Students will be able to read and interpret a variety of print materials, books, articles, and documents, at a college level.
Objective
C. Communication - Understand And Appropriately Apply Modes Of Expression.
Demonstration of students competency in the Area of Communication through student's ability to understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.
This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 6
54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand/Apply Modes of Expression
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
D. Communication-Participate In Group Activities With Emphasis On Listening, Responding Etc.
Demonstration of students competency in the Area of Communication through student's ability to participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
Indicator
C.Acquiring Skills In Working With Others As A Member Of A Team.
Acquire skills to work in groups with emphasis on listening, critical and reflective thinking and responding.
Criterion
C.Acquiring skills in working with others as a member of a team
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 5
50% of faculty rated this indicator as Important or Essential. 64% of students rated it Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding". The Indicator measured "Acquiring skills in working with others as a member of a team." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Participate in Group Activities
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
E. Communication - Understand And Apply Basic Principles Of Problem Solving
Demonstration of students competency in the Area of Communication through student's ability to understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand/Apply Problem Solving
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
F. Communication - Ability To Write A Documneted Paper And/or Give An Oral Presentation.
Demonstration of students competency in the Area of Communication through student's ability to develop the ability to research and write a documented paper and/or to give an oral presentation.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
Learn how to find and use resources to help research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 9
50% of faculty rated this indicator as Important or Essential. 69% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers.
This indicator helps in developing the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 12
40% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Communication-Ability to Write/Give Presentation
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
G. Mathematics - Apply Arithmetic, Algebraic, Statistical Methods And Solving Situations.
Demonstration of students competency in the Area of Mathematics through student's ability to apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations.
This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 1
98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 3
77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Apply Aritmetic, Algebraic, etc. Methods
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
H. Mathematics- Represent And Evaluate Mathematical Information Verbally, Nuemerically, Etc.
Demonstration of students competency in the Area of Mathematics through their ability to represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically.
This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 1
98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Represent and Evaluate Math Info Verbally
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
I. Mathematics - Expand Mathematical Reasoning Skills
Demonstration of students competency in the Area of Mathematics through student's ability to expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments.
Indicator
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 3
77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Expands mathematical reasoning skills and formal logic to develop convincing mathematical arguments, and recognizes the limitations of mathematical and statistical models.
Criterion
M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 47% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Expand Mathematical Reasoning Skills
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
J. MAthematics - Solve Mathematical Problems And Judge The Reasonableness Of The Results.
Demonstration of students competency in the Area of Mathematics through their ability to interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them.
Indicator
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 3
77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This helps in using appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. Secondly, interprets mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 9
38% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (2) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Solve Math Problems and Judge Results
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
K. Mathematics - Recognize The Limitations Of Mathematical And Statistical Models.
Demonstration of students competency in the Area of Mathematics through student's ability to recognize the limitations of mathematical and statistical models.
Indicator
M.Learning Fundamental Principles, Generalizations, Or Theories.
This helps in interpreting mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. Recognizes the limitations of mathematical and statistical models
Criterion
M.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 2
72% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them " and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning Fundamental principles, generalization or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Expands mathematical reasoning skills and formal logic to develop convincing mathematical arguments, and recognizes the limitations of mathematical and statistical models.
Criterion
M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 47% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Recognize Limitations of Math and Stat Models
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
L. Mathematics - Understand Mathematics Connections To Other Disciplines.
Demonstration of students competency in the Area of Mathematics through student's ability to develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines.
Indicator
MGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
Develops the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines
Criterion
MGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 7
28% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the view that mathematical is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Understand Math Connections to Other Discip.
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
M. Humanities And Visual & Performing Arts - Demonstrate Awareness Of Works In The Arts.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability o demonstrate awareness of the scope and variety of works in the arts and humanities.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Performing Arts-Awareness of Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
N. Humanities & Visual & Performing Arts-Understand Works As Expression Of Individual
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to understand those works as expressions of individual and human values within an historical and social context.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Perfom. Arts-Understand Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
O. Humanities And Visual & Performing Arts - Respond Critically To The Works In Arts.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to respond critically to works in the arts and humanities.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-Respond Critically
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
P. Humanities And Visual & Performing Arts - Engage In The Creative Process.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist.
To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, English and Philosophy 21% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 61% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Perform. Arts-Creative Process
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Q. Humanities And Performing Arts - Articulate An Informed Personal Reaction To Works
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to articulate an informed personal reaction to works in the arts and humanities.
Indicator
H.Developing Skill In Expressing Myself Orally Or In Writing
To articulate an informed personal reaction to works in the arts and humanities
Criterion
H.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 62% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 35% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 27% of faculty rated this indicator as Important or Essential. 46% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
H.Developing A Clearer Understanding Of, And Commitment To, Personal Values
To articulate an informed personal reaction to works in the arts and humanities
Criterion
H.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, English and Philosophy, 22% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 11% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-React to Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
R. Humanities & Performing Arts - Develop An Appreciation For Aesthetic Principles.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
S. Humanities And Performing Arts - Demonstrate The Influence Of Literature, Philosophy, Etc.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-Influence of Arts
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
T. Social And Behavioral Sciences - Employ The Appropriate Methods, Technologies.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. and Behav. Sciences-Appropriate Methods
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
U. Social And Behavioral Sciences - Examine Social Institutions And Processes Across Cultures.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to examine social institutions and processes across a range of historical periods, social structures, and cultures.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Sciences-Examine Social Institutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
V. Social & Behav. Science-use & Critique Alternative Explanatory Systems Or Theories.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to use and critique alternative explanatory systems or theories.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Alternative Theories
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
W. Social And Behavioral Sciences - Develop Alternative Solutions For Social Issues.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to develop and communicate alternative explanations or solutions for contemporary social issues.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Developing Skill In Expressing Myself Orally Or In Writing
To develop and communicate alternative explanations or solutions for contemporary social issues.
Criterion
S.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#8
For the sub core area, History and Political Science, 26% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#8
For the sub core area, Social & Behavioral Sciences, 20% of faculty rated this indicator as Important or Essential. 37% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Alternative Solutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
X. Social And Behavioral Sciences - Analyze The Effects Of Historical, Social, Political, Etc.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Analyze Effects
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Y. Social And Behavioral Sciences - Comprehend The Origins Of U.S. And Texas Political System.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas,federalism, civil liberties, and civil and human rights.
