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LSC-PA Core Curriculum Report 1
Lamar State College-Port Arthur Core Curriculum
Response to the Request for an Evaluation of the College’s Core Curriculum
Prepared by David J. Sorrells, PhD, Assessment Coordinator
Lamar State College-Port Arthur’s Core Curriculum/General Education Committee David J. Sorrells, PhD, Assessment Coordinator, Chair Charles Gongre, PhD, Dean of Academic Programs Janis Hutchins, PhD, Dean of Technical Programs Beau Duncan, PhD, Online Coordinator Bill Andress, Process Tech Michelle Askew, Mathematics Beverly Gaspard, Computers Michelle Judice, English Heath Vercher, Music
Nancy Longlet, PhD, Biology Shirley MacNeill, Nursing Patricia Schipplein, Computers Cindy Guidry, Cosmetology Vance Edwards, Athletics
Nancy Cammack, EdD, Director of Institutional Effectiveness, ex-officio Gary Stretcher, EdD, VPAA, ex-officio This report covers Lamar State College – Port Arthur’s (LSC-PA) response to the Texas
Higher Education Coordinating Board (THECB) rules Chapter 4, Subchapter B, rule §4.30, which
requires that “*E+ach public institution of higher education shall review and evaluate its core
curriculum every ten years on the schedule that accords with the institution’s accreditation
reaffirmation self-study report to the Southern Association of Colleges and Schools or its successor,
and report the results of that evaluation to the Board.” (THECB 2008)
LSC-PA developed its original core curriculum in 1998 in accordance with Coordinating
Board guidelines. In developing the core curriculum, the college adhered to the THECB’s Core
Curriculum: Assumptions and Defining Characteristics (Rev. 1999), thereby enabling the college to
receive Coordinating Board approval for its core curriculum on June 11, 1999. (See Appendix A for
a copy of the letter confirming Lamar State College-Port Arthur’s original core curriculum. The
college was then named Lamar University-Port Arthur.)
In reporting on the evaluation of the LSC-PA core curriculum, we closely followed the
instructions from the Coordinating Board criteria for core curriculum review. We believe this
report will reveal that Lamar State College-Port Arthur’s core curriculum is in compliance with all
board-mandated assumptions and defining characteristics.
LSC-PA Core Curriculum Report 2
Table of Contents
Introduction Required Element 1: LSC-PA’s Core Curriculum, Exemplary Educational Objectives, and Common Course Numbers . . . . . . . . . . . . . . . . . . . . . . . . . 3 Lamar State College-Port Arthur Core Curriculum & THECB Component Areas and Common Course Numbering . . . . . . . . . . . . . . . . . . . . . . . . 21 Required Element Two: A Brief Description of the Purpose and Substance of Lamar State College-Port Arthur’s Core Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Required Element Three: A Description of the Processes and Procedures Used to Evaluate LSC-PA’s Core Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Required Element Four: A Description of the Ways in Which the Evaluation Results Are Being Or Will Be Used To Improve the Core Curriculum at Lamar State College-Port Arthur . . . . . . . . . 30 Appendices Appendix A: Letter from THECB Approving LSC-PA’s Original Core Curriculum . . . . . . . . . . . . . . . . 31 Appendix B: Draft Copies of Exemplary Educational Objectives Tables . . . . . . . . . . . . . . . . . . . . . . .32 Appendix C: Spring 2011 Assessment Findings for Associate of Arts . . . . . . . . . . . . . . . . . . . . . . . . . 80
LSC-PA Core Curriculum Report 3
Required Element 1: LSC-PA’s Core Curriculum, Exemplary Educational Objectives, and Common Course Numbers
The following tables include representative samples of how LSC-PA’s core curriculum courses
comply with the core component areas and exemplary educational objectives provided by THECB.
COMMUNICATION The objective of a communication component of a core curriculum is to enable the student
to communicate effectively in clear and correct prose in a style appropriate to the subject,
occasion, and audience. The communication component of LSC-PA’s core curriculum is comprised
of two courses in composition (ENGL 1301 and ENGL 1302), and a choice from two courses in
speech communication (SPCH 1315 Public Speaking or SPCH 2335 Argumentation & Debate).
Representative student learning outcomes consequent of the exemplary educational objectives for
the communications component recommended by THECB are presented below:
Table 1: Exemplary Educational Objectives and Representative Student Learning Outcomes for Communication Core Courses
EXEMPLARY EDUCATIONAL
OBJECTIVES
Representative SLOs for English
Courses
Representative SLOs for Speech Courses
1. To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
Demonstrate the ability to generate ideas.
Invent, plan, and revise text.
Write a documented research paper.
Demonstrate the speaking process through invention, organization, drafting, revision, and presenting oral presentation.
2. To understand the importance of specifying audience and purpose and to select appropriate communication choices.
Identify appropriate audience and purpose of assignment.
Make appropriate choices regarding audience, purpose, and genre.
Use appropriate choices regarding audience analysis and select purposes for communicating information.
LSC-PA Core Curriculum Report 4
EXEMPLARY EDUCATIONAL
OBJECTIVES
Representative SLOs for English
Courses
Representative SLOs for Speech Courses
3. To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.
Build on expository skills to develop the body of a documented research paper.
Write an essay that is based on the appropriate mode of development.
Write effectively for particular contexts and rhetorical situations.
Create and perform presentations which appropriately apply the required modes of expression.
4. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
Work in groups effectively.
Participate in peer editing and offer and receive constructive peer criticism.
Participate in group activities which emphasize listening, critical thinking skills, and responding.
5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
Write an argumentative thesis statement and complete an argumentative essay.
Write a variety of analytical essays.
Create and perform oral presentations which demonstrate the basic principles of critical thinking, problem solving, and/or technical proficiency in the development of exposition, argument, and debate.
6. To develop the ability to research and write a documented paper and/or to give an oral presentation.
Write a documented research paper.
Submit a library project requiring documentation.
Demonstrate use of research skills through documentation of sources in oral presentations.
LSC-PA Core Curriculum Report 5 MATHEMATICS The objective of the mathematics component of the core curriculum is to develop a
quantitatively literate college graduate. Every college graduate should be able to apply basic
mathematical tools in the solution of real-world problems. LSC-PA’s core curriculum requires 3
hours of mathematics. Students can choose from MATH 1314 College Algebra, MATH 1324
Mathematics for Business Applications, or MATH 1332 College Mathematics I. Representative
student learning outcomes consequent of the exemplary educational objectives for the
mathematics component recommended by THECB are presented below:
Table 2: Exemplary Educational Objectives and Representative Student Learning Outcomes for Mathematics Core Courses
EXEMPLARY
EDUCATIONAL OBJECTIVES
Representative SLOs for Math Courses
1. To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations.
Apply quantitative reasoning in practical situations.
2. To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically.
Solve mathematical problems with information presented in various ways.
3. To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments.
Apply algebraic problem solving skills.
Employ algebraic and geometric problem solving skills.
LSC-PA Core Curriculum Report 6
EXEMPLARY
EDUCATIONAL OBJECTIVES
Representative SLOs for Math Courses
4. To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results.
Use appropriate technology for solving problems.
5. To interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them.
Recognize and interpret data in different model forms to draw inferences and apply formulas.
Interpret and use formulas, graphs, and tables to solve mathematical problems.
6. To recognize the limitations of mathematical and statistical models.
Realize not all data is sufficient or valuable.
7. To develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines.
Use algebra as the basic vocabulary of mathematics.
Convert number formats among various numerical systems.
LSC-PA Core Curriculum Report 7 NATURAL SCIENCES The objective of the study of a natural sciences component of a core curriculum is to enable
the student to understand, construct, and evaluate relationships in the natural sciences, and to
enable the student to understand the bases for building and testing theories. The 8-hour natural
sciences component of LSC-PA’s core curriculum can be satisfied by selecting courses from BIOL
1406 General Biology I, BIOL 1407 General Biology II, BIOL 2401 Human Anatomy and Physiology I,
BIOL 2402 Human Anatomy and Physiology II, CHEM 1405 Introductory Chemistry, CHEM 1406
Chemistry for Allied Health Science, CHEM 1407 Introductory Chemistry, CHEM 1408 Biochemistry
for Allied Health Science, CHEM 1411 General Chemistry, CHEM 1412 General Chemistry, GEOL
1403 Physical Geology, GEOL 1404 Physical Geology, PHYS 1401 General Physics I, PHYS 1402
General Physics II, PHYS 1405 Conceptual Physics, PHYS 1407 Conceptual Physics, PHYS 1415
Physical Science I, PHYS 1417 Physical Science II, PHYS 2425 Calculus Based Physics I, and PHYS
2426 Calculus Based Physics II. All natural science courses include both lecture and lab
experiences. Representative student learning outcomes in line with the exemplary educational
objectives for the natural sciences component recommended by THECB are presented below:
Table 3: Exemplary Educational Objectives and Representative Student Learning Outcomes for Natural Sciences Core Courses
EXEMPLARY
EDUCATIONAL OBJECTIVES
Representative SLOs for Biology Courses
Representative SLOs for Physics Courses
Representative SLOs for Chemistry Courses
1. To understand and apply method and appropriate technology to the study of natural sciences.
Identify and label parts of the human anatomy.
Apply the principles, definitions, and equations to describe physical phenomena.
Use scientific laboratory equipment and analytical techniques to investigate various chemical phenomena.
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
Identify applications of biological principles to understand the anatomy of the human body down to the cellular level.
Identify the correct principles and equations required to solve problems.
Identify application of chemical principles to everyday life.
LSC-PA Core Curriculum Report 8
EXEMPLARY
EDUCATIONAL OBJECTIVES
Representative SLOs for Biology Courses
Representative SLOs for Physics Courses
Representative SLOs for Chemistry Courses
and in writing.
3. To identify and recognize the differences among competing scientific theories.
Learn the theories of evolution of man by comparative anatomy.
Evaluate theories using principles of physics.
Test hypotheses of chemical phenomena.
4. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies.
Apply biological processes to health, nutrition, and reproductive issues.
Review the principles of physics and apply them to major social problems.
Discuss basic chemical principles and their significance to science.
5. To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.
Demonstrate understanding of physical principles that make modern technology possible, including their boundaries and limitations in our modern culture.
Describe application of chemistry in everyday life and industry.
LSC-PA Core Curriculum Report 9 HUMANITIES AND VISUAL & PERFORMING ARTS The objective of the humanities and visual and performing arts in a core curriculum is to
expand students' knowledge of the human condition and human cultures, especially in relation to
behaviors, ideas, and values expressed in works of human imagination and thought. Through study
in disciplines such as literature, philosophy, and the visual and performing arts, students will
engage in critical analysis, form aesthetic judgments, and develop an appreciation of the arts and
humanities as fundamental to the health and survival of any society. Students should have
experiences in both the arts and humanities.
This 9-hour component of the college’s core curriculum can be satisfied by courses in 5
disciplines. Students must complete one sophomore-level literature course to satisfy 3 hours of
the requirement, chosen from ENGL 2321 Masterpieces of British Literature, ENGL 2326
Masterpieces of American Literature, ENGL 2331 Masterpieces of World Literature, or ENGL 2341
Forms of Literature. The remaining 6 hours may be completed by taking an additional sophomore-
level literature, or by any combination of the following: HUMA 1315 Appreciation of the Arts and
Humanities, PHIL 1301 Introduction to Philosophy, PHIL 1304 Introduction to World Religions, PHIL
1316 History of Religions I, PHIL 1317 History of Religions II, PHIL 2303 Logic and Ethics, ARTS 1301
Art Appreciation, ARTS 1303 Art History I, ARTS 1304 Art History II, ARTS 1311 Design I, ARTS 1316
Drawing I, DRAM 1310 Introduction to Theater, DRAM 1320 Theater Practicum I, DRAM 1321
Theater Practicum II, DRAM 1330 Stagecraft I, DRAM 1351 Acting I: Fundamentals, DRAM 1352
Acting II: Stage Movement, DRAM 2336 Voice for the Theater, DRAM 2351 Acting III, DRAM 2361
History of the Theater I, MUSI 1306 Music Appreciation, or MUSI 1310 American Popular Music.
Representative student learning outcomes consequent of the exemplary educational objectives for
the Humanities and Visual & Performing Arts component recommended by THECB are presented
below:
Table 4: Exemplary Educational Objectives and Representative Student Learning Outcomes for Humanities and Visual & Performing Arts Core Courses
EXEMPLARY
EDUCATIONAL OBJECTIVES
Representative SLOs for
English Courses
Representative SLOs for
Art Courses
Representative SLOs for
Theater Courses
LSC-PA Core Curriculum Report 10
EXEMPLARY
EDUCATIONAL OBJECTIVES
Representative SLOs for
English Courses
Representative SLOs for
Art Courses
Representative SLOs for
Theater Courses
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Study works from across the world and across the ages.
See and read objects around them with accuracy.
Interpret and apply design principles.
Interpret diverse views expressed through art.
Recognize and define characteristics of the functions of actor, director, costumer, scene designer, and light designer, as well as other theater terms and concepts, including technical theater.
Create a character through lines of dialog and physical actions to present in public performance.
2. To understand those works as expressions of individual and human values within an historical and social context.
Relate the historical and social context of literature.
Recognize cultural diversity expressed through art.
Identify specific historical trends in theater production.
Research and interpret the values of a character within historical and social contexts.
