tulsa curriculum student learning pilot study office of ...€¦ · 09/08/2018 · tulsa...

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For questions contact: Monica Varner, Ph.D., Director of University Assessment

Tulsa Curriculum Student Learning Pilot Study

Office of Continuous Improvement

Summer Sessions 1 and 2

August 9, 2018

Introduction:

The Tulsa Curriculum Pilot Study is designed to assess Institutional Learning Outcomes in the Block and Core curriculum. Presently, TU assesses

student essays in Blocks I, II, and III (General Curriculum); however, the University Assessment Committee identified that ILO1 may not be

effectively assessed by reviewing a random sample of essays from the three Blocks. To fill this gap, the committee decided to implement course

embedded assessment in the General and Core Curriculum. The Office of Continuous Improvement and faculty teaching Block and Core courses

in summer sessions one and two agreed to facilitate the pilot study. The purposes of the study are to create a Tulsa Curriculum Map, align course

embedded student learning outcomes with ILOs, identify direct measures of learning, evaluate student learning in the Tulsa Curriculum, evaluate

student achievement of the ILOs in General and Core curriculum, develop preliminary Block and Core outcomes, and use the results to advance

student learning and improve assessment practices.

Method:

To effectively assess the ILOs in Block and Core courses, several assessment tasks were completed. The first task was to obtain course syllabi

from the three Block and Core courses. Faculty submitted syllabi for summer sessions one and two. The syllabi for summer sessions one and two

were reviewed and a curriculum map was created (Appendix C). The curriculum map aligns course outcomes and learning activities with the

ILOs. Forty faculty members from both summer sessions volunteered to assess one ILO or more. The Block and Core courses evaluated for

summer sessions one and two include 8 courses in Block I, 9 courses in Block II, 13 courses in Block III, plus 6 English and 4 Math Core courses,

for a total of 40 courses, which included 584 students.

A Course Assessment Report was developed for faculty to complete at the end of the summer session. In the report, faculty provide a detailed

description of the assessment measures utilized in the course, learning results with an evaluation scale or grading rubric, a summary of the findings

(including student learning strengths and weaknesses), and changes they would make to the course or learning activity the next time they teach the

course. Course assessment reports were due on June 27, 2018 for summer session one and July 30, 2018 for summer session two. At the

completion of each session, student results were evaluated and summarized describing student achievement of the ILOs. Specific attention was

given to ILO1, literacy in the arts, humanities, and sciences from Block course embedded learning results. In addition to assessing the three

Blocks, faculty teaching the Core courses in Math and English assessed critical thinking and written and oral communication.

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The key performance indicator for each ILO is that 80% of students will achieve a 75% or meets expectations or higher including performance in

the General and Core curriculum.

Prior to completing the pilot study, faculty in Blocks I, II, and III, as well as in English and Mathematics, developed preliminary Tulsa Curriculum

student learning outcomes (Appendix D). Faculty developed preliminary outcomes that capture the common and shared elements of the General

and Core Curriculum. The newly proposed outcomes will be shared with faculty during the fall 2018 semester Tulsa Curriculum faculty meeting.

The General and Core proposed student learning outcomes and Tulsa Curriculum Pilot Study final report will be included in the Tulsa Curriculum

review material, which will be reviewed by the Tulsa Curriculum Committee.

Findings: General and Core Curriculum

Results from the curriculum map for summer sessions one and two revealed that 30 courses in Blocks I and II assess ILO1 and ILO2, and the same

30 courses designate writing measures in their courses: however, not all 30 courses assess the quality of student writing for ILO3. Nine courses

assess ILO4, 8 courses assess ILO5, and 5 courses assess ILOs 1-5. During summer sessions one and two, 29 Block faculty volunteered to

complete course assessment reports for 30 Block courses. The sample size for the General Curriculum review totaled 455 students.

Ten faculty volunteered to complete course assessment reports for 6 English and 4 Math courses. The student sample for the Core Curriculum was

129 students, 81 students in English, and 48 in Mathematics. Student artifacts in English were evaluated to determine achievement in ILO2 and

ILO3. Artifacts in Mathematics addressed learning in ILO2. Results from the Tulsa Curriculum Course Assessment Reports are detailed in

Appendix B.