1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Soc. & Behav. Science-Origins of Political System
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z. Social And Behavioral Sciences - Understand The Current Role Of U.S. In The World.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to understand the evolution and current role of the U.S. in the world.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Role of US in World
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.A. Social And Behavioral Sciences - Analyze Historical Evidence And Differing Points Of View.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Analyze Hist. Evidence
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.B. Social And Behavioral Sciences - Apply Reasonable Criteria For The Acceptability Of Research
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Acceptability of Research
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.C. Social And Behavioral Sciences - Develop Creative Solutions To Public Policy Problems.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze, critically assess, and develop creative solutions to public policy problems.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Public Policy Solutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.D. Social & Behav. Science-Recognize One's Duty As A Citizen In A Democratic Society.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Developing A Clearer Understanding Of, And Commitment To, Personal Values
To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#10
For the sub core area, History and Political Science, 19% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#10
For the sub core area, Social & Behavioral Sciences, 12% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize and assume one''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Ones Duty as a Citizen
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.E. Social And Behavioral Sciences - Identify Differences Within Cultures.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability o identify and understand differences and commonalities within diverse cultures.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Differences Within Cultures
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.F. Natural Science - Apply Method And Appropriate Technology To The Study Of Natural Sciences.
Demonstration of students competency in the Area of Natural Science through student's ability to understand and apply method and appropriate technology to the study of natural sciences.
Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 1
97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning Fundamental Principles, Generalizations, Or Theories.
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories.
Criterion
N.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 2
93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 3
67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Apply Method and Approp. Technology
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.G. Natural Science - Recognize Differences Between Scientific And Quantatative Methods.
Demonstration of students competency in the Area of Natural Science through student's ability to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing.
Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 1
97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning Fundamental Principles, Generalizations, Or Theories.
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories.
Criterion
N.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 2
93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 3
67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Developing Skill In Expressing Myself Orally Or In Writing
To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 8
9% of faculty rated this indicator as Important or Essential. 29% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Developing skill in expressing myself orally or in writing."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Scientific/Quantatative Differnces
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.H. Natural Science - Recognize The Differences Among Competing Scientific Theories.
Demonstration of students competency in the Area of Natural Science through student's ability to identify and recognize the differences among competing scientific theories.
Indicator
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Differences Among Theories
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.I. Natural Science - Demonstrate Knowledge Of The Major Issues Facing Modern Science.
Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies.
Indicator
NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 7
49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Developing A Clearer Understanding Of, And Commitment To, Personal Values
Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies
Criterion
N.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 10
10% of faculty rated this indicator as Important or Essential. 39% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Knowledge of the Major Issues
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.J. Natural Science - Demonstrate Knowledge Of The Interdependence Of Science And Technology.
Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.
Indicator
NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 7
49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Science/Technology Interdependence
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Goal
Writing Competency
Students will be able to produce clear, correct, and coherent prose adapted to purpose,m occasion, and audience. In addition, students will be familiar with the writing process, including how to discover a topic, how to devolop, organiz, and phrase it effectivly for their audience.
Objective
A. Communication - Understand And Demonstrate Writing And Speaking Processes.
Demonstration of students competency in the Area of Communication through students ability to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 6
54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand and Demonstrate Writing
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
B. Communication - Understand Audience Specification And Use Correct Communication Choices.
Demonstration of students competency in the Area of Communication through students ability to understand the importance of specifying audience and purpose and to select appropriate communication choices.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand Audience Specification
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
C. Communication - Understand And Appropriately Apply Modes Of Expression.
Demonstration of students competency in the Area of Communication through student's ability to understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.
This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 6
54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand/Apply Modes of Expression
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
D. Communication-Participate In Group Activities With Emphasis On Listening, Responding Etc.
Demonstration of students competency in the Area of Communication through student's ability to participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
Indicator
C.Acquiring Skills In Working With Others As A Member Of A Team.
Acquire skills to work in groups with emphasis on listening, critical and reflective thinking and responding.
Criterion
C.Acquiring skills in working with others as a member of a team
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 5
50% of faculty rated this indicator as Important or Essential. 64% of students rated it Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding". The Indicator measured "Acquiring skills in working with others as a member of a team." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Participate in Group Activities
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
E. Communication - Understand And Apply Basic Principles Of Problem Solving
Demonstration of students competency in the Area of Communication through student's ability to understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand/Apply Problem Solving
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
F. Communication - Ability To Write A Documneted Paper And/or Give An Oral Presentation.
Demonstration of students competency in the Area of Communication through student's ability to develop the ability to research and write a documented paper and/or to give an oral presentation.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
Learn how to find and use resources to help research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 9
50% of faculty rated this indicator as Important or Essential. 69% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers.
This indicator helps in developing the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 12
40% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Communication-Ability to Write/Give Presentation
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
M. Humanities And Visual & Performing Arts - Demonstrate Awareness Of Works In The Arts.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability o demonstrate awareness of the scope and variety of works in the arts and humanities.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Performing Arts-Awareness of Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
O. Humanities And Visual & Performing Arts - Respond Critically To The Works In Arts.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to respond critically to works in the arts and humanities.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-Respond Critically
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
P. Humanities And Visual & Performing Arts - Engage In The Creative Process.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist.
To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, English and Philosophy 21% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 61% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Perform. Arts-Creative Process
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Q. Humanities And Performing Arts - Articulate An Informed Personal Reaction To Works
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to articulate an informed personal reaction to works in the arts and humanities.
Indicator
H.Developing Skill In Expressing Myself Orally Or In Writing
To articulate an informed personal reaction to works in the arts and humanities
Criterion
H.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 62% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 35% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 27% of faculty rated this indicator as Important or Essential. 46% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
H.Developing A Clearer Understanding Of, And Commitment To, Personal Values
To articulate an informed personal reaction to works in the arts and humanities
Criterion
H.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, English and Philosophy, 22% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 11% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-React to Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
R. Humanities & Performing Arts - Develop An Appreciation For Aesthetic Principles.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
S. Humanities And Performing Arts - Demonstrate The Influence Of Literature, Philosophy, Etc.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-Influence of Arts
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
T. Social And Behavioral Sciences - Employ The Appropriate Methods, Technologies.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. and Behav. Sciences-Appropriate Methods
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
U. Social And Behavioral Sciences - Examine Social Institutions And Processes Across Cultures.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to examine social institutions and processes across a range of historical periods, social structures, and cultures.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Sciences-Examine Social Institutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
V. Social & Behav. Science-use & Critique Alternative Explanatory Systems Or Theories.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to use and critique alternative explanatory systems or theories.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Alternative Theories
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
W. Social And Behavioral Sciences - Develop Alternative Solutions For Social Issues.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to develop and communicate alternative explanations or solutions for contemporary social issues.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Developing Skill In Expressing Myself Orally Or In Writing
To develop and communicate alternative explanations or solutions for contemporary social issues.
Criterion
S.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#8
For the sub core area, History and Political Science, 26% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#8
For the sub core area, Social & Behavioral Sciences, 20% of faculty rated this indicator as Important or Essential. 37% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Alternative Solutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
X. Social And Behavioral Sciences - Analyze The Effects Of Historical, Social, Political, Etc.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Analyze Effects
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Y. Social And Behavioral Sciences - Comprehend The Origins Of U.S. And Texas Political System.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas,federalism, civil liberties, and civil and human rights.