3. To respond critically to works in the arts and humanities.
Write critically and cogently in response to the literature.
Recognize and distinguish works of art and periods of art creation.
Recognize and evaluate effective design.
Demonstrate understanding of works of art and the evolution of art.
Use critical thinking in analysis of dramatic script or performance, in both written and oral form.
Interpret and respond to analysis of various playwrights’ works and the characters in those works.
4. 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.
Read literature aloud, with attention to dialect, tone, and genre.
Experience the physical and intellectual rigor to produce art.
Experience the physical and intellectual rigor to produce effective design.
Participate in a dramatic scene in which each student contributes dialog to the script and monolog performance.
Perform monologs and audition materials in class and public performance.
LSC-PA Core Curriculum Report 11
EXEMPLARY
EDUCATIONAL OBJECTIVES
Representative SLOs for
English Courses
Representative SLOs for
Art Courses
Representative SLOs for
Theater Courses
5. To articulate an informed personal reaction to works in the arts and humanities.
Write both formal and informal responses to the literature.
Interpret works of art critically.
Interpret design and its principles critically.
Identify major styles and artists.
Describe the rehearsal process and performance experience in a self-reflective performance response analysis.
Articulate an informed personal reaction to the performance of a role.
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Make judgments about the esthetic qualities of texts.
Judge art and its effort critically.
Demonstrate appreciation of the value of the visual arts and their importance through history.
Demonstrate knowledge and appreciation of production elements.
Identify, respond to, and create different styles of theatrical expression based on the requirements of the character and play.
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Identify elements of new historical criticism.
Demonstrate an understanding of design as an integral part of life.
Integrate art into other disciplines and into life itself.
Think critically to analyze a dramatic script or performance.
Identify culturally diverse characters and situations relevant to the play.
LSC-PA Core Curriculum Report 12
EXEMPLARY EDUCATIONAL
OBJECTIVES
Representative SLOs for Philosophy Courses
Representative SLOs for Music Courses
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Demonstrate understanding of the synoptic perspective.
Identify the characteristics of different musical genres.
2. To understand those works as expressions of individual and human values within an historical and social context.
Demonstrate a knowledge of the evolution of philosophy.
Identify the relationship between significant historical periods and the corresponding music composition characteristics.
3. To respond critically to works in the arts and humanities.
Evaluate schools of philosophy.
Analyze critically the music of different genres.
4. 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.
Identify the specific physical and intellectual demands of the performing artist.
5. To articulate an informed personal reaction to works in the arts and humanities.
Analyze various ontologies. Use appropriate music
terminology in music critiques.
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Demonstrate a comprehension of philosophical concepts.
Identify aesthetic principles that shape music through history.
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Analyze diverse philosophical traditions.
Recognize and identify similarities between music, the arts, and world cultures.
LSC-PA Core Curriculum Report 13 SOCIAL & BEHAVIORAL SCIENCES The objective of a social and behavioral science component of a core curriculum is to
increase students' knowledge of how social and behavioral scientists discover, describe, and
explain the behaviors and interactions among individuals, groups, institutions, events, and ideas.
Such knowledge will better equip students to understand themselves and the roles they play in
addressing the issues facing humanity. The largest single component of LSC-PA’s core curriculum,
the social and behavioral sciences component requires 15 hours, 6 of which must be chosen from
HIST 1301 History of the US 1763-1877, HIST 1302 History of the US 1877 - present, or HIST 2301
History of Texas.
An additional 6 hours must be comprised of GOVT 2301 Introduction to American
Government I and GOVT 2302 Introduction to American Government II. The remaining 3 hours can
be selected from the following: HIST 2321 History of World Civilization to 1660, HIST 2322 History
of World Civilization to 1965, GOVT 2304 Introduction to Political Science, ECON 2301 Principles
(Macro), ECON 2302 Principles (Micro), GEOG 1301 Physical Geography, GEOG 1302 Cultural
Geography, GEOG 1303 Regional Geography, PSYC 2301 General Psychology, PSYC 2302 Applied
Psychology, PSYC 2308 Child Psychology, PSYC 2311 Adult Development and Aging, PSYC 2314
Lifespan Human Growth and Development, PSYC 2317 Introduction to Statistical Methods, SOCI
1301 Introduction to Sociology, SOCI 1306 Social Problems, or SOCI 2301 Intimate Relationships
and Marriage/Family. Representative student learning outcomes consequent of the exemplary
educational objectives for the social and behavioral sciences component recommended by THECB
are presented below:
LSC-PA Core Curriculum Report 14 Table 5: Exemplary Educational Objectives and Representative Student Learning Outcomes for Social and Behavioral Sciences Core Courses
EXEMPLARY
EDUCATIONAL OBJECTIVES
Representative SLOs for
History Courses
Representative SLOs for
Government Courses
Representative SLOs for
Economics Courses
1. To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
Interpret primary and secondary historical materials.
Determine their ideological positions.
Determine the ideological position of society through examination of data.
Contrast marginal benefits to marginal costs and analyze opportunity cost.
2. To examine social institutions and processes across a range of historical periods, social structures, and cultures.
Discuss causes and effects and results of historical events.
Demonstrate an understanding of the evolution of the US and Texas political systems.
Understand the organization of US and Texas governments.
Contrast socialism and capitalism.
3. To use and critique alternative explanatory systems or theories.
Explain alternative thoughts.
Differentiate socialism from capitalism.
Compare other systems of government to the US system.
Contrast Keynesian and classical economic theory.
4. To develop and communicate alternative explanations or solutions for contemporary social issues.
Use basic data to offer explanations and interpretations of historical events.
Evaluate reasons to vote.
Use logical reasoning to propose solutions for periodical government problems.
Use logical decision making and economic analyses.
5. To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Identify and discuss social issues and how different groups are affected.
Analyze political culture.
Recognize relationships while understanding global forces on our economy.
Recognize the similarity of political science and economics as social science.
6. 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.
Explain how various forces that influenced the development of the US and Texas governments.
Analyze the political evolution of the US and Texas Constitutions.
Explain the forces influencing the development of governmental processes in the US and Texas.
LSC-PA Core Curriculum Report 15
EXEMPLARY
EDUCATIONAL OBJECTIVES
Representative SLOs for
History Courses
Representative SLOs for
Government Courses
Representative SLOs for
Economics Courses
7. To understand the evolution and current role of the U.S. in the world.
Show how the past has shaped the present.
Understand the outcome of the Cold War.
Show political involvement of the US and world in forcing present conditions.
Analyze critically current economic variables, business cycles, and monetary and fiscal policy.
8. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Analyze evidence and apply to different ways of understanding other points of view.
Understand political realignments.
Differentiate between cultural viewpoints.
9. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Interpret the validity of evidence to propose historical explanations.
Analyze political theories.
Demonstrate the ability to apply research to current events reasonably.
10. To analyze, critically assess, and develop creative solutions to public policy problems.
Think critically about history and apply the lessons of the past to current events.
Engage in debates over policy options.
Analyze historical data, applying it to current outcomes.
11. 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.
Illustrate the development of the US and what is expected of its citizens.
Describe the nation’s development and the role of the citizen.
12. To identify and understand differences and commonalities within diverse cultures.
Analyze the social values of earlier societies.
Engage in discussion with students of different cultures.
Demonstrate the understanding of social values of past societies.
LSC-PA Core Curriculum Report 16
EXEMPLARY EDUCATIONAL
OBJECTIVES
Representative SLOs for Psychology Courses
Representative SLOs for Sociology Courses
1. To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
Demonstrate an understanding of the scientific approach to psychological research.
To demonstrate an understanding of sociological explanation and evaluation.
2. To examine social institutions and processes across a range of historical periods, social structures, and cultures.
Explain the difference between American and Asian cultures’ parenting styles.
Analyze social change.
Analyze global change.
3. To use and critique alternative explanatory systems or theories.
Explain how behavioral and phenomenological theories describe how people learn.
Evaluate functionalism and conflict theory.
Compare capitalism and socialism.
4. To develop and communicate alternative explanations or solutions for contemporary social issues.
Explain the difference of how a behavioral and phenomenological psychologist would describe learning.
Discuss social issues.
5. To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Explain the similarities between how an individual’s self-esteem changes as a result of Asian and American cultural expectations.
Demonstrate an understanding of social changes in the US.
Demonstrate an understanding of global social change.
6. 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.
Describe how changes in the US political system affect the goal and aspirations of individuals living in the US.
Demonstrate a comprehension of political sociology.
7. To understand the evolution and current role of the U.S. in the world.
Explain how changes in the US role in the global power structure can influence an individual’s self-perception.
Demonstrate an understanding of global social change.
LSC-PA Core Curriculum Report 17
EXEMPLARY EDUCATIONAL
OBJECTIVES
Representative SLOs for Psychology Courses
Representative SLOs for Sociology Courses
8. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Describe the differences and similarities between evidence given in primary and secondary documentation concerning learning principles.
Evaluate social transformation.
9. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Explain the difference in applicability of descriptive and experimental research and development.
Demonstrate understanding of scientific methodology.
10. To analyze, critically assess, and develop creative solutions to public policy problems.
Describe how public policy problems can be resolved by applying principles of learning.
Discuss sociological implications of public policy.
11. 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.
Explain differences in how print and electronic media seek to influence the consumer choices of groups and individuals.
Interact with people of differing social statuses.
12. To identify and understand differences and commonalities within diverse cultures.
Recognize, compare, and contrast how American and Asian cultures emphasize the importance of experience in learning.
Demonstrate a comprehension of social diversity.
Demonstrate a comprehension of global social diversity.
LSC-PA Core Curriculum Report 18 Institutionally Designated Option: Computer Science
An institution may wish to include in its core curriculum courses that address exemplary
educational objectives not covered in the preceding broad discipline categories. Such courses may
include computer literacy, kinesiology, health/wellness, interdisciplinary or linked courses, or other
courses that address a specific institutional role and mission. The objective behind a computer
science component is to provide a basic understanding of the use of computer hardware and
software, and to ensure that all students have the ability to use computers to enhance their
learning experiences. This 3-hour institutionally-designated option can be satisfied by completion
of COSC 1301 Microcomputer Applications or BCIS 1305 Business Computer Information Systems.
The institution’s exemplary educational objectives and corresponding student learning outcomes
for the computer science component of LSC-PA’s core curriculum are presented below:
Table 6: Institutional Exemplary Educational Objectives and Representative Student Learning Outcomes for Computer Science
EXEMPLARY
EDUCATIONAL OBJECTIVES
Representative SLOs for Computer Science Courses
1. To demonstrate the ability to use computer-based technology in communicating, solving problems, and acquiring information.
Use computer hardware and applications to complete tasks and evaluate outcomes.
2. To understand the limits, problems, and possibilities associated with the use of computer technology.
Identify the limitations and short-comings of computer software and hardware.
3. To acquire the skills necessary to evaluate and learn new technologies as they become available.
Adapt to operating systems and application evolution.
4. To demonstrate a knowledge of the interdependence of computer technology and
Employ technology in personal and business tasks, and demonstrate how these have evolved and benefitted humanity.
LSC-PA Core Curriculum Report 19
EXEMPLARY
EDUCATIONAL OBJECTIVES
Representative SLOs for Computer Science Courses
modern society.
5. To develop a capacity to use the knowledge of how computer technology affects modern life.
Use applications to accomplish business and personal tasks.
LSC-PA Core Curriculum Report 20 Institutionally Designated Option: Physical Activity An institution may wish to include in its core curriculum courses that address exemplary
educational objectives not covered in the preceding broad discipline categories. Such courses may
include computer literacy, kinesiology, health/wellness, interdisciplinary or linked courses, or other
courses that address a specific institutional role and mission. The objective of a physical activity
component is to provide an understanding of what constitutes a healthy lifestyle. The one-hour
Physical Activity component can be satisfied by any physical activity courses being offered. The
institution’s exemplary educational objectives and corresponding student learning outcomes for
the physical activity component of LSC-PA’s core curriculum are presented below:
Table 7: Institutional Exemplary Educational Objectives and Representative Student Learning Outcomes for Physical Activity
EXEMPLARY
EDUCATIONAL OBJECTIVES
Representative SLOs for Physical Activity Courses
1. To develop an understanding of the importance of lifelong health and wellness.
Demonstrate understanding of lifelong health and wellness activities.
2. To develop an understanding of the importance of exercise and fitness to healthy living.
Participate in physical activities.
3. To demonstrate a knowledge of the importance of a lifelong commitment to exercise.
Participate in physical activities.
Show improvement in personal fitness level.