Table 1: General Curriculum Summer Sessions One and Two

Blocks ILO1

Demonstrate literacy

through information

inquiry and application

of knowledge in the

sciences, humanities, and

arts

ILO2

Think critically by

analyzing, synthesizing,

and evaluating

information

ILO3

Write and present

clearly, practicing the

skills of effective

communication across

the curriculum

ILO4

Recognize ethical

dilemmas and determine

how best to respond to

them

ILO5

Apply knowledge and

talents to identify and

address real world

problems in the local or

global community

KPI Achievement 80% 80% 80% 80% 80%

Block I

Aesthetic Inquiry and

Creative Experiences

87%

90%

85%

100%

100%

Sample Size = 127 110 114 65 (N=76) 21 (N=21) 21 (N=21)

ILO1 ILO2 ILO3 ILO4 ILO5

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Block II

Historical and Social

Interpretations

90%

93%

89%

100%

100%

Sample Size = 162 146 151 118 (N=133) 45 (N=45) 33 (N=33)


Block III

Scientific Investigation

74%

Not Met

80%

100%

100%

Sample Size = 166 123 133 16 (N=16) 22 (N=22)

Table 2: Core Curriculum Summer Sessions One and Two

Blocks ILO1

Demonstrate literacy

through information

inquiry and application

of knowledge in the

sciences, humanities, and

arts

ILO2

Think critically by

analyzing, synthesizing,

and evaluating

information

ILO3

Write and present

clearly, practicing the

skills of effective

communication across

the curriculum

ILO4

Recognize ethical

dilemmas and determine

how best to respond to

them

ILO5

Apply knowledge and

talents to identify and

address real world

problems in the local or

global community

KPI Achievement 80% 80% 80% 80% 80%

English

95%

96%

Sample Size = 81 63 (N=65) 78


Mathematics

85%

Sample Size = 48 41

Findings: General and Core Curriculum Changes

A total of 48 Tulsa Curriculum changes were recommended by faculty. The areas of improvement include changes in assignment format,

instructional process, supplemental support, collaborative learning, and course structure (Appendix A).

Table 3: Tulsa Curriculum Continuous Improvement Changes

Tulsa Curriculum Assignment Format Instructional Process Supplemental Support Collaborative Learning Course Structure

Number of

Recommendations

11 18 4 3 12

Percentage 23% 38% 8% 6% 25%

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Changes in instruction, course structure, and assignment formats were emphasized most often by faculty. Less emphasis was given to

supplemental support and collaborative learning. Improvements specify what faculty will do to improve learning, rather than what students will

do to increase learning or balanced discussion of both areas. Little attention was given to active and engaged and collaborative learning activities

and the use of supplement support inside and outside the classroom.

Findings: Key Performance Indicator Not Met

The key performance indicator was set at 80% of students will achieve 75%/met expectations or higher. Literacy in the Sciences (ILO1) did not

meet the performance indicator; 26% or 32 students failed to meet the 75%/met expectations or higher criterion. The greatest areas of deficiencies

were found in Chemistry and Biology. Four Chemistry courses and one Biology course failed to meet the performance indicator; 32 students in

Chemistry and Biology were unable to achieve a 75% or higher in Block III.

Block I and Block II each had a single course that failed to meet the performance criteria: they include THEA 1063 and WS 2063. Twenty-three

percent of students failed to meet 75%/met expectations or higher benchmark in THEA 1063, and 21% of students failed to meet the performance

indicator in WS 2063.

Mathematics had two courses out of four that failed to meet the key performance indicator. MATH 1103 results reveal that 29% of students failed

to meet the criterion, and in MATH 1093, 25% of students did not meet the benchmark.

Findings: Assessment of Institutional Learning Outcomes

Institutional Learning Outcomes One and Two were substantially measured by all three Blocks; however, fewer courses measured ILO3 written

communication and even less assessed oral communication; a single course in summer session one in Block I measured ‘present clearly’ [SP

2113]. The Tulsa Curriculum guidelines specify that Block courses are required to include substantial writing assignments. Based on the pilot

study, the writing guideline is not consistently applied, and some courses do not include a writing component as noted by the course syllabi.

‘Present clearly’ appears to be designated by one course in Block I to meet the expectation. Both written communication and present clearly are

emphasized in the Core curriculum English courses. For this study, English submitted written works for the pilot study review.

ILOs 4 (ethical reasoning) and 5 (problem solving) are measured by very few courses. A total of 9 courses assess ILO4, and 8 courses assess

ILO5. The Tulsa Curriculum guidelines do not specify how many ILOs are to be measured by a Block or Core course or the percentage of Block

and Core courses that should measure an ILO.

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Conclusions:

The Tulsa Curriculum prepares students to achieve the desired level of learning in critical thinking, written and oral communication, problem-

solving in the real world, ethical reasoning, literacy in the arts, humanities, and sciences, and quantitative reasoning. Students experienced

difficulty in critical thinking, literacy in the sciences, and quantitative reasoning. Due to limited assessment of ‘present clearly’ and ‘write

clearly,’ the results are inconclusive as to whether students are meeting ILO3. The extremely small examples of student learning in ILO4 and

ILO5 do not provide sufficient quantities of student information to determine if students are achieving ethical reasoning and problem solving

inside and outside the classroom.

To address the learning challenges, faculty implemented or will implement strategies to advance student knowledge and skills, as well as make

changes to the course format and structure. The majority of suggestions are what faculty will do and failed to address what students will do.

There was very little attention to active and engaged and collaborative learning activities, and most striking was the lack of discussion of

supplemental support services both inside and outside the classroom.