1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Soc. & Behav. Science-Origins of Political System
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z. Social And Behavioral Sciences - Understand The Current Role Of U.S. In The World.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to understand the evolution and current role of the U.S. in the world.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Role of US in World
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.A. Social And Behavioral Sciences - Analyze Historical Evidence And Differing Points Of View.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Analyze Hist. Evidence
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.B. Social And Behavioral Sciences - Apply Reasonable Criteria For The Acceptability Of Research
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Acceptability of Research
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.C. Social And Behavioral Sciences - Develop Creative Solutions To Public Policy Problems.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze, critically assess, and develop creative solutions to public policy problems.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Public Policy Solutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.D. Social & Behav. Science-Recognize One's Duty As A Citizen In A Democratic Society.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Developing A Clearer Understanding Of, And Commitment To, Personal Values
To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#10
For the sub core area, History and Political Science, 19% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#10
For the sub core area, Social & Behavioral Sciences, 12% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize and assume one''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Ones Duty as a Citizen
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.E. Social And Behavioral Sciences - Identify Differences Within Cultures.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability o identify and understand differences and commonalities within diverse cultures.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Differences Within Cultures
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.F. Natural Science - Apply Method And Appropriate Technology To The Study Of Natural Sciences.
Demonstration of students competency in the Area of Natural Science through student's ability to understand and apply method and appropriate technology to the study of natural sciences.
Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 1
97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning Fundamental Principles, Generalizations, Or Theories.
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories.
Criterion
N.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 2
93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 3
67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Apply Method and Approp. Technology
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.G. Natural Science - Recognize Differences Between Scientific And Quantatative Methods.
Demonstration of students competency in the Area of Natural Science through student's ability to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing.
Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 1
97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning Fundamental Principles, Generalizations, Or Theories.
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories.
Criterion
N.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 2
93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 3
67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Developing Skill In Expressing Myself Orally Or In Writing
To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 8
9% of faculty rated this indicator as Important or Essential. 29% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Developing skill in expressing myself orally or in writing."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Scientific/Quantatative Differnces
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.H. Natural Science - Recognize The Differences Among Competing Scientific Theories.
Demonstration of students competency in the Area of Natural Science through student's ability to identify and recognize the differences among competing scientific theories.
Indicator
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Differences Among Theories
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.I. Natural Science - Demonstrate Knowledge Of The Major Issues Facing Modern Science.
Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies.
Indicator
NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 7
49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Developing A Clearer Understanding Of, And Commitment To, Personal Values
Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies
Criterion
N.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 10
10% of faculty rated this indicator as Important or Essential. 39% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Knowledge of the Major Issues
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.J. Natural Science - Demonstrate Knowledge Of The Interdependence Of Science And Technology.
Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.
Indicator
NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 7
49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Science/Technology Interdependence
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Goal
Speaking Competency
Students will have the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience.
Objective
A. Communication - Understand And Demonstrate Writing And Speaking Processes.
Demonstration of students competency in the Area of Communication through students ability to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 6
54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand and Demonstrate Writing
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
B. Communication - Understand Audience Specification And Use Correct Communication Choices.
Demonstration of students competency in the Area of Communication through students ability to understand the importance of specifying audience and purpose and to select appropriate communication choices.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand Audience Specification
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
C. Communication - Understand And Appropriately Apply Modes Of Expression.
Demonstration of students competency in the Area of Communication through student's ability to understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.
This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 6
54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand/Apply Modes of Expression
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
D. Communication-Participate In Group Activities With Emphasis On Listening, Responding Etc.
Demonstration of students competency in the Area of Communication through student's ability to participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
Indicator
C.Acquiring Skills In Working With Others As A Member Of A Team.
Acquire skills to work in groups with emphasis on listening, critical and reflective thinking and responding.
Criterion
C.Acquiring skills in working with others as a member of a team
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 5
50% of faculty rated this indicator as Important or Essential. 64% of students rated it Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding". The Indicator measured "Acquiring skills in working with others as a member of a team." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Participate in Group Activities
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
E. Communication - Understand And Apply Basic Principles Of Problem Solving
Demonstration of students competency in the Area of Communication through student's ability to understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand/Apply Problem Solving
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
F. Communication - Ability To Write A Documneted Paper And/or Give An Oral Presentation.
Demonstration of students competency in the Area of Communication through student's ability to develop the ability to research and write a documented paper and/or to give an oral presentation.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
Learn how to find and use resources to help research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 9
50% of faculty rated this indicator as Important or Essential. 69% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers.
This indicator helps in developing the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 12
40% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Communication-Ability to Write/Give Presentation
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
G. Mathematics - Apply Arithmetic, Algebraic, Statistical Methods And Solving Situations.
Demonstration of students competency in the Area of Mathematics through student's ability to apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations.
This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 1
98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 3
77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Apply Aritmetic, Algebraic, etc. Methods
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
H. Mathematics- Represent And Evaluate Mathematical Information Verbally, Nuemerically, Etc.
Demonstration of students competency in the Area of Mathematics through their ability to represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically.
This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 1
98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Represent and Evaluate Math Info Verbally
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
I. Mathematics - Expand Mathematical Reasoning Skills
Demonstration of students competency in the Area of Mathematics through student's ability to expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments.
Indicator
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 3
77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Expands mathematical reasoning skills and formal logic to develop convincing mathematical arguments, and recognizes the limitations of mathematical and statistical models.
Criterion
M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 47% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Expand Mathematical Reasoning Skills
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
J. MAthematics - Solve Mathematical Problems And Judge The Reasonableness Of The Results.
Demonstration of students competency in the Area of Mathematics through their ability to interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them.
Indicator
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 3
77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This helps in using appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. Secondly, interprets mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 9
38% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (2) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Solve Math Problems and Judge Results
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
K. Mathematics - Recognize The Limitations Of Mathematical And Statistical Models.
Demonstration of students competency in the Area of Mathematics through student's ability to recognize the limitations of mathematical and statistical models.
Indicator
M.Learning Fundamental Principles, Generalizations, Or Theories.
This helps in interpreting mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. Recognizes the limitations of mathematical and statistical models
Criterion
M.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 2
72% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them " and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning Fundamental principles, generalization or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Expands mathematical reasoning skills and formal logic to develop convincing mathematical arguments, and recognizes the limitations of mathematical and statistical models.
Criterion
M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 47% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Recognize Limitations of Math and Stat Models
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
L. Mathematics - Understand Mathematics Connections To Other Disciplines.
Demonstration of students competency in the Area of Mathematics through student's ability to develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines.
Indicator
MGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
Develops the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines
Criterion
MGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 7
28% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the view that mathematical is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Understand Math Connections to Other Discip.