LSC-PA Core Curriculum Report 21
Lamar State College-Port Arthur Core Curriculum & THECB Component Areas and Common Course Numbering All of LSC-PA’s core curriculum courses correspond to and are consistent with the Texas
Common Course Numbering System, as shown in the following table:
Table 8: LSC-PA Core Curriculum and Corresponding Texas Common Course Numbering System Comparison
LSC-PA Course Number Common Course Number Communication
ENGL 1301 – Composition ENGL 1301
ENGL 1302 – Composition ENGL 1302
SPCH 1315 – Public Speaking SPCH 1315
SPCH 2335 – Argumentation & Debate SPCH 2335
Mathematics
MATH 1314 – College Algebra MATH 1314
MATH 1324 – Math/Business Applications MATH 1324
MATH 1332 – College Mathematics MATH 1332
Natural Sciences
BIOL 1406 – General Biology I BIOL 1406
BIOL 1407 – General Biology II BIOL 1407
BIOL 2401 – Human Anatomy & Physiology I BIOL 2401
BIOL 2402 – Human Anatomy & Physiology II BIOL 2402
CHEM 1405 – Introductory Chemistry CHEM 1405
CHEM 1406 – Chemistry for Allied Health Science CHEM 1406
CHEM 1407 – Introductory Chemistry CHEM 1407
CHEM 1408 – Biochemistry for Allied Health Science CHEM 1408
CHEM 1411 – General Chemistry CHEM 1411
CHEM 1412 – General Chemistry CHEM 1412
GEOL 1403 – Physical Geology GEOL 1403
GEOL 1404 – Historical Geology GEOL 1404
PHYS 1401 – General Physics I PHYS 1401
PHYS 1402 – General Physics II PHYS 1402
PHYS 1405 – Conceptual Physics PHYS 1405
PHYS 1407 – Conceptual Physics PHYS 1407
PHYS 1415 – Physical Science I PHYS 1415
PHYS 1417 – Physical Science II PHYS 1417
PHYS 2425 – Calculus Based Physics I PHYS 2425
PHYS 2426 – Calculus Based Physics II PHYS 2426
Humanities
ENGL 2321 – Masterworks of British Literature ENGL 2321
ENGL 2326 – Masterworks of American Literature ENGL 2326
ENGL 2331 – Masterworks of World Literature ENGL 2331
ENGL 2341 – Forms of Literature ENGL 2341
HUMA 1315 – Appreciation of the Arts and Humanities HUMA 1315
PHIL 1301 – Introduction to Philosophy PHIL 1301
PHIL 1304 – Introduction to World Religions PHIL 1304
PHIL 1316 – History of Religions PHIL 1316
PHIL 1317 – History of Religions PHIL 1317
LSC-PA Core Curriculum Report 22
LSC-PA Course Number Common Course Number PHIL 2303 – Logic and Ethics PHIL 2303
Visual and Performing Arts
ARTS 1301 – Art Appreciation ARTS 1301
ARTS 1303 – Art History I ARTS 1303
ARTS 1304 – Art History II ARTS 1304
ARTS 1311 – Design I ARTS 1311
ARTS 1316 – Drawing I ARTS 1316
DRAM 1310 – Introduction to Theater DRAM 1310
DRAM 1320 – Theater Practicum I DRAM 1320
DRAM 1321 – Theater Practicum II DRAM 1321
DRAM 1330 - Stagecraft I DRAM 1330
DRAM 1351 – Acting I: Fundamentals DRAM 1351
DRAM 1352 – Acting II: Stage Movement DRAM 1352
DRAM 2336 – Voice for the Theater DRAM 2336
DRAM 2351 – Acting III DRAM 2351
DRAM 2361 – History of the Theater I DRAM 2361
MUSI 1306 – Music Appreciation MUSI 1306
MUSI 1310 – American Popular Music MUSI 1310
Social & Behavioral Science
HIST 1301 – History of the US, 1763-1877 HIST 1301
HIST 1302 – History of the US, 1877 – present HIST 1302
HIST 2301 – History of Texas HIST 2301
HIST 2321 – History of World Civilization to 1660 HIST 2321
HIST 2322 – History of World Civilization to 1965 HIST 2322
GOVT 2301 – Introduction to American Government I GOVT 2301
GOVT 2302 – Introduction to American Government II GOVT 2302
GOVT 2304 – Introduction to Political Science GOVT 2304
ECON 2301 – Principles (Macro) ECON 2301
ECON 2302 – Principles (Micro) ECON 2302
GEOG 1301 – Physical Geography GEOG 1301
GEOG 1302 – Cultural Geography GEOG 1302
GEOG 1303 – Regional Geography GEOG 1303
PSYC 2301 – General Psychology PSYC 2301
PSYC 2302 – Applied Psychology PSYC 2302
PSYC 2308 – Child Psychology PSYC 2308
PSYC 2311 – Adult Development and Aging PSYC 2311
PSYC 2314 – Lifespan Human Growth and Development PSYC 2314
PSYC 2317 – Introduction to Statistical Methods PSYC 2317
SOCI 1301 – Introduction to Sociology SOCI 1301
SOCI 1306 – Social Problems SOCI 1306
SOCI 2301 – Intimate Relationships, Marriage/Family SOCI 2301
LSC-PA Core Curriculum Report 23
LSC-PA Course Number Common Course Number
Institution-Designated Computer Courses
COSC 1301 – Microcomputer Applications COSC 1301
BCIS 1305 – Business Computer Information Systems BCIS 1305
Institution-Designated Physical Education Courses
PHED 1100 Weight Training and Conditioning PHED 1100
PHED 1101 Fitness for Life PHED 1101
PHED 1102 Karate PHED 1102
PHED 1103 Volleyball PHED 1103
PHED 1104 Adaptive P.E. PHED 1104
PHED 1105 Water Aerobics PHED 1105
PHED 1106 Tennis PHED 1106
PHED 1107 Golf PHED 1107
PHED 1108 Bowling PHED 1108
PHED 1109 Basketball PHED 1109
PHED 1110 Cardiovascular Training PHED 1110
PHED 1112 Softball PHED 1112
PHED 1113 Pilates PHED 1113
PHED 2255 Water Safety- Sailboat Racing PHED 2255
LSC-PA Core Curriculum Report 24
Required Element Two: A Brief Description of the Purpose and Substance of Lamar State College-Port Arthur’s Core Curriculum
Purpose
The mission of the LSC-PA core curriculum is a direct outgrowth of the mission of the
college:
The foundations for student success include compensatory education programs
designed to fulfill our commitment to accommodate students with diverse goals
and backgrounds, technical education programs that provide for the acquisition
of the skills and demeanor necessary for initial and continued employment, and
a core curriculum that develops the values and concepts that allow the student to
make a meaningful contribution in the workplace or community. (LSC-PA Mission
Statement; emphasis added)
LSC-PA’s core curriculum courses promote student growth and development in the following areas:
o Communication skills, including reading, writing, and listening;
o Critical thinking skills, including logical thinking and qualitative and quantitative analysis;
o Information technology skills, including hardware, software, and internet use;
o Intercultural skills, including ethnic, geographic, gender, and historical perspectives;
o Intentional learning skills, including integration of knowledge, study habits, and the interrelationship between the disciplines; and
o Life skills, including ethics, life-time health and wellness, and aesthetic appreciation.
LSC-PA Core Curriculum Report 25 Substance
LSC-PA’s core curriculum was developed in response to the Texas Education Code, Chapter
61 mandate that each state-supported college and university in Texas is required to design and
implement a core curriculum, with the courses comprising the curriculum totaling no more than 48
semester hours.
Lamar State College – Port Arthur has a core curriculum of 48 semester hours. The core
curriculum is consistent with the Texas Common Course Numbering System, and is consistent with
the framework identified in Charts I and II, below. Chart I specifies the minimum number of
semester credit hours required in each of the five major component areas that, by law, a core
curriculum must include.
Table 9: LSC-PA Core Curriculum, Chart I
LSC-PA Core Curriculum Report 26 Chart II, below, shows the options available to students for the remaining 12 semester hours
required for completion of the core curriculum.
Table 10: LSC-PA Core Curriculum, Chart II
A student successfully completing the core curriculum at Lamar State College-Port Arthur
may transfer that block of courses to any other state-supported institution. When transferred, the
receiving institution must substitute the block of courses for its core curriculum. A transferring
student shall receive academic credit for each of the courses transferred and may not be required
to take additional core curriculum courses at the receiving institution. A student who transfers
from Lamar State College-Port Arthur to another institution without completing the core
curriculum receives academic credit within the core curriculum of the receiving institution for each
applicable course transferred. Following receipt of credit for these courses, the student probably
will be required to satisfy the remaining course requirements in the core curriculum of the
receiving institution. To eliminate the possibility of being required to take additional core
curriculum courses at the receiving institution, students are strongly encouraged to complete the
LSC-PA Core Curriculum Report 27 entire core curriculum before transferring. A student concurrently enrolled at more than one
institution of higher education must follow the core curriculum requirements in effect for the
institution at which the student is classified as a degree-seeking student. Completion of the core
curriculum is a requirement for earning an Associate of Arts, Associate of Arts in Teaching, or an
Associate of Science degree at Lamar State College-Port Arthur.
LSC-PA Core Curriculum Report 28
Required Element Three: A Description of the Processes and Procedures
Used to Evaluate LSC-PA’s Core Curriculum
Preparation for the Report
In the past, Lamar State College-Port Arthur enjoyed great success as an input-based,
traditional education institution; the college did an exceptional job in its 2002 SACS reaccreditation
study using the old Criteria. The nation-wide and regional accreditation agency shift to outcomes-
based education and assessment has encouraged LSC-PA to renovate our assessment processes
and procedures, from the highest administrative level to the individual course level assignments. In
January 2009, Dr. Nancy Cammack was hired to serve as Director of Institutional Effectiveness, a
position that had remained unfilled since 2005. In January 2010, Dr. David Sorrells was hired as
Assessment Coordinator for educational programs.
Dr. Sorrells spearheads the college’s program assessment process, including general
education and core curriculum assessment. Every program, division, support service, and
administrative unit is undertaking a major renovation of its assessment processes throughout the
entire college. In April 2011, we completed an assessment of all degree or certificate programs.
We collected student artifacts from courses at all levels and from all disciplines, including courses in
the core curriculum. In March 2011, we collected student learning outcomes based on the THECB
Exemplary Educational Objectives, along with their concomitant learning activities and means of
assessment and evaluation. (See Appendix B for draft copies of EEO tables.)
In May 2011, we will complete the program assessment cycle again, giving us two full
semesters’ worth of artifacts from which to harvest our data for the fall 2011 core curriculum
assessment. We will fully assess all degree programs again in the fall 2011 as well, and we will
LSC-PA Core Curriculum Report 29 survey faculty for student learning outcomes, learning activities, and means of assessment and
evaluation, particularly for those courses that are offered only once a year.
In the fall of 2011, the General Education/Core Curriculum committee will convene to
create a scoring rubric to rate artifacts for the core curriculum assessment. The rubric will identify
specific elements for measurement, and the success criteria will be reviewed by several members
of the faculty. Once artifacts are selected for assessment, two raters will score them against the
success criteria defined by the Gen Ed/Core Curriculum committee. From there, Assessment
Coordinator David Sorrells will process the data to determine the success rate. The data will then
be returned to the committee for further analysis and recommendations for change. Changes will
be made at the conclusion of the assessment cycle.
The committee, the Assessment Coordinator, the Director of Institutional Effectiveness, and
the VPAA will determine in the fall 2011 semester if it is feasible for the college to administer a
nationally-published exam, such as the CAAP or the CLA. If initial findings from the assessment
process indicate a need for such testing, we will administer the exam either in late fall 2011 or early
spring 2012.
LSC-PA Core Curriculum Report 30
Required Element Four: A Description of the Ways in Which the Evaluation Results Are Being
Or Will Be Used To Improve the Core Curriculum at Lamar State College-Port Arthur Lamar State College-Port Arthur is in the process of completely re-creating its assessment
practices and procedures, college-wide. While the core curriculum itself has not, as yet, been
completely and formally evaluated, we have recently completed one full round of program
assessment and are in the process of a second full round. These programs are made up of the
same courses that compose the core curriculum, and the data gathered for the program
assessment are the same as that we will use to assess the core curriculum. See Appendix C to view
the findings of our most recent assessment round of the Associate of Arts degree as evidence of
the college’s growth and change in response to assessment.
We will continue gathering data this spring and again in the fall, in addition to the data
included in this report regarding the exemplary educational objectives and their related student
learning outcomes, to determine where changes in course content, scope and coverage need to
take place.
We are eager to see what changes the Coordinating Board approves from the
Undergraduate Education Advisory Committee; however, we will continue to use and assess the
current standards until otherwise advised.
LSC-PA Core Curriculum Report 31
Appendix A: Letter from THECB approving LSC-PA’s original Core Curriculum
LSC-PA Core Curriculum Report 32
Appendix B: Draft Copies of Exemplary Educational Objectives Tables COMMUNICATION Course Number and Name: ___________ENGL 1302_____________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes Learning Activities Means of Assessment and Evaluation
1. To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
Will write a documentation research paper
Lecture, text class, discussions, online examples, group work
Students submit a complete research packet, including essay and work cited page.
2. To understand the importance of specifying audience and purpose and to select appropriate communication choices.
Identify appropriate audience for purpose for assignment
“ “ Correctly identify audience and purpose in research essay
3. To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.
Build on expository skills to develop the body of a documented research essay
“ “ Students submit documented research essay using appropriate notes of expression
4. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
Students will work in groups effectively
“ “ Group work is evaluated both as a whole and individually
5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
Write an argumentative thesis statement
Text lecture, class activity, Quizzes
Will use arg. Thesis in a final product
6. To develop the ability to research and write a documented paper and/or to give an oral presentation.
Will write a documented research paper
Text lecture, class activity, quizzes
Will submit a research paper
MATHEMATICS
LSC-PA Core Curriculum Report 33 Course Number and Name: ___MATH 1332_________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations.