Overall, students were successful with a compressed summer schedule; however, some students demonstrated difficulty adjusting to the fast-paced

learning experience. Difficulty was manifested through excessive absenteeism, failure to complete assignments, and/or submit assignments on

time. Faculty were observant to both learning needs and student challenges with the semester schedule, which were discussed in the continuous

improvement changes. However, no clear solutions were provided to address the scheduling challenge.

The five-week and seven-week summer format overall was successful; however, support strategies will need to be addressed to assist those

students who experience difficulty with the compressed schedule, especially in Mathematics and Block III courses (Scientific Investigation).

Block III faculty emphasized that the difficulty in the sciences was due to students being a non-science major. The faculty in Block III will need

to investigate how to meet the learning needs of science majors and non-majors. The results reflect that the Block III courses are being designed

and implemented to meet the needs of science majors, which is not the intention of a Tulsa Curriculum course. Mathematics emphasizes a similar

argument that students are bringing in math deficiencies and are not prepared to meet the demands of Math Core courses. The Math faculty will

also need to identify strategies to meet math deficiencies, as well as content knowledge needed to progress to the next Mathematics courses for

majors and non-majors.

The summer session pilot study was successful. In cycles one and two, the faculty and the Office of Continuous Improvement, with assistance

from the University Assessment Committee, achieved the following outcomes: (1) a Tulsa Curriculum Map was developed, (2) course student

learning outcomes were aligned with the university ILOs, (3) direct measures of learning were identified in each course that measure ILOs, (3)

student artifacts were evaluated, (4) student learning results were analyzed, (5) the results were used to advance student learning and improve

assessment practices, (6) preliminary Block and Core outcomes were developed, and (7) conflicts and weaknesses of the Tulsa Curriculum were

identified.

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Recommendations:

Share results with General Curriculum and Core Curriculum volunteer faculty and request feedback on findings and strategies to advance

Institutional Learning Outcomes, and identify solutions to the challenges and weaknesses identified in the pilot study.

Share results with all General Curriculum and Core Curriculum faculty to obtain a broader Tulsa Curriculum perspective.

Share results with the Tulsa Curriculum Committee to help guide evidence-based decision making as they explore revisions to the Tulsa

Curriculum.

Share newly proposed Tulsa Curriculum Block and Core Outcomes with Block and Core faculty and request feedback.

Evaluate student sub-population categories to determine if certain sub-groups experience greater difficulty achieving the ILOs.

Share results with the University Assessment Committee and University Curriculum Committee and request feedback on challenges and

weaknesses of the Tulsa Curriculum.

Implement Tulsa Curriculum study in the fall and spring with increased participation by faculty Block and Core teams in ILO mapping,

assessment planning, analysis of results, drawing of conclusions, and final report writing.

Identify the lack of use of supplemental support services by faculty inside and outside the classroom.

Identify if Block science courses are being taught to meet the needs of their majors.

Identify strategies to address mathematic student unpreparedness.

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Appendix A

Continuous improvement changes and activities suggested for Block I, II, and III and Core courses include:

Assignment Format

Increase the number of texts for information inquiry to build further skills.

Opportunities for mastery with two-draft model and graded rehearsals for final presentations.

Incorporate student reading in-class.

Assign responsibilities of leading class in learning activities.

Assign fixed deadlines for stages of writing project.

Combine text and visual learning activities so ideas are connected.

Increase clarity of assignment instructions.

Update rubrics so they align specifically with assignment expectations and content.

Change the point system of learning activities to ensure students recognize their importance.

Increase clarity of assignment expectations and description of learning competencies.

Modify quiz wording and format to increase clarity.

Instructional Process

Advance student engagement through application of learning activity.

Increase class discussion.

Remind students regularly of course expectations and the importance of keeping up with class materials and readings.

Increase lectures where students can synthesize content and connect learning segments.

Increase discussion and coverage of the course material.

Implement learning activities that advance course content and student achievement.

Update laboratory manual with greater clarity and specific procedures.

Provide formal support at the end of each lab.

Increase instruction on content and terminology.

Increase student engagement with content.

Add real-world examples and current events in the content and course material.

Incorporate more practice and discussion sessions.

Locate real world writing models from the field of study.

Incorporate targeted activities to practice style guides.

Increase scholarly sources and practice.

More examples using problem-solving skills.

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Explanation and assistance from the instructor.

More time should be spent on mathematical functions.

Supplemental Support

Increase engagement with the writing lab and explore a supplemental support writing lab attached to Block I courses.

Refer students to early alert for absenteeism and missed assignments.

Create a safe classroom and office that will encourage students to seek help.

Add computerized program and computer lab to help students overcome deficiencies in Math.

Collaborative Learning

Encourage group studying.

Provide numerous opportunities for students to engage with content through critical analysis and class discussions.

Add formal peer review of first drafts.

Course Structure

Reword syllabus to ensure assignments are well explained.