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
M. Humanities And Visual & Performing Arts - Demonstrate Awareness Of Works In The Arts.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability o demonstrate awareness of the scope and variety of works in the arts and humanities.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Performing Arts-Awareness of Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
N. Humanities & Visual & Performing Arts-Understand Works As Expression Of Individual
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to understand those works as expressions of individual and human values within an historical and social context.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Perfom. Arts-Understand Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
O. Humanities And Visual & Performing Arts - Respond Critically To The Works In Arts.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to respond critically to works in the arts and humanities.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-Respond Critically
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
P. Humanities And Visual & Performing Arts - Engage In The Creative Process.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist.
To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, English and Philosophy 21% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 61% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Perform. Arts-Creative Process
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Q. Humanities And Performing Arts - Articulate An Informed Personal Reaction To Works
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to articulate an informed personal reaction to works in the arts and humanities.
Indicator
H.Developing Skill In Expressing Myself Orally Or In Writing
To articulate an informed personal reaction to works in the arts and humanities
Criterion
H.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 62% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 35% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 27% of faculty rated this indicator as Important or Essential. 46% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
H.Developing A Clearer Understanding Of, And Commitment To, Personal Values
To articulate an informed personal reaction to works in the arts and humanities
Criterion
H.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, English and Philosophy, 22% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 11% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-React to Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
R. Humanities & Performing Arts - Develop An Appreciation For Aesthetic Principles.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
S. Humanities And Performing Arts - Demonstrate The Influence Of Literature, Philosophy, Etc.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-Influence of Arts
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
T. Social And Behavioral Sciences - Employ The Appropriate Methods, Technologies.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. and Behav. Sciences-Appropriate Methods
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
U. Social And Behavioral Sciences - Examine Social Institutions And Processes Across Cultures.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to examine social institutions and processes across a range of historical periods, social structures, and cultures.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Sciences-Examine Social Institutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
V. Social & Behav. Science-use & Critique Alternative Explanatory Systems Or Theories.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to use and critique alternative explanatory systems or theories.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Alternative Theories
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
W. Social And Behavioral Sciences - Develop Alternative Solutions For Social Issues.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to develop and communicate alternative explanations or solutions for contemporary social issues.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Developing Skill In Expressing Myself Orally Or In Writing
To develop and communicate alternative explanations or solutions for contemporary social issues.
Criterion
S.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#8
For the sub core area, History and Political Science, 26% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#8
For the sub core area, Social & Behavioral Sciences, 20% of faculty rated this indicator as Important or Essential. 37% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Alternative Solutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
X. Social And Behavioral Sciences - Analyze The Effects Of Historical, Social, Political, Etc.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Analyze Effects
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Y. Social And Behavioral Sciences - Comprehend The Origins Of U.S. And Texas Political System.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas,federalism, civil liberties, and civil and human rights.
1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Soc. & Behav. Science-Origins of Political System
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z. Social And Behavioral Sciences - Understand The Current Role Of U.S. In The World.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to understand the evolution and current role of the U.S. in the world.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Role of US in World
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.A. Social And Behavioral Sciences - Analyze Historical Evidence And Differing Points Of View.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Analyze Hist. Evidence
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.B. Social And Behavioral Sciences - Apply Reasonable Criteria For The Acceptability Of Research
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Acceptability of Research
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.C. Social And Behavioral Sciences - Develop Creative Solutions To Public Policy Problems.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze, critically assess, and develop creative solutions to public policy problems.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Public Policy Solutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.D. Social & Behav. Science-Recognize One's Duty As A Citizen In A Democratic Society.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Developing A Clearer Understanding Of, And Commitment To, Personal Values
To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#10
For the sub core area, History and Political Science, 19% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#10
For the sub core area, Social & Behavioral Sciences, 12% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize and assume one''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Ones Duty as a Citizen
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.E. Social And Behavioral Sciences - Identify Differences Within Cultures.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability o identify and understand differences and commonalities within diverse cultures.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Differences Within Cultures
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.F. Natural Science - Apply Method And Appropriate Technology To The Study Of Natural Sciences.
Demonstration of students competency in the Area of Natural Science through student's ability to understand and apply method and appropriate technology to the study of natural sciences.
Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 1
97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning Fundamental Principles, Generalizations, Or Theories.
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories.
Criterion
N.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 2
93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 3
67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Apply Method and Approp. Technology
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.G. Natural Science - Recognize Differences Between Scientific And Quantatative Methods.
Demonstration of students competency in the Area of Natural Science through student's ability to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing.
Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 1
97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning Fundamental Principles, Generalizations, Or Theories.
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories.
Criterion
N.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 2
93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 3
67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Developing Skill In Expressing Myself Orally Or In Writing
To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 8
9% of faculty rated this indicator as Important or Essential. 29% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Developing skill in expressing myself orally or in writing."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Scientific/Quantatative Differnces
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.H. Natural Science - Recognize The Differences Among Competing Scientific Theories.
Demonstration of students competency in the Area of Natural Science through student's ability to identify and recognize the differences among competing scientific theories.
Indicator
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Differences Among Theories
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.I. Natural Science - Demonstrate Knowledge Of The Major Issues Facing Modern Science.
Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies.
Indicator
NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 7
49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Developing A Clearer Understanding Of, And Commitment To, Personal Values
Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies
Criterion
N.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 10
10% of faculty rated this indicator as Important or Essential. 39% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Knowledge of the Major Issues
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.J. Natural Science - Demonstrate Knowledge Of The Interdependence Of Science And Technology.
Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.
Indicator
NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 7
49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Science/Technology Interdependence
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Goal
Listening Competency
Students will have the ability to analyze and interpret various forms of spoken communication at the college level.
Objective
A. Communication - Understand And Demonstrate Writing And Speaking Processes.
Demonstration of students competency in the Area of Communication through students ability to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 6
54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand and Demonstrate Writing
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
B. Communication - Understand Audience Specification And Use Correct Communication Choices.
Demonstration of students competency in the Area of Communication through students ability to understand the importance of specifying audience and purpose and to select appropriate communication choices.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand Audience Specification
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
D. Communication-Participate In Group Activities With Emphasis On Listening, Responding Etc.
Demonstration of students competency in the Area of Communication through student's ability to participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
Indicator
C.Acquiring Skills In Working With Others As A Member Of A Team.
Acquire skills to work in groups with emphasis on listening, critical and reflective thinking and responding.
Criterion
C.Acquiring skills in working with others as a member of a team
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 5
50% of faculty rated this indicator as Important or Essential. 64% of students rated it Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding". The Indicator measured "Acquiring skills in working with others as a member of a team." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Participate in Group Activities
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
E. Communication - Understand And Apply Basic Principles Of Problem Solving
Demonstration of students competency in the Area of Communication through student's ability to understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand/Apply Problem Solving
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
M. Humanities And Visual & Performing Arts - Demonstrate Awareness Of Works In The Arts.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability o demonstrate awareness of the scope and variety of works in the arts and humanities.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Performing Arts-Awareness of Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
N. Humanities & Visual & Performing Arts-Understand Works As Expression Of Individual
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to understand those works as expressions of individual and human values within an historical and social context.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Perfom. Arts-Understand Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
O. Humanities And Visual & Performing Arts - Respond Critically To The Works In Arts.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to respond critically to works in the arts and humanities.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-Respond Critically
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
P. Humanities And Visual & Performing Arts - Engage In The Creative Process.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist.