Students apply quantitative reasoning in practical situations
Class lecture In-class activities Homework assignments including stated problems
Homework Quizzes Tests Final Exam
2. To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically.
Students solve mathematical problems with information presented in a variety of ways
Class lecture In-class activities Homework assignments including stated problems (analysis of graphical data in all of the above)
Homework Quizzes Tests Final Exam
3. To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments.
Students employ algebraic and geometric problem solving skills
Class lecture In-class activities Homework assignments including stated problems
Homework Quizzes Tests Final Exam
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
4. To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results.
Students use appropriate technology for problem solving
Class lecture In-class activities Homework assignments including stated problems (scientific calculators used in all of the above)
Homework Quizzes Tests Final Exam
5. To interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them.
Students interpret and use formulas, graphs and tables to solve mathematical problems
Class lecture In-class activities Homework assignments including stated problems (analysis of graphical data in all of the above)
Homework Quizzes Tests Final Exam
LSC-PA Core Curriculum Report 34 6. To recognize the limitations of mathematical and statistical models.
7. To develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines.
Students convert number formats among various numerical systems
Class lecture In-class activities Homework assignments including stated problems
Homework Quizzes Tests
NATURAL SCIENCES Course Number and Name: _______CHEM 1405___________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To understand and apply method and appropriate technology to the study of natural sciences.
Use scientific laboratory equipment and analytical techniques to investigate various chemical phenomena
Lectures and lab exercises Questions on the exams will access mastery of outcomes
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.
Identify application of chemical principles to everyday life
Lectures Question on the exams will access mastery of outcomes
3. To identify and recognize the differences among competing scientific theories.
Test hypothesis of chemical phenomena
Lectures and lab exercises Questions on the exams will access mastery of outcomes
Student Learning Outcomes Means of Assessment
LSC-PA Core Curriculum Report 35 EXEMPLARY EDUCATIONAL OBJECTIVES
Learning Activities
and Evaluation
4. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies.
Discuss basic chemical principles and their significance to science
Lectures and lab exercises Questions on the exams will access mastery of outcomes
5. To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.
Describe application of chemistry in everyday life and industry
Lectures and lab exercises Questions on the exams will access mastery of outcomes
HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: __________ENGL SOPH LITERATURES (ALL) _______
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Study works from across the world & across the ages
Lecture, Text readings Group projects, films Library works, online activities
Exams Projects Papers
2. To understand those works as expressions of individual and human values within an historical and social context.
Relate the historical & social context throughout the course
“ “ “ “
3. To respond critically to works in the arts and humanities.
Students write critically and cogently throughout in response to text
“ “ Papers Tests Projects
4. 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.
Read the literature aloud, with attention to dialect, tone and genre
“ “ Papers Tests Projects
LSC-PA Core Curriculum Report 36 5. To articulate an informed personal reaction to works in the arts and humanities.
Students write responses to essays
“ “ “ “
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Student make judgments about esthetic qualities of texts
“ “ “ “
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Student elements of new historical criticism
“ “ “ “
SOCIAL & BEHAVIORAL SCIENCES Course Number and Name: _____________HIST 1301 & HIST 1302________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
1. To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
Interpret primary & secondary historical materials
Lecture, notes, classroom discussions, reading assignments Quizzes, exams, written
assignments
2. To examine social institutions and processes across a range of historical periods, social structures, and cultures.
Discuss causes & results of historical events
Discuss causes & results of historical events
3. To use and critique alternative explanatory systems or theories.
Explain alternative thoughts Offer alternative explanations
4. To develop and communicate alternative explanations or solutions for contemporary social issues.
Using basic data to offer explanations & interpretations
Using primary sources to make conclusions about historical events
LSC-PA Core Curriculum Report 37
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
5. To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Identify & discuss social issues and how different groups are affected
Discuss social issues & their effects on different groups
6. 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.
Explain how various forces that influenced the development of the government of the US & Texas
Explain how various forces that influenced the development of the government of the US & Texas
7. To understand the evolution and current role of the U.S. in the world.
Show how the past has shaped the present
Illustrate how our past affects our present & future
8. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Analyze evidence & apply to different ways of understand other points of view
9. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Interpret the validity of evidence to propose historical explanations
10. To analyze, critically assess, and develop creative solutions to public policy problems.
Think critically about history & apply to current events
11. 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
Illustrate our nations development and what is expected of us as citizens
LSC-PA Core Curriculum Report 38
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
obtaining information through the news media and other appropriate information sources about politics and public policy.
12. To identify and understand differences and commonalities within diverse cultures.
Analyze social value of earlier societies
Lectures, discussions, reading assignments
Institutionally Designated Option: Computer Science Course Number and Name: ___BCIS 1305 & COSC 1301______________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To demonstrate the ability to use computer-based technology in communicating, solving problems, and acquiring information.
Use computer hardware & applications to complete tasks & evaluate outcome
Lectures & assignments Questions on exam and hands on application to solve a task
2. To understand the limits, problems, and possibilities associated with the use of computer technology.
Identify the limitations & short comings of computer software/hardware
Lectures Exams
3. To acquire the skills necessary to evaluate and learn new technologies as they become available.
Adapt to operating systems & application evolution
Lecture & lab activities Exams & hands on application
4. To demonstrate a knowledge of the interdependence of computer technology and modern society.
Employ technology in personal & business tasks & how these have evolved & benefited mankind
Lectures Exams
LSC-PA Core Curriculum Report 39 EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
5. To develop a capacity to use the knowledge of how computer technology affects modern life.
Use applications to accomplish business & personal tasks
Lectures & assignments Exams & hands on applications
Institutionally Designated Option: Physical Activity Course Number and Name: ______PHED 1101_________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To develop an understanding of the importance of lifelong health and wellness.
Students will analyze assigned handouts and lectures
Class lectures, exams, lifestyle questionnaire
Exam questions
2. To develop an understanding of the importance of exercise and fitness to healthy living.
Students will analyze assigned handouts and lectures
Class lectures, exams, lifestyle questionnaire, in class workouts
Exam questions, participation in workouts
3. To demonstrate a knowledge of the importance of a lifelong commitment to exercise.
Students will analyze assigned handouts and lectures
Written assignment discussing what they have done to change their lifestyle
Exam questions, fitness level, assessment
COMMUNICATION Course Number and Name: ___________ENGL 1301_____________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes Learning Activities Means of Assessment and Evaluation
1. To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
Demonstrate the ability to generate ideas
Lecture, homework, textbook, online examples, class discussion, group work
Include brainstorming in essay packet
LSC-PA Core Curriculum Report 40
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes Learning Activities Means of Assessment and Evaluation
2. To understand the importance of specifying audience and purpose and to select appropriate communication choices.
Identify appropriate audience
Lecture Textbook Class discussion
Test on midterm
3. To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.
Be able to write an essay that is based on mode of development
Discussion Test Class discussion
Write essays that fit a mode
4. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
Take part in peer editing and offer constructive criticism to peers
Class discussion work sheets Group practice
Include peer sheets in the essay package
5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
Will write a variety of analytical essays
Same As
6. To develop the ability to research and write a documented paper and/or to give an oral presentation.
Submit a library project requiring documentation
Will submit library project with document
Course Number and Name: _____________GOVT 2301 & GOVT 2302________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
LSC-PA Core Curriculum Report 41
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
1. To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
Determine through examination of data the ideological position of society
Readings, class discussion, lectures
Written examinations, show understanding of material
2. To examine social institutions and processes across a range of historical periods, social structures, and cultures.
Students understand organization of units of US and Texas Government
3. To use and critique alternative explanatory systems or theories.
Compare other systems of government with our standards
4. To develop and communicate alternative explanations or solutions for contemporary social issues.
Students use logical reasoning to propose solutions for periodical government problems
5. To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Recognize relationships while understanding global forces on our economy.
6. 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.
Able to explain the forces influencing the development of governmental processes in US and Texas
7. To understand the evolution and current role of the U.S. in the world.
Able to show political involvement of us and world in forcing present conditions
LSC-PA Core Curriculum Report 42
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
8. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Will be able to differentiate and understand differing cultural view points
9. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Demonstrate ability to reasonably apply research to current events
10. To analyze, critically assess, and develop creative solutions to public policy problems.
Analyze historical data, applying it to current outcomes.
11. To recognize and assume one’s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Students shall describe the nations development to achieve it to their role as a citizen
12. To identify and understand differences and commonalities within diverse cultures.
Students shall understand social values of past societies
NATURAL SCIENCES Course Number and Name: ______HECO 1322___________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes Learning Activities
Means of Assessment and Evaluation
LSC-PA Core Curriculum Report 43
1. To understand and apply method and appropriate technology to the study of natural sciences.
Analyze & interpret various aspects of nutrition
Lectures & class projects Weekly quizzes and class exams
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.
Identify & apply nutritional principles related to healthy lifestyles
Lectures & dietary analysis project
Dietary analysis project
3. To identify and recognize the differences among competing scientific theories.
Employ basic terminology in analyzing and interpreting nutritional concepts
Lectures and class projects Weekly quizzes and class exams
4. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies.
Apply nutrition principles to health issues facing our society
Lectures and case study Weekly quizzes, exams and case study
5. To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.
Apply knowledge of nutrition and health related concepts to understanding of nutritional needs of humans
Lectures Weekly quizzes and exams
SOCIAL & BEHAVIORAL SCIENCES Course Number and Name: _____________PSYC 2301________
LSC-PA Core Curriculum Report 44
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
1. To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
Understand the scientific approach to psychological research
Respond orally to instructor questions asked aloud in class Respond in writing to instructor assignments
Writing assignments Exam questions
2. To examine social institutions and processes across a range of historical periods, social structures, and cultures.
Explain the difference between how American and Asian cultures emphasize parenting styles
Read passages in text books Respond to review questions in study guide
Writing assignments Exam questions
3. To use and critique alternative explanatory systems or theories.
Explain how behavioral and phenomenological theories describe how people learn
Small group discussions with report to larger group Class discussion after listening to lecture
Writing assignment Exam questions
4. To develop and communicate alternative explanations or solutions for contemporary social issues.
Explain the difference of how a behavioral and phenomenological psychologist would describe learning
Read textbook passages Respond orally to oral questions Respond in writing to oral questions
Writing assignment Exam questions
5. To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Recognize the similarities between how an individual self-esteem changes as a result of Asian and American cultural expectations.
Respond by raising hands to show agreement & disagreement
Writing assignment Exam questions
6. 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.
Describe how changes in the US political system affect the goals and aspirations of individuals living in the US
Read textbook passages Respond in writing to exam questions Respond in writing to oral questions asked orally in class
Writing assignment Exam questions
7. To understand the evolution and current role of the U.S. in the world.
Explain how changes in the US role in the global power structure can influence an individual’s self-perception
Respond in writing to written assignments Small group discussion with report to larger group
Writing assignment Exam questions
LSC-PA Core Curriculum Report 45
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
8. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Describe the differences and similarities between evidence given in primary and secondary documentation concerning learning principles
Read assigned text book passages Listen to lecture by instructor Respond in writing to instructor questions
Writing assignments Exam questions
9. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Explain the difference in applicability of descriptive and experimental research an development
Read primary research articles Read summaries of primary research articles
Writing assignments Exam questions
10. To analyze, critically assess, and develop creative solutions to public policy problems.
Describe how public policy problems can be resolved by applying principles of learning
Small group discussion with report to larger group (oral) Written responses to exam questions
Writing assignments Exam questions
11. 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.
Explain differences in how print and electronic media seek to influence the consumer choices of groups and individuals
Read assigned textbook passages Respond orally to oral questions asked by instructor Written responses to exam questions
Writing assignments Exam questions
12. To identify and understand differences and commonalities within diverse cultures.
Recognize, compare and contrast how American and Asian cultures, emphasize the importance of experience in learning
Small group discussion with report to larger group Written responses to written assignments
Writing assignments Exam questions
LSC-PA Core Curriculum Report 46 HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: __________ARTS 1316 DRAWING _______
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
See and read objects around them with accuracy
Presentations, discussions, drawing , critiques
Rubric evaluations of drawing (progress, effect)
2. To understand those works as expressions of individual and human values within an historical and social context.
3. To respond critically to works in the arts and humanities.
Recognize & distinguish works of art
Critiques , Discussions, Projects
Rubric evaluation of project
4. 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.
Experience the physical & intellectual rigor to produce art
Drawing Rubric
5. To articulate an informed personal reaction to works in the arts and humanities.
Critically interpret works of art
Critique in class Discussions
Quality 2 quantity of class Participation
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Judge art and its effort critically
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
HUMANITIES & VISUAL AND PERFORMING ARTS
LSC-PA Core Curriculum Report 47 Course Number and Name: _______ARTS 1311 DESIGN___ _______
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Students interpret & apply design principals
Presentations, discussions, apply principles to concrete goals
Rubric evaluation of design
2. To understand those works as expressions of individual and human values within an historical and social context.
________________________
________________________
___________________
3. To respond critically to works in the arts and humanities.
Students learn to recognize & evaluate effective design
Students learn to critique & discuss objectives
Rubric evaluation of projects
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
4. 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.
