major Issues Facing Science Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZH. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | N.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Indicator | N.(IDEA)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.(IDEA) Learning to analyze & critically evaluate ideas, arguments & 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 Indicators # 11 31% of faculty rated this indicator as Important or Essential. 41% 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 | (Aca) Natural Science-Science/Technology Interdep. Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Interdependence of Science/Tech Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZI. 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 | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 | Communication - IDEA SLO Indicators #6 57% of faculty rated this indicator as Important or Essential. 77% 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. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#6 For sub core area, Humanities, 16% 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 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 | C.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Aca) Communication - Writing Speaking Process Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Understand/Demonstrate Writing Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | ZJ. 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, Critical Thinking, Listening Competency, Speaking Competency, Writing Competency |
| Indicator | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Aca) Communication-Understand Audience Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Understand Audience Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | A. Communication-Understand & 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 | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 | Communication - IDEA SLO Indicators #6 57% of faculty rated this indicator as Important or Essential. 77% 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. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#6 For sub core area, Humanities, 16% 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 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 | C.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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 | (Aca) Communication-Apply Modes of Expression Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Apply Modes of Expression Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | B. 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 | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 Indicators #5 36% of faculty rated this indicator as Important or Essential. 63% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Academic) Communications- Partipate in groups Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Group Activity Participation Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | C. 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.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (IDEA)Communication-Principles of Problem Solving Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | D. 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.(IDEA) 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.(IDEA) 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 Indicators #12 30% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning how to find & 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 Indicators # 9 49% 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 Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (IDEA)Communication-Write Paper/Give Presentation Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | E. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) 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 Indicators # 1 95% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 3 95% of faculty rated this indicator as Important or Essential. 67% 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 | (Aca) Math-Apply Arithmetic, Algebra, etc. In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Apply Arithmetic, Algebra, etc. Methods Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | F. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) 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 Indicators # 1 95% 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 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 | (Aca) Math-Evaluate Math Info. Verbally, etc. In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Represent/Evaluate Math Information Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | G. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) 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 Indicators # 11 28% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 3 95% of faculty rated this indicator as Important or Essential. 67% 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 | (Aca) Math-Expand Mat Reasoning Skills In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Expand Math Reasoning Skills Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | H. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) Learning how to find & 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 | Humanities& Performing arts-IDEA SLO Indicators#11 For sub core area, Humanities, 24% 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 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 | Mathematics - IDEA SLO Indicators # 9 17% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 3 95% of faculty rated this indicator as Important or Essential. 67% 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 | (Aca) Math-Solve Math Problems In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Solve Math Problems and Judge Results Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | I. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) 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 Indicators # 2 94% of faculty rated this indicator as Important or Essential. 67% 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.(IDEA) 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.(IDEA) 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 Indicators # 11 28% 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 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 | (Aca) Math-Recognize the limit of math/stat models In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Recognize Limits of Math/Stat Models Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | J. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity Develops the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines |
| Criteria | M.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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 Indicators # 7 22% 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 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 | (Aca) Math-Math's connections to other disciplines In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Understand Connections to Other Discip. Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | K. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities- Philosophy Course Content Analysis A content analysis of syllabi will be used to determine if the courses' objectives and assignments are aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Humanities-Phil. Course Content Allignment The syllabi of the Philosophy courses will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Humanities-Philosophy course content review The content analysis revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-Student Performance On Examinations Analysis of students'examination perfomance will be used to determins progress toward attainment of the core competencies. |
| Criteria | (Aca)Humanities-Success on Philosophy Exams A significant majority of students will demonstrate at least adewuate atainment of the core competencies through their performance on in class exams. |
| Finding | (Aca)Humanities-Philosophy Exam Performance Teh performance on the exams revealed that 76.9% of the students demonstrated at least adequate attainment of the core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca) Humanities- Demonstrate Awareness of Works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Awareness of Works in the Arts To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Awareness of Works in the Arts Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Demonstrate Awareness of works A review of the assessment process has lead to changes that will be incoporated during the 2008-2009 assessment period. The Philosophy program faculty responsible for philosophy courses in this sub-component area will complie a brief set of 20-25 questions from exams that have been given over the past several years and that represent a broad sampling of philosophical concepts, perspectives, and personalities. After all of the faculty involved have a chance to edit the question set, it will be used as both a pre and post-test in each section of the core classes. Progress will be measured by a change in the mean from pre to post-test. |
| Action | (Aca)Visual and Performing-Demonstrate Awareness Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Awareness of Works Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | L. Humanities And 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities- Philosophy Course Content Analysis A content analysis of syllabi will be used to determine if the courses' objectives and assignments are aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Humanities-Phil. Course Content Allignment The syllabi of the Philosophy courses will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Humanities-Philosophy course content review The content analysis revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Common Sociology Test A common test was administered to all students taking the sociology core course (SOC 168) that evaluated the knowledge attained on the selected exemplary objectives. the test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequet attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 excepetional attainment of knowledge. |
| Criteria | (Aca)Humanities-Expectations on Common SOC Test A significantly high percentage of students will demostrate at least adequate kattainment of knowledge, or higher, of the identified core competencies. |
| Finding | (Aca)Humanities-SOC Common Exam results Samples taken from each of the sections of SOC 168 indicate that 85.3% of the students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-History Assessment Using IDEA The indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 4 is a student self-assessment of knowledge. The IDEA-generated evaluation reports provide a score on a five-point scale for student progress toward learning objectives and a standardized T-score for objectives selected as essential or important on the "Faculty Information Form." |
| Criteria | (Aca)Humanities-History Evaluation Expectations Overall, the History Department should score above the National Average (a score of 50 or higher) for each of the identified learning objectives. |
| Finding | (Aca)Humanities-History Assessment Results Overall, the scores for the sections of HIS 265 exceeded 66% of the IDEA scores nationwide, and the scores for the sections of HIS 266 exceeded 62% of the IDEA scores nationwide. This indicates that the students sucessfully attained the identified core competencies. |
| Indicator | (Aca)Humanities-Student Performance On Examinations Analysis of students'examination perfomance will be used to determins progress toward attainment of the core competencies. |
| Criteria | (Aca)Humanities-Success on Philosophy Exams A significant majority of students will demonstrate at least adewuate atainment of the core competencies through their performance on in class exams. |
| Finding | (Aca)Humanities-Philosophy Exam Performance Teh performance on the exams revealed that 76.9% of the students demonstrated at least adequate attainment of the core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca) Humanities-Understand Works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Understand Works A review of the assessment process has lead to changes that will be incoporated during the 2008-2009 assessment period. The Philosophy program faculty responsible for philosophy courses in this sub-component area will complie a brief set of 20-25 questions from exams that have been given over the past several years and that represent a broad sampling of philosophical concepts, perspectives, and personalities. After all of the faculty involved have a chance to edit the question set, it will be used as both a pre and post-test in each section of the core classes. Progress will be measured by a change in the mean from pre to post-test. |
| Action | (Aca)Humanities-Understand Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Understand Works Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Understand Works Given History Departments current success it will continue to maintain is current procedures in regards to the identified core competencies, and will make any necessary changes as they should arise. |
| Action | (Aca)Humanities-Understand Works Given its current success, the Sociology Department will continue to maintain its current procedures regarding the identifed core competencies, and continue to make any needed changes as they may arise. |
| Action | (Aca)Humanities-Understand Works Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Visual and Performing Arts-Understand Works Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perfom Arts-Understand Works Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | M. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities-Respond Critically to works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Respond Critically Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Humanities-Respond Critically to Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Respond Critically to works Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Visual and Perfoming Arts-Respond Critically Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Respond Critically Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | N. 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 | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Developing Creative Capacities (writing, Inventing, Designing, Performing In Art, Music) 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.(IDEA) Developing creative capacities (writing,inventing,designing,performing in art,music.) At Least 70% 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, Performing Arts, 49% 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 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 Indicators #6 For sub core area, English and Philosophy 16% 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 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 | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca)Visual & Performing Arts-Creative Process Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Creative Process Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | O. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) 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.(IDEA) 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, Performing Arts, 21% 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 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 Indicators#10 For sub core area, English and Philosophy, 29% of faculty rated this indicator as Important or Essential. 57% 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.(IDEA) Developing Skill In Expressing Myself Orally Or In Writing To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.(IDEA) 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, Performing Arts, 13% 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 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 Indicators #8 For sub core area English and Philosophy 57% 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 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 Indicators#10 For sub core area, Humanities, 14% 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 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities- React to works in humanities In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Personal Reaction to Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Personal Reaction to Works Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Visual & Performing Arts-Personal Reaction Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Informed Reaction Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | P. 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 | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca)Visual & Performing Arts-Aesthetic Principles Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Aesthetic Principle Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | Q. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Common Sociology Test A common test was administered to all students taking the sociology core course (SOC 168) that evaluated the knowledge attained on the selected exemplary objectives. the test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequet attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 excepetional attainment of knowledge. |