To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, English and Philosophy 21% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 61% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Perform. Arts-Creative Process
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Q. Humanities And Performing Arts - Articulate An Informed Personal Reaction To Works
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to articulate an informed personal reaction to works in the arts and humanities.
Indicator
H.Developing Skill In Expressing Myself Orally Or In Writing
To articulate an informed personal reaction to works in the arts and humanities
Criterion
H.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 62% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 35% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 27% of faculty rated this indicator as Important or Essential. 46% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
H.Developing A Clearer Understanding Of, And Commitment To, Personal Values
To articulate an informed personal reaction to works in the arts and humanities
Criterion
H.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, English and Philosophy, 22% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 11% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-React to Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
R. Humanities & Performing Arts - Develop An Appreciation For Aesthetic Principles.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
S. Humanities And Performing Arts - Demonstrate The Influence Of Literature, Philosophy, Etc.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-Influence of Arts
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
T. Social And Behavioral Sciences - Employ The Appropriate Methods, Technologies.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. and Behav. Sciences-Appropriate Methods
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
U. Social And Behavioral Sciences - Examine Social Institutions And Processes Across Cultures.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to examine social institutions and processes across a range of historical periods, social structures, and cultures.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Sciences-Examine Social Institutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
V. Social & Behav. Science-use & Critique Alternative Explanatory Systems Or Theories.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to use and critique alternative explanatory systems or theories.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Alternative Theories
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
W. Social And Behavioral Sciences - Develop Alternative Solutions For Social Issues.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to develop and communicate alternative explanations or solutions for contemporary social issues.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Developing Skill In Expressing Myself Orally Or In Writing
To develop and communicate alternative explanations or solutions for contemporary social issues.
Criterion
S.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#8
For the sub core area, History and Political Science, 26% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#8
For the sub core area, Social & Behavioral Sciences, 20% of faculty rated this indicator as Important or Essential. 37% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Alternative Solutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
X. Social And Behavioral Sciences - Analyze The Effects Of Historical, Social, Political, Etc.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Analyze Effects
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Y. Social And Behavioral Sciences - Comprehend The Origins Of U.S. And Texas Political System.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas,federalism, civil liberties, and civil and human rights.
1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Soc. & Behav. Science-Origins of Political System
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z. Social And Behavioral Sciences - Understand The Current Role Of U.S. In The World.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to understand the evolution and current role of the U.S. in the world.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Role of US in World
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.A. Social And Behavioral Sciences - Analyze Historical Evidence And Differing Points Of View.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Analyze Hist. Evidence
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.B. Social And Behavioral Sciences - Apply Reasonable Criteria For The Acceptability Of Research
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Acceptability of Research
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.C. Social And Behavioral Sciences - Develop Creative Solutions To Public Policy Problems.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze, critically assess, and develop creative solutions to public policy problems.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Public Policy Solutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.D. Social & Behav. Science-Recognize One's Duty As A Citizen In A Democratic Society.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Developing A Clearer Understanding Of, And Commitment To, Personal Values
To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#10
For the sub core area, History and Political Science, 19% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#10
For the sub core area, Social & Behavioral Sciences, 12% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize and assume one''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Ones Duty as a Citizen
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.E. Social And Behavioral Sciences - Identify Differences Within Cultures.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability o identify and understand differences and commonalities within diverse cultures.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Differences Within Cultures
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.F. Natural Science - Apply Method And Appropriate Technology To The Study Of Natural Sciences.
Demonstration of students competency in the Area of Natural Science through student's ability to understand and apply method and appropriate technology to the study of natural sciences.
Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 1
97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning Fundamental Principles, Generalizations, Or Theories.
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories.
Criterion
N.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 2
93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 3
67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Apply Method and Approp. Technology
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.G. Natural Science - Recognize Differences Between Scientific And Quantatative Methods.
Demonstration of students competency in the Area of Natural Science through student's ability to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing.
Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 1
97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning Fundamental Principles, Generalizations, Or Theories.
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories.
Criterion
N.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 2
93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 3
67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Developing Skill In Expressing Myself Orally Or In Writing
To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 8
9% of faculty rated this indicator as Important or Essential. 29% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Developing skill in expressing myself orally or in writing."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Scientific/Quantatative Differnces
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.H. Natural Science - Recognize The Differences Among Competing Scientific Theories.
Demonstration of students competency in the Area of Natural Science through student's ability to identify and recognize the differences among competing scientific theories.
Indicator
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Differences Among Theories
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.I. Natural Science - Demonstrate Knowledge Of The Major Issues Facing Modern Science.
Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies.
Indicator
NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 7
49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Developing A Clearer Understanding Of, And Commitment To, Personal Values
Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies
Criterion
N.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 10
10% of faculty rated this indicator as Important or Essential. 39% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Knowledge of the Major Issues
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.J. Natural Science - Demonstrate Knowledge Of The Interdependence Of Science And Technology.
Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.
Indicator
NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 7
49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Science/Technology Interdependence
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Goal
Critical Thinking
Students will be able to apply both qualitiative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies.
Objective
D. Communication-Participate In Group Activities With Emphasis On Listening, Responding Etc.
Demonstration of students competency in the Area of Communication through student's ability to participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
Indicator
C.Acquiring Skills In Working With Others As A Member Of A Team.
Acquire skills to work in groups with emphasis on listening, critical and reflective thinking and responding.
Criterion
C.Acquiring skills in working with others as a member of a team
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 5
50% of faculty rated this indicator as Important or Essential. 64% of students rated it Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding". The Indicator measured "Acquiring skills in working with others as a member of a team." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Participate in Group Activities
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
E. Communication - Understand And Apply Basic Principles Of Problem Solving
Demonstration of students competency in the Area of Communication through student's ability to understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand/Apply Problem Solving
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
G. Mathematics - Apply Arithmetic, Algebraic, Statistical Methods And Solving Situations.
Demonstration of students competency in the Area of Mathematics through student's ability to apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations.
This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 1
98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 3
77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Apply Aritmetic, Algebraic, etc. Methods
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
H. Mathematics- Represent And Evaluate Mathematical Information Verbally, Nuemerically, Etc.
Demonstration of students competency in the Area of Mathematics through their ability to represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically.
This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 1
98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Represent and Evaluate Math Info Verbally
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
J. MAthematics - Solve Mathematical Problems And Judge The Reasonableness Of The Results.
Demonstration of students competency in the Area of Mathematics through their ability to interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them.