Experience the physical & intellectual rigor to produce effective design
Explore design principal through various assignments
Rubric
5. To articulate an informed personal reaction to works in the arts and humanities.
Critically interpret design & its principles
Discussion, class critique Quality & quantity of class participation
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Students learn to judge art and its effort critically
Discussions, class critique Quality & quantity of class participation
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Students learn to see design as an intrigual part of life
Students produce portfolios of their work & distinguished work of others
rubric
HUMANITIES & VISUAL AND PERFORMING ARTS
LSC-PA Core Curriculum Report 48 Course Number and Name: _______ARTS 1301 ART APPRECIATION___ _______
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Interpret diverse views expressed through art
Lectures, discussions, presentations, reading assignments & reproduction of art work
Selected questions Address diversity of art to its appreciation
2. To understand those works as expressions of individual and human values within an historical and social context.
Recognize to accept cultural diversity expressed through art
Same as above Same as above
3. To respond critically to works in the arts and humanities.
Understand works of art and the evolution of art
Class discussion Written paper
Oral Written critical judgement
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
4. 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.
Appreciate the physical effort and mental engagement to produce art
Reproduce art works Evaluation of progress of mental & physical skills to produce art
5. To articulate an informed personal reaction to works in the arts and humanities.
Recognize major styles & artist
Lectures Discussions
Students make aesthetical judgment in written papers
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Appreciate the value of the visual arts and its importance through history
Presentations Lectures Discussions
Demonstrate appreciation of the arts in power point presentation
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Integrate art into other discipline and life
Lectures Discussions, contact with art worl through museum visits and art shows
Selected questions on exams & paper prepared for class address. The influence of the arts as part of the human experience
LSC-PA Core Curriculum Report 49 NATURAL SCIENCES Course Number and Name: _______ PHYSICS COURSES--ALL
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To understand and apply method and appropriate technology to the study of natural sciences.
Students will understand how to apply the principles, definitions and equations to describe Physical phenom
Lecture and labs Exams Lab reports Final exam
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.
Students will identify the correct Principles and equations Required to solve problems at Hand
3. To identify and recognize the differences among competing scientific theories.
Student will evaluate theories Using principles of physics
4. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies.
Students will review the principles of physics and apply to major social problems
Exams Lab reports and Final exams
5. To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.
Students will understand the physical principles about making our technology possible and their bounds & limits in our modern culture.
COMMUNICATION
LSC-PA Core Curriculum Report 50 Course Number and Name: ___________ENGL 1301 AND ENGL 1302_____
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes Learning Activities Means of Assessment and Evaluation
1. To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
Students are able to invent, plan, revise text
Class lectures, Interaction, essays and final topics
Skills are relevant in essays and final
2. To understand the importance of specifying audience and purpose and to select appropriate communication choices.
Students are able to make appropriate choices regarding audience, purpose and genre
3. To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.
Students write effectively for particular contexts and rhetorical situations
4. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
6. To develop the ability to research and write a documented paper and/or to give an oral presentation.
LSC-PA Core Curriculum Report 51 SOCIAL & BEHAVIORAL SCIENCES Course Number and Name: _____________EDUC 1100 & EDUC 1300_____
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
1. To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
Apply methods and principles of student success
Lectures, class discussion, homework and daily assignments, exams Three exams and our
comprehensive final exam
2. To examine social institutions and processes across a range of historical periods, social structures, and cultures.
Think critically to understand issues from different points of view
Lectures, class discussion, homework and daily assignments, writing assignments
Writing assignments
3. To use and critique alternative explanatory systems or theories.
Apply the standards & elements of critical thinking to concepts & strategies to be successful by developing questions & analyzing articles and textbook chapters
Lectures, in class discussion, homework and daily assignments Homework & daily
assignments
4. To develop and communicate alternative explanations or solutions for contemporary social issues.
Employ framework for understanding theories in psychology regarding learning, cognition and motivation
Lectures, in class discussion, homework and daily assignments, exams
Three exams and one Comprehensive final Exam
5. To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Explain relationship between psychology and other disciplines
Lectures, in class discussion, and exams Three exams and one
Comprehensive final Exam
6. 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.
LSC-PA Core Curriculum Report 52
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
7. To understand the evolution and current role of the U.S. in the world.
8. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Apply the standards and elements of critical thinking to concepts and strategies to be successful by developing questions and analyzing articles and textbook chapters
Lectures, in class discussion, homework and daily assignments, exams Homework and daily
Assignments
9. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Discuss and describe how he/she is responsible for success in college
Lectures, in class discussion, homework and daily assignments, exams Homework and daily
Assignments
10. To analyze, critically assess, and develop creative solutions to public policy problems.
Utilize a model of communication that is effective for sending and receiving information
Lectures, in class discussion, homework and daily assignments, exams Written assignments
11. 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.
12. To identify and understand differences and commonalities within diverse cultures.
Think critically to understand Issues from different points of view
Lectures, in class discussion, and writing assignments Writing assignments
LSC-PA Core Curriculum Report 53 HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: __________PHIL 1301 _______
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Understanding the synoptic Perspective
Lecture & Readings
Exams
2. To understand those works as expressions of individual and human values within an historical and social context.
Knowing the evolution of philosophy
“ “ “ “
3. To respond critically to works in the arts and humanities.
Evaluating schools of philosophy
“ “ “ “
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
4. 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.
Does not apply
5. To articulate an informed personal reaction to works in the arts and humanities.
Analyzing different ontologies
In class & online discussion Instructor
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Comprehending philosophical concepts
Lecture Reading
Exams
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Analyzing diverse philosophical traditions
“ “ “ “
LSC-PA Core Curriculum Report 54 SOCIAL & BEHAVIORAL SCIENCES Course Number and Name: _____________SOCI 1306_____
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
1. To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
Understanding sociological explanation and evaluation
Lecture Reading
Exams
2. To examine social institutions and processes across a range of historical periods, social structures, and cultures.
Analysis of global change “ “
“ “
3. To use and critique alternative explanatory systems or theories.
Comparison of capitalism and socialism
“ “
“ “
4. To develop and communicate alternative explanations or solutions for contemporary social issues.
Engaging in discussion of social issues
In class and online Discussions
Instructor
5. To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Understanding global social change
Lecture Readings
Exams
6. 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.
Comprehension political sociology
“ “
“ “
LSC-PA Core Curriculum Report 55
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
7. To understand the evolution and current role of the U.S. in the world.
Understanding global social change
“ “
“ “
8. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Evaluating global social change Lectures Readings
Exams
9. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Understanding scientific Methodology
“ “ “ “
10. To analyze, critically assess, and develop creative solutions to public policy problems.
Discussing public policy outcomes
In class and online Discussion
Instructor
11. 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.
Interacting with people of a different social status
“ “ “ “
12. To identify and understand differences and commonalities within diverse cultures.
Comprehending global social Diversity
Lecture Readings
Exams
LSC-PA Core Curriculum Report 56 SOCIAL & BEHAVIORAL SCIENCES Course Number and Name: _____________SOCI 1301____
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
1. To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
Understanding sociological explanation and evaluation
Lecture Reading
Exams
2. To examine social institutions and processes across a range of historical periods, social structures, and cultures.
Analysis of social change “ “
“ “
3. To use and critique alternative explanatory systems or theories.
Evaluating functionalism and conflict theory
“ “
“ “
4. To develop and communicate alternative explanations or solutions for contemporary social issues.
Participating in discussion of social issues
In class and online Discussions
Instructor
5. To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Understanding social changes In the US
Lecture Readings
Exams
6. 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.
Comprehension political sociology
“ “
“ “
LSC-PA Core Curriculum Report 57
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
7. To understand the evolution and current role of the U.S. in the world.
Understanding global social change
“ “
“ “
8. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Evaluating social transformation
Lectures Readings
Exams
9. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Understanding scientific Methodology
“ “ “ “
10. To analyze, critically assess, and develop creative solutions to public policy problems.
Discussing sociological implications of public policy
In class and online Discussion
Instructor
11. 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.
Interacting with people of a different social status
“ “ “ “
12. To identify and understand differences and commonalities within diverse cultures.
Comprehending social Diversity
Lecture Readings
Exams
LSC-PA Core Curriculum Report 58 SOCIAL & BEHAVIORAL SCIENCES Course Number and Name: _____________GOVT 2301____
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
1. To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
Determining students ideological positions
Must use Internet
Online test
2. To examine social institutions and processes across a range of historical periods, social structures, and cultures.
Understanding the evolution of the US and TX political systems
Lecture Reading Assignments Exams
3. To use and critique alternative explanatory systems or theories.
Differentiate socialism from capitalism
Lecture Reading Assignments Exams
4. To develop and communicate alternative explanations or solutions for contemporary social issues.
Evacuating reasons for not voting
Lecture Reading assignments
Exams
5. To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Analyzing political culture “ “ “ “
6. 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.
Analyzing the political evolution of the US and TX Consitutions
“ “ “ “
LSC-PA Core Curriculum Report 59
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
7. To understand the evolution and current role of the U.S. in the world.
Understanding the outcome of the cold war
“ “ “ “
8. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Understanding political Realignments
Lecture Reading assignments
Exams
9. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Analyzing political theories “ “ “ “
10. To analyze, critically assess, and develop creative solutions to public policy problems.
Engage in debates over policy options
Online discussion questions
Scoring by instructor
11. 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.
Broadened student Perspectives
Class discussion “ “
12. To identify and understand differences and commonalities within diverse cultures.
Engaging other students in Discussion
Class participation
“ “
LSC-PA Core Curriculum Report 60 NATURAL SCIENCES Course Number and Name: _BIOL 2401 & 2402 LABS
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To understand and apply method and appropriate technology to the study of natural sciences.
Students identify and label parts of the human anatomy
Lecture by digital photos and plastic models
Multiple choice tests by scantron and projected photos of the human Body
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.
Students identify apps of biological principals to understand the anatomy of the human body down to the cellular level.
Lecture by digital Photos and plastic Models
3. To identify and recognize the differences among competing scientific theories.
Studnets learn the theories of evolution of man by comparative Anatomy
lecture
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
4. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies.
Students apply biological processes to health nutrition and reproductive issues
Lectures on PowerPoint and studying plastic models
5. To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.
lecture
LSC-PA Core Curriculum Report 61
MATHEMATICS Course Number and Name: MATH 1314 COLLEGE ALGEBRA
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations.
Apply quantitative reasoning in practical situations.
Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
2. To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically.
Solve mathematical problems with information presented in various ways.
Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
3. To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments.
Apply algebraic problem solving skills.
Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
4. To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results.
Use appropriate technology for solving problems.
Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
5. To interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them.
Recognize and interpret data in different model forms to draw inferences and apply formulas.
Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
6. To recognize the limitations of mathematical and statistical models.
Realize not all data is sufficient or valuable.
Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
7. To develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other
Use algebra as the basic vocabulary of mathematics.
Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
LSC-PA Core Curriculum Report 62 EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
disciplines.
MATHEMATICS Course Number and Name: MATH 1332 COLLEGE MATHEMATICS
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations.
Apply quantitative reasoning in practical situations.
Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
2. To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically.
Solve mathematical problems with information presented in various ways.
Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
3. To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments.
Apply problem solving skills. Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
4. To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results.
Use appropriate technology for solving problems.
Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
5. To interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them.
Recognize and interpret data in different model forms to draw inferences and apply formulas.
Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
6. To recognize the limitations of mathematical and statistical models.
Realize not all data is sufficient or valuable.
Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
7. To develop the view that mathematics is an evolving discipline,
Use algebra as the basic vocabulary of mathematics.
Class lecture, in-class activities, assignments, group work.
Online Homework Quizzes Exams
LSC-PA Core Curriculum Report 63 EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
interrelated with human culture, and understand its connections to other disciplines.
HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: ________Drama 1310____________________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Recognize and define characteristics of the functions of the actor, director, costumer, scene designer, and light designer and other theatrical terms and concepts used in the production of plays.
Classroom lectures, observations of performances, research project on a one act play script, internet research project on theater auditions and theatrical reviews
embedded exam questions, public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report
2. To understand those works as expressions of individual and human values within an historical and social context.
Identify specific historical trends in theater productions.
Classroom lecture, researching and presenting an analytical report about a specific one act play, public performance observation, internet research project on theater auditions and theatrical reviews,
embedded exam questions, public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report
3. To respond critically to works in the arts and humanities.
Demonstrate the use of critical thinking in analyzing a dramatic script or performance in both a written report and oral presentation
Observing and critiquing outside theatrical productions, researching and presenting an analytical report about a specific one act play, internet research project on theater auditions and theatrical reviews
public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report
4. To engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or
Express acting competence by participating in a dramatic scene in which each student contributes dialog to the script and monolog performance
Contribute lines of dialog, participate in costuming, constructing set, rehearsal and public performance of class play, write a monolog and perform for class
Completion of script lines, construction of set project, creation of costume, self reflective analysis reports of rehearsal experience and public performance experience; perform
LSC-PA Core Curriculum Report 64 performing artist. original monolog
5. To articulate an informed personal reaction to works in the arts and humanities.
Describe the rehearsal process and performance experience in a self-reflective performance response analysis.
Participate in rehearsal and public performance of class play, Observing and critiquing outside theatrical productions
self reflective analysis reports of rehearsal experience and public performance experience; public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Demonstrate knowledge and appreciation of production elements in theatrical productions
Observing and critiquing outside theatrical productions, internet research project on theater auditions and theatrical reviews, embedded exam questions; , researching and presenting an analytical report about a specific one act play,
embedded exam questions, public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Demonstrate the use of critical thinking in analyzing a dramatic script or performance.