| Criteria | (Aca)Humanities-Expectations on Common SOC Test A significantly high percentage of students will demostrate at least adequate kattainment of knowledge, or higher, of the identified core competencies. |
| Finding | (Aca)Humanities-SOC Common Exam results Samples taken from each of the sections of SOC 168 indicate that 85.3% of the students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-History Assessment Using IDEA The indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 4 is a student self-assessment of knowledge. The IDEA-generated evaluation reports provide a score on a five-point scale for student progress toward learning objectives and a standardized T-score for objectives selected as essential or important on the "Faculty Information Form." |
| Criteria | (Aca)Humanities-History Evaluation Expectations Overall, the History Department should score above the National Average (a score of 50 or higher) for each of the identified learning objectives. |
| Finding | (Aca)Humanities-History Assessment Results Overall, the scores for the sections of HIS 265 exceeded 66% of the IDEA scores nationwide, and the scores for the sections of HIS 266 exceeded 62% of the IDEA scores nationwide. This indicates that the students sucessfully attained the identified core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities-Influence of literature In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Demonstrate Influence Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Demonstrate Influence of Lit., etc To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Demonstrate Influence of the Arts Given History Departments current success it will continue to maintain is current procedures in regards to the identified core competencies, and will make any necessary changes as they should arise. |
| Action | (Aca)Humanities-Demonstrate Influence of the Arts Given its current success, the Sociology Department will continue to maintain its current procedures regarding the identifed core competencies, and continue to make any needed changes as they may arise. |
| Action | (Aca)Visual & Performing Arts-Influence of Arts Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Influence of Arts Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | R. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-PHL Sylabii Content Analysis A content analysis of syllabi was used to determin if the course objectives and assignments aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Social Science-PHL Syllabi Alignment The content of the syllabi for the classes in the Philosphy program will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Social Science-PHL Syllabi Alignment The content analysis of the Philsophy Program syllabi revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Social Science-Philosophy Exam Performance Philosophy student performance on key in-class examinations will be used to determin progress toward attainment of the core competencies. |
| Criteria | (Aca)Social Science-Philosphy Exam Performance Expectations A significant majority of Philosophy students taking key in-class Philosophy exams will demonstrate at least adequate attainment of the identified core competencies. |
| Finding | (Aca)Social Science-Philosophy Exam Performance An analysis of Philosophy student exam performance revealed that 76.95 of the students demonstrated at least adequate attainment of the core competencies, 12.3% demonstrated minimal attainment of the core competencies, and 9.9% of the students failed to demonstrate adequate attainment of the core competencies. As a result of this assesment, the Philosophy program determined that a significant majority of its students were demonstrating at least adequate attainment of the core competencies. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 93% of faculty rated this indicator as Important or Essential. 79% 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, 90% 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 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.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Indicator | S.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Behavioral Science-Employ Appropriate Methods The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Employ Appropriate Methods A review of the assessment process has led to changes that will be incorporated during the 2008-2009 assessment period. The philosophy program faculty responsible for the core course in this sub-component area will pre- and post-test using the Texas Assessment of Critical Thinking Skills (TACTS) instrument. If the same students who took the pre-test show a net gain in their score, then the course contributes to students attaining core competencies. The TACTS has been subjected to extensive validation studies comparing students’ scores on it with other nationally recognized tests of critical thinking skills and with items such as GPA. It was developed as an aid to the College of Business in their work of reaffirmation of accreditation by the AACSB. Progress will be measured by a change in the mean from pre- to post-test. |
| Action | (Aca)Social Science-Employ Appropriate Methods The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Sciences-Employ Appropriate Methods Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav Science-Employ Appropriate Methods Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | S. 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 | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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 | (Aca)Social Sciences-Examine Social Institutions Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav. Science-Examine Social Institut. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | T. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Behavioral Science-Alt. Systems or Theories The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Critque Alternative Theories The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Use/Critique Alt. Theories Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav. Science-Alternative System/Theory Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | U. 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 | (Aca)Social Science-Agriculture Exam Embedded Assessment Two questions on the mid-term given to students in the Department of Agriculture, and two questions on the final exam were embedded to evaluate the awareness/explanations and solutions for social issues concerning animals and society. |
| Criteria | (Aca)Social Science-Agriculture Exam Embedded Question Expectations A significant majority of Agriculture Students will correctly answer the embedded questions regardin awareness/explanations and solutions for social issues concerning animals and society. |
| Finding | (Aca)Social Science-Ag. Embeddes Assessment Result The average scores of Agriculture students on the four embedded questions ranged from 75.7% to 96.5%, indicating attainment of the core competency. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) Developing Skill In Expressing Myself Orally Or In Writing-Social Sciences To develop and communicate alternative explanations or solutions for contemporary social issues. |
| Criteria | S.(IDEA) 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, 24% 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) "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, 19% 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 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#9 For the sub core area, Social & Behavioral Sciences, 13% 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 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.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Alt. Social Issue Solutions The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Develop Alt. Solutions Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (Aca)Social Science-Social Issue Solutions Given the Agriculture Departments current success, it will continue to maintain its current proceedures regarding the core competencies. In the future, additional changes will be made as the need arrises. |
| Action | (IDEA)Soc/Behav Science-Alt. Soc. Issue Solutions Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | V. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Effects of Social Forces The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Effects of Social, etc. Forces Given the History Department''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Analyze Historical Effect Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | W. 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 | (Aca)Social Science-POL 261 Pre And Post Test Political Science students in sections of POL 261 were given a 15 item pre-test at the begining of the semester and a 15-item post-test at the end of the semester that assessed student knowledge in the relevent core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 261 Pre-Post Test Expected Outcomes Political Science students in POL 261 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 261 Pre-Post Test Results The pre-test was administered to six sections of Political Science 261. A total of 313 students took the test producing an average score of 70.7. the high pre-test average was partially attributed to the fact that the pre-test was administered three weeks into the course, and thus students had already encountered a significant ammount of information that was included in the pre-test. a post test was administered to the same six sections of Political Science 261. a total of 313 students took the test producing and average score of 90.2. Teh percentage point increase in the average score was 19.5 points, slighly below the targeted goal. However, the high post-test score is indicative of student attainment of the core competency. |
| Action | (Aca)Social Science-Origins of Political Systems Given the Political Science Department''s relative success, it will continue with its established procedures in regards to the relevent core competency. The department will endevor to conduct the POL 261 pre-test earlier in the semester in order to achieve more concrete results, and continue to make any other changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Origins of Political Syst. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | X. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) 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.(IDEA) 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, 93% of faculty rated this indicator as Important or Essential. 79% 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, 90% 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 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.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Action | (Aca)Social Science-US Role in the World The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Understand the Role of the US Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Role of the US in World Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | Y. 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 | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Analyze Historical Evidence Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Analyze Historical Eviden. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | Z. 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 | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Social Science-Apply Reasonable Criteria Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Acceptability of Research Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZA. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-POL 281 And 285 Pre-Post Test Political Science Students in sections of POL 281 and POL 285 were given a pre test at the beginning of the semester and a post-test at the end of the semester that assessed student knowledge in the relevant core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 281 & 285 Pre/Post Test Expectations Political Science students in POL 281 and POL 285 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 281 & 285 Pre/Post Results The pre-test was administered to six sections of POL 285 and one section of POL 281. A total of 271 students took the test in POL 285 producing an average score of 42.7. A total of 33 students took the test in POL 281 producing an average score of 30.7. The post test was administered to four sections of POL 285 and one section of POL 281. A total of 139 students took the test in POL 285 producing an average score of 64.6. A total of 22 students took the test in POL 281 producing an average score of 51.7 The percentate point increase in the average POL 285 score was 21.9 percentage points and 21 percentage points for POL 281. The significant increase in demonstrated knowledge is indicative of core competency attainment. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 31% of faculty rated this indicator as Important or Essential. 65% 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, 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 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.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Public Policy Problem Solution Given the Political Science Departments relative success, it will continue with its established procedures in regards to the relevent core competency. In addition, the department will continue to make any other changes as necessary. |
| Action | (Aca)Social Science-Public Policy Problem Solution The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (IDEA)Soc/Behav Science-Public Policy Problems Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZB. 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 | (Aca)Social Science-PHL Sylabii Content Analysis A content analysis of syllabi was used to determin if the course objectives and assignments aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Social Science-PHL Syllabi Alignment The content of the syllabi for the classes in the Philosphy program will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Social Science-PHL Syllabi Alignment The content analysis of the Philsophy Program syllabi revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Social Science-POL 265 Pre/post Test Political Science students in sections of POL 265 were given a 10-item pre-test at the beginning of the semester and a 10-item post test at the end of the semester that assessed student knowledge in the relevant core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 265 pre/post test expectations Political Science students in POL 265 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 265 Pre/Post Test Results The pre-test was administere to Political Science students in two sections of POL 265. A total of 53 students took the test, producing an average score of 40.3. The post-test was administered to the same two sections of POL 265. A total of 42 students took the test, producing an average score of 76.7. The percentage point increase in the average POL 265 score was 36.4 percentage points. The significant increase in demonstrated knowledge is indicative of core competency attainment. |
| Indicator | (Aca)Social Science-Philosophy Exam Performance Philosophy student performance on key in-class examinations will be used to determin progress toward attainment of the core competencies. |
| Criteria | (Aca)Social Science-Philosphy Exam Performance Expectations A significant majority of Philosophy students taking key in-class Philosophy exams will demonstrate at least adequate attainment of the identified core competencies. |
| Finding | (Aca)Social Science-Philosophy Exam Performance An analysis of Philosophy student exam performance revealed that 76.95 of the students demonstrated at least adequate attainment of the core competencies, 12.3% demonstrated minimal attainment of the core competencies, and 9.9% of the students failed to demonstrate adequate attainment of the core competencies. As a result of this assesment, the Philosophy program determined that a significant majority of its students were demonstrating at least adequate attainment of the core competencies. |
| Indicator | S.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA)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.(IDEA) 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, 12% 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 (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, 9% 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 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. |
