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TEXAS TECH UNIVERSITY

CORE CURRICULUM REVIEW AS REQUIRED UNDER

TEXAS ADMINISTRATIVE CODE TITLE 19, PART 1, CHAPTER 4, SUBCHAPTER B, RULE 4.30

May 1, 2010

PREPARED BY

GARY S. ELBOW, Ph.D.

ASSOCIATE VICE PROVOST FOR ACADEMIC AFFAIRS

AND

CHAIRPERSON,

CORE CURRICULUM COMMITTEE

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This document complies with the Texas Higher Education Coordinating Board requirement that

Texas public institutions of higher education submit a report each 10 years that evaluates the

institution’s core curriculum (Title 19, Part 1, Chapter 4, Subchapter B, Rule 4.30, Criteria for

Evaluating Core Curricula). The report is organized following the outline of Rule 4.30 and responds

to each required element. Much of the information supporting the statements in this report is

contained in the tables.

Purpose of the Texas Tech University Core Curriculum

The purpose of the Texas Tech University core curriculum is clearly stated in the introductory

statement to the Core Curriculum section of the Texas Tech University Catalog

(http://www.depts.ttu.edu/officialpublications/catalog/_AcademicsCore.php).

The Core Curriculum is designed to give all graduating students the opportunity to

acquire a general knowledge of study areas that traditionally have been regarded

as basic to a university education. This general knowledge base requires study in

the natural and applied sciences, social sciences, mathematics, humanities, visual

and performing arts, and the tools of language and thought.

The curriculum complies with 1987 Texas legislation requiring each state-supported institution to

establish a “core curriculum…in the liberal arts, humanities, sciences, and political, social, and

cultural history.”

Overall, the Texas Tech University core curriculum is intended to provide students with skills

required to be successful in their chosen career, to participate thoughtfully in civic affairs, and to

develop personal and professional standards of ethical conduct. As noted above, it is also designed

to expose students to disciplines included among the generally accepted categories of the liberal

arts. It is anticipated that this exposure will provide students with at least a nominal awareness of

the ways by which scientific knowledge is acquired, historical accounts and values are developed,

and aesthetic judgments are rendered. The core curriculum also serves to make students aware of

the origins and character of the uniquely diverse United States population and of the development,

purpose and functions of the American political system.

Extent to which Core Curriculum Is Consistent with Recommended Elements

The Texas Tech University core curriculum is consistent with the elements of the core curriculum

recommended by the Texas Higher Education Coordinating Board (THECB). As indicated in tables 1

and 2 below, the Texas Tech University core curriculum complies with the 36-hour designated core.

Texas Tech University has opted to complete the 6 hours of university option with 3 additional

hours of mathematics or logic and 3 hours of oral communication. Additionally, the university

requested and received permission to add 2 hours of natural science laboratory and a 3-hour

technology and applied science requirement. Combined, this comprises the complete 47-hour

Texas Tech University core curriculum. The university general education program also includes the

following graduation requirements: (1) a minimum of 2 years of high school foreign language or 1

http://www.depts.ttu.edu/officialpublications/catalog/_AcademicsCore.php

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year of college foreign language, (2) 6 hours of writing intensive classes within the major program,

and (3) a 3-hour multicultural course.

TABLE 1

TEXAS TECH UNIVERSITY CORE CURRICULUM WITH THECB CODES

Extent to which Core Curriculum Is Consistent with Texas Common Course Numbering System

(TCCNS)

The Texas Tech University core curriculum is consistent with the Texas Common Course

Numbering System because at least one course with a TCCN number is available to students in each

core curriculum area. The table below indicates the TCCNS courses for each core area and the

number of lower-level (1000 or 2000) courses available to students in each core area. Of the 173

courses at the 1000- and 2000-level (exclusive of laboratory sections) in the Texas Tech University

core curriculum, 104 (60%) have an associated TCCNS number. In parts of the core curriculum

where only a small number of TCCNS associated courses are available, only a few lower-level

courses satisfy that requirement (i.e., communication, U.S./Texas history and U.S./Texas

government requirements). The relatively high number of TCCNS associated courses provides

students who transfer into or from the university with many options for ensuring transferability of

core curriculum classes to or from other Texas public institutions of higher education.

010/011 Communication (9 hours)

010 Written (6 hours)

011 Oral (3 hours)

020/021 Mathematics and Logic (6 hours)

020 Mathematics (3 hours)

021 Mathematics or Logic (3 hours)

030/090 Natural Sciences

030 Natural Sciences lecture (6 hours)

090 Natural Sciences laboratory (2 hours)

040/050 Humanities and Fine Arts

040 History, Literature, Philosophy, etc. (3 hours)

050 Art, Art History, Dance, Music, Theatre, etc. (3 hours)

060/070/080 Social and Behavioral Sciences (15 hours)

060 U.S. or Texas History (6 hours)

070 U.S. or Texas Government (6 hours)

080 Individual or Group Behavior (3 hours)

090 Technology and Applied Science (3 hours)

Total = 47 hours

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TABLE 2

TEXAS TECH UNIVERSITY CORE CURRICULUM COURSES WITH ASSOCIATED TCCNS COURSE

NUMBER

Core Area TTU course number TCCNS course number

Communication

Written

Essentials of College Rhetoric ENGL 2301 ENGL 2301

Advanced College Rhetoric ENGL 2302 ENGL 2302

Total number of 1000 or 2000 written communication courses Oral

(2)

Introduction to Communication Studies COMS 1300 SPCH 1311

Public Speaking COMS 2300 SPCH 1315

Total number of 1000 or 2000 oral communication courses

(5)

Mathematics and Logic

Mathematics

Contemporary Mathematics MATH 1300 MATH 1314

College Algebra MATH 1320 MATH 1314

Trigonometry MATH 1321 MATH 1316

Introduction to Mathematical Analysis I MATH 1330 MATH 1324

Introduction to Mathematical Analysis II MATH 1331 MATH 1325

MATH 1425

Calculus I MATH 1351 MATH 2313

MATH 2413

MATH 2417

Calculus II MATH 1352 MATH 2314

MATH 2414

MATH 2419

College Algebra with Review MATH 1420 MATH 1414

Precalculus MATH 1550 MATH 2412

Elementary Statistical Methods MATH 2300 MATH 1342

MATH 1442

MATH 2305

MATH 2342

MATH 2405

MATH 2442

Calculus III MATH 2350 MATH 2315

MATH 2415

Linear Algebra MATH 2360 MATH 2318

MATH 2418

Elementary Analysis MATH 2370 MATH 1350

5

Total number of 1000 or 2000 math courses Logic

(16)

Logic PHIL 2310 PHIL 2303

Total number of 1000 or 2000 logic courses

(1)

Natural Sciences

Physical Anthropology Laboratory ANTH 2100 ANTH 2101

ANTH 2401

Physical Anthropology ANTH 2300 ANTH 2301

ANTH 2401

Atmospheric Science Laboratory ATMO 1100 GEOL 1147

GEOL 4147

Introduction to Atmospheric Science ATMO 1300 GEOL 1347

GEOL 1447

Solar System Astronomy ASTR 1400 PHYS 1411

Stellar Astronomy ASTR 1401 PHYS 1412

Environmental Problems Laboratory BIOL 1113 BIOL 2106,

BIOL 2406 BIOL 2306

ENVR 1101 ENVR 1101

ENVR 1401 ENVR 1401

Ecology and Environmental Problems BIOL 1305 BIOL 2306

BIOL 2406

ENVR 1301

ENVR 1401

Biology of Plants BIOL 1401 BIOL 1411

Biology of Animals BIOL 1402 BIOL 1413

Biology I BIOL 1403 BIOL 1406

Biology II BIOL 1404 BIOL 1407

Experimental General Chemistry I Laboratory CHEM 1105 CHEM 1105

CHEM 1405

Experimental General Chemistry II Laboratory CHEM 1106 CHEM 1107

CHEM 1407

Principles of Chemistry I Laboratory CHEM 1107 CHEM 1111

CHEM 1411

Principles of Chemistry II Laboratory CHEM 1108 CHEM 1112

CHEM 1412

Chemistry and Society I CHEM 1305 CHEM 1305

CHEM 1405

Chemistry and Society II CHEM 1306 CHEM 1307

CHEM 1407

Principles of Chemistry I CHEM 1307 CHEM 1311

CHEM 1411

Principles of Chemistry II CHEM 1308 CHEM 1312

CHEM 1412

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Physical Geography GEOG 1401 GEOG 1301

Physical Geology Laboratory GEOL 1101 GEOL 1103

GEOL 1403

Historical Geology Laboratory GEOL 1102 GEOL 1104

GEOL 1404

Physical Geology GEOL 1303 GEOL 1303

GEOL 1403

Historical Geology GEOL 1304 GEOL 1304

GEOL 1404

Physics for Non-Science Majors PHYS 1401 PHYS 1410

General Physics I PHYS 1403 PHYS 1401

General Physics II PHYS 1404 PHYS 1402

Principles of Physics I PHYS 1408 PHYS 2425

Principles of Physics II PHYS 2401 PHYS 2426

Principles of Physics III PHYS 2402 PHYS 2427

Principles of Horticulture PSS 1411 AGRI 1415

PSS 1401 HORT 1401

Introductory Entomology

AGRI 1413

Human Anatomy ZOOL 2403 BIOL 2401

Total number of 1000 or 2000 natural sciences courses (exclusive of laboratory courses that accompany a lecture course)

(32)

Technology and Applied Science

General Animal Science ANSC 1401 AGRI 1419

Computers and Modern Society CS 1300 COSC 1300

Programming Principles II CS 1412 COSC 1437

Surveying and Surveys CTEC 2301 ENGR 1307

Principles of Food Technology FDSC 2300 AGRI 1329

Alternating and Direct Current GTEC 1312 ENGT 1409

Introductory Wildlife NRM 2301 AGRI 2330

Principles of Food Preparation NS 2310 HECO 1315

Agronomic Plant Science PSS 1321 AGRI 1307

AGRI 1407

Total number of 1000 or 2000 courses in natural sciences

(34)