Researching and presenting an analytical report about a specific one act play revealing the influence of literature, philosophy, and/or the arts on intercultural experiences within the script, Observing and critiquing outside theatrical productions, embedded exam questions
embedded exam questions, public performance observation critique report, research analysis report on a one act play script,
HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: ______Drama 1320______________________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
LSC-PA Core Curriculum Report 65
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Students create a character through lines of dialog from a dramatic script and physical actions to present in a public performance
Classroom exercises, auditions, creation of character role, and presentation of that character in a public performance
Performance & project rubrics from peer, instructor, and audience evaluations
2. To understand those works as expressions of individual and human values within an historical and social context.
Students research & interpret the values of the character role within an historical and social context for performance
Classroom exercises, auditions, creation of character role, and presentation of that character in a public performance
Performance & project rubrics from peer, instructor, and audience evaluations
3. To respond critically to works in the arts and humanities.
Students interpret & respond to the analysis of various works from playwrights and the characters created in those works
Classroom exercises, auditions, creation of character role, and presentation of that character in a public performance
Performance & project rubrics from peer, instructor, and audience evaluations
4. 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.
Students perform monologs & audition materials in class and present a public performance
Classroom exercises, auditions, creation of character role, and presentation of that character in a public performance
Performance & project rubrics from peer, instructor, and audience evaluations
5. To articulate an informed personal reaction to works in the arts and humanities.
Students articulate an informed personal reaction to their performance of a role
Creation of a written character analysis expressing an informed personal reaction to their character and group discussions
Performance & project rubrics from peer, instructor, and audience evaluations
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Students identify, respond to, & create in different styles of theatrical expression based on the requirements of their character and the play
Classroom exercises, auditions, creation of character role, and presentation of that character in a public performance
Performance & project rubrics from peer, instructor, and audience evaluations
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Students identify culturally diverse characters and situations relevant to the play presented in their public performance
Classroom exercises, auditions, creation of character role, and presentation of that character in a public performance
Performance & project rubrics from peer, instructor, and audience evaluations
LSC-PA Core Curriculum Report 66 HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: ______Drama 1321______________________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities Means of Assessment
and Evaluation
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Students create a character through lines of dialog from a dramatic script and physical actions to present in a public performance
Classroom exercises, auditions, creation of character role, and presentation of that character in a public performance
Performance & project rubrics from peer, instructor, and audience evaluations
2. To understand those works as expressions of individual and human values within an historical and social context.
Students research & interpret the values of the character role within an historical and social context for performance
Classroom exercises, auditions, creation of character role, and presentation of that character in a public performance
Performance & project rubrics from peer, instructor, and audience evaluations
3. To respond critically to works in the arts and humanities.
Students interpret & respond to the analysis of various works from playwrights and the characters created in those works
Classroom exercises, auditions, creation of character role, and presentation of that character in a public performance
Performance & project rubrics from peer, instructor, and audience evaluations
4. 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.
Students perform monologs & audition materials in class and present a public performance
Classroom exercises, auditions, creation of character role, and presentation of that character in a public performance
Performance & project rubrics from peer, instructor, and audience evaluations
5. To articulate an informed personal reaction to works in the arts and humanities.
Students articulate an informed personal reaction to their performance of a role
Creation of a written character analysis expressing an informed personal reaction to their character and group discussions
Performance & project rubrics from peer, instructor, and audience evaluations
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Students identify, respond to, & create in different styles of theatrical expression based on the requirements of their character and the play
Classroom exercises, auditions, creation of character role, and presentation of that character in a public performance
Performance & project rubrics from peer, instructor, and audience evaluations
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Students identify culturally diverse characters and situations relevant to the play presented in their public performance
Classroom exercises, auditions, creation of character role, and presentation of that character in a public performance
Performance & project rubrics from peer, instructor, and audience evaluations
HUMANITIES & VISUAL AND PERFORMING ARTS
LSC-PA Core Curriculum Report 67 Course Number and Name: _____Drama 1330________Stagecraft_______________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Students will demonstrate an awareness of the scope and variety of works in theater within the context of technical theater requirements.
-Classroom lecture; -The students will complete construction projects demonstrating knowledge of safety in using theater tools and creating specific set pieces to be used in production.
Embedded exam questions; The success of construction project completion will be documented on the Projects Rubric.
2. To understand those works as expressions of individual and human values within an historical and social context.
Students will demonstrate that theatrical works are expressions of individual and human values within an historical and social context as it applies to technical theater requirements for production.
Classroom lecture; Written reports to show critical analysis of various technical theater issues in historical and social context
Embedded exam questions; Written analysis reports;
3. To respond critically to works in the arts and humanities.
Students will respond critically to technical theater aspects of theater production.
Written reports to show critical analysis of various technical theater issues in historical and social context; Research & creating specific set pieces to be used in production appropriate to the theatrical production style required
Written analysis reports; Project rubric
4. 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.
Students will engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist in context with technical theater requirements.
Research creating specific set pieces to be used in production appropriate to the theatrical production style required
Project Rubric
5. To articulate an informed personal reaction to works in the arts and humanities.
Students will articulate an informed personal reaction to theatrical works within the technical theater context.
Written reports to show critical analysis of various technical theater issues in historical and social context
Written analysis reports;
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Students will demonstrate an appreciation for the aesthetic principles that guide technical theater requirements for a theatrical production.
-Classroom lecture; -The students will complete construction projects demonstrating knowledge of safety in using theater tools and creating specific set pieces to be used in production.
Embedded exam questions; Project Rubric
LSC-PA Core Curriculum Report 68
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Students will demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences as related to the demands of theater production.
Classroom lecture; Written reports to show critical analysis of various technical theater issues in historical and social context
Embedded exam questions; Written analysis reports;
HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: _________Drama 1351 Acting I___________________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Students will demonstrate awareness of the scope and variety of works in the arts and humanities as it applies to theater and acting.
-Classroom lecture; - critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts in different historical context. -oral presentations of each student’s Film/Script Critical analysis research
Embedded exam questions; Outside Performance Critical Analysis report; character analysis report for monolog and group performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;
2. To understand those works as expressions of individual and human values within an historical and social context.
Students will interpret theatrical works as expressions of individual and human values within an historical and social context.
-Classroom lecture; - critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts in different historical
Embedded exam questions; Outside Performance Critical Analysis report; character analysis report for monolog and group performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;
LSC-PA Core Curriculum Report 69
context. -oral presentations of each student’s Film/Script Critical analysis research
3. To respond critically to works in the arts and humanities.
Students will respond critically to theatrical works.
- critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts in different historical context. -oral presentations of each student’s Film/Script Critical analysis research
Outside Performance Critical Analysis report; character analysis report for monolog and group performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;
4. 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.
Students will engage in the creative process or interpretive performance to demonstrate comprehension of the physical and intellectual demands required of the author or performing artist.
-Participate in Vocal / Physical Acting Exercises; -Perform monologs and group performance; -Present oral report of Film/Script Critical analysis research
Vocal / Physical Acting Exercise Analysis Reports ; Character Analysis reports for Monolog and Group Performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;
5. To articulate an informed personal reaction to works in the arts and humanities.
Students will articulate an informed personal reaction to theatrical works.
- critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts ; -oral presentations of each
Outside Performance Critical Analysis report; character analysis report for monolog and group performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;
LSC-PA Core Curriculum Report 70
student’s Film/Script Critical analysis research
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Students will demonstrate an appreciation for the aesthetic principles that guide theatrical presentations.
-Classroom lectures; -Participate in Vocal / Physical Acting Exercises; - critiquing an outside theatrical production through formal written analysis. -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts ; -oral presentations of each student’s Film/Script Critical analysis research
Embedded exam questions; Vocal / Physical Acting Exercise Analysis Reports ; Outside Performance Critical Analysis report; Film/Script Critical analysis written and oral report;
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Students will demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences within theatrical presentations.
Classroom lectures; -Film/Script Critical analysis research analyzing a film and actor to demonstrate the influence of literature, philosophy, and/or the arts on intercultural experiences. awareness of the; -oral presentations of each student’s Film/Script Critical analysis research
Embedded exam questions; Film/Script Critical analysis written and oral report;
HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: _______Drama 1352_____Acting II________________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Students will demonstrate awareness of the scope and variety of works in the arts and humanities with theatrical performance focus.
-Classroom lecture -performance of project tasks; such as scene study, rehearsals, or other performance projects -Written reports on character analysis -Monolog performance
Embedded exam questions rubrics: scene study rubric, audience performance rubric, peer evaluation rubric, instructor performance rubric. Written analysis assignments Monolog performance scores
LSC-PA Core Curriculum Report 71
2. To understand those works as expressions of individual and human values within an historical and social context.
Students will interpret theatrical works as expressions of individual and human values within an historical and social context.
Classroom lecture -performance of project tasks; such as scene study, rehearsals, or other performance projects -Written reports on character analysis -Monolog performance
Embedded exam questions rubrics: scene study rubric, audience performance rubric, peer evaluation rubric, instructor performance rubric. Written analysis assignments Monolog performance scores
3. To respond critically to works in the arts and humanities.
-performance of project tasks; such as scene study, rehearsals, or other performance projects -Written reports on character analysis -Monolog performance
rubrics: scene study rubric, audience performance rubric, peer evaluation rubric, instructor performance rubric. Written analysis assignments Monolog performance scores
4. 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.
Students will engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or performing artist.
-performance of project tasks; such as scene study, rehearsals, or other performance projects -Written reports on character analysis -Monolog performance
rubrics: scene study rubric, audience performance rubric, peer evaluation rubric, instructor performance rubric. Written analysis assignments Monolog performance scores
5. To articulate an informed personal reaction to works in the arts and humanities.
Students will articulate an informed personal reaction to theatrical works.
-performance of project tasks; such as scene study, rehearsals, or other performance projects -Written reports on character analysis -Monolog performance
rubrics: scene study rubric, audience performance rubric, peer evaluation rubric, instructor performance rubric. Written analysis assignments Monolog performance scores
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Students will express an appreciation for the aesthetic principles that guide the theatrical element of acting and production.
Classroom lecture -performance of project tasks; such as scene study, rehearsals, or other performance projects -Written reports on character analysis -Monolog performance
Embedded exam questions rubrics: scene study rubric, audience performance rubric, peer evaluation rubric, instructor performance rubric. Written analysis assignments Monolog performance scores
LSC-PA Core Curriculum Report 72
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Students will demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences within a theatrical acting setting.
Classroom lecture -performance of project tasks; such as scene study, rehearsals, or other performance projects -Written reports on character analysis -Monolog performance
Embedded exam questions rubrics: scene study rubric, audience performance rubric, peer evaluation rubric, instructor performance rubric. Written analysis assignments Monolog performance scores
HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: _________Drama 2336 Voice for the Theater____________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Students will demonstrate awareness of the scope and variety of works in theater
Classroom lecture; Performance of monologs; Performance of reader’s theater production
Embedded exam questions; Performance rubrics; Self reflective performance analysis reports;
2. To understand those works as expressions of individual and human values within an historical and social context.
Students will interpret theatrical works as expressions of individual and human values within an historical and social context.
Classroom lecture; Performance of modern monologs; Performance of Shakespearian reader’s theater production; Internet Dialect research project of International dialects written and oral presentation
Embedded exam questions; Performance rubrics; Self reflective performance analysis reports; Internet Dialect research project of International dialects written report and oral presentation
3. To respond critically to works in the arts and humanities.
Students will respond critically to theatrical works.
Self reflective performance analysis of monolog and reader’s theater performance; Internet Dialect research project of International dialects written and oral presentation
Self reflective performance analysis reports; Internet Dialect research project of International dialects written report and oral presentation
4. To engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the
Students will engage in the creative process or interpretive performance and comprehend the vocal, physical and intellectual demands required of the performing artist.
Class lecture; Class Vocal /Physical Exercises with IPA transcriptions of vocabulary; Performance of modern monologs;
Embedded exam questions; Vocabulary reports and quizzes; Performance rubrics; Self reflective performance analysis
LSC-PA Core Curriculum Report 73 author or visual or performing artist.
Performance of Shakespearian reader’s theater production; Internet Dialect research project of International dialects written and oral presentations
reports; Internet Dialect research project of International dialects written report and oral presentation
5. To articulate an informed personal reaction to works in the arts and humanities.
Students will articulate an informed personal reaction to theatrical works and vocal production.
Performance of modern monologs; Performance of Shakespearian reader’s theater production; Internet Dialect research project of International dialects written and oral presentations
Performance rubrics; Self reflective performance analysis reports; Internet Dialect research project of International dialects written report and oral presentation
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Students will demonstrate an appreciation for the aesthetic principles that guide the vocal aspects of theatrical presentations.
Classroom lectures; Class Vocal /Physical Exercises with IPA transcriptions of vocabulary; Performance of modern monologs; Performance of Shakespearian reader’s theater production; Internet Dialect research project of International dialects written and oral presentation
Embedded exam questions; Vocabulary reports and quizzes; Performance rubrics; Self reflective performance analysis reports; Internet Dialect research project of International dialects written report and oral presentation
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Students will demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences within the theatrical context.