Reorganize course construction for shorter course length.

Provide in-class extra credit activities.

Ensure course is organized and systematic.

Increase the number of exams.

Provide extra credit and open lab hours to advance studying and mastery of material.

Increase the number of assignments, but shorten the length.

Consolidate sections to create more time to focus on material.

Split exam material.

Allow students to focus on smaller sections of the material at a time.

Increase the number of individual conferences during class.

Add more quizzes and give a quiz after each individual set.

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Appendix B

Tulsa Curriculum Results Summer Sessions One and Two

Course Assessment Reports

Block One: Aesthetic Inquiry and Creative Experience Results

Continuous improvement changes and activities for Block I include:

Increase the number of texts for information inquiry to build further skills (assignment format).

Increase the number of assignments, but shorten the length (course structure).

Opportunities for mastery with two-draft model and graded rehearsals for final presentations (assignment format).

Increase engagement with the writing lab and explore a supplemental support writing lab attached to Block I courses (supplemental

support).

Refer students to early alert for absenteeism and missed assignments (supplemental support).

Incorporate student reading in-class (assignment format).

Assign responsibilities of leading class in learning activities (assignment format).

Assign fixed deadlines for stages of writing project (assignment format).

Advance student engagement through application of learning activity (instructional process).

Increase class discussion (instructional process).

Combine text and visual learning activities so ideas are connected (assignment format).

Block I Course Assessment Reports: Session One

Courses Sample Measure Results KPI

Met/Not

Met

Learning Experience Continuous Improvement

Changes

S1

ENGL

2513

3 Essay 100%

achieved

75%/met

expectations

or higher

Met Students demonstrated difficulty

with the development of a

coherent argument throughout

the entire essay. Students were

able to select textual evidence,

but found it challenging to

provide sufficiently nuanced

analysis of it. A small sample of

students had difficulty with

using correct grammar.

This is the second course I have

used two-draft approach to essay

writing. I find it is an effective

means for providing feedback and

guidance that students can then

use to refine their work. In this

course, each of my students was

able to move from a B to an A on

the second/final draft. The next

time I teach the course, I will

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require a third text in the final

draft, thereby encouraging them to

build further on the skills they are

developing.

S1

REL 2503

9 Essays 92%

achieved

75%/met

expectations

or higher

Met Student attendance and

completing assignments on time

was a difficulty for a small set of

students. The strict attendance

policy and assignment deadlines

did not seem to deter some

students.

To address the shortened time-

frame, the number of essay and

reading assignments were

increased: however, the length of

the assignments were

shortened. The strategy was

successful.

S1

SP 2113

22 To

Sway/Convince

Graded

Rehearsal and

Final

Presentation

100%

achieved

75%/met

expectations

or higher

Met Students achieved rubric criteria

at 9.79 out of 10.50 for the

graded rehearsal and 10.12 out

of 10.50 for the final

presentation, an increase of

.33. The areas in rehearsal for

students who performed at an

average level was 21% of

students for Effective Use of

Information and 23% of students

for Bullets, Organization, and

Usage. Students improved in

both areas in the final

presentation. The Final

performance revealed that 5% of

students performed at an average

level for effective use of format

of the speech, the benefits, and

call to action, as well as speech

choice and delivery.

The graded rehearsal and final

presentation for To

Sway/Convince presentation

provides students the opportunity

to build the Sway

Speech. Students complete

examples and worksheets, as well

as receive feedback. Students

complete three separate speeches

that increase in time and

complexity throughout the course,

which improves practical oral

communication skills.

S1

THEA

1063

31 Essay 77%

achieved a

75%/met

expectations

or higher

Not Met The assignment was a formal

essay and students were

instructed to not use first person.

The expected criteria was

defined both verbally and in

In the future, I would like to see a

support lab connected to this class

that would help students who

struggle with writing. I referred

students to the writing center, two

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print. The majority of students

received the emerging rating for

using first person. There was a

substantial

Non-domestic speaking student

population in the course. The

students struggled with grammar

and syntax, which is part of the

evaluation criteria. The students

who did struggle were able to

make valid points.

students attended. I will continue

to refer students to the writing

center.

Block I Course Assessment Reports: Session Two


Met/Not

Met


Changes

S2

CPLT

2253

3 Quizzes,

Reflection

Essays, and In-

class Film

Discussions

100%

achieved a

75%/met

expectations

or higher

Met Student difficulty was

demonstrated by the lack of

thoroughness with readings and

completion of readings.

Incorporate student reading of key

pieces in class to sell them on the

relevance of reading in answering

pre-reading questions.

Assign responsibility of pre-

reading questions to each student

to increase completion of assigned

readings and responsibility for the

material. Students will be

responsible for leading class

discussions.