| Action | (Aca)Social Science-Duties as a Citizen A review of the assessment process has led to changes that will be incorporated during the 2008-2009 assessment period. The philosophy program faculty responsible for the core course in this sub-component area will pre- and post-test using the Texas Assessment of Critical Thinking Skills (TACTS) instrument. If the same students who took the pre-test show a net gain in their score, then the course contributes to students attaining core competencies. The TACTS has been subjected to extensive validation studies comparing students’ scores on it with other nationally recognized tests of critical thinking skills and with items such as GPA. It was developed as an aid to the College of Business in their work of reaffirmation of accreditation by the AACSB. Progress will be measured by a change in the mean from pre- to post-test. |
| Action | (Aca)Social Sciences- Given the Political Science Departments relative success, it will continue with its established procedures in regards to the relevent core competency. In addition, the department will continue to make any other changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Duties as a Citizen Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZC. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Action | (Aca)Behavioral Science-Cultural Differences The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Identify Cultural Differences Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav Science-Differences Within Culture Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZD. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 1 97% 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 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, analysis, 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.(IDEA)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.(IDEA) 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 Indicators # 2 96% of faculty rated this indicator as Important or Essential. 59% 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.(IDEA)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.(IDEA) Learning to apply course material(to improve Thinking,Problem Solving & 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 Indicators # 3 73% 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 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 | (Aca) Natural Science-Apply method and technolgy Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat. Science-Apply Method and Technology Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZE. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 8 5% of faculty rated this indicator as Important or Essential. 27% 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, analysis, 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.(IDEA)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.(IDEA) 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 Indicators # 1 97% 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 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, analysis, 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.(IDEA)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.(IDEA) Learning to apply course material(to improve Thinking,Problem Solving & 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 Indicators # 3 73% 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 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 | (Aca) Natural Science-Differences in methods Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Differences Between Methods Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZF. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 2 96% of faculty rated this indicator as Important or Essential. 59% 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.(IDEA)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.(IDEA) Learning to analyze & critically evaluate ideas, arguments & 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 Indicators # 11 31% of faculty rated this indicator as Important or Essential. 41% 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 | (Aca) Natural Science-Differences Among Theories Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Differences Among Theories Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZG. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA) Developing A Clearer Understanding Of, And Commitment To, Personal Values-Natural Sciences Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies |
| Criteria | N.(IDEA) Developing a clearer understanding of, 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 Indicators # 10 7% of faculty rated this indicator as Important or Essential. 38% 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 | N.(IDEA)Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | N.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Action | (Aca) Natural Science-Knowledge of Major Issues Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Major Issues Facing Science Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZH. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | N.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Indicator | N.(IDEA)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.(IDEA) Learning to analyze & critically evaluate ideas, arguments & 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 Indicators # 11 31% of faculty rated this indicator as Important or Essential. 41% 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 | (Aca) Natural Science-Science/Technology Interdep. Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Interdependence of Science/Tech Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | A. Communication-Understand & 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 | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 | Communication - IDEA SLO Indicators #6 57% of faculty rated this indicator as Important or Essential. 77% 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. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#6 For sub core area, Humanities, 16% 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 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 | C.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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 | (Aca) Communication-Apply Modes of Expression Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Apply Modes of Expression Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | B. 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 | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 Indicators #5 36% of faculty rated this indicator as Important or Essential. 63% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Academic) Communications- Partipate in groups Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Group Activity Participation Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | C. 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.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (IDEA)Communication-Principles of Problem Solving Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | D. 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.(IDEA) 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.(IDEA) 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 Indicators #12 30% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning how to find & 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 Indicators # 9 49% 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 Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (IDEA)Communication-Write Paper/Give Presentation Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | E. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) 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 Indicators # 1 95% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 3 95% of faculty rated this indicator as Important or Essential. 67% 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 | (Aca) Math-Apply Arithmetic, Algebra, etc. In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Apply Arithmetic, Algebra, etc. Methods Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | F. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) 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 Indicators # 1 95% 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 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 | (Aca) Math-Evaluate Math Info. Verbally, etc. In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Represent/Evaluate Math Information Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | G. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) 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 Indicators # 11 28% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 3 95% of faculty rated this indicator as Important or Essential. 67% 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 | (Aca) Math-Expand Mat Reasoning Skills In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Expand Math Reasoning Skills Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | H. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) Learning how to find & 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 | Humanities& Performing arts-IDEA SLO Indicators#11 For sub core area, Humanities, 24% 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 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 | Mathematics - IDEA SLO Indicators # 9 17% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 3 95% of faculty rated this indicator as Important or Essential. 67% 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 | (Aca) Math-Solve Math Problems In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Solve Math Problems and Judge Results Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | I. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) 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.(IDEA) 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 Indicators # 2 94% of faculty rated this indicator as Important or Essential. 67% 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.(IDEA) 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.(IDEA) 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 Indicators # 11 28% 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 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 | (Aca) Math-Recognize the limit of math/stat models In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Recognize Limits of Math/Stat Models Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | J. 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 | (Aca) Math-Quiz Measuring Knowledge In MTH 164 A quiz was developed to evaluate the appropriate content knowledge for the courses in mathematics that serve the vast majority of SHSU students. The five question quiz covered five distinct content areas. It was distributed during the last week of the spring semester to students in all sections of MTH 164. |
| Criteria | (Aca) Math-High percentage of MTH 164 students providing correct responses on quiz A high percentage of MTH 164 students will provid correct answers to at least three of the five questions on the quiz. |
| Finding | (Aca) Mathematics-MTH 199 assessment findings The percentage of correct responses ranged from a low of 21% to a high of 86%. |
| Indicator | (Aca) Math-Quiz Measuring Knowledge Of Math Core Objectives A quiz was developed to evaluate the appropriate content knowledge for each of two courses in mathematics that serve the vast majority of SHSU students. The seven question quiz covered six broad content areas. It was distributed during the last week of the spring semester to students in 8 of 11 sections of Math 199. |
| Criteria | (Aca) Math-High percentage of students providing a majority of correct answers A high percentage of students taking MTH 199 will provide a majority of correct responses on the 7-question quiz. |
| Finding | (Aca) Math-Assessment results for MTH 164 84% of the students quized provided correct answers to at least three of the five questions. |
| Indicator | M.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity Develops the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines |
| Criteria | M.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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 Indicators # 7 22% 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 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 | (Aca) Math-Math's connections to other disciplines In an effort to produce a higher level of attainment of this core competency, the department has raised the prerequisite for these courses to ensure a sufficient foundation for students entering these courses. Additionally, more uniform syllabi will be created for these courses. |
| Action | (IDEA)Math-Understand Connections to Other Discip. Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Mathematics. |
| Objective | K. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities- Philosophy Course Content Analysis A content analysis of syllabi will be used to determine if the courses' objectives and assignments are aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Humanities-Phil. Course Content Allignment The syllabi of the Philosophy courses will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Humanities-Philosophy course content review The content analysis revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-Student Performance On Examinations Analysis of students'examination perfomance will be used to determins progress toward attainment of the core competencies. |
| Criteria | (Aca)Humanities-Success on Philosophy Exams A significant majority of students will demonstrate at least adewuate atainment of the core competencies through their performance on in class exams. |
| Finding | (Aca)Humanities-Philosophy Exam Performance Teh performance on the exams revealed that 76.9% of the students demonstrated at least adequate attainment of the core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca) Humanities- Demonstrate Awareness of Works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Awareness of Works in the Arts To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Awareness of Works in the Arts Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Demonstrate Awareness of works A review of the assessment process has lead to changes that will be incoporated during the 2008-2009 assessment period. The Philosophy program faculty responsible for philosophy courses in this sub-component area will complie a brief set of 20-25 questions from exams that have been given over the past several years and that represent a broad sampling of philosophical concepts, perspectives, and personalities. After all of the faculty involved have a chance to edit the question set, it will be used as both a pre and post-test in each section of the core classes. Progress will be measured by a change in the mean from pre to post-test. |
| Action | (Aca)Visual and Performing-Demonstrate Awareness Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Awareness of Works Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | L. Humanities And 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities- Philosophy Course Content Analysis A content analysis of syllabi will be used to determine if the courses' objectives and assignments are aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Humanities-Phil. Course Content Allignment The syllabi of the Philosophy courses will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Humanities-Philosophy course content review The content analysis revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Common Sociology Test A common test was administered to all students taking the sociology core course (SOC 168) that evaluated the knowledge attained on the selected exemplary objectives. the test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequet attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 excepetional attainment of knowledge. |
| Criteria | (Aca)Humanities-Expectations on Common SOC Test A significantly high percentage of students will demostrate at least adequate kattainment of knowledge, or higher, of the identified core competencies. |
| Finding | (Aca)Humanities-SOC Common Exam results Samples taken from each of the sections of SOC 168 indicate that 85.3% of the students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-History Assessment Using IDEA The indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 4 is a student self-assessment of knowledge. The IDEA-generated evaluation reports provide a score on a five-point scale for student progress toward learning objectives and a standardized T-score for objectives selected as essential or important on the "Faculty Information Form." |
| Criteria | (Aca)Humanities-History Evaluation Expectations Overall, the History Department should score above the National Average (a score of 50 or higher) for each of the identified learning objectives. |
| Finding | (Aca)Humanities-History Assessment Results Overall, the scores for the sections of HIS 265 exceeded 66% of the IDEA scores nationwide, and the scores for the sections of HIS 266 exceeded 62% of the IDEA scores nationwide. This indicates that the students sucessfully attained the identified core competencies. |
| Indicator | (Aca)Humanities-Student Performance On Examinations Analysis of students'examination perfomance will be used to determins progress toward attainment of the core competencies. |