Classroom lectures; Performance of modern monologs; Performance of Shakespearian reader’s theater production; Internet Dialect research project of International dialects written and oral presentation
Embedded exam questions; Vocabulary reports and quizzes; Performance rubrics; Self reflective performance analysis reports; Internet Dialect research project of International dialects written report and oral presentation
HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: _________Drama 2351 Acting III___________________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
LSC-PA Core Curriculum Report 74
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Students will demonstrate awareness of the scope and variety of works in the arts and humanities as it applies to theater and acting.
-Classroom lecture; - critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts in different historical context. -oral presentations of each student’s Film/Script Critical analysis research
Embedded exam questions; Outside Performance Critical Analysis report; character analysis report for monolog and group performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;
2. To understand those works as expressions of individual and human values within an historical and social context.
Students will interpret theatrical works as expressions of individual and human values within an historical and social context.
-Classroom lecture; - critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts in different historical context. -oral presentations of each student’s Film/Script Critical analysis research
Embedded exam questions; Outside Performance Critical Analysis report; character analysis report for monolog and group performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;
3. To respond critically to works in the arts and humanities.
Students will respond critically to theatrical works.
- critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film
Outside Performance Critical Analysis report; character analysis report for monolog and group performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;
LSC-PA Core Curriculum Report 75
and actor to demonstrate awareness of the scope and variety of works in the arts in different historical context. -oral presentations of each student’s Film/Script Critical analysis research
4. 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.
Students will engage in the creative process or interpretive performance to demonstrate comprehension of the physical and intellectual demands required of the author or performing artist.
-Participate in Vocal / Physical Acting Exercises; -Perform monologs and group performance; -Present oral report of Film/Script Critical analysis research
Vocal / Physical Acting Exercise Analysis Reports ; Character Analysis reports for Monolog and Group Performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;
5. To articulate an informed personal reaction to works in the arts and humanities.
Students will articulate an informed personal reaction to theatrical works.
- critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts ; -oral presentations of each student’s Film/Script Critical analysis research
Outside Performance Critical Analysis report; character analysis report for monolog and group performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Students will demonstrate an appreciation for the aesthetic principles that guide theatrical presentations.
-Classroom lectures; -Participate in Vocal / Physical Acting Exercises; - critiquing an outside theatrical production through formal written analysis. -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts ;
Embedded exam questions; Vocal / Physical Acting Exercise Analysis Reports ; Outside Performance Critical Analysis report; Film/Script Critical analysis written and oral report;
LSC-PA Core Curriculum Report 76
-oral presentations of each student’s Film/Script Critical analysis research
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Students will demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences within theatrical presentations.
Classroom lectures; -Film/Script Critical analysis research analyzing a film and actor to demonstrate the influence of literature, philosophy, and/or the arts on intercultural experiences. awareness of the; -oral presentations of each student’s Film/Script Critical analysis research
Embedded exam questions; Film/Script Critical analysis written and oral report;
HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: ________Drama 2361 History of Theater I____________________________
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes
Learning Activities
Means of Assessment and Evaluation
1. To demonstrate awareness of the scope and variety of works in the arts and humanities.
Recognize and define characteristics of the functions of the actor, director, costumer, scene designer, and light designer and other theatrical terms and concepts used in the production of plays throughout history.
Classroom lectures, observations of performances, research project on a one act play script, internet research project on theater auditions and theatrical reviews
embedded exam questions, public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report
2. To understand those works as expressions of individual and human values within an historical and social context.
Identify specific historical trends in theater productions from classical period to modern.
Classroom lecture, researching and presenting an analytical report about a specific one act play, public performance observation, internet research project on theater auditions and theatrical reviews,
embedded exam questions, public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report
3. To respond critically to works in the arts and humanities.
Demonstrate the use of critical thinking in analyzing a dramatic script or production in both a written report and oral presentation
Observing and critiquing outside theatrical productions, researching and presenting an analytical report about a specific one act play, internet research project on theater auditions and theatrical reviews
public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report
LSC-PA Core Curriculum Report 77 4. 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.
Express acting competence by participating in a dramatic scene in which each student contributes dialog to the script and monolog performance
Contribute lines of dialog, participate in costuming, constructing set, rehearsal and public performance of class play, write a monolog and perform for class
Completion of script lines, construction of set project, creation of costume, self reflective analysis reports of rehearsal experience and public performance experience; perform original monolog
5. To articulate an informed personal reaction to works in the arts and humanities.
Describe the rehearsal process and performance experience in a self-reflective performance response analysis.
Participate in rehearsal and public performance of class play, Observing and critiquing outside theatrical productions
self reflective analysis reports of rehearsal experience and public performance experience; public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report
6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Demonstrate knowledge and appreciation of production elements in theatrical productions throughout history
Observing and critiquing outside theatrical productions, internet research project on theater auditions and theatrical reviews, embedded exam questions; , researching and presenting an analytical report about a specific one act play,
embedded exam questions, public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report
7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Demonstrate the use of critical thinking in analyzing a dramatic script or performance.
Researching and presenting an analytical report about a specific one act play revealing the influence of literature, philosophy, and/or the arts on intercultural experiences within the script, Observing and critiquing outside theatrical productions, embedded exam questions
embedded exam questions, public performance observation critique report, research analysis report on a one act play script,
COMMUNICATION Course Number and Name: ______Speech 1315_____Public Speaking_______
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes Learning Activities Means of Assessment and Evaluation
LSC-PA Core Curriculum Report 78
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes Learning Activities Means of Assessment and Evaluation
1. To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
Students demonstrate the speaking process through invention, organization, drafting, revision, & presenting of oral presentations
Class lectures, independent research, student interactions, & oral presentations
Skills demonstrated in oral presentations, written outlines or speeches, and embedded exam questions
2. To understand the importance of specifying audience and purpose and to select appropriate communication choices.
Students use appropriate choices regarding audience analysis and selecting purposes for communicating information
Class lectures, independent research, student interactions, & oral presentations
Skills demonstrated in oral presentations, written outlines or speeches, and embedded exam questions
3. To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.
Students create & perform presentations which appropriately apply the required modes of expression
Class lectures, independent research or analysis reports, student interactions, & oral presentations
Skills demonstrated in oral presentations, written outlines, analysis reports or speeches, and embedded exam questions
4. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
Students participate in group activities which emphasize listening, critical thinking skills, and responding
Class lectures, student discussion groups with analysis reports responses, and or oral presentations
Skills demonstrated in oral presentations, written outlines, analysis reports or speeches, and embedded exam questions
5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
Students create & perform oral presentations which demonstrate the basic principles of critical thinking, problem solving, and or technical proficiency in the development of exposition and argument.
Class lectures, independent research or analysis reports, student interactions, & oral presentations
Skills demonstrated in oral presentations, written outlines, analysis reports or speeches, and embedded exam questions
6. To develop the ability to research and write a documented paper and/or to give an oral presentation.
Students demonstrate use of research skills through documentation of sources in oral presentations
Class lectures, independent research & oral presentations
Skills demonstrated in oral presentations, written outlines, speeches, and embedded exam questions
COMMUNICATION Course Number and Name: ______Speech 2335 Argumentation & Debate_______
LSC-PA Core Curriculum Report 79
EXEMPLARY EDUCATIONAL OBJECTIVES
Student Learning Outcomes Learning Activities Means of Assessment and Evaluation
1. To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
Students demonstrate the speaking process through invention, organization, drafting, revision, & presenting of oral presentations
Class lectures, independent research, student interactions, & oral presentations
Skills demonstrated in oral presentations, written outlines or speeches, and embedded exam questions
2. To understand the importance of specifying audience and purpose and to select appropriate communication choices.
Students use appropriate choices regarding audience analysis and selecting purposes for communicating information
Class lectures, independent research, student interactions, & oral presentations
Skills demonstrated in oral presentations, written outlines or speeches, and embedded exam questions
3. To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.
Students create & perform presentations which appropriately apply the required modes of expression
Class lectures, independent research or analysis reports, student interactions, & oral presentations
Skills demonstrated in oral presentations, written outlines, analysis reports or speeches, and embedded exam questions
4. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
Students participate in group activities which emphasize listening, critical thinking skills, and responding
Class lectures, student discussion groups with analysis reports responses, and or oral presentations
Skills demonstrated in oral presentations, written outlines, analysis reports or speeches, and embedded exam questions
5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
Students create & perform oral presentations which demonstrate the basic principles of critical thinking, problem solving, and or technical proficiency in the development of exposition, argument, and debate.
Class lectures, independent research or analysis reports, student interactions, & oral presentations
Skills demonstrated in oral presentations, written outlines, analysis reports or speeches, and embedded exam questions
6. To develop the ability to research and write a documented paper and/or to give an oral presentation.
Students demonstrate use of research skills through documentation of sources in oral presentations
Class lectures, independent research & oral presentations
Skills demonstrated in oral presentations, written outlines, speeches, and embedded exam questions
LSC-PA Core Curriculum Report 80
Appendix C: Spring 2011 Assessment Findings for Associate of Arts
LSC-PA Academic Program Student Learning Outcomes Assessment Report Program: Associate of Arts Program Assessment Manager: Stafford Date: 2010 PSLO 1: Communicates with appropriate modes of expression to individuals and groups.
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement 1a. Demonstrates thesis clarity.
Direct: 5 final exam essays; 1 post-test essay; 5 case studies; 4 letters to elected officials; 3 research documents; 12 PowerPoint presentations, scored by rubrics; 5 online philosophy test questions Indirect: Narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 4.45 (74.1%)
82% of students met or exceeded expectations. Results of analysis shows that students are maintaining similar ratings of skill level as found in 2009. Recommended to enhance students’ ability to communicate through clearer assessment tools at the course level.
1. ENG 1301 faculty constructed a grading rubric for essays to enhance consistency in assessing student essays. (Support 1. English Essay Rubric) 2. SPCH 1315 Public Speaking holistic rubric was converted to an analytical rubric which was given to students to prepare them for the rubric rating process of speeches. (Support 2. New Analytical Rubric SPCH 1315)
Median 5
Mode 4
Standard Deviation
1.121
# of artifacts (not disputes)
33
% of 6s 24%
% of 5s 27%
% of 4s 30%
% of 3s 15%
% of 2s 3%
# Disputed
2
LSC-PA Core Curriculum Report 81
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement 1b. Organizes information
Direct: 5 final exam essays; 1 post-test essay; 5 psychology reports; 5 case studies; 6 poster presentations; 4 history presentations scored with rubric; 5 online philosophy questions; 5 letters to elected officials; 4 art presentations Indirect: Narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 4.49 (74.8%)
82.3% of students met or exceeded expectations. Results of analysis shows that students are maintaining similar ratings of skill level as found in 2009. Recommended to enhance students’ ability to communicate through clearer assessment tools at the course level.
1. ENG 1301 faculty constructed a grading rubric for essays to enhance consistency in assessing student essays. (Support 1. English Essay Rubric) 2. SPCH 1315 Public Speaking holistic rubric was converted to an analytical rubric which was given to students to prepare them for the rubric rating process of speeches. (Support 2. New Analytical Rubric SPCH 1315)
Median 5
Mode 4
Standard Deviation
1.19
# of artifacts (not disputes)
39
% of 6s 23%
% of 5s 28%
% of 4s 30%
% of 3s 10%
% of 2s 7.7%
# Disputed
1
LSC-PA Core Curriculum Report 82
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement 1c. Uses support
Direct: 5 final exam essays; 1 post-test essay; 5 letters to elected officials; 4 presentations scored by rubric; 6 online philosophy questions; 5 case studies; 5 poster presentations scored by rubric; 5 history reports. Indirect: narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 4.70 (78.3%)
85% of students met or exceeded expectations. Results of analysis shows that students are maintaining similar ratings of skill level as found in 2009. Recommended to enhance students’ ability to communicate through clearer assessment tools at the course level.
1. ENG 1301 faculty constructed a grading rubric for essays to enhance consistency in assessing student essays. (Support 1. English Essay Rubric) 2. SPCH 1315 Public Speaking holistic rubric was converted to an analytical rubric which was given to students to prepare them for the rubric rating process of speeches. (Support 2. New Analytical Rubric SPCH 1315)
Median 5
Mode 5
Standard Deviation
1.10
# of artifacts (not disputes)
33
% of 6s 27%
% of 5s 33%
% of 4s 24%
% of 3s 12%
% of 2s 3%
% of 1s
% of 0s
# Disputed
3
LSC-PA Core Curriculum Report 83
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement 1d. Presents ideas in appropriate mode of expression
Direct: 5 letters to elected officials; 4 art projects scored by rubric; 5 final exam essays; 1 post-test essay; 1 research project; 5 case studies; 6 online philosophy test questions; 5 research projects in hybrid class; 5 poster presentations scored by rubric. Indirect: Narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 5.12 (85.8%)
94.1% of students met or exceeded expectations. Highest skill level exhibited by the artifacts collected in 2010. The improvement in textbook material in the English 1301 may contribute to these scores. Recommended to further enhance students’ ability to communicate through clearer assessment tools at the course level.
1. ENG 1301 faculty constructed a grading rubric for essays to enhance consistency in assessing student essays. (Support 1. English Essay Rubric) 2. SPCH 1315 Public Speaking holistic rubric was converted to an analytical rubric which was given to students to prepare them for the rubric rating process of speeches. (Support 2. New Analytical Rubric SPCH 1315)
Median 5
Mode 6
Standard Deviation
0.946
# of artifacts (not disputes)
34
% of 6s 44%
% of 5s 29%
% of 4s 20.6%
% of 3s 5.9%
% of 2s
% of 1s
% of 0s
# Disputed
3
PSLO 2: Demonstrates awareness of cultural differences and similarities.