S2

CPLT

2383

27 Exams,

Research

Paper, and

Participation

and Attendance

96%

achieved a

75%/met

expectations

or higher

Met Students underestimate the

demands involved in the subject,

they expect more story-telling

and less analysis. Research

papers were primarily mediocre,

with some stellar exceptions. I

devote 1-2 class meetings early

on “How to write a research

Assign completion of particular

stages of writing project with

fixed deadlines during the

semester, so students don’t wait

until the paper is due and write in

a single sitting without editing.

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paper,” but although students

listen, their performance

indicates that very little of what

I said got through to them.

Students have difficulty arguing

a point on the basis of evidence,

even when they are science

majors.

S2

FLM/MUS

2213

14 Essays,

Listening

Tests, Critical

Essay, and

Participation

100%

achieved a

75%/ met

expectations

or higher

Met The course was provided a

supplemental writing assistant,

who provided supplemental

instruction in addition to the

regular class meetings. The

course was designated for at risk

students. Students demonstrated

greater difficulty with content

and writing during the first part

of the course, but as the course

progressed their understanding

of content and quality of writing

increased.

To maintain student engagement,

I make the story come alive for

them by showing how the music

helps reveal deeper emotions and

meanings to the stories,

characters, and individual scenes.

To assist with the summer class, I

screen much of each of the eight

films, and take time for class

discussion, so students can better

comprehend the story and how the

music functions in the film.

S2

PHIL 1123

18 Weekly

Writing

Assignments

and

Participation

100%

achieved a

75%/met

expectations

or higher

Met Most students could write

adequately, though there was

room for improvement. The

biggest challenge for them is to

rise to the level of critical

thinking about deeper issues, as

opposed to surface engagement

with plots and stories.

To stimulate both areas for

improvement, I plan to devote

more time to assigning and

analyzing philosophical texts we

read alongside of the movies we

watch, connecting the issues of

the latter with the ideas of the

former.

Block Two: Historical and Social Interpretation Results

Continuous improvement changes and activities for Block II include:

Increase clarity of assignment instructions (assignment format).

Remind students regularly of course expectations and the importance of keeping up with class materials and readings (instructional

process).

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Encourage group studying (collaborative learning).

Update rubrics so they align specifically with assignment expectations and content (assignment format).

Increase lectures where students can synthesize content and connect learning segments (instructional process).

Change the point system of learning activities to ensure students recognize their importance (assignment format).

Provide numerous opportunities for students to engage with content through critical analysis and class discussions (collaborative learning).

Reword syllabus to ensure assignments are well explained (course structure).

Increase student engagement with content (instructional process).

Block II Course Assessment Reports: Summer Session One


Met/Not

Met


Changes

S1

AHS 2123

22 Final Essay 100%

achieved

75%/met

expectations

or higher

Met Two students had difficulty

understanding the purpose of the

assignment. Students were to

describe in a 3-5 page paper, the

importance of folk healing in the

students’ chosen field of study

(nursing, engineering, physical

therapy, music). The students

misinterpreted the paper

requirements and focused on folk

healing subgroups. Subgroups

were discussed in other sections

of the course.

The next time I teach this course, I

will clarify the instructions in

greater detail.

S1

BUS 1013

10 Quizzes 88%

achieved

75%/met

expectations

or higher

Met The quizzes are designed to test

knowledge of class material and

assigned readings including

working understanding of

business on both theoretical and

practical level (global markets,

ethics and social responsibility,

management, entrepreneurship,

human resources, marketing and

finance). Students completed a

combination of question formats

Students tend to perform lower on

the first quiz as they adapt to the

number of readings required for

each content section. These are

typical results for this course.

Class material and readings are

detailed specifically in the syllabus

with reminders each week to keep

up with class material and

readings.

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including multiple choice, fill-in-

the-blank, short answers, and/or

essays. Quiz one was the most

difficult for students, which

focused on dynamic business

environment, global markets,

ethics and social responsibility,

and how to form a business.

Students improved performance

in quizzes 2-4.

S1

ECON

2023

22 In-class

Exams

88%

achieved

75%/met

expectations

or higher

Met In-class exams require students to

apply tools used within

microeconomics to analyze

problems related to producer and

consumer behavior, market

equilibrium, and market failures.

Analyzing problems related to

microeconomics is a common

learning challenge. Content topics

are included in readings and

addressed in class discussions, as

well as class hand-outs, group

studying is encouraged. No

particular changes will be made for

fall 2018.

S1

EDUC

2023

24 Research

Paper

100%

achieved

75%/met

expectations

or higher

Met Students with lower grades

showed up late to class, did not

complete readings, and failed to

engage in class discussions.

Some students had difficulty with

spelling and grammar, but

generally, did a good job of

choosing interesting topics,

searching out interesting sources,

and communicating the

information.

The next time I teach this class, I

plan to change the grading rubric.

I plan to increase alignment with

assignment expectations and

content. The writing rubric from

TULAP does not address the

content specifics required for the

course.