| Criteria | (Aca)Humanities-Success on Philosophy Exams A significant majority of students will demonstrate at least adewuate atainment of the core competencies through their performance on in class exams. |
| Finding | (Aca)Humanities-Philosophy Exam Performance Teh performance on the exams revealed that 76.9% of the students demonstrated at least adequate attainment of the core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca) Humanities-Understand Works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Understand Works A review of the assessment process has lead to changes that will be incoporated during the 2008-2009 assessment period. The Philosophy program faculty responsible for philosophy courses in this sub-component area will complie a brief set of 20-25 questions from exams that have been given over the past several years and that represent a broad sampling of philosophical concepts, perspectives, and personalities. After all of the faculty involved have a chance to edit the question set, it will be used as both a pre and post-test in each section of the core classes. Progress will be measured by a change in the mean from pre to post-test. |
| Action | (Aca)Humanities-Understand Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Understand Works Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Understand Works Given History Departments current success it will continue to maintain is current procedures in regards to the identified core competencies, and will make any necessary changes as they should arise. |
| Action | (Aca)Humanities-Understand Works Given its current success, the Sociology Department will continue to maintain its current procedures regarding the identifed core competencies, and continue to make any needed changes as they may arise. |
| Action | (Aca)Humanities-Understand Works Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Visual and Performing Arts-Understand Works Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perfom Arts-Understand Works Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | M. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities-Respond Critically to works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Respond Critically Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Humanities-Respond Critically to Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Respond Critically to works Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Visual and Perfoming Arts-Respond Critically Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Respond Critically Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | N. 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 | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Developing Creative Capacities (writing, Inventing, Designing, Performing In Art, Music) 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.(IDEA) Developing creative capacities (writing,inventing,designing,performing in art,music.) At Least 70% 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, Performing Arts, 49% 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 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 Indicators #6 For sub core area, English and Philosophy 16% 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 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 | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca)Visual & Performing Arts-Creative Process Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Creative Process Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | O. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) 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.(IDEA) 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, Performing Arts, 21% 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 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 Indicators#10 For sub core area, English and Philosophy, 29% of faculty rated this indicator as Important or Essential. 57% 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.(IDEA) Developing Skill In Expressing Myself Orally Or In Writing To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.(IDEA) 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, Performing Arts, 13% 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 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 Indicators #8 For sub core area English and Philosophy 57% 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 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 Indicators#10 For sub core area, Humanities, 14% 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 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities- React to works in humanities In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Personal Reaction to Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Personal Reaction to Works Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Visual & Performing Arts-Personal Reaction Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Informed Reaction Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | P. 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 | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca)Visual & Performing Arts-Aesthetic Principles Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Aesthetic Principle Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | Q. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Common Sociology Test A common test was administered to all students taking the sociology core course (SOC 168) that evaluated the knowledge attained on the selected exemplary objectives. the test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequet attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 excepetional attainment of knowledge. |
| Criteria | (Aca)Humanities-Expectations on Common SOC Test A significantly high percentage of students will demostrate at least adequate kattainment of knowledge, or higher, of the identified core competencies. |
| Finding | (Aca)Humanities-SOC Common Exam results Samples taken from each of the sections of SOC 168 indicate that 85.3% of the students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-History Assessment Using IDEA The indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 4 is a student self-assessment of knowledge. The IDEA-generated evaluation reports provide a score on a five-point scale for student progress toward learning objectives and a standardized T-score for objectives selected as essential or important on the "Faculty Information Form." |
| Criteria | (Aca)Humanities-History Evaluation Expectations Overall, the History Department should score above the National Average (a score of 50 or higher) for each of the identified learning objectives. |
| Finding | (Aca)Humanities-History Assessment Results Overall, the scores for the sections of HIS 265 exceeded 66% of the IDEA scores nationwide, and the scores for the sections of HIS 266 exceeded 62% of the IDEA scores nationwide. This indicates that the students sucessfully attained the identified core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities-Influence of literature In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Demonstrate Influence Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Demonstrate Influence of Lit., etc To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Demonstrate Influence of the Arts Given History Departments current success it will continue to maintain is current procedures in regards to the identified core competencies, and will make any necessary changes as they should arise. |
| Action | (Aca)Humanities-Demonstrate Influence of the Arts Given its current success, the Sociology Department will continue to maintain its current procedures regarding the identifed core competencies, and continue to make any needed changes as they may arise. |
| Action | (Aca)Visual & Performing Arts-Influence of Arts Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Influence of Arts Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | R. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-PHL Sylabii Content Analysis A content analysis of syllabi was used to determin if the course objectives and assignments aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Social Science-PHL Syllabi Alignment The content of the syllabi for the classes in the Philosphy program will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Social Science-PHL Syllabi Alignment The content analysis of the Philsophy Program syllabi revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Social Science-Philosophy Exam Performance Philosophy student performance on key in-class examinations will be used to determin progress toward attainment of the core competencies. |
| Criteria | (Aca)Social Science-Philosphy Exam Performance Expectations A significant majority of Philosophy students taking key in-class Philosophy exams will demonstrate at least adequate attainment of the identified core competencies. |
| Finding | (Aca)Social Science-Philosophy Exam Performance An analysis of Philosophy student exam performance revealed that 76.95 of the students demonstrated at least adequate attainment of the core competencies, 12.3% demonstrated minimal attainment of the core competencies, and 9.9% of the students failed to demonstrate adequate attainment of the core competencies. As a result of this assesment, the Philosophy program determined that a significant majority of its students were demonstrating at least adequate attainment of the core competencies. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 93% of faculty rated this indicator as Important or Essential. 79% 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, 90% 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 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.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Indicator | S.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Behavioral Science-Employ Appropriate Methods The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Employ Appropriate Methods A review of the assessment process has led to changes that will be incorporated during the 2008-2009 assessment period. The philosophy program faculty responsible for the core course in this sub-component area will pre- and post-test using the Texas Assessment of Critical Thinking Skills (TACTS) instrument. If the same students who took the pre-test show a net gain in their score, then the course contributes to students attaining core competencies. The TACTS has been subjected to extensive validation studies comparing students’ scores on it with other nationally recognized tests of critical thinking skills and with items such as GPA. It was developed as an aid to the College of Business in their work of reaffirmation of accreditation by the AACSB. Progress will be measured by a change in the mean from pre- to post-test. |
| Action | (Aca)Social Science-Employ Appropriate Methods The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Sciences-Employ Appropriate Methods Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav Science-Employ Appropriate Methods Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | S. 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 | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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 | (Aca)Social Sciences-Examine Social Institutions Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav. Science-Examine Social Institut. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | T. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Behavioral Science-Alt. Systems or Theories The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Critque Alternative Theories The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Use/Critique Alt. Theories Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav. Science-Alternative System/Theory Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | U. 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 | (Aca)Social Science-Agriculture Exam Embedded Assessment Two questions on the mid-term given to students in the Department of Agriculture, and two questions on the final exam were embedded to evaluate the awareness/explanations and solutions for social issues concerning animals and society. |
| Criteria | (Aca)Social Science-Agriculture Exam Embedded Question Expectations A significant majority of Agriculture Students will correctly answer the embedded questions regardin awareness/explanations and solutions for social issues concerning animals and society. |
| Finding | (Aca)Social Science-Ag. Embeddes Assessment Result The average scores of Agriculture students on the four embedded questions ranged from 75.7% to 96.5%, indicating attainment of the core competency. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) Developing Skill In Expressing Myself Orally Or In Writing-Social Sciences To develop and communicate alternative explanations or solutions for contemporary social issues. |
| Criteria | S.(IDEA) 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, 24% 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) "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, 19% 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 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#9 For the sub core area, Social & Behavioral Sciences, 13% 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 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.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Alt. Social Issue Solutions The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Develop Alt. Solutions Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (Aca)Social Science-Social Issue Solutions Given the Agriculture Departments current success, it will continue to maintain its current proceedures regarding the core competencies. In the future, additional changes will be made as the need arrises. |
| Action | (IDEA)Soc/Behav Science-Alt. Soc. Issue Solutions Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | V. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Effects of Social Forces The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Effects of Social, etc. Forces Given the History Department''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Analyze Historical Effect Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | W. 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 | (Aca)Social Science-POL 261 Pre And Post Test Political Science students in sections of POL 261 were given a 15 item pre-test at the begining of the semester and a 15-item post-test at the end of the semester that assessed student knowledge in the relevent core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 261 Pre-Post Test Expected Outcomes Political Science students in POL 261 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 261 Pre-Post Test Results The pre-test was administered to six sections of Political Science 261. A total of 313 students took the test producing an average score of 70.7. the high pre-test average was partially attributed to the fact that the pre-test was administered three weeks into the course, and thus students had already encountered a significant ammount of information that was included in the pre-test. a post test was administered to the same six sections of Political Science 261. a total of 313 students took the test producing and average score of 90.2. Teh percentage point increase in the average score was 19.5 points, slighly below the targeted goal. However, the high post-test score is indicative of student attainment of the core competency. |