Humanities

History of World Architecture ARCH 2311 ARCH 1301

Introduction to Creative Writing ENGL 2351 ENGL 2307

ENGL 2308

Western Civilization I HIST 1300 HIST 2311

Western Civilization II HIST 1301 HIST 2312

World History to 1500 HIST 2322 HIST 2321

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World History since 1500 HIST 2323 HIST 2322

The Western Intellectual Tradition I HUM 2301 HUMA 1301

The Western Intellectual Tradition II HUM 2302 HUMA 1302

Beginning Philosophy PHIL 2300 PHIL 1301

Introduction to Ethics PHIL 2320 PHIL 2306

World Religions and Philosophy PHIL 2350 PHIL 1304

Total number of1000 or 2000 courses in humanities

(22)

Visual and Performing Arts

Architectonics Studio ARCH 1412 ARCH 1303

Design Introduction ART 1302 ARTS 1311

Drawing Introduction ART 1303 ARTS 1316

Art Appreciation ART 1309 ARTS 1301

ARTS 1313

Art History Survey I ART 1310 ARTS 1303

Art History Survey II ART 2311 ARTS 1304

Group Keyboard Instruction I MUAP 1123 MUSI 1114

MUSI 1181

Group Keyboard Instruction II MUAP 1124 MUSI 1114

MUSI 1182

Group Keyboard Instruction III MUAP 2123 MUSI 2114

MUSI 2181

Group Keyboard Instruction IV MUAP 2324 MUSI 2115

MUSI 2182

Music in Western Civilization MUHL 1308 MUSI 1306

MUSI 1307

Essential Elements of Music MUSI 2301 MUSI 1304

Introduction to Acting THA 1301 DRAM 1351

Theatre Appreciation THA 2303 DRAM 1310

Introduction to Cinema THA 2304 DRAM 2366

Total number of 1000 or 2000 courses in visual and performing arts

(21)

Social and Behavioral Sciences U.S. History History of the United States to 1877

HIST 2300

HIST 1301

History of the United States since 1877 HIST 2301 HIST 1302

Total number of 1000 or 2000 courses in U.S. history Political Science—U.S. and Texas

(2)

American Government Organization POLS 1301 GOVT 2301

GOVT 2305

American Public Policy POLS 2302 GOVT 2302

GOVT 2306

Total number of 1000 or 2000 courses in Political Science—U.S. and Texas

(2)

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Individual or Group Behavior Fundamentals of Agricultural & Applied Economics

AAEC 2305

AGRI 2317

Introduction to Archeology ANTH 2301 ANTH 2302

Cultural Anthropology ANTH 2302 ANTH 2351

Design, Environment and Society ARCH 1311 ARCH 1311

Interpersonal Communication COMS 1301 SPCH 1318

Principles of Economics I ECO 2301 ECON 2302

Principles of Economics II ECO 2302 ECON 2301

Introduction to Human Geography GEOG 2300 GEOG 1302

Regional Geography of the World GEOG 2351 GEOG 1303

Life Span Human Development HSFS 2303 PSYC 2311

PSYC 2312

PSYC 2314

Human Sexuality HLTH 1305 SOCI 2306

WS 1305* PSYC 2306

Introduction to Mass Communication MCOM 1300 COMM 1307

General Psychology PSY 1300 PSYC 2301

Child Psychology PSY 2301 PSYC 2308

PSYC 2310

Introduction to Sociology SOC 1301 SOCI 1301

Current Social Problems SOC 1320 SOCI 1306

The Sociology of Marriage SOC 2331 SOCI 2301

WS 2331*

Introduction to Social Work SW 2301 SOCW 2361

Total number of 1000 or 2000 courses in Individual and Group Behavior

(36)

*WS (Women’s Studies) courses are cross listed with same numbered Health and Sociology courses.

Extent to which Core Curriculum is consistent with the Elements of the Core Curriculum Component Areas, Intellectual Competencies, and Perspectives

The Texas Tech University core curriculum is consistent with the elements of the core curriculum component areas, intellectual competencies, and perspectives. All of the defining characteristics of basic intellectual competencies listed in the Assumptions and Defining Characteristics of the Texas Higher Education Coordinating Board are covered in one or more of the core curriculum areas and they are also dealt with across the curriculum at Texas Tech University. The discussion below outlines the core areas in which specific intellectual competencies are addressed.

General reading is emphasized in core courses in the humanities, U.S. history and some visual and performing arts courses. Comprehension of more technical material is addressed in natural sciences, technology and applied sciences, the group and individual behavior area of the social and behavioral sciences requirement, and elsewhere. Results of the College Learning Assessment for 2008 showed the performance of a sample of 100 Texas Tech University seniors to be “Above” or “Well Above” expected performance when evaluated against the CLA criteria (see Table 3). Since the tasks all require students to be able to read instructions, interpret written scenarios,

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comprehend factual information and interpret data, this suggests that Texas Tech University students do acquire good reading skills as a result of their educational experience, which includes having completed the core curriculum.

Writing is addressed most directly in the written communication portion of the core curriculum, but the university also has a writing intensive graduation requirement that requires all students to take at least 6 hours of courses within their major that are designated “writing intensive.” This requirement engages students in several writing exercises and calls upon them to do rewrites following the suggestions of the course instructor. The writing intensive requirement focuses on writing assignments that are appropriate for the student’s major and career goals. That is, majors in the Jerry S. Rawls College of Business focus on various forms of business communication; engineering majors write technical reports similar to what will be expected of them by an employer; journalism majors write for their audience, etc. Assessment results from the 2008 College Learning Assessment suggest that Texas Tech University students achieved writing improvement levels “Well Above” expected levels for the national cohort of participating universities, with a “value added” rank in the 88th percentile.

The Department of English has developed a nationally recognized hybrid face-to-face and online first-year writing program that engages in continuous evaluation of ENGL 2301 and ENGL 2302 in order to monitor student performance and respond to observed deficiencies in student performance in these required English rhetoric courses. These courses are intended to promote writing across the curriculum, and writing assignments reflect content and styles of many different types of written communication. Results of English rhetoric course assessments indicate that, for most indicators, between 80 and 90% of students achieve a score above 70% on their writing assignments. It is noteworthy that the grading process for papers submitted for ENGL 2301 and 2302 is anonymous. That is, graders do not know the name of the student whose paper they are grading. This process helps to reduce any bias that might be introduced when course instructors grade their own students’ papers.

Texas Tech University’s core curriculum has a 3-hour oral communication requirement directed specifically toward teaching students the basic elements of effective public speaking. Most students complete this requirement by taking a course in the Department of Communication Studies, but oral communication courses are also offered in the Jerry S. Rawls College of Business Administration, the Department of Applied Professional Studies in the College of Human Sciences and in the College of Engineering. These courses focus on helping students identify purpose, evaluate audience and occasion, and direct their oral communication accordingly. The specifications for this area of the core curriculum require a minimum of three in-class oral presentations. Additionally, many courses at Texas Tech University, both in the core curriculum and as required for major programs also require students to make formal oral presentations.

Texas Tech University’s oral communication classes also focus on teaching students to be effective listeners as well as proficient speakers. That is, they are expected to listen to and critique the oral presentations of their fellow students.

Critical thinking is addressed across the curriculum as well as throughout the core curriculum. The 2008 CLA results indicate that Texas Tech University seniors performed “well above” expected level on the “Make an Argument” and “Critique an Argument” sections of the examination (see Table 3). Freshman students performed generally in the “at expected” level, while seniors generally performed at the “above expected” level. This suggests Texas Tech University students’ critical

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thinking skills improve during their time in the university or, in the case of transfer students, at places where they were previously enrolled. We are unable to determine at this point how much of this improvement is attributable to what students have learned about critical thinking in their core curriculum courses and how much of it may be related to courses taken in the major or to co-curricular activities. Also, because the CLA is based on relatively small samples (100 each of freshman and senior students), it is subject to sampling variation that may affect the results either positively or negatively. We will follow this assessment through more administrations to determine if the positive results from 2008 are consistent (see Table 3 below).

TABLE 3 COLLEGIATE LEARNING ASSESSMENT RESULTS, 2008*

Freshman Seniors Value-Added Estimate

Percentile Rank Performance Level

Percentile Rank

Performance Level

Percentile Rank

Performance Level

Total CLA Score

67 At 81 Above 71 Above

Performance Task

69 At 62 At 39 At

Analytic Writing Task

60 At 94 Well Above 88 Above

Make-an- Argument

80 Above 97 Well Above 80 Above

Critique-an- Argument

35 At 82 Above 88 Above

*CLA results from 2009 are available only for the freshman cohort and are not comparable with the national results or with the 2008 administration. Results for 2010 are not yet available as of the due date for this report.

Establishment of student computer literacy is incorporated into the Texas Tech University technology and applied science requirement, which is aimed largely at equipping students with an understanding of the limits, problems, and possibilities associated with the use of technology, including related ethical issues. The largest enrollment courses (EDIT 2318, ISQS 3344, M E 2322), which account collectively for 36 percent of technology and applied science enrollment, are computer applications courses that equip students with skills required to function in the contemporary world as well as confronting them with the social, economic and ethical issues related to development and use of modern electronic technology. Students majoring in technical fields gain specialized computer skills through courses in their major program.

The eight perspectives on the core curriculum are addressed in to varying degrees in the Texas Tech University core curriculum. Table 4 provides a summary of the core areas where these perspectives are addressed. Of these, health and wellness is the least represented in the core curriculum and has never been a core curriculum priority at Texas Tech University. All of the other perspectives are well represented in the Texas Tech University core curriculum and represent areas of emphasis in at least one of the core areas, as indicated in the following table.

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TABLE 4

THECB CORE CURRICULUM PERSPECTIVES IN THE TEXAS TECH UNIVERSITY CORE CURRICULUM

Core Curriculum Perspective Texas Tech Core Area Where Embedded

Establish broad and multiple perspectives on the individual in relationship to the larger society and world and world in which he or she lives, and to understand the responsibilities of living in a culturally and ethnically diversified world

Social and Behavioral Sciences Humanities Texas Tech University Multicultural course graduation requirement

Stimulate a capacity to discuss and reflect upon individual, political, economic, and social aspects of life in order to understand ways in which to be a responsible member of society

Social and Behavioral Sciences (especially U.S. & Texas govt.)