S1

MSTU

2003

10 Final Exam

and Final

Paper

100%

achieved

75%/met

expectations

or higher

Met This course is a study abroad

experience. The purpose of the

course is to provoke students to

think more deeply about the role

that public spaces play in

constructing a sense of common

I will add lectures in Tulsa after

the two weeks spent in Athens and

Florence to improve connecting the

public spaces.

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identity. Students visited three

different sites of study: Tulsa,

OK, Athens, Greece, and

Florence, Italy. Some students

had difficulty connecting the

International segment of the

course in Athens and Florence

with Tulsa segment.

S1

NSG 2103

22 Written

assignments,

reflections,

and quizzes

100%

achieved

75%/met

expectations

or higher

Met Student attendance and failure to

complete assignments and

quizzes negatively impacted

student performance. Some

students did not read emails and

failed to communicate with

faculty.

This course is team taught. We

plan to change the percentage of

quizzes and assignments and

continue to stress the importance

of submitting assignments and

taking quizzes when they are

available. We do not provide a

make-up time. We plan to

continue to evaluate learning

challenges.

S1

WS 2063

14 Final Exam 79%

achieved

75%/met

expectations

or higher

Not Met 31% of students lacked detail

and/or thoroughness in responses.

Cited very few specific examples

or no examples from lectures and

a few of the readings to

substantiate points.

Demonstrated little to no attempt

to offer critical analysis.

Students are regularly reminded

that they must keep up with

readings and viewing of episodes

and prepare for discussions, class

presentations, and compete for

House points. This course is

heavily discussion based. Student

attendance, preparedness, and

active participation are essential.

Students are encouraged and

expected to interact critically with

the material and their colleagues.

Block II Course Assessment Reports: Summer Session Two


Met/Not

Met


Changes

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S2

AHS 2123

23 Online

Discussion;

Quizzes,

Interviews,

Essay, and

Final Project

100%

achieved

75%/met

expectations

or higher

Met Miscommunication of wording

on final essay. Student

misinterpreted the instructions,

assignment was over importance

of their chosen field.

I will reword the syllabus and

ensure assignments are well

explained.

S2

HIST

2283

15 Critical

Response

Essay

93%

achieved

75%/met

expectations

or higher

Met Some students (athletes) are not

fully engaged in the course. The

support staff in the athletic

department are extensively too

involved in preparing the

students for course requirements.

Increase engagement of students in

key aspects of course material. I

am dedicated to students who are

prepared and motivated. I treat all

students with respect.

Block Three: Scientific Investigation Results

Continuous improvement changes and activities for Block III include:

Reorganize course construction for shorter course length (course structure).

Increase discussion and coverage of the course material (instructional process).

Implement learning activities that advance course content and student achievement (instructional process).

Update laboratory manual with greater clarity and specific procedures (instructional process).

Increase clarity of assignment expectations and description of learning competencies (assignment process).

Provide formal support at the end of each lab (instructional process).

Provide in-class extra credit activities (course structure).

Increase instruction on content and terminology (instructional process).

Modify quiz wording and format to increase clarity (assignment format).

Ensure course is organized and systematic (course structure).

Increase the number of exams (course structure).

Add real-world examples and current events in the content and course material (instructional process).

Provide extra credit and open lab hours to advance studying and mastery of material (course structure).

Block III Course Assessment Reports:


Met/Not

Met


Changes

P a g e | 17


S1

ANTH

2033

7 Midterm,

Final Exam,

Papers, Hands

On labs, and

Critical

Thinking labs

88%

achieved

75%/met

expectations

or higher

Met Exams: 86% of students achieved

75%/met or higher.

Papers: 100% of students

achieved 75%/met or higher.

Labs: 81% of students achieved

75%/met or higher.

Students demonstrated greater

difficulty with critical thinking

labs. Based on the rubric results,

students are unable to fully

understand, analyze, and

synthesize course and related

materials in a meaningful way.

Students report in course

evaluations that the timeline for

each of the assignments was too

short and prevented full immersion

in the material. Several students

failed to complete the activities on

time or at all.

Changes to be made in the event

the course is taught again in future

sessions:

a. 3 exams rather than 2

b. Shift labs earlier in the day and

before the afternoon class

c. Computer modules for self-study

required before class

d. Change to 7-week rather than 5-

week course

e. Labs will be spread out more

evenly throughout the course

S1

ANTH

2083

11 Exam 82%

achieved

75%/met

expectations

or higher

Met The exam emphasized the

introduction and origin of sexual

reproduction, evolution of

behavior, and brief evolution of

humans. The exam was short

answer and multiple choice based

questions. Student are expected

to emphasize general concepts

and theory in applied questions.

Some students had difficulty with

applied questions.

The next time I teach this course, I

will increase discussion and

coverage of the material and make

the exam cumulative, so students

will emphasize all content areas.

S1

BIOL

1033

4 Exams 100%

achieved

75%/met

expectations

or higher

Met Students are expected to

demonstrate basic understanding

of the physical environment,

basic ecology, and man’s impact

on the environment. This course

is designed for students who are

I have implemented a learning

activity where I provide a list of

60-80 questions, which students

will answer throughout the course.