| Action | (Aca)Social Science-Origins of Political Systems Given the Political Science Department''s relative success, it will continue with its established procedures in regards to the relevent core competency. The department will endevor to conduct the POL 261 pre-test earlier in the semester in order to achieve more concrete results, and continue to make any other changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Origins of Political Syst. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | X. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) 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.(IDEA) 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, 93% of faculty rated this indicator as Important or Essential. 79% 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, 90% 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 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.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Action | (Aca)Social Science-US Role in the World The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Understand the Role of the US Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Role of the US in World Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | Y. 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 | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Analyze Historical Evidence Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Analyze Historical Eviden. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | Z. 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 | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Social Science-Apply Reasonable Criteria Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Acceptability of Research Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZA. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-POL 281 And 285 Pre-Post Test Political Science Students in sections of POL 281 and POL 285 were given a pre test at the beginning of the semester and a post-test at the end of the semester that assessed student knowledge in the relevant core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 281 & 285 Pre/Post Test Expectations Political Science students in POL 281 and POL 285 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 281 & 285 Pre/Post Results The pre-test was administered to six sections of POL 285 and one section of POL 281. A total of 271 students took the test in POL 285 producing an average score of 42.7. A total of 33 students took the test in POL 281 producing an average score of 30.7. The post test was administered to four sections of POL 285 and one section of POL 281. A total of 139 students took the test in POL 285 producing an average score of 64.6. A total of 22 students took the test in POL 281 producing an average score of 51.7 The percentate point increase in the average POL 285 score was 21.9 percentage points and 21 percentage points for POL 281. The significant increase in demonstrated knowledge is indicative of core competency attainment. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 31% of faculty rated this indicator as Important or Essential. 65% 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, 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 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.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Public Policy Problem Solution Given the Political Science Departments relative success, it will continue with its established procedures in regards to the relevent core competency. In addition, the department will continue to make any other changes as necessary. |
| Action | (Aca)Social Science-Public Policy Problem Solution The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (IDEA)Soc/Behav Science-Public Policy Problems Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZB. 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 | (Aca)Social Science-PHL Sylabii Content Analysis A content analysis of syllabi was used to determin if the course objectives and assignments aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Social Science-PHL Syllabi Alignment The content of the syllabi for the classes in the Philosphy program will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Social Science-PHL Syllabi Alignment The content analysis of the Philsophy Program syllabi revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Social Science-POL 265 Pre/post Test Political Science students in sections of POL 265 were given a 10-item pre-test at the beginning of the semester and a 10-item post test at the end of the semester that assessed student knowledge in the relevant core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 265 pre/post test expectations Political Science students in POL 265 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 265 Pre/Post Test Results The pre-test was administere to Political Science students in two sections of POL 265. A total of 53 students took the test, producing an average score of 40.3. The post-test was administered to the same two sections of POL 265. A total of 42 students took the test, producing an average score of 76.7. The percentage point increase in the average POL 265 score was 36.4 percentage points. The significant increase in demonstrated knowledge is indicative of core competency attainment. |
| Indicator | (Aca)Social Science-Philosophy Exam Performance Philosophy student performance on key in-class examinations will be used to determin progress toward attainment of the core competencies. |
| Criteria | (Aca)Social Science-Philosphy Exam Performance Expectations A significant majority of Philosophy students taking key in-class Philosophy exams will demonstrate at least adequate attainment of the identified core competencies. |
| Finding | (Aca)Social Science-Philosophy Exam Performance An analysis of Philosophy student exam performance revealed that 76.95 of the students demonstrated at least adequate attainment of the core competencies, 12.3% demonstrated minimal attainment of the core competencies, and 9.9% of the students failed to demonstrate adequate attainment of the core competencies. As a result of this assesment, the Philosophy program determined that a significant majority of its students were demonstrating at least adequate attainment of the core competencies. |
| Indicator | S.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA)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.(IDEA) 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, 12% 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 (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, 9% 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 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. |
| Action | (Aca)Social Science-Duties as a Citizen A review of the assessment process has led to changes that will be incorporated during the 2008-2009 assessment period. The philosophy program faculty responsible for the core course in this sub-component area will pre- and post-test using the Texas Assessment of Critical Thinking Skills (TACTS) instrument. If the same students who took the pre-test show a net gain in their score, then the course contributes to students attaining core competencies. The TACTS has been subjected to extensive validation studies comparing students’ scores on it with other nationally recognized tests of critical thinking skills and with items such as GPA. It was developed as an aid to the College of Business in their work of reaffirmation of accreditation by the AACSB. Progress will be measured by a change in the mean from pre- to post-test. |
| Action | (Aca)Social Sciences- Given the Political Science Departments relative success, it will continue with its established procedures in regards to the relevent core competency. In addition, the department will continue to make any other changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Duties as a Citizen Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZC. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Action | (Aca)Behavioral Science-Cultural Differences The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Identify Cultural Differences Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav Science-Differences Within Culture Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZD. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 1 97% 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 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, analysis, 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.(IDEA)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.(IDEA) 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 Indicators # 2 96% of faculty rated this indicator as Important or Essential. 59% 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.(IDEA)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.(IDEA) Learning to apply course material(to improve Thinking,Problem Solving & 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 Indicators # 3 73% 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 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 | (Aca) Natural Science-Apply method and technolgy Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat. Science-Apply Method and Technology Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZE. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 8 5% of faculty rated this indicator as Important or Essential. 27% 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, analysis, 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.(IDEA)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.(IDEA) 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 Indicators # 1 97% 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 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, analysis, 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.(IDEA)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.(IDEA) Learning to apply course material(to improve Thinking,Problem Solving & 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 Indicators # 3 73% 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 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 | (Aca) Natural Science-Differences in methods Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Differences Between Methods Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZF. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 2 96% of faculty rated this indicator as Important or Essential. 59% 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.(IDEA)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.(IDEA) Learning to analyze & critically evaluate ideas, arguments & 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 Indicators # 11 31% of faculty rated this indicator as Important or Essential. 41% 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 | (Aca) Natural Science-Differences Among Theories Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Differences Among Theories Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZG. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA) Developing A Clearer Understanding Of, And Commitment To, Personal Values-Natural Sciences Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies |
| Criteria | N.(IDEA) Developing a clearer understanding of, 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 Indicators # 10 7% of faculty rated this indicator as Important or Essential. 38% 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 | N.(IDEA)Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | N.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Action | (Aca) Natural Science-Knowledge of Major Issues Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Major Issues Facing Science Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZH. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | N.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Indicator | N.(IDEA)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.(IDEA) Learning to analyze & critically evaluate ideas, arguments & 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 Indicators # 11 31% of faculty rated this indicator as Important or Essential. 41% 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 | (Aca) Natural Science-Science/Technology Interdep. Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Interdependence of Science/Tech Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZI. 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 | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 | Communication - IDEA SLO Indicators #6 57% of faculty rated this indicator as Important or Essential. 77% 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. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#6 For sub core area, Humanities, 16% 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 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 | C.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Aca) Communication - Writing Speaking Process Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Understand/Demonstrate Writing Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | ZJ. 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, Critical Thinking, Listening Competency, Speaking Competency, Writing Competency |
| Indicator | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Aca) Communication-Understand Audience Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Understand Audience Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | A. Communication-Understand & 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 | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 | Communication - IDEA SLO Indicators #6 57% of faculty rated this indicator as Important or Essential. 77% 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. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#6 For sub core area, Humanities, 16% 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 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 | C.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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 | (Aca) Communication-Apply Modes of Expression Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Apply Modes of Expression Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | B. 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 | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 Indicators #5 36% of faculty rated this indicator as Important or Essential. 63% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Academic) Communications- Partipate in groups Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Group Activity Participation Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | C. 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.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (IDEA)Communication-Principles of Problem Solving Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | D. 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.(IDEA) 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.(IDEA) 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 Indicators #12 30% 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 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.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning how to find & 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 Indicators # 9 49% 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 Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (IDEA)Communication-Write Paper/Give Presentation Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | K. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities- Philosophy Course Content Analysis A content analysis of syllabi will be used to determine if the courses' objectives and assignments are aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Humanities-Phil. Course Content Allignment The syllabi of the Philosophy courses will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Humanities-Philosophy course content review The content analysis revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-Student Performance On Examinations Analysis of students'examination perfomance will be used to determins progress toward attainment of the core competencies. |
| Criteria | (Aca)Humanities-Success on Philosophy Exams A significant majority of students will demonstrate at least adewuate atainment of the core competencies through their performance on in class exams. |
| Finding | (Aca)Humanities-Philosophy Exam Performance Teh performance on the exams revealed that 76.9% of the students demonstrated at least adequate attainment of the core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca) Humanities- Demonstrate Awareness of Works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Awareness of Works in the Arts To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Awareness of Works in the Arts Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Demonstrate Awareness of works A review of the assessment process has lead to changes that will be incoporated during the 2008-2009 assessment period. The Philosophy program faculty responsible for philosophy courses in this sub-component area will complie a brief set of 20-25 questions from exams that have been given over the past several years and that represent a broad sampling of philosophical concepts, perspectives, and personalities. After all of the faculty involved have a chance to edit the question set, it will be used as both a pre and post-test in each section of the core classes. Progress will be measured by a change in the mean from pre to post-test. |
| Action | (Aca)Visual and Performing-Demonstrate Awareness Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Awareness of Works Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | M. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities-Respond Critically to works In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Respond Critically Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Humanities-Respond Critically to Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Respond Critically to works Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Visual and Perfoming Arts-Respond Critically Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Respond Critically Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | N. 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 | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Developing Creative Capacities (writing, Inventing, Designing, Performing In Art, Music) 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.(IDEA) Developing creative capacities (writing,inventing,designing,performing in art,music.) At Least 70% 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, Performing Arts, 49% 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 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 Indicators #6 For sub core area, English and Philosophy 16% 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 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 | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca)Visual & Performing Arts-Creative Process Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Creative Process Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | O. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Bilingual Education Interview Assignment And Diversity Study Attainment of the indicated core competencies is measured through the students sucessfully completeing a cultural interview assignment and a diversity study. The interview assignment will be presented in the format for interviews generally found in magazines, while the diversity study will comprise a 4-6 page essay. These two assignments will be graded according to an instructor-developed rubric for each that attested to whether or not the assignment demonstrated the students' attainment of the core competencies. |