Recognize the importance of maintaining health and wellness

Certain courses in the Social and Behavioral Sciences Certain courses in the Natural Sciences

Develop a capacity to use knowledge of how technology and science affect students' lives

Technology and Applied Science Natural Sciences

Develop personal values for ethical behavior The Texas Tech University Quality Enhancement Plan which was submitted as part of the university's SACSCOC reaffirmation focused on ethics (see the QEP web-site at http://www.depts.ttu.edu/provost/qep/. Students are exposed to ethical values, issues of academic integrity, professional standards of conduct, and related content in courses across the curriculum. Technology and applied science and natural sciences student learning outcomes consider ethical issues related to those fields of study.

Develop the ability to make aesthetic judgments Visual and performing arts Literature courses in humanities

Use logical reasoning in problem solving Mathematics and logic and throughout the core curriculum

Integrate knowledge and understand the interrelationships of the scholarly disciplines

Throughout the core curriculum and across the entire TTU curriculum

Texas Tech University Core Curriculum and Exemplary Educational Objectives The core competencies and student learning outcomes established for the Texas Tech University core curriculum are sufficiently broad so they encompass most of the exemplary educational objectives of the core curriculum recommended by the Board. Table 5 below provides a cross walk between the TTU student learning outcomes for each core area and the associated EEOs.

http://www.depts.ttu.edu/provost/qep/

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TABLE 5

TEXAS TECH UNIVERSITY AND CORE COMPETENCIES CORRELATED WITH THECB EXEMPLARY

EDUCATIONAL OBJECTIVES

Communication Texas Tech University communication core curriculum student learning outcomes • Demonstrate the ability to specify audience and purpose and to make appropriate communication choices (2,4)* *EEOs referenced in the SLO. • Demonstrate the ability to apply appropriate form and content in written, visual, and oral communication (1, 3, 6). • Demonstrate the ability to apply basic principles of critical thinking, problem solving and technical proficiency in the development and documentation of exposition and argument (1, 5,

6).

Texas Tech University communication core curriculum core competency statement

Students graduating from Texas Tech University should be able to: demonstrate the ability to specify audience and purpose and to make appropriate communication choices.

THECB Communications EEOs 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 participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 6. To develop the ability to research and write a documented paper and/or to give an oral presentation.

Mathematics and Logic Texas Tech University mathematics core curriculum student learning outcomes

• Apply arithmetic, algebra, geometry and statistics to solve problems. (1)

• Represent and evaluate basic mathematical information numerically, graphically, and symbolically (2).

• Use mathematical and logical reasoning to evaluate the validity of an argument (3). • Interpret mathematical models such as formulas, graphs, tables and schematics, and draw inference from them (5).

Texas Tech University mathematics core curriculum core competency statement Students graduating from Texas Tech University should be able to: demonstrate the ability to apply quantitative and logical skills to solve

THECB mathematics EEOs 1. To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world problems. 2. To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. 3. To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. 4. To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results (not addressed in TTU SLOs) 5. To interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them.

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problems.

6. To recognize the limitations of mathematical and statistical models (not addressed in TTU SLOs). 7. To develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines (not addressed in TTU SLOs).

Natural Sciences Texas Tech University natural sciences core curriculum student learning outcomes

Demonstrate knowledge of the scientific method and to contrast it with other ways of understanding the world. (1, 2) • Demonstrate knowledge of the tools and methods used by scientists to study the natural world. (1, 2) • Explain some of the major theories in the Natural Sciences (3). • Describe how Natural Sciences research informs societal issues, including ethics (4, 5). Texas Tech University natural sciences core curriculum core competency statement Students graduating from Texas Tech University should be able to: explain some of the major concepts in the Natural Sciences and to demonstrate an understanding of scientific approaches to problem solving, including ethics.

THECB natural sciences EEOs 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, analyses, and interpretation both orally and in writing. 3. To identify and recognize the differences among competing scientific theories. 4. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 5. To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.

Humanities Texas Tech University humanities core curriculum student learning outcomes

Identify methodologies of historical, literary, philosophical, and/or aesthetic research and recognize their applicability to everyday life. (1, 2, 6)

Develop analytical arguments in written and/or oral forms. (3, 5)

Evaluate events, ideas, and artistic expressions in terms of multiple cultural contexts and value systems. (1, 2, 3, 6, 7)

Demonstrate ways in which the humanities are society fundamental to the health and survival of any. (2, 5) Texas Tech University humanities core curriculum core competency statement Students graduating from Texas Tech University

THECB humanities EEOs 1. To demonstrate awareness of the scope and variety of works in the arts and humanities. 2. To understand those works as expressions of individual and human values within an historical and social context. 3. To respond critically to works in the arts and humanities. 4. To engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. (Not addressed in the humanities SLOs) 5. To articulate an informed personal reaction to works in the arts and humanities. 6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.

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should be able to: think critically, demonstrate an understanding of the possibility of multiple interpretations, cultural contexts, and values.

7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.

Visual & Performing Arts Texas Tech University visual and performing arts core curriculum student learning outcomes

Identify and describe a body of works (individually and collectively) in the creative arts. (1, 3, 4, 5)

Explain and differentiate creative works as expressions of values within cultural and historical contexts. (2, 6, 7)

Analyze and summarize aesthetic principles that structure creative works. (3, 6) Texas Tech University visual and performing arts core curriculum core competency statement Students graduating from Texas Tech University should be able to: construct, present, and defend critical and aesthetic judgments of works in the creative arts.

Social and Behavioral Sciences Texas Tech University social and behavioral sciences core curriculum student learning outcomes

Identify and critique alternative explanations for claims about social issues and human behavior. (3, 4, 5, 8, 9)

Demonstrate knowledge of the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. (1)

Identify and appreciate differences and commonalities among cultures. (2, 12) • Demonstrate knowledge of the origins and evolution of U.S. and Texas political systems (6, 7, 8, 10, 11) Texas Tech University social and behavioral sciences core curriculum core competency statement

THECB fine arts EEOs 1. To demonstrate awareness of the scope and variety of works in the arts and humanities. 2. To understand those works as expressions of individual and human values within an historical and social context. 3. To respond critically to works in the arts and humanities. 4. To engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist (not addressed in TTU SLOs). 5. To articulate an informed personal reaction to works in the arts and humanities. 6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts. 7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.

THECB social and behavioral sciences EEOs 1. To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. 2. To examine social institutions and processes across a range of historical periods, social structures, and cultures. 3. To use and critique alternative explanatory systems or theories. 4. To develop and communicate alternative explanations or solutions for contemporary social issues. 5. To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study. 6. To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.

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Students graduating from Texas Tech University should be able to demonstrate the ability to assess critically claims about social issues, human behavior, and diversity in human experiences.

7. To understand the evolution and current role of the U.S. in the world. 8. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 9. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 10. To analyze, critically assess, and develop creative solutions to public policy problems. 11. To recognize and assume one’s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy. 12. To identify and understand differences and commonalities within diverse cultures.

Technology and Applied Science Texas Tech University technology and applied sciences core curriculum student learning outcomes • Demonstrate understanding of how the rapid pace of change in technology and applied science may have good and bad outcomes. • Describe examples of ethical implications associated with use of technology and applied science. • List and evaluate reasons why human-designed systems, products, and environments need to be monitored, maintained, and improved to ensure safety, quality, cost efficiency, and sustainability. Texas Tech University technology and applied science core curriculum core competency statement

THECB EEOs are not available for technology and applied science

Students graduating from Texas Tech University should be able to: demonstrate understanding of how Technology and Applied Science affects society and the environment; and demonstrate understanding of the relationship of ethics and technology

*Numbers in parentheses following each student learning outcome refer to the EEOs that are covered in that outcome.

Core Curriculum/General Education Assessment

Texas Tech University has engaged in a very active program of core curriculum assessment. Two entities are primarily responsible for this process: the Core Curriculum Committee and the Office of

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Planning and Assessment. The former is comprised of approximately 60 faculty members, divided into 9 committees, each of which is responsible for one area of the core curriculum or one of the general education graduation requirements except for the writing intensive requirement, where assessment is at the department/program level . The core area committees evaluate courses in the core for suitability and make recommendations on applications for new courses to be added to the core curriculum. In addition, they are responsible for assessment of student learning in their area of the core curriculum. See the Core Curriculum Committee web-site at: http://www.depts.ttu.edu/provost/councilscmtes/ccc/ . The Office of Planning and Assessment provides support to the Core Curriculum Committee in its assessment process, arranges for and helps to evaluate the results of CLA, NSSE, and other nationally-normed examinations, and also supervises some of the locally developed assessments such as the Online Student Assessment . For more information, see the Office of Planning and Assessment web-site at http://www.depts.ttu.edu/opa/ .

The following instruments are or have been utilized in core curriculum assessment at Texas Tech University:

1. Alumni Survey (indirect assessment) 2. Graduating Student Survey (indirect assessment) 3. College Learning Assessment (CLA) (direct assessment) 4. Core Curriculum Essay (CCE) (direct assessment) 5. College Senior Survey (CSS) (indirect assessment) 6. Educational Benchmarking (indirect assessment) 7. National Survey of Student Engagement (NSSE) (indirect assessment) 8. Online Student Assessment (direct assessment) 9. Placement examinations (mathematics, chemistry, foreign languages) (benchmarking,

direct assessment) 10. Embedded assessment at the course level (direct assessment)

The Office of Institutional Research and Information Management at Texas Tech University has for approximately 20 years conducted an annual on-line survey of alumni at one year, three years and seven years after graduation. This survey requests information on students’ satisfaction with their educational experience at Texas Tech University and includes specific questions regarding student opinions about how their university experience helped them understand self and others, ability to get along with people of different ethnic groups, and enhanced their understanding, appreciation for or ability to work with computers, science, mathematics, political processes, history and the arts. Results of the Alumni Survey that relate to core curriculum areas are based on a 3 point Likert scale where respondents indicate the impact of their Texas Tech experience as 1. no effect, 2. Some Improvement, and 3. Substantial Improvement. Responses tend to cluster around 2 for all years and all cohorts, but skills areas of the core curriculum such as writing, oral communication, mathematics and computer use tend to score higher than more content-related areas such as science, history, political processes, and appreciation of the arts.