I provide the questions before each

exam, so students can address each

P a g e | 18


neither majoring nor minoring in

Biology. Non STEM majors tend

to not realize the level to which

they must know the material for

the exams. Students have

difficulty understanding the

relationship between the physical

environment and how it impacts

the biological environment.

question prior to the test. The

students have responded positively

to the learning activity and student

achievement has increased.

S1

CHEM

1011

16 Lab Report 56%

achieved

75%/met

expectations

or higher

Not Met Students failed to collect quality

data, demonstrated problems with

accuracy, failed to follow

procedures, had calculation

errors, and formatting errors.

I am editing the Lab Manual so it

is more clear and specific to help

students avoid procedural mistakes

that often led to bad data.

S1

CHEM

1053

9 Final

Presentations

89%

achieved

75%/met

expectations

or higher

Met This course is a study abroad

course where students explain the

basics of chemistry in the context

of cuisine in four distinct but

relatively close geographical

regions of Europe. Some

students had trouble synthesizing

the information into the larger

context of the course and were

simply descriptive. Students

were expected to explain the

availability of different food

sources and cooking methods that

influenced cultural factors related

to foods and materials available

in the region.

Increase clarity of the final

assignment expectations and

description of learning

competencies.

Block III Course Assessment Reports:


Met/Not

Met


Changes

P a g e | 19


S2

BIOL

1011

6 Quizzes and

Lab Reports

100%

achieved

75%/met

expectations

or higher

Met Students failing to complete or

submit assignments, and not

performing well on previous lab

material.

Complete a formal round-up at the

end of each lab.

S2

BIOL

1013

4 Exams and

Research Paper

100%

achieved

75%/met

expectations

or higher

Met Non-science majors have

difficulty mastering the material.

Continue to provide in-class extra

credit activities to encourage

mastery of difficult scientific

concepts.

S2

BIOL

1053

22 Assignments,

Exams,

Presentation,

and Paper

100%

achieved

75%/met

expectations

or higher

Met Non-science majors have

difficulty with science

terminology.

For summer school session, I will

cut back on the quantity of work

and spend more time on scientific

content and terminology.

S2

BIOL

1021

17 Quizzes 65%

achieved

75%/met

expectations

or higher

Not Met Lack of understanding of how to

apply material and calculations

from the labs. Calculation

errors. Fast speed of summer

session, students have difficulty

keeping up.

Modify wording and format on

quizzes to make the questions

clearer to students.

S2

CHEM

1023

28 Quizzes 65%

achieved

75%/met

expectations

or higher

Not Met Difficult content and fast pace of

summer session.

My approach to this difficult

material is to approach it in an

organized, systematic way to try

and make it easy to understand as

possible for students. I believe

my preparation plays an important

role in their success and I strive to

be as prepared as possible.

S2

CHEM

2023

6 Exams 67%

achieved

75%/met

expectations

or higher

Not Met This is a required course for

Energy Management majors.

The principle challenge for

students in this class is the large

volume of material that is

covered over a very short period

of time. Over the last two years,

I went from a 2-exam format to a

4-exam format. While this

decreased lecture time available a

bit, it seemed to improve student

performance.

P a g e | 20


I recognized a problem with

students assimilating that

material in the time available.

S2

CHEM

2024

18 Lecture

Reinforcements

(In-class open

note quiz)

78%

achieved

75%/met

expectations

or higher

Not Met This is a Block III course for

majors in business, arts, social

sciences, and the humanities.

The principle challenge for

students in this class is that they

have limited exposure to

scientific concepts and in many

cases have very little interest in

the subject matter.

I add as many real-world

examples and discuss as many

current events in the context of the

course material as possible.

Efforts are made to appeal to the

student’s interests in topics that

affect them. There are more

exams, so there is less pressure to

memorize material. I feel this

enhances student participation and

therefore success.

S2

BIOL

2151

18 Quizzes and

Lab Practicum

Exams

100%

achieved

75%/met

expectations

or higher

Met Difficult content. My teaching

load was heavy and I could not

help students as much during the

open lab hours as I usually do.

Human anatomy is by its nature

difficult; I have used incentives

such as extra credit dissections to

encourage students to study and

master the material. Open lab

hours for students to do hands-on

studying of the dissection material

and microscope slides. In the fall,

I will have more time to help at

open lab hours and have review

sessions.

Core Curriculum Findings: English and Mathematics

Continuous improvement changes and activities for English include:

Reorganize course construction for shorter course length (course structure).

Incorporate more practice and discussion sessions (instructional process).

Locate real world writing models from the field of study (instructional process).

Incorporate targeted activities to practice style guides (instructional process).

Increase scholarly sources and practice (instructional process).

Increase the number of individual conferences during class (course structure).

Add formal peer review of first drafts (collaborative learning).