| Criteria | (Aca)Humanities-Bilingual Education Assignment Expectations The target is to have at least 80% of the students enrolled in the courses complete the cultural interview and diversity study assignements with a grade of "C" or better. |
| Finding | (Aca)Humanities-Results from Bilingual Educaction Overall, 95% of the students recieved a "C" or higher on their cultural interview, and 97% of the students recieved a "C" or better on their diversity study, thus demonstrating successful attainment of the identified core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) 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.(IDEA) 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, Performing Arts, 21% 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 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 Indicators#10 For sub core area, English and Philosophy, 29% of faculty rated this indicator as Important or Essential. 57% 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.(IDEA) Developing Skill In Expressing Myself Orally Or In Writing To articulate an informed personal reaction to works in the arts and humanities |
| Criteria | H.(IDEA) 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, Performing Arts, 13% 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 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 Indicators #8 For sub core area English and Philosophy 57% 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 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 Indicators#10 For sub core area, Humanities, 14% 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 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities- React to works in humanities In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Personal Reaction to Works To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Personal Reaction to Works Given the sucess of the Bilingual Education assessment, the Department of Language, Literacy, and Special Populations will continue with its current procedures regarding the identified core competencies, and will continue to make any changes as the need arrises. |
| Action | (Aca)Visual & Performing Arts-Personal Reaction Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Informed Reaction Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | P. 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 | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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. |
| Action | (Aca)Visual & Performing Arts-Aesthetic Principles Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Aesthetic Principle Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | Q. 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 | (Aca) Humanities-Literature Microtheme Rubric A panel of faculty members holistically evaluated a selestion of essays using a rubric that produced a score on a 4-point scale. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores from the two readers differeed by more than one, a third reader was used. A final score of fice or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Aca) Humanities-Significant Percentage of Students Scoring 5 or Higher A significant number of student will demonstrate competency in the relevent core areas by scoring 5 or higher on their microthemes. |
| Finding | (Aca) Literature-Microtheme assessment result A total of 234 microthemes were scored a 5 or higher, which yielded a passing rate of 65.7%. Analysis of each of the individual sections showed that two sections had a large number of microthemes with a final score of 4. Review of these samples showed that the writers had written competently but had responded to only the first half of the prompt. The results suggesst that the instructions the stduents receive from their instructors in preparation for the writing sample need to be clearer. |
| Indicator | (Aca)Humanities-Common Sociology Test A common test was administered to all students taking the sociology core course (SOC 168) that evaluated the knowledge attained on the selected exemplary objectives. the test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequet attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 excepetional attainment of knowledge. |
| Criteria | (Aca)Humanities-Expectations on Common SOC Test A significantly high percentage of students will demostrate at least adequate kattainment of knowledge, or higher, of the identified core competencies. |
| Finding | (Aca)Humanities-SOC Common Exam results Samples taken from each of the sections of SOC 168 indicate that 85.3% of the students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | (Aca)Humanities-Foreign Languages Culturally Based Assignments Each section of each language (e.g., French, Spanish, German, etc.) contained two or more culturally based assignments. Culturally based assignments included worksheets, exams, essays, etc., as deemed appropriate by the instructors. a deparmental committee, composed of one target-language faculty per target-language, evaluated the student work-product and determined whether or not students obtained the core competencies. |
| Criteria | (Aca)Humanities-Foreign Language Assignment Results A significant majority of material compiled as a result of the Cuturally Bassed Assignments will met the core competency target. |
| Finding | (Aca)Humanities-Foreign Language Assignments The data revealed that 62.5% of the evaluated material met the core competency target. |
| Indicator | (Aca)Humanities-Geo & Gel Exam Embedded Questions The Department of Geography and Geology developed a departmental exam that contained three questions regarding each of the identified Exemplary learning objectives. The exam was administered at the end of the semester to all students enrolled in the core courses. |
| Criteria | (Aca)Humanities-Geography Geology Embeded Questions Expectations If the students correctly answer two of the three questions pertaining to the individual objectives, they will have demonstrated satisfactory attainment of the core competencies. |
| Finding | (Aca)Humanities-GEO & GEL Assessment Results On Objective 1, 86% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 2, 100% of students in GEO 265 and 96% in GEO 266 demonstrated attainment of the core competencies. On Objective 3, 100% of students in GEO 265 and 98% in GEO 266 demonstrated attainment of the core competencies. On Objective 4, 93% of students in GEO 265 and 72% in GEO 266 demonstrated attainment of the core competencies. Thus, on every objective, the results deomonstrate that the students have obtained the identified core competencies. |
| Indicator | (Aca)Humanities-History Assessment Using IDEA The indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 4 is a student self-assessment of knowledge. The IDEA-generated evaluation reports provide a score on a five-point scale for student progress toward learning objectives and a standardized T-score for objectives selected as essential or important on the "Faculty Information Form." |
| Criteria | (Aca)Humanities-History Evaluation Expectations Overall, the History Department should score above the National Average (a score of 50 or higher) for each of the identified learning objectives. |
| Finding | (Aca)Humanities-History Assessment Results Overall, the scores for the sections of HIS 265 exceeded 66% of the IDEA scores nationwide, and the scores for the sections of HIS 266 exceeded 62% of the IDEA scores nationwide. This indicates that the students sucessfully attained the identified core competencies. |
| Indicator | (Aca)Visual And Performing Arts-Visual And Performing Arts Survey A survey instrument was administered to students taking courses in the visual and performing arts sub-component to assess their perception of whether or not they obtained the desired core competencies. |
| Criteria | (Aca)Visual and Perfoming Arts-Student Progress in Visual and Performing Arts A majority of students will report they are satisfied with their progress in each of the 7 core objectives relating to visual and performing arts. |
| Finding | (Aca)Visual and Performing Arts-Student Perception With the exception of exemplary objective three, the majority of students surveyed attained the respective core competencies. |
| Indicator | H.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | H.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity At Least 70% 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, Performing Arts, 62% 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 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 Indicators #7 For sub core area English and Philosophy 83% 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 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 Indicators#8 For sub core area, Humanities, 40% 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 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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, Performing Arts, 21% 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 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 Indicators#11 For sub core area, English and Philosophy, 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 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 met. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#7 For sub core area, Humanities,30% 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 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 | Natural Sciences - IDEA SLO Indicators # 7 35% 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 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 | (Aca) Humanities-Influence of literature In the future, instructors of each section will be provided with a written set of instructions to read to the students, so that all students receive the same set of instructions. |
| Action | (Aca)Humanities-Demonstrate Influence Given the success of its previous efforts, the Department of Geography and Geology will continue to maintain its current procedures in regards to the identified core competencies, making any changes as the need may arise. |
| Action | (Aca)Humanities-Demonstrate Influence of Lit., etc To improve the assessment process, the faculty in the Department of Foreign Languages has agreed upon a standard assignment that will be a cultural case study that aligns to the selected exemplary objectives. This should make it much easier to evaluate materials from different classes and clarify for the instructors the material to be covered in the core classes. |
| Action | (Aca)Humanities-Demonstrate Influence of the Arts Given History Departments current success it will continue to maintain is current procedures in regards to the identified core competencies, and will make any necessary changes as they should arise. |
| Action | (Aca)Humanities-Demonstrate Influence of the Arts Given its current success, the Sociology Department will continue to maintain its current procedures regarding the identifed core competencies, and continue to make any needed changes as they may arise. |
| Action | (Aca)Visual & Performing Arts-Influence of Arts Lessons learned from the 2007-2008 assessment of the Visual and Performing Arts Core Competencies provided insights as to how to improve the presentation of course material and the assessment of the core competency. the following actions resulted from the assessment: (1) All fine arts core courses should inclue elements of critique, (2) All fine arts core courses should include critical writing assignments or other critical communicative assignments, (3)All fine arts core courses should allow the student the medium including the creative aspects of the medium when possible, and (4)The fine arts core curriculum committee will create a battery of questions that can be embedded into evaluative materials that mandate student responses. The questions will address the THECB objectives. |
| Action | (IDEA)Hum/Visual/Perform. Arts-Influence of Arts Findings obtained by the same means in 2007-2008 displayed the same lack of universal relevance to either State learning objectives or IDEA SLO indicators, and also the same weaknesses in student-faculty consistency as in 06-07. This reinforced the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. Course-embedded assessment was implemented in 2007-08 in order to obtain direct student performance assessment in each subcomponent area. The Core Curriculum Assessment Committee recommended that course-embedded assessments be improved and continued in 2008-09 |
| Objective | R. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-PHL Sylabii Content Analysis A content analysis of syllabi was used to determin if the course objectives and assignments aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Social Science-PHL Syllabi Alignment The content of the syllabi for the classes in the Philosphy program will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Social Science-PHL Syllabi Alignment The content analysis of the Philsophy Program syllabi revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Social Science-Philosophy Exam Performance Philosophy student performance on key in-class examinations will be used to determin progress toward attainment of the core competencies. |
| Criteria | (Aca)Social Science-Philosphy Exam Performance Expectations A significant majority of Philosophy students taking key in-class Philosophy exams will demonstrate at least adequate attainment of the identified core competencies. |
| Finding | (Aca)Social Science-Philosophy Exam Performance An analysis of Philosophy student exam performance revealed that 76.95 of the students demonstrated at least adequate attainment of the core competencies, 12.3% demonstrated minimal attainment of the core competencies, and 9.9% of the students failed to demonstrate adequate attainment of the core competencies. As a result of this assesment, the Philosophy program determined that a significant majority of its students were demonstrating at least adequate attainment of the core competencies. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 93% of faculty rated this indicator as Important or Essential. 79% 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, 90% 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 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.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Indicator | S.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Behavioral Science-Employ Appropriate Methods The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Employ Appropriate Methods A review of the assessment process has led to changes that will be incorporated during the 2008-2009 assessment period. The philosophy program faculty responsible for the core course in this sub-component area will pre- and post-test using the Texas Assessment of Critical Thinking Skills (TACTS) instrument. If the same students who took the pre-test show a net gain in their score, then the course contributes to students attaining core competencies. The TACTS has been subjected to extensive validation studies comparing students’ scores on it with other nationally recognized tests of critical thinking skills and with items such as GPA. It was developed as an aid to the College of Business in their work of reaffirmation of accreditation by the AACSB. Progress will be measured by a change in the mean from pre- to post-test. |