The Graduating Student Survey is similar to the alumni surveys but solicits responses from students who are completing their undergraduate education at Texas Tech University. The questions cover areas included within the core curriculum and are comparable with the alumni surveys except that they ask students to compare their knowledge and/or skills at the time they entered the university with those at the time of graduation. Information is also requested on critical thinking skills, a topic that is not covered in the alumni surveys. On a 5 point scale, graduating senior scores improved

http://www.depts.ttu.edu/provost/councilscmtes/ccc/

http://www.depts.ttu.edu/opa/

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between 0.4 points for understanding of mathematics to 0.8 points for critical thinking ability and understanding of other cultures.

The Core Curriculum Essay has been conducted twice at Texas Tech University. This internally developed instrument tests student knowledge across the 7 areas of the core curriculum. The first administration of the CCE was done in 2004 and created a baseline against which future administrations could be measured. The second administration was in 2008. The assessments were administered on line and students were asked to complete an essay on each area of the core curriculum. The essays were scored by graduate students following rubrics created by the test developers and supervised by a faculty member. A score of 40 was considered to be “competent” for the results of each essay. Results from the 2008 administration for humanities, social and behavioral sciences and communication were at or above competent, results for mathematics, natural sciences, technology and applied science and visual and performing arts were all below competent. Results from the 2004 administration yielded similar results. A summary of results for the two administrations of the CCE is available at http://www.depts.ttu.edu/opa/assessment/.

The Collegiate Learning Assessment is an assessment instrument developed by the Educational Testing Service and approved for use by the Voluntary System of Accountability. This instrument tests for writing ability, critical and analytical thinking skills, and problem-solving ability. Entering freshman student cohorts are compared with graduating senior cohorts in order to approximate a measure of improvement over the students’ college career. Each cohort is comprised of 100 students who volunteer to take the assessment. Results are measured against results from comparable institutions. Texas Tech University administered the CLA in 2008, 2009 and 2010. The 2009 administration was flawed and the results are neither complete nor able to be compared against the national results. The results of the 2010 administration will not be available until summer 2010. A summary of the 2008 CLA results is available at http://www.depts.ttu.edu/opa/assessment/CLA_2008_Web.pdf.

Educational Benchmarking is used in the Rawls College of Business Administration to evaluate student performance in a number of areas including communication and writing, computer literacy, mathematics, global perspectives, ethics, critical thinking and problem solving. This assessment is administered in the Jerry S. Rawls College of Business Administration and used by the Department of Mathematics and Statistics as one of its assessments.

The National Survey of Student Engagement aims to determine the extent to which students are involved in academic and intellectual experiences, mental activities, collegiate experiences and personal growth. Students self-assess their level of involvement in interactions with people of different ethnicity, interaction with faculty, critical thinking, and writing and oral communication, science, history, political science, computer skills and other areas related to the core curriculum. A summary of 2008 NSSE results for Texas Tech University is available at http://www.depts.ttu.edu/opa/assessment/NSSE_Web.pdf.

The Online Student Assessment is a Texas Tech University-based assessment that is keyed specifically to the university’s core curriculum and general education requirements. The assessment has been administered in three consecutive spring semesters, 2008, 2009 and 2010, to students who completed 90 hours or more of course work. This direct assessment provides valuable information on the performance of students on the specific learning outcomes established for each area of the core curriculum except for communication and for the multicultural general education requirement. Overall, this is our most useful core curriculum assessment tool.

http://www.depts.ttu.edu/opa/assessment/CLA_2008_Web.pdf

http://www.depts.ttu.edu/opa/assessment/NSSE_Web.pdf

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Summaries of the results of the OSA for each area assessed are available at http://www.depts.ttu.edu/opa/assessment/.

Certain departments such as mathematics, chemistry and foreign languages use placement examinations to assign incoming freshman students to appropriate course levels. Such examinations provide a benchmark against which to measure student improvement in those areas.

Finally, embedded assessment at the course level is required for all core curriculum courses. Generally, instructors assess both core curriculum student learning outcomes specified for their courses as well as course/discipline specific student learning outcomes. The results of these assessments are posted in TracDat. The writing requirement is perhaps the best example of embedded assessment, since student essays are all submitted online, graded, and returned to students to be rewritten according to the comments of the reviewers. All student essays are stored digitally and are available for evaluation in many different ways—to determine the level of student writing improvement during a course; to track student performance from semester to semester; and to compare different sections of a course.

In addition to the area level responses to assessment, the General Education Committee and its successor, the Core Curriculum Committee, have implemented general reforms of the core curriculum. In 2008, the TTU core curriculum consisted of around 840 separate courses. The General Education Committee began a review of all courses in the core curriculum in fall 2007 to identify courses in the core curriculum that were inappropriate because they had a prerequisite that already satisfied the same core requirement, because they were largely restricted to students in a one or a few programs, or because they were senior-level courses. The General Education Committee also eliminated general statements from the Texas Tech University Catalog that identified categories of courses that satisfied a core requirement. (i.e., “All courses English courses in literature or linguistics” satisfy the humanities requirement.) This process continued under the Core Curriculum Committee during academic year 2008-2009. As a result, the Texas Tech University core curriculum now consists of approximately 350 courses, a reduction of nearly 500 courses (almost 60%). These were relatively easy cuts to make. As time goes on we hope to continue reducing the number of courses in the core, especially more specialized junior-level courses. However, there is a firmly established belief among faculty and administrators that courses must have core curriculum status in order to meet minimum enrollment standards. In addition, we have found that certain 3000-level courses are helpful to students who transfer in 66 or more lower-division credits. Despite these concerns, we will continue to carefully review every core course against the respective student learning outcomes. Core curriculum course syllabi are reviewed on a five-year rotation with one or more core areas (including the multicultural graduation requirement) being reviewed each year of the cycle. This allows the Core Curriculum Committee to evaluate the courses that comprise the core area. Of special importance are the student learning outcomes included in the syllabus and their appropriateness for the respective core area. In the past, the General Education Committee also developed a document manager for uploading core curriculum course syllabi. Faculty teaching core courses are required to post their syllabi on the document manager, which makes them available for the five-year review and other evaluation. Beginning in fall 2010, this function will be transferred to Digital Measures as part of the university’s compliance with HB 2405.

http://www.depts.ttu.edu/opa/assessment/

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The charts below show the assessment process for each area of the core curriculum and the multicultural graduation requirement. We do not include the foreign language graduation requirement because the assessment process for foreign language courses is managed through the Department of Classical and Modern Languages and Literatures and conforms with the processes and standards of the American Council of Teachers of Foreign Languages (ACTFL) for evaluation of their students’ progress in language acquisition. Freshman Spanish classes are taught on the Texas Tech University campus by South Plains College instructors under a contractual agreement. As noted earlier in this report, writing intensive classes are assessed in the department through which they are offered. The charts are organized into four columns. The first column contains the core competency and the student learning outcomes for each of the core areas and the multicultural requirement. Column 2 lists the primary assessment tools that are used to evaluate student attainment of the core competency and the student learning outcomes. Column 3 presents the results of each assessment and column 4 discusses how assessment has been or is being used to improve teaching in the core curriculum. In many cases, assessment results are ambiguous, and any major responses to the results of assessment have been deferred pending confirmation from additional assessments. The core area committees are allowed a considerable amount of discretion in how they organize and conduct assessments within their area and how they present results and responses. This means there is not a consistent pattern of how data are presented in the tables below. Some core areas (notably Communication and Social and Behavioral Sciences) present data by course and by student learning outcome. Other core area committees have aggregated their data so that results for individual courses or student learning outcomes are not observable. Communication Results from the Communication assessment indicate that Texas Tech University students leave the university with better than average communication skills. However, we are unable to determine exactly what role core curriculum courses play in the attainment of our graduates. This is for several reasons. First, students get practice in writing and, to a lesser extent oral communication in many courses and co-curricular experiences while they are in attendance at TTU and these all contribute to their skill acquisition. Second, only about 1/3 of entering freshman students take their writing core courses at Texas Tech University. Therefore, we have only a rough estimate of how many of the 100 students who were assessed as seniors actually took their written and/or oral communication courses here. With these caveats, it is noteworthy that TTU students scored quite well on the Collegiate Learning Assessment and on departmental assessments and reported improvement in written and oral communication on the Graduating Student Survey and the Alumni Surveys. On the National Survey of Student Engagement Texas Tech freshman students rated themselves below regional and national norms on writing and speaking clearly and effectively, but seniors slightly exceeded both regional and national norms on the same questions, which indicates that their perceptions of competence improved during their time at the university. TTU students reported their perceptions as below national norms on the College Senior Survey. The written communication courses, ENGL 2301 and 2302, have been heavily assessed at the department level because of their innovative instructional model. Assessment indicates that students are performing well with the combined face-to-face and computer-based approach and

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the department plans to continue this model with no major changes. For oral communication, COMS 3358, CFAS 2300 and MGT 3373 report significant changes under way in response to assessment (see Table 6.1).

TABLE 6.1 COMMUNICATION CORE CURRICULUM REQUIREMENT

Outcome

Overall Core: Students graduating from Texas Tech University should be able to demonstrate the ability to specify audience and purpose and to make appropriate communication choices SLO#1 Demonstrate the ability to specify audience and purpose and make appropriate communication choices. SLO#2 Demonstrate the ability to apply appropriate form and content in written, visual, and oral communication. SLO#3 Demonstrate the ability to apply basic principles of critical thinking, problem solving and technical proficiency in the Development and documentation of Exposition and argument.