Indicator
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 3
77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This helps in using appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. Secondly, interprets mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 9
38% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (2) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Solve Math Problems and Judge Results
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
N. Humanities & Visual & Performing Arts-Understand Works As Expression Of Individual
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to understand those works as expressions of individual and human values within an historical and social context.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Perfom. Arts-Understand Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
O. Humanities And Visual & Performing Arts - Respond Critically To The Works In Arts.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to respond critically to works in the arts and humanities.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-Respond Critically
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
P. Humanities And Visual & Performing Arts - Engage In The Creative Process.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist.
To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, English and Philosophy 21% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 61% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective for (1) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Perform. Arts-Creative Process
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Q. Humanities And Performing Arts - Articulate An Informed Personal Reaction To Works
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to articulate an informed personal reaction to works in the arts and humanities.
Indicator
H.Developing Skill In Expressing Myself Orally Or In Writing
To articulate an informed personal reaction to works in the arts and humanities
Criterion
H.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 62% of faculty rated this indicator as Important or Essential. 54% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 35% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 27% of faculty rated this indicator as Important or Essential. 46% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To articulate an informed personal reaction to works in the arts and humanities." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
H.Developing A Clearer Understanding Of, And Commitment To, Personal Values
To articulate an informed personal reaction to works in the arts and humanities
Criterion
H.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, English and Philosophy, 22% of faculty rated this indicator as Important or Essential. 50% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 13% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 11% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "Developing skill in expressing myself orally or in writing." "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-React to Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
R. Humanities & Performing Arts - Develop An Appreciation For Aesthetic Principles.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
S. Humanities And Performing Arts - Demonstrate The Influence Of Literature, Philosophy, Etc.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability to demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersect with the following three outcomes. 1.To respond critically to works in the arts and humanities. 2.To articulate an informed personal reaction to works in the arts and humanities. 3.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences.
Criterion
H.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area, Performing Arts, 29% of faculty rated this indicator as Important or Essential. 51% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, English and Philosophy, 84% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 25% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To respond critically to works in the arts and humanities." (2) "To articulate an informed personal reaction to works in the arts and humanities." and (3) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Human. & Visual/Perform. Arts-Influence of Arts
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
T. Social And Behavioral Sciences - Employ The Appropriate Methods, Technologies.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. and Behav. Sciences-Appropriate Methods
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
U. Social And Behavioral Sciences - Examine Social Institutions And Processes Across Cultures.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to examine social institutions and processes across a range of historical periods, social structures, and cultures.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Sciences-Examine Social Institutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
V. Social & Behav. Science-use & Critique Alternative Explanatory Systems Or Theories.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to use and critique alternative explanatory systems or theories.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Alternative Theories
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
W. Social And Behavioral Sciences - Develop Alternative Solutions For Social Issues.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to develop and communicate alternative explanations or solutions for contemporary social issues.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Developing Skill In Expressing Myself Orally Or In Writing
To develop and communicate alternative explanations or solutions for contemporary social issues.
Criterion
S.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#8
For the sub core area, History and Political Science, 26% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#8
For the sub core area, Social & Behavioral Sciences, 20% of faculty rated this indicator as Important or Essential. 37% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop and communicate alternative explanations or solutions for contemporary social issues." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Alternative Solutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
X. Social And Behavioral Sciences - Analyze The Effects Of Historical, Social, Political, Etc.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Analyze Effects
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Y. Social And Behavioral Sciences - Comprehend The Origins Of U.S. And Texas Political System.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas,federalism, civil liberties, and civil and human rights.
1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, History and Political Science, 88% of faculty rated this indicator as Important or Essential. 78% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#1
For sub core area, Social & Behavioral Sciences, 87% of faculty rated this indicator as Important or Essential. 70% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." and (2) "To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends).Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Soc. & Behav. Science-Origins of Political System
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z. Social And Behavioral Sciences - Understand The Current Role Of U.S. In The World.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to understand the evolution and current role of the U.S. in the world.
Indicator
S.Learning Fundamental Principles, Generalizations, Or Theories.
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To understand the evolution and current role of the U.S. in the world.
Criterion
S.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, History and Political Science, 65% of faculty rated this indicator as Important or Essential. 71% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#2
For the sub core area, Social & Behavioral Sciences, 89% of faculty rated this indicator as Important or Essential. 68% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To understand the evolution and current role of the U.S. in the world." The Indicator measured "Learning Fundamental principles, generalizations, or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Role of US in World
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.A. Social And Behavioral Sciences - Analyze Historical Evidence And Differing Points Of View.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Analyze Hist. Evidence
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.B. Social And Behavioral Sciences - Apply Reasonable Criteria For The Acceptability Of Research
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Indicator
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersects with the following three outcomes. 1.To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2.To use and critique alternative explanatory systems or theories. 3.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
Criterion
S.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, History and Political Sciences, 43% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#3
For the sub core area, Social & Behavioral Sciences, 77% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition." (2) "To use and critique alternative explanatory systems or theories." and (3) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Acceptability of Research
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.C. Social And Behavioral Sciences - Develop Creative Solutions To Public Policy Problems.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to analyze, critically assess, and develop creative solutions to public policy problems.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
This indicator intersects with the following six outcomes. 1.To use and critique alternative explanatory systems or theories. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5.To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6.To analyze , critically assess, and develop creative solutions to public policy problems.
Criterion
S.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, History and Political Science, 60% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#11
For the sub core area, Social & Behavioral Sciences, 41% of faculty rated this indicator as Important or Essential. 56% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use and critique alternative explanatory systems or theories." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (5) "To recognize and apply reasonable criteria for the acceptability of historical evidence and social research." and (6) "To analyze , critically assess, and develop creative solutions to public policy problems." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Public Policy Solutions
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.D. Social & Behav. Science-Recognize One's Duty As A Citizen In A Democratic Society.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability to recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Indicator
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This indicator intersects with four outcomes. They are, 1.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 2.To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 3.To analyze , critically assess, and develop creative solutions to public policy problems. 4.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, History and Political Science, 29% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#9
For the sub core area, Social & Behavioral Sciences, 23% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (2) "To differentiate and analyze historical evidence (documentary and statistical) and differing points of view." (3) "To analyze , critically assess, and develop creative solutions to public policy problems." and (4) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Developing A Clearer Understanding Of, And Commitment To, Personal Values
To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#10
For the sub core area, History and Political Science, 19% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#10
For the sub core area, Social & Behavioral Sciences, 12% of faculty rated this indicator as Important or Essential. 49% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize and assume one''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
This indicator intersects with the following two outcomes. 1.To analyze , critically assess, and develop creative solutions to public policy problems. 2.To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.