| Action | (Aca)Social Science-Employ Appropriate Methods The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Sciences-Employ Appropriate Methods Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav Science-Employ Appropriate Methods Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | S. 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 | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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 | (Aca)Social Sciences-Examine Social Institutions Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav. Science-Examine Social Institut. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | T. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Behavioral Science-Alt. Systems or Theories The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Critque Alternative Theories The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Use/Critique Alt. Theories Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav. Science-Alternative System/Theory Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | U. 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 | (Aca)Social Science-Agriculture Exam Embedded Assessment Two questions on the mid-term given to students in the Department of Agriculture, and two questions on the final exam were embedded to evaluate the awareness/explanations and solutions for social issues concerning animals and society. |
| Criteria | (Aca)Social Science-Agriculture Exam Embedded Question Expectations A significant majority of Agriculture Students will correctly answer the embedded questions regardin awareness/explanations and solutions for social issues concerning animals and society. |
| Finding | (Aca)Social Science-Ag. Embeddes Assessment Result The average scores of Agriculture students on the four embedded questions ranged from 75.7% to 96.5%, indicating attainment of the core competency. |
| Indicator | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Indicator | S.(IDEA) Developing Skill In Expressing Myself Orally Or In Writing-Social Sciences To develop and communicate alternative explanations or solutions for contemporary social issues. |
| Criteria | S.(IDEA) 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, 24% 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) "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, 19% 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 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#9 For the sub core area, Social & Behavioral Sciences, 13% 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 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.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Alt. Social Issue Solutions The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Develop Alt. Solutions Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (Aca)Social Science-Social Issue Solutions Given the Agriculture Departments current success, it will continue to maintain its current proceedures regarding the core competencies. In the future, additional changes will be made as the need arrises. |
| Action | (IDEA)Soc/Behav Science-Alt. Soc. Issue Solutions Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | V. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Effects of Social Forces The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Effects of Social, etc. Forces Given the History Department''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Analyze Historical Effect Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | W. 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 | (Aca)Social Science-POL 261 Pre And Post Test Political Science students in sections of POL 261 were given a 15 item pre-test at the begining of the semester and a 15-item post-test at the end of the semester that assessed student knowledge in the relevent core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 261 Pre-Post Test Expected Outcomes Political Science students in POL 261 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 261 Pre-Post Test Results The pre-test was administered to six sections of Political Science 261. A total of 313 students took the test producing an average score of 70.7. the high pre-test average was partially attributed to the fact that the pre-test was administered three weeks into the course, and thus students had already encountered a significant ammount of information that was included in the pre-test. a post test was administered to the same six sections of Political Science 261. a total of 313 students took the test producing and average score of 90.2. Teh percentage point increase in the average score was 19.5 points, slighly below the targeted goal. However, the high post-test score is indicative of student attainment of the core competency. |
| Action | (Aca)Social Science-Origins of Political Systems Given the Political Science Department''s relative success, it will continue with its established procedures in regards to the relevent core competency. The department will endevor to conduct the POL 261 pre-test earlier in the semester in order to achieve more concrete results, and continue to make any other changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Origins of Political Syst. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | X. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | S.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% 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, 13% 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 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, 4% 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 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.(IDEA) 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.(IDEA) 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, 93% of faculty rated this indicator as Important or Essential. 79% 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, 90% 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 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.(IDEA) 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.(IDEA) 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, 62% of faculty rated this indicator as Important or Essential. 73% 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, 93% 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 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 met. |
| Action | (Aca)Social Science-US Role in the World The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (Aca)Social Science-Understand the Role of the US Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Role of the US in World Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | Y. 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 | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Analyze Historical Evidence Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Analyze Historical Eviden. Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | Z. 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 | (Aca)Social Science-History Pre And Post Test The second indicator for measuring porgress in core competencies attainment in the history subcomponent of Core Component Area 5 was a 25-item pre and post-test that includes an assessment of attainment on the THECB's exemplary objectives administered in HIS 164 classes during the spring semester. The data from these samples were collected and analyze do measure student attainment of the core competencies. |
| Criteria | (Aca)Social Science-History Pre and Post Test Results History student performance will increase 20% from the pre to post-test results. |
| Finding | (Aca)Social Science-HIS Pre and Post Test Results Classes representing 21.5% of HIS 164 students (360 of 1676 students) were given a 25 question exam during April 2008. 218 students completed the test. A composite average (based on all 25 questions) and three sub-composite scores (understanding sources, understanding chronology and understanding factula information) were obtained for these students. Because this assessment plan was not completed before the first week of the semester, a pre-test was not given. However, composite and sub-composite scores on the test are available on a population of East Texas American History high school students, and these results were used as a proxy for the pre-test scores of entering SHSU freshmen American history students. The percentage gained, from pre to post for the objectives "Understandin Sources," "Understanding Chronology," and "Factual Knowledge" were each respectivly 40%, 100%, and 66%. The minimum gain in knowledge (40%) related to the core competencies was double the set target. Thus the results deomonstrate student are attaining the core competencies. |
| Indicator | (Aca)Social Sciences-History Section IDEA Ratings The first indicator for measuring progress in core competencies attainment in the history subcomponent of Core Component Area 5 is a student self-assessment of knowledge using the IDEA system. The T-score is standardized by IDEA to have mean of 50 and a standard deviation of 10. Any section with a T-score above 50, scored above the national average. |
| Criteria | (Aca)Social Sciences-History IDEA Assessment Expected Outcomes Overall, the History Department''s IDEA scores will exceed the national average (greater than 50). |
| Finding | (Aca)Social Science-History IDEA Rating Results Overall, the history departments objectives were met. Seven of the nine sampled sections of History 163 and ten of the thirteen sections of History 164 scored above the National Average. Overall, the History Department score exceeded 76% and 77% for History 163 and 164, respectively. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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.(IDEA) Learning To Apply Course Material (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.(IDEA) Learning to apply course material (Improve thinking,problem solving & 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, 39% of faculty rated this indicator as Important or Essential. 67% 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, 73% 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 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 | (Aca)Social Science-Apply Reasonable Criteria Given the History Department''''s current success, the department will continue with its procedures in regards to the identified core componentes, and continue to make changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Acceptability of Research Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZA. 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 | (Aca)Social Science-Economics Courses Embedded Assessment For the purposes of the general education requirement in the social sciences (Core Component Area 5), ten questions (not all the same for each course) were embedded in a sample of ECO 230, ECO 233, and ECO 234 sections. The responses from these questions would be used to judge whether the students had successfully obtained the identified core competencies. |
| Criteria | (Aca)Social Science-ECO Embeded Assessment Expectations Economic students will demonstrate an adaquate attainment of the identified core competencies if they score 75% or higher on the embedded questions regarding the relevent objectives. |
| Finding | (Aca)Social Science-ECO Embedded Assessment Result The analysis of the embedded assessment results indicate that none of the identified learning objective targets were met. The scores on the six identified learning objectives were 68.2%, 65.6%, 68.2%, 67.8%, 70.6%, and 68.2%. |
| Indicator | (Aca)Social Science-POL 281 And 285 Pre-Post Test Political Science Students in sections of POL 281 and POL 285 were given a pre test at the beginning of the semester and a post-test at the end of the semester that assessed student knowledge in the relevant core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 281 & 285 Pre/Post Test Expectations Political Science students in POL 281 and POL 285 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 281 & 285 Pre/Post Results The pre-test was administered to six sections of POL 285 and one section of POL 281. A total of 271 students took the test in POL 285 producing an average score of 42.7. A total of 33 students took the test in POL 281 producing an average score of 30.7. The post test was administered to four sections of POL 285 and one section of POL 281. A total of 139 students took the test in POL 285 producing an average score of 64.6. A total of 22 students took the test in POL 281 producing an average score of 51.7 The percentate point increase in the average POL 285 score was 21.9 percentage points and 21 percentage points for POL 281. The significant increase in demonstrated knowledge is indicative of core competency attainment. |
| Indicator | S.(IDEA) 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.(IDEA) 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, 31% of faculty rated this indicator as Important or Essential. 65% 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, 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 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.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA) 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.(IDEA) 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, 50% of faculty rated this indicator as Important or Essential. 67% 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, 33% 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 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 | (Aca)Social Science-Public Policy Problem Solution Given the Political Science Departments relative success, it will continue with its established procedures in regards to the relevent core competency. In addition, the department will continue to make any other changes as necessary. |
| Action | (Aca)Social Science-Public Policy Problem Solution The economics faculty are not satisfied with the level of attainment toward these exemplary objectives. The Economics faculty will re-emphasize the importance of these objectives in the respective courses as they relate to the course material. |
| Action | (IDEA)Soc/Behav Science-Public Policy Problems Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZB. 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 | (Aca)Social Science-PHL Sylabii Content Analysis A content analysis of syllabi was used to determin if the course objectives and assignments aligned with the THECB exemplary objectives. |
| Criteria | (Aca)Social Science-PHL Syllabi Alignment The content of the syllabi for the classes in the Philosphy program will be aligned with the THECB exemplary objectives. |
| Finding | (Aca)Social Science-PHL Syllabi Alignment The content analysis of the Philsophy Program syllabi revealed that the course objectives and assignments are aligned with the relevant THECB exemplary educational objectives. |
| Indicator | (Aca)Social Science-POL 265 Pre/post Test Political Science students in sections of POL 265 were given a 10-item pre-test at the beginning of the semester and a 10-item post test at the end of the semester that assessed student knowledge in the relevant core competency. The data was collected and analyzed to measure student attainment. |
| Criteria | (Aca)Social Science-POL 265 pre/post test expectations Political Science students in POL 265 will improve their scores at least 20%, or greater, from their pre to post-test average. |
| Finding | (Aca)Social Science-POL 265 Pre/Post Test Results The pre-test was administere to Political Science students in two sections of POL 265. A total of 53 students took the test, producing an average score of 40.3. The post-test was administered to the same two sections of POL 265. A total of 42 students took the test, producing an average score of 76.7. The percentage point increase in the average POL 265 score was 36.4 percentage points. The significant increase in demonstrated knowledge is indicative of core competency attainment. |
| Indicator | (Aca)Social Science-Philosophy Exam Performance Philosophy student performance on key in-class examinations will be used to determin progress toward attainment of the core competencies. |
| Criteria | (Aca)Social Science-Philosphy Exam Performance Expectations A significant majority of Philosophy students taking key in-class Philosophy exams will demonstrate at least adequate attainment of the identified core competencies. |
| Finding | (Aca)Social Science-Philosophy Exam Performance An analysis of Philosophy student exam performance revealed that 76.95 of the students demonstrated at least adequate attainment of the core competencies, 12.3% demonstrated minimal attainment of the core competencies, and 9.9% of the students failed to demonstrate adequate attainment of the core competencies. As a result of this assesment, the Philosophy program determined that a significant majority of its students were demonstrating at least adequate attainment of the core competencies. |
| Indicator | S.(IDEA) Leaning 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.(IDEA) Learning howw 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, 13% 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 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.(IDEA)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.(IDEA) 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, 12% 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 (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, 9% 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 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. |