Methods of Assessment

Collegiate Learning Assessment (CLA), direct ENGL 2301 and ENGL 2302, Local direct assessment: 1) Percentage of all students scoring C or better on the final writing assignment in 1301 (1.2 drafts) and in ENLG 1302 (2.2 drafts); 2) A comparison of scores on start-of –semester and end-of-semester grammar diagnostic examinations

What the assessment indicated?

Students performed well above expected on critique-an-Argument, above expected on Performance Task and Analytic Writing Task and at expected on Make an Argument. Overall performance was above expected. 1) While 81% of students in ENGL 1301 and 89% of students in 1302 who submitted assignments scored 70% or better on those assignments, first-year students have more difficulties with longer (1200-2000 word) writing assignments. In ENGL 1301, 59% and 67% of students scored above a 70% on the major assignments, while in ENGL 1302, an average of 76% of students scored better than 70% on the four major drafts. 2) The attrition rate from the highest number of students turning in assignments (which occurs with either the first or second assignment submitted) to the last major draft is approximately 12% in ENGL 1301 and 15% in ENGL 1302. Both courses experienced an additional drop in the turn-in rate for the final assignment, a review of the semester’s writing .Hypothesis for this drop is that students who realized that their course grade was

How assessment data are used to improve core curriculum

Continued use of this assessment instrument in future years should allow the department to determine if the results are consistent over time. In the interim, no changes are anticipated in how ENGL 2301 and ENGL 2302 will be taught. These courses have been assessed continuously by the Department of English over several years and the results of those assessments used to improve the department’s innovative mixed face-to-face and computer based freshman writing program. Given that fall 2009 was the first semester the Department of English has examined the assignment-by-assignment data, they will collect again in spring 2010 for both ENGL 1301 and ENGL 1302, analyze, and determine what actions, if any, are necessary.

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COMS 1300, local direct assessment embedded in courses COMS 2300, local direct assessment embedded in courses COMS 3358, local direct assessment embedded in courses CFAS 2300, local direct assessment embedded in courses MGT 3373, local direct assessment embedded in courses

determined and that neither submission or non-submission of the final assignment would change their final grade chose not to complete the final assignment. 3) Scores on the diagnostic rose almost 4 points in ENGL 1301 (versus -2.3% in fall 2008 and -5.5% in spring 2009 in the 1302 scores). 1) 88% of students scored C or better on the final speech assignment; 2) Slight drop of 0.29% in average scores between the first speech and final speech. 1) 91.5% of students scored C or better on the final speech assignment; 2) Slight increase of 1.00% in average scores between the first speech and the final speech. 1) 92.5% of students scored C or better on the final speech assignment; 2) Slight increase of 1.52% in average scores between the first speech and the final speech. 1) 93.8% of students scored C or better on final speech assignment; 2) Significant increase of 22.20% in average scores between the first speech and the final speech. 1) 96% of students scored C or better on final speech assignment; 2) Slight increase of 2.1% in average scores between the first speech and the final speech.

No changes made to this course. No changes made to this course. Dramatic changes were made to the course workbook, particularly to incorporate more in-class activities, revise the chapter outlines, and revise the speech assignment evaluation sheets Assessment of the 2

nd speech

assignment showed that students were not fully mastering persuasive speech skills. To correct this deficiency, additional instruction on Monroe’s Motivational Sequence, video examples, and helpful web links were added to the course. Assessment data gathered during

the spring 2010 semester will be used to determine if the course additions are sufficient to increase proficiency in this area. These results did not lead to any specific recommendations for course improvement. However, The Communication Committee has requested that supplemental questions about awareness of

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National Survey of Student Engagement, 2005 & 2007, items 11 c, d, e. Indirect College Senior Survey, 2007 and 2008, Indirect Graduating Student Survey (2003-04 to 2007-08), indirect

Students report improved abilities in speaking, writing, and critical thinking. TTU students self-reported below the national median in self-assessment on writing, speaking, and critical thinking Students report improved abilities in speaking (0.7 points), writing (0.7 points), and critical thinking (0.8 points. Improvement is to be expected, but since this is a locally developed assessment, there is no external baseline for comparison to see how TTU student ratings of improvement in communication skills compare with other institutions. There was little variation in response over the 5 years included in the most recent report on the GSS.

audience and purpose in speaking and writing be added to the assessment for its next administration. A new director of business communication was hired in 2008 and she has been working to improve both the written and oral communication components of MGT 3373 and to improve assessment of students who take this course. These results did not lead to any specific recommendations for course improvement. However, the Communication Committee has requested that for all assessments where it is possible students who took their communication core courses at TTU be disaggregated from those who received credit through transfer or examination in order to identify possible differences in level of performance. These results did not lead to any specific recommendations for course improvement. The Graduating Student Survey is useful only to determine if the level of improvement perceived by students increases over time. Until a clear trend emerges, no response is planned.

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Alumni Surveys, 2002-2006, 1 yr, 3 yr, 7 yr, indirect

Results of the alumni surveys are similar over the 5-year period and for the three periods from graduation. They show a generally favorable response to a question about the extent to which the university contributed to their writing and oral communication skills. Scores were all in the 2.1-2.4 range (3 point scale)

These results are more favorable than the average for other areas that were included in the survey. The new writing program was introduced during the survey period, but does not appear to have had an impact on survey results.

Mathematics and Logic Texas Tech University students surpassed the 50% correct benchmark on the Online Senior Assessment only on the question linked to student learning outcome #2. The mathematics core area committee revised the assessment questions slightly for the 2009 OSA to reduce possible ambiguity. The results did not improve. The overall average score on 5 mathematics questions, which were all written out as story problems, was 43%. There were 12 mathematics majors in the sample, and their average score was 57%, which suggests that the questions are quite difficult and that there may still be some problems with how they are worded. Embedded assessment in mathematics courses also fell below the benchmark levels. The faculty who administer the embedded assessments are evaluating the questions to determine if the low scores can be attributed to the focus of the questions or if the results accurately reflect the mathematics reasoning ability of students who complete the lower-level mathematics courses. Students who completed the two Core Curriculum Essay assessments (2004 and 2008) also failed to achieve competent levels. Again, there are questions about whether this assessment accurately reports students’ mathematics reasoning skills or if there are problems with the questions. Graduating student and alumni surveys indicate that students feel their mathematics skills improved during their time at the university. The National Survey of Student Engagement scores placed TTU freshman students slightly above regional and national norms for their perception of abilities of analyzing quantitative problems, but seniors fell slightly below the regional and national levels. Logic courses taught in the Department of Philosophy were assessed by mapping the student learning outcomes to specific questions on the final examination. Students performed above the benchmark on 3 of the 4 student learning outcomes, but scored below on SLO#3, using mathematical and logical reasoning to evaluate the validity of an argument. Mathematics may be the most problematic area of the core curriculum for assessment, given the poor results reported. In addition, nationally mathematics scores have been found to decrease during college years due to the lack of math requirements after high school. It seems advisable to consider identifying a specialist in mathematics assessment to help us determine to what extent the results of the various mathematics assessments are a valid.

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TABLE 6.2 MATHEMATICS AND LOGIC CORE CURRICULUM REQUIREMENT*

Outcome

Overall core: Students graduating from Texas Tech University should be able to demonstrate the ability to apply quantitative and logical skills to solve problems SLO 1 Apply arithmetic, algebra, geometry and statistics to solve problems. SLO 2 Represent and evaluate basic mathematical information on numerically, graphically and symbolically SLO 3 Use mathematical and logical reasoning to evaluate the validity of an argument. SLO 4 Interpret mathematical models such as formulas, graphs, tables and schematics and draw inference from them.


Online Senior Assessment , 2008 & 2009, direct Local embedded assessment in mathematics courses, 2994-2009, direct Local embedded assessment in logic courses, 2009, direct


Students in 2008 answered 45% of questions correctly. Students who took core at TTU scored 6% better than students who took their mathematics core elsewhere. Students in 2009 correctly answered 43% of assessment questions. Students who took core at TTU scored 4% better than students who took their mathematics core elsewhere. Of 4 SLOs, only #2 (measured via a computational question) was correctly answered by a percentage of students (74%) higher than the 50% benchmark value. Mathematics courses are assessed through mapping each SLO to specific questions on departmental final examinations. A section taught by each instructor was selected for evaluation. A score of 70-75% was declared “knowledgeable” for assessment purposes. Assessment results in most classes for all years fell below the “knowledgeable” level. Mathematics and logic SLOs were mapped to specific questions on the final exam for PHIL 2310 (Logic) for fall 2009. A score of 70-75% indicates mastery of a SLO. SLOs 1, 2 and 4 were above 75%, but SLO 3 fell below the benchmark score.

How assessment data are used to improve the core curriculum

The mathematics committee recommends that a cohort of graduating seniors be recruited to take the mathematics placement examination given to all incoming freshman students. This would allow comparison of math skills of the two student groups on a wider range of topics. This would address concerns about the validity of the mathematics questions in the OSA. Data from the OSA are part of a package of mathematics assessments used to make recommendations to the Core Curriculum Committee. The mathematics faculty had some concerns about whether the questions that were embedded measured content knowledge or the more general skill levels specified in the SLOs. Therefore, the department has been experimenting with (1) constructing explicit questions for embedding and (2) executing the assessment before the final examination rather than during it. These changes yielded inconclusive results and the department continues to evaluate the assessment process. No specific responses are proposed for the logic course.

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Alumni Surveys, 2002-2006, 1 yr, 3 yr, 7 yr, indirect Graduating Student Survey (2003-04 to 2007-08), indirect NSSE, 2009, indirect

Results of the alumni surveys are similar over the 5-year period but show a slightly more favorable response for the 3-year and 7-year cohorts over the first year alumni. They generally agree that their university experience at TTU contributed positively to their ability to use mathematics. Scores range from 1.9-2.2 on a 3 point scale. It is somewhat disturbing that the more recent graduates rate the effect of their TTU education lower than the earlier graduates. However, there is no downward trend over the 5 years for which the data are available, so the results are ambiguous. Students report improved abilities in mathematics (0.4 points). Improvement is to be expected, but since this is a local assessment, there is no external baseline for comparison to see how TTU student ratings of improvement in mathematics skills compare with other institutions. There was little variation in response over the 5 years included in the most recent report on the GSS. Freshman students scored slightly above their peers in regional institutions and nationally. Seniors scored slightly below their peers.