Criterion
S.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, History and Political Science, 42% of faculty rated this indicator as Important or Essential. 62% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#12
For the sub core area, Social & Behavioral Sciences, 26% of faculty rated this indicator as Important or Essential. 55% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To analyze , critically assess, and develop creative solutions to public policy problems." and (2) "To recognize and assume one''''''''s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy." The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Ones Duty as a Citizen
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.E. Social And Behavioral Sciences - Identify Differences Within Cultures.
Demonstration of students competency in the Area of Social and Behavioral Sciences through student's ability o identify and understand differences and commonalities within diverse cultures.
Indicator
S.Gaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
This indicator intersects with the following five outcomes. 1.To examine social institutions and processes across a range of historical periods, social structures, and cultures. 2.To develop and communicate alternative explanations or solutions for contemporary social issues. 3.To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 4.To understand the evolution and current role of the U.S. in the world. 5.To identify and understand differences and commonalities within diverse cultures.
Criterion
SGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, History and Political Science, 16% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Finding
Social & Behavioral Sciences-IDEA SLO Indicator#7
For sub core area, Social & Behavioral Sciences, 8% of faculty rated this indicator as Important or Essential. 48% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To examine social institutions and processes across a range of historical periods, social structures, and cultures." (2) "To develop and communicate alternative explanations or solutions for contemporary social issues." (3) "To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study." (4) "To understand the evolution and current role of the U.S. in the world." and (5) "To identify and understand differences and commonalities within diverse cultures." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Soc. & Behav. Science-Differences Within Cultures
Examination of the findings that had been obtained for the two sub-components of the Social And Behavioral Science Core Curriculum Area (history/political science and Other social/behavioral sciences) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.
Objective
Z.F. Natural Science - Apply Method And Appropriate Technology To The Study Of Natural Sciences.
Demonstration of students competency in the Area of Natural Science through student's ability to understand and apply method and appropriate technology to the study of natural sciences.
Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 1
97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning Fundamental Principles, Generalizations, Or Theories.
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories.
Criterion
N.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 2
93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 3
67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Apply Method and Approp. Technology
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.G. Natural Science - Recognize Differences Between Scientific And Quantatative Methods.
Demonstration of students competency in the Area of Natural Science through student's ability to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing.
Helps to understand and apply method and appropriate technology to the study of natural sciences. Recognizes scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 1
97% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning Fundamental Principles, Generalizations, Or Theories.
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To identify and recognize the differences among competing scientific theories.
Criterion
N.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 2
93% of faculty rated this indicator as Important or Essential. 60% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To identify and recognize the differences among competing scientific theories." The Indicator measured "Learning Fundamental principles, generalizations, or theories."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
1.To understand and apply method and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 3
67% of faculty rated this indicator as Important or Essential. 53% of Students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and apply method and appropriate technology to the study of natural sciences." and (2) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Developing Skill In Expressing Myself Orally Or In Writing
To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing
Criterion
N.Developing skill in expressing myself orally or in writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 8
9% of faculty rated this indicator as Important or Essential. 29% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing." The Indicator measured "Developing skill in expressing myself orally or in writing."Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Scientific/Quantatative Differnces
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.H. Natural Science - Recognize The Differences Among Competing Scientific Theories.
Demonstration of students competency in the Area of Natural Science through student's ability to identify and recognize the differences among competing scientific theories.
Indicator
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Differences Among Theories
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.I. Natural Science - Demonstrate Knowledge Of The Major Issues Facing Modern Science.
Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies.
Indicator
NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 7
49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Developing A Clearer Understanding Of, And Commitment To, Personal Values
Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies
Criterion
N.Developing A Clearer Understanding Of, And Commitment To, Personal Values
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 10
10% of faculty rated this indicator as Important or Essential. 39% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." The Indicator measured "Developing a clearer understanding of, and commitment to, personal values." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Knowledge of the Major Issues
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.J. Natural Science - Demonstrate Knowledge Of The Interdependence Of Science And Technology.
Demonstration of students competency in the Area of Natural Science through student's ability to demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.
Indicator
NGaining A Broader & Appreciation Of Intellectual/cultural Activity (music, Science,)
1.To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 2.To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
NGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 7
49% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Intersects with two outcomes, first identify and recognize the differences among competing scientific theories. Second, demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural.
Criterion
N.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Natural Sciences - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 42% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To identify and recognize the differences among competing scientific theories." and (2) "To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern cultural." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Nat. Science-Science/Technology Interdependence
Because Findings indicated that the emphasis of courses in the Natural Sciences Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
Z.K. Mathematics - Interpret Mathematical Models Such As Formulas, Graphs,tables Etc.
To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them
This indicator intersects with three outcomes. 1.Apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 1
98% of faculty rated this indicator as Important or Essential. 64% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations" (2) "To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically" and (3)"To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Gaining factual knowledge (terminology, classification, methods, trends)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning Fundamental Principles, Generalizations, Or Theories.
This helps in interpreting mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. Recognizes the limitations of mathematical and statistical models
Criterion
M.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 2
72% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them " and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning Fundamental principles, generalization or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 3
77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems
This helps in using appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. Secondly, interprets mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 9
38% of faculty rated this indicator as Important or Essential. 52% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (2) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Interpret Mathematical Models
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Goal
Computer Literacy
Students will have the ability to use computer-based technology in communicating, solving problems, and acquiring information at the college level. In addition, students should have an understanding of the limits, problems, and possibilities associated with the use of technology, and have the tools necessary to evaluate and learn new technologies as they become available.
Objective
A. Communication - Understand And Demonstrate Writing And Speaking Processes.
Demonstration of students competency in the Area of Communication through students ability to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 6
54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand and Demonstrate Writing
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
B. Communication - Understand Audience Specification And Use Correct Communication Choices.
Demonstration of students competency in the Area of Communication through students ability to understand the importance of specifying audience and purpose and to select appropriate communication choices.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand Audience Specification
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
C. Communication - Understand And Appropriately Apply Modes Of Expression.
Demonstration of students competency in the Area of Communication through student's ability to understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.
This is an indicator for two outcomes, first to understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. Second, to understand and apply modes of expression i.e. descriptive, narrative and self-expressive in written, visual, and oral communication.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 6
54% of faculty rated this indicator as Important or Essential. 75% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.."), and (2) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication". The Indicator measured "Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Communication-Understand/Apply Modes of Expression
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
F. Communication - Ability To Write A Documneted Paper And/or Give An Oral Presentation.
Demonstration of students competency in the Area of Communication through student's ability to develop the ability to research and write a documented paper and/or to give an oral presentation.
Indicator
C.Developing Skill In Expressing Myself Orally Or In Writing.