| Action | (Aca)Social Science-Duties as a Citizen A review of the assessment process has led to changes that will be incorporated during the 2008-2009 assessment period. The philosophy program faculty responsible for the core course in this sub-component area will pre- and post-test using the Texas Assessment of Critical Thinking Skills (TACTS) instrument. If the same students who took the pre-test show a net gain in their score, then the course contributes to students attaining core competencies. The TACTS has been subjected to extensive validation studies comparing students’ scores on it with other nationally recognized tests of critical thinking skills and with items such as GPA. It was developed as an aid to the College of Business in their work of reaffirmation of accreditation by the AACSB. Progress will be measured by a change in the mean from pre- to post-test. |
| Action | (Aca)Social Sciences- Given the Political Science Departments relative success, it will continue with its established procedures in regards to the relevent core competency. In addition, the department will continue to make any other changes as necessary. |
| Action | (IDEA)Soc/Behav Science-Duties as a Citizen Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZC. 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 | (Aca)Behavioral Science-Psychology Embedded Assessment Questions Five separate questions related to each objective, for a total of 15 questions, were embedded into the final exams of PSY 131 and PSY 289 courses. Student responses to these questions would be used to determine satisfactory attainment of the identified core competencies. |
| Criteria | (Aca)Behavioral Science-PSY Embedded Assessment Expectations Students who correctly answered at least three of the respective five questions were deemed to have sufficiently attained the core competency. |
| Finding | (Aca)Behavioral Science-PSY Embedded Assmt. Result In regards to the Objective, "To Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition," 41.8% of PSY 131 students and 90.3% of PSY 289 students successfully demonstrated attainment of the core competency. In relation to the objective "To use and critique alternative explanatory systems or theories," 18.2% of PSY 131 and 83.9% of PSY 289 students demonstrated attainment of the core competency. In relation to the objective "To Identify and understand differences and commonalities within diverse cultures," 69.4% of PSY 131 and 74.2% of students deomonstrated attainment of the core competency. As a result of this analysis, it was determined that students taking PSY 289 are achieving the desired core competencies; however, students takin PSY 131 are not. |
| Indicator | (Aca)Social Sciences-SOC 131 Common Test A common test was administered to all Sociology Department students taking the sociology core course (SOC 131) that evaluated the knowledge attained on the selected exemplary objectives. The test was graded on a 5-point scale, where 1 represented no attainment of knowledge, 2 inadequate attainment of knowledge, 3 adequate attainment of knowledge, 4 advanced attainment of knowledge, and 5 exceptional attainment of knowledge. |
| Criteria | (Aca)Social Science-SOC 131 Common Test Expectations A significant majority Sociology students in SOC 131 taking Common Exam will score a 3, or higher, thus demonstrating adequate attainment of knowledge of the core competencies. |
| Finding | (Aca)Social Science-SOC 131 Common Exam Results Samples taken from each of the sections of SOC 131 indicate that 92.6% of the Sociology students demonstrated at least adequate attainment of knowledge, or higher, of the core competencies. |
| Action | (Aca)Behavioral Science-Cultural Differences The findings indicate that Psychology students taking PSY 289 are successfully attaining the indicated core competencies. As such, the procedures relating that course will be continued. The second course, PSY 131, is being reviewed so as to better serve the students. |
| Action | (Aca)Social Science-Identify Cultural Differences Given the Sociology Departments current success, it will continue with current procedures in regards to the identified core competencies. In addition, the Department will make any changes as needed. |
| Action | (IDEA)Soc/Behav Science-Differences Within Culture Findings obtained by the same means in 2007-2008 displayed the same lack of relevance, increasing the determination of the Core Curriculum Assessment Committee to convene a group of the sub-component content specialist to assist the committee in conducting the re-alignment suggested in the previous year and to develop new alignment matrices very early in the Fall of 2008 so that local coding for the sub-component areas might be included in the Fall 2008 and Spring 2009 IDEA forms that are distributed and scored. The manner in which direct student performance assessment was handled in the two subcomponent areas differed and was individualized by course. The Core Curriculum Assessment Committee has recommended that course-embedded assessments be improved and that a similar assessment approach – though not a uniform assessment indicator be used across the courses of a sub-component area. |
| Objective | ZD. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 1 97% 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 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, analysis, 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.(IDEA)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.(IDEA) 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 Indicators # 2 96% of faculty rated this indicator as Important or Essential. 59% 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.(IDEA)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.(IDEA) Learning to apply course material(to improve Thinking,Problem Solving & 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 Indicators # 3 73% 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 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 | (Aca) Natural Science-Apply method and technolgy Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat. Science-Apply Method and Technology Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZE. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 8 5% of faculty rated this indicator as Important or Essential. 27% 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, analysis, 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.(IDEA)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.(IDEA) 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 Indicators # 1 97% 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 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, analysis, 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.(IDEA)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.(IDEA) Learning to apply course material(to improve Thinking,Problem Solving & 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 Indicators # 3 73% 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 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 | (Aca) Natural Science-Differences in methods Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Differences Between Methods Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZF. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)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.(IDEA) 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 Indicators # 2 96% of faculty rated this indicator as Important or Essential. 59% 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.(IDEA)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.(IDEA) Learning to analyze & critically evaluate ideas, arguments & 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 Indicators # 11 31% of faculty rated this indicator as Important or Essential. 41% 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 | (Aca) Natural Science-Differences Among Theories Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Differences Among Theories Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZG. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA) Developing A Clearer Understanding Of, And Commitment To, Personal Values-Natural Sciences Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies |
| Criteria | N.(IDEA) Developing a clearer understanding of, 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 Indicators # 10 7% of faculty rated this indicator as Important or Essential. 38% 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 | N.(IDEA)Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | N.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Action | (Aca) Natural Science-Knowledge of Major Issues Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Major Issues Facing Science Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZH. 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 | (Academic) Natural Science-Final Exam Embeded Assessment Students taking Natural Sciences core courses were surveyed, as part of the final exam. Scientific questions were included in the exam to assess each student's actual acquisition of the knowledge and skills described in the THECB's exemplary objectives. The questions were taken from EBAPS (Epistemological Beliefs Assessment for Physical Science). Questions were selected from the EBAPS battery to coorespond to the THECB's exemplary objectives. The Science Core Curriculum Committee gained permission from the authors to use and modify the assessment questions to fit the assessment objectives. |
| Criteria | (Academic) Natural Sciences-Positive Student Perceptions and High levels of Knowledge Obtained A significant majority of students surveyed in the core science classes will show positive perceptions regarding their knowledge and will demonstrate high levels of knowledge obtained in the THECB Exemplary Natural Science objective areas. |
| Finding | (Academic) Natural Sciences-Assessment Findings 73% of students felt that the first THECB objective, "to understand and apply methods and appropriate technology to the study of natural sciences," was met. However, only 39.1% of students responded correctly to the first EBAP question. The student response seems to indicate that the topics germane to this objective are covered, but student understanding of scientific methods may be limited. For THECB Exemplary Objective 2, "to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing," approximately 72% of students felt the objective was met. For the corresponding EBAP questions, 57.2% and 62.3% responded correctly, respectively. In this case, there is not as severe a differential, but the findings still suggest that the students'' perception that the objective is met is higher than indicated by the EBAP questions. For THECB Exemplary Objective 3, "to identify and recognize differences among competing scientific theories," approximately 83% of students felt the objective was met, while the EBAP question indicates 70% really understood the concept. Although the differential exists here as well, it is the consensus of the committee that the general education competencies related to this objective have been obtained. For THECB Exemplary Objective 4, to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies," only 47% of students felt that the objective was met, yet 75.4% of students responded correctly to the corresponding question. The consensus is that the material related to this objective is integrated very well into the context of the course. For THECB Exemplary Objective 5, "to demonstrate knowldege of the interdependence of science and technology and their influence on, and cotribution to, modern culture," 77% of students felt that the objective was met, while only 51.4% of students responded correctly to the corresponding EBAP Question. Again, the indication is that material related to this objective is covered, but students'' level of understanding is limited. |
| Indicator | N.(IDEA)Gaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity 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 | N.(IDEA) Gaining a broader understanding & appreciation of intellectual/cultural activity. At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator |
| Indicator | N.(IDEA)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.(IDEA) Learning to analyze & critically evaluate ideas, arguments & 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 Indicators # 11 31% of faculty rated this indicator as Important or Essential. 41% 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 | (Aca) Natural Science-Science/Technology Interdep. Based upon the findings, the following suggestions are being made to all departments offering cores science courses; (1) While the scientific method and appropriate technology choices are taught, individual learning objectives should empasize the students'''' deeper understanding of these topics, (2)Learning objectives in core science courses should empasize a deeper understanding of the interpretation of experimental results, and (3)Learning objectives in science core courses should empasize a deeper understanding of the interdependence between science and modern culture. |
| Action | (IDEA)Nat Science-Interdependence of Science/Tech Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Natural Science. |
| Objective | ZI. 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 | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 | Communication - IDEA SLO Indicators #6 57% of faculty rated this indicator as Important or Essential. 77% 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. |
| Finding | Humanities& Performing arts-IDEA SLO Indicators#6 For sub core area, Humanities, 16% 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 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 | C.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Aca) Communication - Writing Speaking Process Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Understand/Demonstrate Writing Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |
| Objective | ZJ. 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, Critical Thinking, Listening Competency, Speaking Competency, Writing Competency |
| Indicator | (Academic) Rubric For Essay Evaluation A panal of faculty members holistically evaluated collected essays using rubric which produced scores on a four-point scals. Each essay was evaluated by two faculty members, with the score from each faculty member being summed to produce a final score (ranging from 2-8) for the essay. If the scores fromt eh two readers differed by more than one, a third reader was used. A final score of five or higher was deemed to demonstrate satisfactory attainment of core competencies. |
| Criteria | (Academic) Percentage of Students Rating 5 or Higher 75% or more of the student essays will have a score of at least five. |
| Finding | (Academic) Communications-Essay Score Findings 68% of the essays read were scored at five of higher, therefore the goal of 75% was not met. Analysis of the essays which were scored at less than five showed that the essays did not meet the criteria for a successful paper for either of two reasons: (1) the quality of writing was deemed to be below the minimum expected for an ENG 165 essay; or (2) the writer did not respond to the prompt for a researched essay grounded in the problem/solution aim (that is, while a researched paper was written, it was more of a report and not argumentative in nature). of the 25 essays that were scored at a level of four or lower, 11 fit in the former category, while 14 were in the latter. Had even half of these 14 essays been on topic, they would have been rated higher, and in all likelihood, the goal of 75 percent would have been met. |
| Indicator | C.(IDEA) 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.(IDEA) 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 Indicators # 8 91% of faculty rated this indicator as Important or Essential. 79% 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.(IDEA) 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.(IDEA) Learning to analyze & critically evaluate ideas, arguments, & point 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 Indicators # 11 79% 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" (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 | (Aca) Communication-Understand Audience Faculty need to stress the writing prompt and have their students adhere to the established sequence of essays. This sequence begins with evaluation and ends with researched problem/solution. A secondary implication for ENG 165 is the Director of Freshmen English needs to improve communication with course instructors as to adherence to the courese outline. |
| Action | (IDEA)Communication-Understand Audience Because IDEA Evaluation results continued to appear relevant and useful, the Core Curriculum Committee is will again consider using IDEA scores for particular SLOs as indicator as appropriate indicator measurements of both the level of student attainment and faculty emphasis and also the alignment of these with appropriate State Core Curriculum Learning Objectives . The course embedded assessment instituted this year added to the validity, specificity and concreteness of positive IDEA results. These will be continued and expanded in 2008-2009. The Core Curriculum Assessment Committee recommended no changes in core curriculum courses in the area of Communication |