Ambiguous results suggest additional data are needed. Since this is an indirect assessment, there is no way to determine from it how much mathematics skills actually improved. The Graduating Student Survey is useful only to determine if the level of improvement perceived by students increases over time. Until a clear trend emerges, no response is planned No response has been proposed.

*Includes both the state mandated 3-hour mathematics requirement (020) and the Texas Tech University optional 3-

hour mathematics or logic requirement (021)

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Natural Sciences

The Natural Science core at Texas Tech University includes courses from the traditional science

disciplines of physical anthropology, biology, chemistry, geosciences, and physics, but also from the

College of Agriculture (Animal Science, horticulture, soils and entomology) and Human Sciences

(Nutrition). This provides students with a wide range of options to complete the natural sciences

core.

On the Online Senior Assessment, Texas Tech University seniors performed below the benchmark

levels on content questions related to biological sciences, but scored well above the benchmark

scores on the geosciences content question and also on the questions that cover science reasoning.

Because of the high scores in the latter area, which average in the 80 percent to 90 percent range,

the Natural Sciences Committee has suggested revising the questions to raise the level of rigor

required. The results suggest that science at Texas Tech University is doing a good job of meeting

the student learning objectives for that part of the core curriculum.

The Natural Sciences Committee has expressed some concern that women scored lower than men

on the Online Student Assessment for 2008, with a 15% differential in median score. However, this

difference was much reduced and not statistically significant on the 2009 assessment. Future

assessments will perhaps help to clarify how serious the gender differential really is.

Students who completed the natural science core at Texas Tech scored better than students who

took the natural science core elsewhere on all questions on the Online Student Assessment, but

the difference was significant only for one question.

TABLE 6.3

NATURAL SCIENCES CORE CURRICULUM ASSESSMENT

Outcome

Overall core: Students graduating from Texas Tech University should be able to: explain some of the major concepts in the Natural Sciences and to demonstrate an understanding of scientific approaches to


Online Student Assessment, direct


The natural science questions on the OSA fall into two distinct groups, 3 of the questions are knowledge-based (two from biology and 1 from geosciences) and 3 are based on a story problem that is intended to test students’ ability to reason scientifically. The responses to the biology-based knowledge questions were considerably lower than those for the reasoning ones. Non-science students are more likely to take a geology course for their natural science credit, so the better result

How assessment data are used to improve core

curriculum

Continue to administer the OSA and look for indications of difference in TTU students vs transfers and gender differences. Continue to conduct this assessment annually but increase the number of questions from 6 to 10-15. Consider increasing the rigor of the questions used in the OSA. Develop discipline level questions that can be embedded in specific natural science courses each semester to augment the on-line assessment.

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problem solving, including ethics. SLO 1 Demonstrate knowledge of the scientific method and to contrast it with other ways of understanding the world. SLO 2 Demonstrate knowledge of the tools and methods used by scientists to study the natural world. SLO 3 Explain some of the major theories in the natural sciences SLO 4 Describe how natural sciences research informs societal issues, including ethics.

Core Curriculum Essay, direct Graduating Student Survey, indirect

for the geosciences question is not surprising. The good results (in the 80% range) on the science reasoning question suggests students have acquired an understanding of the scientific approach to problem solving. The OSA 2008 revealed a difference between how male and female students performed, with males scoring 4% higher on average and 15% higher on median score. The 2009 OSA showed males scoring slightly higher than females but the difference was not statistically significant. The 2010 OSA results will help the committee to determine the extent of gender difference in natural science performance. Students performed lower on the natural sciences component than on the math component. Student perception of their understanding of sciences increased over the past 4 years. Critical thinking ability has improved, as well. Student understanding of ethical issues has not changed for the past four years.

Current natural science core is sufficient to meet designated student learning outcomes. Continue to expose students from all disciplines to important issues in natural sciences. Continue to provide a context to discuss ethical issues pertinent to the natural sciences. The Graduating Student Survey is useful only to determine if the level of improvement perceived by students increases over time. Until a clear trend emerges, no response is planned

Technology and Applied Science

The technology and applied science core requirement includes courses from over 30 disciplines and

9 colleges. This array of courses provides a wide range of possibilities for students to satisfy the

requirement. However, over 1/3 of the total enrollment in the requirement is concentrated in

three courses, EDIT 2318, Computing and Information Technology (Education), M E 2322,

Engineering Thermodynamics (Engineering), and ISQS 3344, Introduction to Production and

Operations Management (Business).

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The student learning outcomes for technology and applied sciences focus on the relationship of

technology with society, but in the large enrollment courses and several others these outcomes are

embedded in courses where the primary focus is on developing students’ computer skills.

Questions were raised by committee members and others about whether incoming students need

instruction in computer skills and whether such skills should be taught in the core or within the

student’s major. Therefore, the Technology and Applied Science Committee conducted an

assessment in EDIT 2318, Computing and Information Technology, the largest enrollment course in

the technology and applied science core (~1500/year), to determine the level of computer skills of

incoming students. The results of the assessment, which was based on the Texas Essential

Knowledge and Skills standards, showed that students were proficient in using word processing and

presentation applications but considerably less skilled in the use of spread sheets and databases.

The questions developed for the Online Student Assessment in technology and applied science

were opinion questions that asked students to indicate agreement or disagreement with four

statements on a five point Likert scale. The results were uniformly positive, but they do not

necessarily indicate what students learned in their technology and applied science core curriculum

class. The Technology and Applied Science Committee will review the questions before the next

administration of the OSA.

TABLE 6.4

TECHNOLOGY AND APPLIED SCIENCE CORE CURRICULUM ASSESSMENT

Outcome

Overall core: Students graduating from Texas Tech University should be able to demonstrate understanding of how technology and applied science affects society and the environment and demonstrate understanding of the relationship of ethics and technology.


Local direct assessment Embedded assessment in Technology and Applied Sciences courses Local direct assessment of computer skills


Results from the spring semester assessments revealed that 61% of 671 students responded correctly to the embedded assessments. That is, 61% of the student responses evidenced an understanding of the importance of the three T&AS outcome statements. Results from the fall semester assessments revealed that 63% of 219 students responded correctly to the embedded assessments. A special assessment was conducted in EDIT 2318 (the largest T&AS core curriculum course) to determine the level of computer skills of entering freshman students. This information

How assessment dataare used to improve core curriculum

These results were shared with the instructors of the large enrollment courses and efforts are being planned to implement more focused instruction in these areas in order to help students to better appreciate the importance of the Technology and Applied Science outcomes. Results from this assessment revealed that, on average, students were able to complete 75% of the word processing tasks, 63% of the presentation software

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SLO 1 Demonstrate understanding of how the rapid pace of change in technology and applied science may have good and bad outcomes. SLO 2 Describe examples of ethical implications associated with use of technology and applied science. SLO 3 List and evaluate reasons why human designed systems, products and environments need to be monitored, maintained and improved to ensure safety, quality, cost efficiency and sustainability.

Online Student Assessment (OSA), direct Alumni Surveys, 2002-2006, 1 yr, 3 yr, 7 yr, indirect assessment Graduating Student Survey (2003-04 to 2007-08), indirect

was used to evaluate the need for a computer skills requirement for TTU students. Since the Technology and Applied Science requirement is a Texas Tech University addition to the state-mandated 42-hour core curriculum, the T&AS committee felt it essential to evaluate the need for it and to reconcile the objective statement with the focus of most courses which satisfy the requirement. Five hundred and thirty eight students were given authentic tasks to perform with four different software application programs (i.e., word processing, presentation, spreadsheet, and database). The tasks were selected from the Texas Essential Knowledge and Skills standards that high school graduates are expected to master. The Online Student Assessment included four statements to which students responded by indicating agreement or disagreement on a 5 item Likert scale. Each of the questions was directed toward student attitudes toward ethical issues in use of technology or developments in applied science. Results of the alumni survey on how the TTU experience affected students’ ability to use computers were largely consistent across the 5 years of the survey and in all 3 cohorts. Scores ranged from 2.0-2.3 on a 3-point scale. Students report improved understanding of science and technology (0.6 points). Improvement is to be expected, but since this is a local assessment, there is no external baseline for comparison to see how TTU student ratings of improvement in communication skills compare with other institutions. There was little variation in response over the 5 years included in the most recent report on the GSS.

tasks, 45% of the spreadsheet tasks, and 53% of the database tasks. The T&AS committee viewed these results as supplying evidence of the need for college freshman to have instruction in these important computer skill areas. Subsequently, the Core Curriculum Committee Steering Committee considered the question of whether to retain the Technology and Applied Science requirement in the core or to delete it and transfer computer skills and knowledge teaching responsibilities to the departments. The committee voted to retain the requirement, in part based on the results of this assessment of computer skills. OSA results suggest that most students who graduate from Texas Tech University are aware of the implications of developments in technology and applied science. The data do not inform on the question of whether they acquired this information from their core curriculum courses or elsewhere. Generally favorable ratings are consistent with student evaluation of skills acquisition. They suggest that students feel their computer skills improved as a result of their TTU experience. The Graduating Student Survey is useful only to determine if the level of improvement perceived by students increases over time. Until a clear trend emerges, no response is planned

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Humanities The humanities core area is one of the largest in terms of the number of courses included, over 75. These courses are concentrated mainly in the primary humanities departments: English, Classical and Modern Languages and Literatures, History, and Philosophy. This number of courses was reduced by more than half by the removal of a large number of foreign language courses in spring 2009, mainly at the freshman and sophomore levels, that had teaching language skills as their primary objective. The Humanities Committee viewed these courses as unsuitable for the humanities area of the core, a perspective that is also reflected in the Coordinating Board guidelines for core curricula. Assessment results for the humanities requirement are mixed. Results on the Online Student Assessment ranged between 52 percent and 88 percent. Students did best on relatively easy questions that called upon them to interpret a scenario. They did relatively poorly when confronted with a paragraph that contained more complex information. Freshman and senior cohorts on CLA both performed above expected. Self assessment by students on the OSA was very positive. Students believe they have the ability to think critically and have good analytical and critical skills. Humanities questions on the OSA should be re-evaluated. Self assessment questions (indirect) on the OSA are not informative and should be dropped. Greater participation in embedded assessment from all areas in the humanities will be encouraged for the next academic year.