This objective intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2.Understand the inportance of specifying audience and purpose and to select appropriate communication choices. 3.Understand and apply modes of expression, i.e. descriptive, narrative, and self expressive, in written, visual and oral communication. 4.Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Developing Skill In Expressing Myself Orally Or In Writing
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 8
99% of faculty rated this indicator as Important or Essential. 76% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices". (3) "To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication" (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument" (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation." The Indicator measured "Developing skill in expressing myself orally or in writing." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
Learn how to find and use resources to help research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning How To Find And Use Resources For Answering Questions Or Solving Problems.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 9
50% of faculty rated this indicator as Important or Essential. 69% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Leaning how to find and use resources for answering questions or solving problems." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Point Of View.
This indicator intersects with five outcomes. 1.Understand and demonstrate writing and speaking processes through invention, drafting, editing and presentation. 2. Understand the importance of specifying audience and purpose and to select appropriate communication choices. 3.Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 4. Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 5.Develop the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 11
85% of faculty rated this indicator as Important or Essential. 72% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation" (2) "To understand the importance of specifying audience and purpose and to select appropriate communication choices", (3) "To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding", (4) "To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument", (5) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Indicator
C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers.
This indicator helps in developing the ability to research and write a documented paper and/or to give an oral presentation.
Criterion
C.Acquiring An Interest In Learning More By Asking My Own Questions And Seeking Answers
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Communication - IDEA SLO Indicator # 12
40% of faculty rated this indicator as Important or Essential. 66% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the ability to research and write a documented paper and/or to give an oral presentation". The Indicator measured "Acquiring an interest in learning more by asking my own questions and seeking answers." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Communication-Ability to Write/Give Presentation
Because Findings indicated that the emphasis of courses in the communications Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach, no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
I. Mathematics - Expand Mathematical Reasoning Skills
Demonstration of students competency in the Area of Mathematics through student's ability to expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments.
Indicator
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
This indicator intersect with four outcomes. 1.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. 2.To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 3.To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. 4.To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them.
Criterion
M.Learning To Apply Course Material (to Improve Thinking, Problem Solving, And Decisions)
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 3
77% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations." (2) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." (3) "To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results." and (4) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them." The Indicator measured "Learning to apply course material (to improve thinking, problem solving, and decisions)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Expands mathematical reasoning skills and formal logic to develop convincing mathematical arguments, and recognizes the limitations of mathematical and statistical models.
Criterion
M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 47% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Expand Mathematical Reasoning Skills
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
K. Mathematics - Recognize The Limitations Of Mathematical And Statistical Models.
Demonstration of students competency in the Area of Mathematics through student's ability to recognize the limitations of mathematical and statistical models.
Indicator
M.Learning Fundamental Principles, Generalizations, Or Theories.
This helps in interpreting mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. Recognizes the limitations of mathematical and statistical models
Criterion
M.Learning Fundamental Principles, Generalizations, Or Theories.
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 2
72% of faculty rated this indicator as Important or Essential. 63% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them " and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning Fundamental principles, generalization or theories." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Indicator
M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
Expands mathematical reasoning skills and formal logic to develop convincing mathematical arguments, and recognizes the limitations of mathematical and statistical models.
Criterion
M.Learning To Analyze And Critically Evaluate Ideas, Arguments, And Points Of View
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 11
36% of faculty rated this indicator as Important or Essential. 47% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments." and (2) "To recognize the limitations of mathematical and statistical models." The Indicator measured "Learning to analyze and critically evaluate ideas, arguments, and points of view." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Recognize Limitations of Math and Stat Models
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
L. Mathematics - Understand Mathematics Connections To Other Disciplines.
Demonstration of students competency in the Area of Mathematics through student's ability to develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines.
Indicator
MGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
Develops the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines
Criterion
MGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
Finding
Mathematics - IDEA SLO Indicator # 7
28% of faculty rated this indicator as Important or Essential. 44% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objective (1) "To develop the view that mathematical is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
Action
Math-Understand Math Connections to Other Discip.
Because Findings indicated that the emphasis of courses in the Mathematics Core Curriculum Area were on target with State Learning Objectives both in terms of what students claimed they were learning and what faculty were intending to teach , hence no changes in the status quo were recommended. While the IDEA assessment appeared to work well for these courses, it was decided that direct evidence of student competence was needed to strengthen the validity of positive findings and to provide more detailed and specific information about the nature of student learning in relation to the THECB SLO.s. To this end the Core curriculum Assessment committee put into effect a plan to conduct course embedded assessment in 2007-08, while continuing to also use IDEA Evaluation System results.
Objective
M. Humanities And Visual & Performing Arts - Demonstrate Awareness Of Works In The Arts.
Demonstration of students competency in the Area of Humanities and Visual & Performing Arts through student's ability o demonstrate awareness of the scope and variety of works in the arts and humanities.
Indicator
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
This indicator intersects with the following five objectives. 1.To demonstrate awareness of the scope and variety of works in the arts and humanities. 2.To understand those works as expressions of individual and human values within an historical and social context. 3.To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. 4.To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts. 5.To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences
Criterion
HGaining A Broader Understanding And Appreciation Of Intellectual/cultural Activity (music, Science,
At Least 70% of faculty rate this indicator as Important or Essential, and At least 70% of students report Substantial or Exceptional Progress on same indicator
For sub core area English and Philosophy 78% of faculty rated this indicator as Important or Essential. 58% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Humanities, 27% of faculty rated this indicator as Important or Essential. 61% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was not met.
For sub core area, Performing Arts, 87% of faculty rated this indicator as Important or Essential. 74% of students reported Substantial or Exceptional Progress on this indicator. These results assessed the THECB Exemplary Learning Objectives for (1) "To demonstrate awareness of the scope and variety of works in the arts and humanities." (2) "To understand those works as expressions of individual and human values within an historical and social context." (3) "To engage in creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist." (4) "To develop and appreciation for the aesthetic principles that guide or govern the humanities and arts." and (5) "To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on inter cultural experiences." The Indicator measured "Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.)." Criteria of highest scale level response of 70% from BOTH faculty and students was met.
Action
Human. & Visual/Performing Arts-Awareness of Works
Examination of the findings that had been obtained for the two sub-components of this Core Curriculum Area (visual and performing arts, literature/philosophy, and cultural studies) in 2006-07 indicated that the subcomponent areas would have been better served if they had not been evaluated with the identical set of State learning objectives and the identical set of IDEA SLO Indicators. Nevertheless, students in the visual and performing arts and literature/philosophy sub-components appeared to be attaining the desired learning for their most relevant objectives at criterion levels, suggesting that no curricular or pedagogical change was required. This was not the case for students in courses in the cultural studies sub-component; however, because it was unclear whether the measurement approach was pertinent, no recommendation was made for curricular or pedagogical improvements. The Core Curriculum Assessment Committee recommended that, in addition to pursuing the measurement of State learning objectives through student performance on course-embedded assessments apart from IDEA assessment, separate re-alignment should be conducted of the State Objectives most relevant to each sub component area with the most appropriate IDEA SLO indicators for each sub-component. This action was not carried out in 2007-2008.