LSC-PA Core Curriculum Report 84
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement 2a. Identifies cultural characteristics (beliefs, values, perspectives, or practices)
Direct: 5 composition research papers; 3 sociology test questions with test map; 10 online discussion board questions; 5 video reports; 1 literature post-test; 5 final exam essays; 5 diversity projects; 1 original poem. Indirect: 10 critiques of public performances; narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 4.37 (72.8%)
63.3% of students met or exceeded expectations. This score is lower than 2009 scores in this sub criterion and is still the lowest of PSLO 2. Recommended that course assignments have clearer instructions to improve identification of cultural characteristics or additional assignments that are looking for multiple examples of cultural characteristics.
ENG 2326 Literature implemented an online Essay that specifically addresses the issues of PSLO 2 . (Support 3. ENG 2326 On line Essay Instructions)
Median 5
Mode 5
Standard Deviation
1.262
# of artifacts (not disputes)
35
% of 6s 22.9%
% of 5s 28.6%
% of 4s 17%
% of 3s 25.7%
% of 2s 11%
% of 1s
% of 0s
# Disputed
0
LSC-PA Core Curriculum Report 85
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement
2b. Interprets works of human expression within cultural context
Direct: 4 online philosophy questions; 1 literature post-test; 5 discussion board questions on acts of protest; 5 library projects; 3 sociology test questions; 5 literature final exam questions; 5 historical reports scored with rubric; 5 poster projects scored with rubric. Indirect: narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 4.21 (70.17%)
86% of students met or exceeded expectations.
Higher score than 2009 and it is recommended that course activities continue to improve the students’ opportunities to interpret works of human expression within cultural contexts.
ENG 2326 Literature implemented an online Essay that specifically addresses the issues of PSLO 2 . (Support 3. Eng. 2326 On line Essay Instructions)
Median 4
Mode 4
Standard Deviation
1.293
# of artifacts (not disputes)
33
% of 6s 18%
% of 5s 24%
% of 4s 33%
% of 3s 9%
% of 2s 15%
% of 1s
% of 0s
# Disputed
0
LSC-PA Core Curriculum Report 86
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement
2c. Shows awareness of one’s own culture in relation to others.
Direct: 4 composition research papers; 5 video reports; 5 final exam essays; 5 sociology test questions with map; 5 online discussion board questions about dominant culture; 5 online philosophy questions; 3 letters to elected officials; 1 literature post test. Indirect: narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 4.375 (73.9%)
81.5% of students met or exceeded expectations. Very similar score from 2009 and it is recommended that course activities continue to improve the students’ opportunities to show awareness of one’s own culture in relation to others.
ENG 2326 Literature implemented an online Essay that specifically addresses the issues of PSLO 2 . (Support 3. Eng. 2326 On line Essay Instructions)
Median 5
Mode 5
Standard Deviation
1.211
# of artifacts (not disputes)
32
% of 6s 15.6%
% of 5s 37.5%
% of 4s 28%
% of 3s 6%
% of 2s 12.5%
% of 1s
% of 0s
# Disputed
1
LSC-PA Core Curriculum Report 87 PSLO 3: Uses critical thinking skills.
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement
3a. Identifies problem, argument, or issue to determine extent of information needed
Direct: 2 pretest/post-test essays on citizenship; 5 response essays to smoking and lung cancer; 1 set of online philosophy discussions; 2 online discussion board responses on social deviance; 2 mileage calculation worksheets; 4 literature essays; 2 online discussion board questions about breast feeding and breast cancer; 7 student essays; 2 literature character analyses; 6 composition research papers; 5 drama self-evaluations; Indirect: Narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 5 (83.3%)
94.2% of students met or exceeded expectations. A significant increase in scores from 2009 indicating that the activities added to courses had an impact in results. Also a wide variety of artifacts were assessed which added to the increased results. It is recommended that additional course activities enhance student critical thinking skills.
1. ENG 2326 Literature implemented an online Essay that specifically addresses the issues of PSLO 2 . (Support 3. Eng. 2326 On line Essay Instructions) 2. Added online essay using critical thinking skills for all sections of PHIL 1301 on campus sections and online sections. (Support 4. Student essay exams PHIL 1301) 3. GOV 2302 expanded the Class Project scope of analysis to include State and National legislature issues. (Support 5. Instruction Sheet GOV 2302)
Median 5
Mode 5, 6
Standard Deviation
0.848
# of artifacts (not disputes)
34
% of 6s 35%
% of 5s 35%
% of 4s 23.5%
% of 3s 5.8%
% of 2s
% of 1s
% of 0s
# Disputed
0
LSC-PA Core Curriculum Report 88
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement
3b. Differentiates the facts from opinion as relates to situation
Direct: 1 pretest/post-test on citizenship; 5 responses on social deviance; 4 responses on smoking and breast cancer; 2 responses on origins of life; 3 character analyses; 12 research papers; 1 final exam essay; 5 learning self-assessments. Indirect: narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 4.44 (74%)
82% of students met or exceeded expectations. A slight increase in scores from 2009 but can add more specific course enhancing activities to demonstrate student abilities to differentiate between facts and opinions.
1. In SPCH 1315 Public Speaking: student analytical outlines now identify if the verbal supportive materials used in the speech are facts or opinions. (Support 6. Speech Outline Instructional Sample Outlines) 2. Using new textbook in SPCH 1315 which emphasizes differences in fact and opinion particularly sections on propaganda, misinformation, and disinformation. (Support 7. Textbook table of contents Ch. 8, 9, 10, & 11)
Median 5
Mode 5
Standard Deviation
1.22
# of artifacts (not disputes)
27
% of 6s 18.5%
% of 5s 37%
% of 4s 25.9%
% of 3s 7%
% of 2s 11%
% of 1s
% of 0s
# Disputed
4
LSC-PA Core Curriculum Report 89
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement
3c. Constructs possible solutions or prediction of consequences
Direct: 15 online responses to smoking and lung cancer, breast cancer, reverence for life, social deviance, protagonists and self; conclusion paragraphs/sections of 11 research essays. Indirect: Narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 4.52 (75.5%)
80% of students met or exceeded expectations. Not as high as the 2009 scores but still in the acceptable range. It is recommended that course assignments specifically ask for students to construct possible solutions or prediction of consequences to improve their critical thinking skills.
1. ENG 2326 Literature implemented an online Essay that specifically addresses the issues of PSLO 2 . (Support 3. Eng. 2326 On line Essay Instructions) 2. Added online essay using critical thinking skills for all sections of PHIL 1301 on campus sections and online sections. (Support 4. Student Essay exams)
Median 5
Mode 5
Standard Deviation
0.985
# of artifacts (not disputes)
25
% of 6s 16%
% of 5s 40%
% of 4s 24%
% of 3s 20%
% of 2s
% of 1s
% of 0s
# Disputed
1
LSC-PA Core Curriculum Report 90
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement
3d. Uses logical, sound reasoning to justify conclusion
Direct: 2 pretest/post-tests on citizenship; 3 mileage reports; 7 online responses to jobs, meaning of life, social deviance; conclusion paragraphs/sections of 4 research essays; 3 psychology exam questions with test map; 4 nutrition exam questions. Indirect: Narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 4.74 (79%)
74.6% of students met or exceeded expectations. The scores are very similar to the 2009 scores showing that students need further practice at justifying their conclusions. It is recommended that course assignments specifically ask for students to explain why they have constructed their possible solutions or consequences.
1. ENG 2326 Literature implemented an online Essay that specifically addresses the issues of PSLO 2 . (Support 3. ENG 2326 On line Essay Instructions) 2. Added online essay using critical thinking skills for all sections of PHIL 1301 on campus sections and online sections. (Support 4. Student Essay Exams PHIL 1301)
Median 5
Mode 5, 6
Standard Deviation
1.287
# of artifacts (not disputes)
23
% of 6s 34.8%
% of 5s 34.8%
% of 4s 4%
% of 3s 21.7%
% of 2s 3.7%
% of 1s
% of 0s
# Disputed
1
LSC-PA Core Curriculum Report 91 PSLO 4: Demonstrates technology literacy
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement
4a. Locates needed information using the appropriate technological tool or device
Direct: 5 library projects; 5 online discussion board discussions; 9 PowerPoint projects scored with rubrics; 4 internet research projects for biology; 16 graphic arts design projects. Indirect: Narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 4.8 (80%)
87.2% of students met or exceeded expectations. Slightly lower results than the 2009 scores but it is the result of some confusion from raters on the graphic arts design projects because they were out of their field of expertise and not familiar with the technology needed to create the projects. Recommended to have additional Faculty Development training on rating examples of technology and include assignments in courses to enhance this PSLO.
1. ENG 2326 Literature implemented an online Essay that specifically required students to submit essay through campus email system. (Support 3. ENG 2326 On line Essay Instructions) 2. New textbook in SPCH 1315 emphasized Internet Research in Chapter 10 and 3 chapters on presentational aids using technological tools or devices. (Support 8. Table of Contents Ch. 10, 20, 21, & 22) 3. Faculty Development sessions about artifacts and rating them effectively. (Support 9. Handouts from Faculty Development meetings)
Median 5
Mode 5
Standard Deviation
0.894
# of artifacts (not disputes)
39
% of 6s 17.9%
% of 5s 56%
% of 4s 12.8%
% of 3s 12.8%
% of 2s
% of 1s
% of 0s
# Disputed
0
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement
LSC-PA Core Curriculum Report 92
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement
4b. Displays organizational skills with the use of technology
Direct: 3 case studies; 5 online discussion board projects; 3 internet research projects for biology; 16 graphic design projects scored by rubrics; 1 letter to elected official; 3 library research projects; 2 psychology essays; Indirect: Narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 4.51 (75.2%)
89.3% of students met or exceeded expectations. Slightly lower results than the 2009 scores but it is the result of some confusion from raters on the graphic arts design projects because they were out of their field of expertise and not familiar with the technology needed to create the projects. Recommended to have additional Faculty Development training on rating examples of technology and include assignments in courses to enhance this PSLO.
1. ENG 2326 Literature implemented an online Essay that specifically required students to submit essay through campus email system. (support 3. ENG 2326 On line Essay Instructions) 2. Using new textbook in SPCH 1315 which emphasizes Internet Research in Chapter 10 and 3 chapters on presentational aids using technological tools or devices. (Support 8. Table of Contents Ch. 10, 20, 21, & 22) 3. Faculty Development sessions about artifacts and rating them effectively. (Support 8. Handouts from Faculty Development meetings)
Median 5
Mode 5
Standard Deviation
0.901
# of artifacts (not disputes)
37
% of 6s 10.8%
% of 5s 43%
% of 4s 35%
% of 3s 8%
% of 2s 2.7%
% of 1s
% of 0s
# Disputed
2
LSC-PA Core Curriculum Report 93
subPSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement
4c. Presents information using the appropriate tool or device
Direct: 4 PowerPoint projects scored with rubrics; 1 internet information search for biology; 2 composition research papers; 6 online discussion board discussions on food pyramid; 2 case studies; 22 graphic arts design projects. Indirect: Narrative description of program goals and achievements.
50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.
Mean 5.19 (86.5%)
87.3% of students met or exceeded expectations. Slightly lower results than the 2009 scores but it is the result of some confusion from raters on the graphic arts design projects because they were out of their field of expertise and not familiar with the technology needed to create the projects. Recommended to have additional Faculty Development training on rating examples of technology and include assignments in courses to enhance this PSLO.
1. ENG 2326 Literature implemented an online Essay that specifically required students to submit essay through campus email system. (Support 3. Eng. 2326 On line Essay Instructions) 2. Using new textbook in SPCH 1315 which emphasizes Internet Research in Chapter 10 and 3 chapters on presentational aids using technological tools or devices. (Support 8. Table of Contents Ch. 10, 20, 21, & 22) 3. Faculty Development sessions about artifacts and rating them effectively. (Support 9. Handouts from Faculty Development meetings)
Median 5
Mode 6
Standard Deviation
0.844
# of artifacts (not disputes)
37
% of 6s 43%
% of 5s 35%
% of 4s 18.9%
% of 3s 12.7%
% of 2s
% of 1s
% of 0s
# Disputed
0
LSC-PA Core Curriculum Report 94 PSLO: 5. Completes degree which is transferable to a baccalaureate program.
PSLO Assessment Methods
Success Criterion
Results of Assessment
Interpretation of Findings
Use of Results for
Improvement 5. Completes degree which is transferable to a baccalaureate program.
Indirect: Graduation data only. 2006: 71 2007: 80 2008: 67 2009: 68 2010: 58
There is a drop in the graduate rate due to the lower enrollment figures of 2009 which was influenced by the local economic job market and loss of student population after two hurricanes. Advertisements for the college focused on starting your education close to home at affordable rates and more scholarships were offered to encourage attendance.
To accommodate increased enrollment in Spring 2011 and an additional section of DRAM 1310 Introduction to Theater was offered because DRAM 1330 Stagecraft closed at capacity and 21 additional students needed a course that would met the Visual and Performing Arts component of the Core Curriculum. Also an additional online ENG 1301 and an on campus ENG 1302 were added. (Support 10. F.2.22 course additions to schedule )