TABLE 6.5 HUMANITIES CORE CURRICULUM ASSESSMENT

Outcome

Overall core: Students graduating from Texas Tech University should be able to think critically and demonstrate an understanding of the possibility of multiple interpretations, cultural contexts, and values.


Online Student Assessment 2008-2010, direct


There was little difference between student performance in 2008 and 2009. In 2009 three questions asked students to evaluate their ability on 2 of the 4 SLOs. These are reported below. On the direct assessment, students were asked to answer four questions based on a short fable. The percentage of correct answers ranged between 52% and 88%. Responses to the OSA humanities questions suggest that students are capable of responding to questions with relatively obvious answers, but do less well on questions where discrimination among responses is more subtle.

How assessment data are used to improve the core curriculum

.The humanities committee is considering ways to address how to improve student performance on critical thinking assessment. One possibility is to encourage instructors of humanities core courses to focus more on critical thinking skills and less on content in written assignments and examinations.

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SLO 1 Identify methodologies of historical, literary, philosophical, and/or aesthetic research and recognize their applicability to everyday life. SLO 2 Develop analytical arguments in written and/or oral forms. SLO 3 Evaluate events, ideas, and artistic expressions in terms of multiple cultural contexts and value systems.

Online assessment (OSA), direct The OSA asked Students to assess their ability to think critically in written and verbal form. Embedded assessment in history courses, direct National direct assessment: Collegiate Learning Assessment (CLA) of Analytic Reasoning and Evaluation. CLA item criteria--“Interpreting and analyzing information accurately; identifying and explaining logic flaws, questionable assumptions, Embedded assessment in History courses, direct

Not evaluated. 98% of respondents to the OSA believe they can demonstrate the ability to think critically in written and verbal form Students believe strongly they have good analytical and critical thinking skills. 89% of students earned a C or better on an essay question directed toward SLO 2. In 2009, 56% of participating freshman students scored at level 2, the top of the Emerging competency rating. An additional 21% scored at level 3, early Developing competence. Unfortunately, we are not able to compare these results with data from the prior year or national norms. However, in 2008, when we were able to compare both the freshman and senior cohorts. TTU students ranked in the above expected or well above expected range in analytical reasoning and evaluation. 74% of respondents to an essay question related to SLO 3 received a grade of C or better.

There appears to be a contradiction between student self perception of analytical skills and what is revealed on the Online Student Assessment. On the other hand, TTU students performed well on the CLA analytic writing assessment. Faculty teaching humanities courses will be encouraged to emphasize analysis in their courses. No response anticipated The CLA results are encouraging, but not consistent with the TTU-generated OSA assessment. More emphasis on critical and analytical thinking skills will be encouraged in humanities classes. No response anticipated

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Visual and Performing Arts The Visual and Performing Arts requirement is almost entirely restricted to courses in the College of Visual and Performing Arts (32 out of 40 courses). The OSA required students to evaluate a fine arts performance or exhibit they had seen. Results were mixed, but some students did exceptionally well. A pilot embedded assessment was also developed for all VPA courses and administered in fall 2009. The results of this were positive, and this process will continue. Both the OSA and the embedded assessments will be monitored to test for validity.

SLO 4 Demonstrate ways in which the humanities are fundamental to the health and survival of any society.

Local direct assessment (OSA) National indirect, NSSE (2007-2009), especially questions 2b and 11e on critical thinking and 1e and IV on values and perspectives. Graduating Student Survey (2003-04 to 2007-08), indirect Not assessed

97% of respondents to the OSA believe they have learned to recognize the possibility of multiple interpretations of events, ideas and artistic expressions. Students believe they can interpret cultural products from a variety of different contexts. Texas Tech University students reported perceptions that fell below Southwest institutions and overall NSSE in all categories selected. Students report improved understanding of literature (0.5 points). Improvement is to be expected, but there is no external baseline for comparison to see how TTU student ratings of improvement in communication skills compare with other institutions. There was little variation in response over the 5 years included in the most recent report on the GSS.

This result is somewhat inconsistent with NSSE responses which indicate TTU students rank below the national norms in multicultural experiences and understanding. Humanities core course instructors are encouraged to focus as much as possible on the idea that culture affects how we perceive our world. Consistent results across years suggest a need to evaluate the classroom and co-curricular environment for critical thinking and values and perspectives. The university’s QEP on ethics is help to address the latter issue. The Graduating Student Survey is useful only to determine if the level of improvement perceived by students increases over time. Until a clear trend emerges, no response is planned

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TABLE 6.6 VISUAL AND PERFORMING ARTS CORE CURRICULUM ASSESSMENT

Outcome

Overall core: Students graduating from Texas Tech University should be able to construct, present, and defend critical and aesthetic judgments of works in the creative arts. Specific SLO1: Identify and describe a body of works (individually and collectively) in the creative arts. Specific SLO2: Explain and differentiate creative works as expressions of values within cultural and historical contexts. Specific SLO 3: Analyze and summarize aesthetic principles that structure creative works.


Local direct assessment: Online Student Assessment (OSA). Embedded assessment in VPA core curriculum courses as a stand-alone assessment. Direct assessment. National direct assessment: Collegiate Learning Assessment (CLA)


The 2009 assessment involved 3 essay questions that asked students to evaluate an art event, performance, or exhibit they had attended. Of 758 students who attempted the assessment, 293 failed to complete the essays or wrote unacceptably short answers. Of the remaining 465 responses, 200 were selected to be scored following a set of rubrics. All 64 of the students who had taken their VPA core elsewhere than TTU were included in the sample, along with 136 of the remaining 400 responses from students who had completed the VPA core at TTU. The cumulative score for all 3 questions was 66 points for TTU students and 60 points for students who took the core requirement elsewhere which is consistent with the 2008 results. Individual question responses range from 69-61 for TTU students and 63 to 59 for others. Results suggest that students have some difficulty expressing aesthetic judgments and defending them in a written format. An online version of the assessment was piloted and successfully administered as embedded in VPA classes during the fall semester. Results for 2009 are not available yet.

How assessment data are used to improve core curriculum

The Online Senior Assessment instrument and grading rubrics will be evaluated to better focus on content knowledge and student reflective discourse on valuing the arts. The VPA committee is compiling a list of “best practices” from instructors of VPA core curriculum courses. This list will be made available to all VPA core course instructors. The use of round tables or teleconferences to discuss instructional methods will be considered. Where possible, instructors have refined assignments that further intensify focus on various means for students to be able to better analyze, summarize, and more specifically articulate aesthetic principles. VPA student learning outcomes and core competency statements will be monitored for relevance. The success of the pilot embedded assessment indicates this to be the preferred method. A few minor technical issues will be addressed.

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Graduating Student Survey (2003-04 to 2007-08) (indirect) Alumni Surveys, 2002-2006, 1 yr, 3 yr, 7 yr, (indirect assessment)

Students report improved understanding of the arts (0.6 points). Improvement is to be expected, but there is no external baseline for comparison to see how TTU student ratings of improvement in communication skills compare with other institutions. There was little variation in response over the 5 years included in the most recent report on the GSS. Results of the alumni survey on how the TTU experience affected students’ appreciation for the arts were variable across the 5 years and within cohorts. 1-year alumni scores showed little variation and ranged from 1.7 to 2.0, 3-year alumni scores rose from 1.7 to 2.0 over the 5-year period and 7 –year alumni scores declined slightly from 2.9 to 2.8 between 1996-97 and 2000-01.

The Graduating Student Survey is useful only to determine if the level of improvement perceived by students increases over time. Until a clear trend emerges, no response is planned Scores in content-oriented areas tend to be lower than scores in skills-based areas. The visual and performing arts results on the alumni surveys fit this pattern. However, they also tend to reinforce other assessment indicators that students are not responding as well as would be desired to the VPA courses. The VPA committee is aware of these issues and is considering the most appropriate responses.

Social and Behavioral Sciences The social and behavioral sciences are divided into three sub-areas, U.S. and Texas history, U.S. and Texas government, and individual or group behavior. The government requirements is satisfied by two introductory level political science courses, but upper-level students who receive a B or A grade in the first government course may choose from a list of junior-level U.S. government courses to substitute for the second introductory course. Most students satisfy the history requirement with the two introductory U.S. history courses, but History of Texas or History of Women in America may be substituted and, upper-level students may select from a list of junior-level U.S. history courses to substitute for either or both of the introductory courses. The Individual or Group Behavior area has a long and varied list of courses from which students may select: The 84 courses represent 25 different disciplines. Direct assessment involves the Online Student Assessment, with a series of questions based on scenarios that students are asked to interpret using social science analytic approaches. Results of this assessment tend to fall around 50 percent correct. Performance on course-based content oriented assessments in the political science courses was considerably higher. Results of assessment included removal of one poor question from the OSA and evaluating the questions used. A critical thinking assessment is being developed and will be tested in fall 2010. Efforts will be made to expand the embedded assessments in courses, especially history, sociology, and anthropology classes.

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TABLE 6.7 SOCIAL AND BEHAVIORAL SCIENCES CORE CURRICULUM REQUIREMENT

Outcome

Overall core: Students graduating from Texas Tech University should be able to demonstrate the ability to assess critically claims about social issues, human behavior, and diversity in human experiences. Specific SLO1: Identify and critique alternative explanations for claims about social issues and human behavior.


Local direct assessment: Online Student Assessment (OSA) Local direct assessment: Online Student Assessment (OSA) National direct assessment: Collegiate Learning Assessment (CLA) of Analytic Reasoning and Evaluation. CLA item criteria--“Interpreting and analyzing information accurately; identifying and explaining logic flaws, questionable


On average, students who reported completing their SBS core at TTU scored significantly higher than students who reported completing their SBS core elsewhere. In 2008, this difference was non-significant. However, on average, students are only getting approximately 50% of the questions correct (53% for students who completed the SBS core at TTU, compared to ~49% for students who completed the core elsewhere). Excluding a poor item, averages are ~58% correct for TTU and ~53% for elsewhere. At the end of the course in Fall 2009, students from randomly selected sections of PSY 1300 (n = 147) averaged 43.5% correct, using the same items as those included in the OSA. At the end of the course in Fall 2009, students in POLS 3360 averaged 73% on these more content-specific items. In 2009, 56% of participating freshman students scored at level 2, the top of the Emerging competency rating. An additional 21% scored at level 3, early Developing competence. Unfortunately, we are not able to compare these results with data from the prior year or national norms. However, in 2008, when we were able to compare both the freshman and senior cohorts, TTU students ranked in the above

How assessment dataare used to improve core curriculum

Poor item has been revised and is being included in ongoing and future assessments. In 2009, TTU brought a nationally-recognized expert in teaching critical thinking to campus The committee has refined its assessment strategies in order to obtain more data from individual courses in the S&BS core, beginning in spring 2010.. This information is necessary for evaluation and refinement of the SLOs. Pre and post testing is used in some courses to directly assess the extent to which students improve in the SLO as a result of enrollment in a core course. No direct response to this assessment. We will evaluate the 2010 CLA results and other assessments before we consider possible changes to the social and behavioral sciences core courses.

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Specific SLO2: Demonstrate knowledge of the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. Specific SLO3 Identify differences and commonalities among cultures Specific SLO4: Demonstrate knowledge of the origins and evolution of U.S. and Texas political systems.

assumptions, and conflicting information From the Document Library; explaining why evidence is credible, unreliable, or limited.” Local direct assessment: Online Senior Assessment (OSA) Local direct assessment embedded in courses NA Local direct assessment: Online Senior Assessment (OSA)

expected or well above expected range in analytical reasoning and evaluation. Students who completed their core at TTU averaged ~61% correct on these specific items, compared to ~50% correct among students who completed their core elsewhere. At the end of the course in Fall 2009, students from randomly selected sections of PSY 1300 (n = 147) averaged 66% correct on the same items as those included in the OSA. At the end of the course in Fall 2009, students in POLS 3323, 3325, 3327, 3360 averaged 77.5% correct on these more content-specific items. NA Students who completed their core at TTU averaged ~60% correct on these specific items, compared to ~57% correct among students who completed their core elsewhere In fall 2009, students averaged ~80% correct on several objective items, which is comparable to averages from the prior two semesters. Greater gains were seen in POLS 1301 (~81% correct, compared to ~78% in prior semesters), whereas performance in POLS 2302 held steady.

Same as above. The committee revised the wording of the SLO (from “Identify and appreciate differences….” to simply “Identify differences….”) to enable us to better assess this SLO. Given that students appear to demonstrate good immediate attainment of the SLO (as evidenced by the data from embedded assessments) but poorer retention of learning (as evidenced by the data from the OSA), the relevant faculty have (a) discussed ways to better emphasize important concepts within the course to encourage longer-term retention and (b) begin developing additional items for the OSA that better assess concepts we want students to retain longer-term.

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Alumni Surveys, 2002-2006, 1 yr, 3 yr, 7 yr, (indirect assessment) Graduating Student Survey (2003-04 to 2007-08) (indirect) Embedded assessment in U.S. History courses

Results of the alumni survey on how the TTU experience affected students’ understanding of history and political processes, and appreciation o other cultures were variable across the 5 years and within cohorts. 1-year alumni scores showed little variation and ranged from 1.7 to 2.0, 3-year alumni scores rose from 1.7 to 2.0 over the 5-year period and 7 –year alumni scores declined slightly from 2.9 to 2.8 between 1996-97 and 2000-01. Students report improved understanding of history (0.5 points), political science (0.6 points), and other cultures (0.8 points). Improvement is to be expected, but there is no external baseline for comparison to see how TTU student ratings of improvement in communication skills compare with other institutions. There was little variation in response over the 5 years included in the most recent report on the GSS. In fall 2008 80% of students sampled (124 students) averaged 80% correctly on several objective items In fall 2009 76% of 242 students answered correctly on several objective items, down slightly from previous years but above the 70% benchmark.

Scores in content-oriented areas tend to be lower than scores in skills-based areas. The visual and performing arts results on the alumni surveys fit this pattern. However, they also tend to reinforce other assessment indicators that students are not responding as well as would be desired to the VPA courses. The VPA committee is aware of these issues and is considering the most appropriate responses. The Graduating Student Survey is useful only to determine if the level of improvement perceived by students increases over time. Until a clear trend emerges, no response is planned

Multicultural Graduation Requirement

The multicultural requirement may be satisfied by taking certain courses within the core curriculum that are designated as multicultural or it may be satisfied by taking an independent multicultural approved course. Over 100 courses, representing 41 different disciplines are approved for multicultural credit. The requirement may be satisfied by courses that deal with multiculturalism in the United States or internationally, and only about 20 of the courses fall into the former category. The Online Student Assessment results were at the benchmark or above for all three administrations. Embedded assessment carried out in a small number of courses in fall 2009

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yielded mixed results. The Multicultural Committee is developing rubrics to evaluate syllabi of courses that satisfy the requirement, and they are planning to implement a complete assessment in all courses as soon as the process has been tested. The goal is to make the multicultural courses adhere to a common set of standards of content and to develop more specific student learning outcomes.

TABLE 6.8 MULTICULTURAL COURSE GRADUATION REQUIREMENT

Outcome

Overall core: Students graduating from Texas Tech University should be able to: demonstrate awareness and knowledge of distinctive cultures or sub-cultures – including but not limited to – ethnicity, gender, class, political systems, religions, languages, or human geography SLO 1 Demonstrate awareness and knowledge of cultural differences within one or more distinctive sub-cultures of the United States, SLO 2 Demonstrate awareness and knowledge of cultural differences within one of more global societies (Outside the U.S.)


Local direct assessment Embedded assessment in multicultural courses Local direct assessment of multicultural knowledge and attitudes. (OSA)


The multicultural requirement committee developed a meta-analysis strategy for assessing student learning in multicultural courses. This strategy, which called upon instructors to develop their own assessments, allowed for comparison of the diverse results of assessment. These results informed instructors and also provided the committee with information that is being used to develop more general assessments. Rubrics were created during the 2009-2010 academic year that will be used in spring 2010 to assess the requirement. Workshops are also planned for instructors of multicultural courses to help them focus more on multicultural issues. The Online Student Assessments for 2008, 2009 and 2010 contained questions intended to determine the extent of student’s knowledge and awareness of multicultural issues. The results for all questions averaged over 70% correct. The great diversity of multicultural courses and the dual structure of the requirement (courses may focus on U.S. cultural groups or international

How assessment data are used to improve student learning.

The initial assessments have led to improvements in instructor awareness of multicultural issues and their ability to address those issues. Much work remains to reach a larger body of multicultural instructors, but the committee is aware of this and working to address the issues. Unfortunately, while teacher-made assessment indicated growth, there remained questions of reliability and validity of the assessments. Therefore, instead of using teacher-created assessments, the committee created a set of common assessments from a common pool of questions. Key concepts for these were agreed upon by instructors of multicultural core courses. The committee plans on a faculty-driven process of continual improvement of these embedded assessments. The multicultural committee is planning workshops and other aids for faculty to help them better address multicultural issues at the national or international level. Heavy attendance at two workshops in the spring and summer of 2009 indicated a high level of interest to work with the committee to address assessment issues.

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National Survey on Student Engagement (NSSE), 2005, 2007, 2009 (Indirect)

cultures) makes meaningful analysis difficult. There is a general feeling that many of the courses in the multicultural curriculum do not adequately address the attitudes and behaviors that the requirement is intended to deal with. National Survey on Student Engagement (NSSE), 2005, 2007, 2009 (Indirect) TTU students most often scored below those at the peer institutions and NSSE overall scores on items 1.e, 1.u, 1.v, 10.c and 11.l, all of which ask students to rate their experiences with people who are different from themselves. There was no improvement over the 4 years for which data were tabulated.

The data from 2005 and 2007, which have been available to us for some time, have been used along with other assessment information, to rationalize the need to greatly improve TTU students’ interactions with people of diverse backgrounds, including improving the multicultural classes taught at the university, as well.

Conclusion With the exception of English 1301 and 1302, Texas Tech University has only been engaged in serious core curriculum assessment for about three years. In this time we have made great progress in developing internal assessment instruments and applying assessment instruments developed by external organizations. The advantage of the internal assessment instruments is that they can be tailored specifically to our core competencies and student learning outcomes. However, the internally developed instruments do not lend themselves to comparison with other institutions. This is a large part of the value of the instruments developed by outside organizations. They allow us to see how Texas Tech University compares with peer institutions within Texas, in the Southwest, and across the nation. This combination of local and national, direct and indirect assessments makes it possible to triangulate assessment results. To date, many of the results are ambiguous, but this is to be expected in the early stages of assessment. With more iterations of assessment, improvement of the locally developed instruments, and some experimentation with different national assessment products, we should be able to identify weaknesses in our core curriculum areas and develop strategies to correct them. A new cycle of core curriculum assessment utilizing ACT’s Collegiate Assessment of Academic Proficiency test modules in science, math, writing, and reading is planned to cycle through each of four semesters, embedded in selected courses. Every third year, the Collegiate Learning Assessment would be readministered. In addition, in August 2010, the Online Senior Assessment will be administered to incoming transfer students so that their at-entrance performance can be benchmarked for the first time. With respect to the organization and content of the core curriculum, we believe this report demonstrates that we are in compliance with both the spirit and the specific requirements of the current Texas Higher Education Coordinating Board Rule 4.30, Criteria for Evaluating Core Curricula.

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We look forward to implementing the new Core Objectives and Component Area Mapping plans when they are finalized.

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