P a g e | 21


Continuous improvement changes and activities for Mathematics include:

More examples using problem-solving skills (instructional process).

Explanation and assistance from the instructor (instructional process).

More time should be spent on mathematical functions (instructional process).

Consolidate sections to create more time to focus on material (course structure).

Split exam material (assignment format).

Allow students to focus on smaller sections of the material at a time (instructional process).

Add more quizzes and give a quiz after each individual set (course structure).

Create a safe classroom and office that will encourage students to seek help (supplemental support).

Add computerized program and computer lab to help students overcome deficiencies (supplemental support).

Core Curriculum Course Assessment Reports: Summer Session One


Met/Not

Met

Learning Experience Changes

S1

ENGL

3003-

BUS

15 Research

Report

100%

achieved

75%/met or

higher

Met For summer session, the most

difficult determining factors for

student’s success on a research

report is the time constraint. It is

difficult for students to brainstorm

ideas, determine a topic, complete

research, and write and revise a

lengthy document in the amount

of time available.

When I teach this course during the

school year, I wait until the middle

of the semester to introduce the

research report. In future summer

sessions, I will introduce the report

in the first few days of class.

S1

ENGL

3003-ENS

14 Research

Report

93%

achieved

75%/met or

higher

Met Students experienced difficulty

with the compressed time frame,

the number of assignments to

complete, being unfamiliar with

processes and genres/styles of

writing, lack of accessible writing

styles in their disciplines, and

unfamiliarity with standard

writing style guides.

I would incorporate more practice

and discussion sessions around

what elements constitute a

professional document/report.

Locate and share real-world writing

models from the field of study, and

develop and incorporate targeted

activities that require students to

seek out and practice with style

guides appropriate to their fields.

P a g e | 22


S1

MATH

1103

7

Exams 71%

achieved

75%/met or

higher

Not Met Students struggled the most on

“problem solving with quadratics”

and “rational functions.”

To improve on “problem solving

with quadratics”, more examples

using these problem solving skills

should be done by students in class

with explanation and assistance

from the instructor. To improve on

“rational functions”, more time

should be spent on rational

functions. We could possibly

consolidate some of the early

sections on trigonometry or early

sections on functions to allow for

this.

S1

MATH

1163

16 Exams,

Quizzes, &

Math

Assignments

88%

achieved

75%/met or

higher

Met Basic calculus is incredibly work

intensive. It takes a good amount

of time for students to master the

concepts – and the time constraint

over the summer does not help

this challenge. Student success in

the course requires and incredible

work ethic and diligence each day

by students. Students need to

practice the material each day. If

they fail to do so, they will

struggle to move on the lecture for

the following day.

Instead of splitting the course into

two 150-point exams, I may split

into three 100 point exams. This

way, students will be preparing for

less material on each exam, which

may lessen the learning challenges.

This will be difficult to implement

in a summer course, but I believe it

would be wise to allow students to

focus on smaller sections of the

material at a time.

Core Curriculum Course Assessment Reports: Summer Session Two


Met/Not

Met

Learning Experience Changes

S2

ENGL

1033

16 Out-of-class

writing and

research

88%

achieved

75%/met or

higher

Met Students are challenged with

participating actively, submitting

work on time, and being on time

for class. Students also had

difficulty keeping up with

Students who take the course for

the summer are more academically

challenged. Some are retaking the

course or retaking to improve their

skills. To improve research, I plan

P a g e | 23


readings and writing for class.

Students have difficulty with

sources, they struggle with correct

and consistent formatting styles.

to decrease fiction and increase

critical and scholarly sources. I

also plan to increase the practice of

skills outside of class.

S2

ENGL

3003 ENS

15 Resume/job

application

packet

assignment

100%

achieved

75%/met or

higher

Met Some international students do not

find the assignment beneficial

since they will be guaranteed

employment when they graduate.

Confidence and self-reflection is

difficult for some students.

Increase the number of individual

conferences during class.

S2

ENGL

3003 HS

9 Research

Report

100%

achieved

75%/met or

higher

Met Following directions, adhering to

APA style, minimizing errors,

maximizing critical thinking and

analysis in explanation sections.

I would like to add formal peer

review of first drafts. The review

will help students identify examples

of insightful ideas and paragraphs

that deepen critical insights about

the source material.

S2

ENGL

3003 BUS

12 Research

Report

100%

achieved

75%/met

expectations

or higher

Met Students have difficulty with

formatting and arranging their

documents, which is a major

aspect of technical

communication.

I would like to add a peer-review

day at the end of the course, so that

as a class we could review the

importance of document design.

S2

MATH

1083

7 Quizzes and

writing

assignments

100%

achieved

75%/met

expectations

or higher

Met There is a lot of content covered in

the course, and not all content is

related to other content. The

course is a survey of topics.

I plan to include additional quizzes

and give a quiz after each

individual set of material. This

may help students keep the material

organized.

S2

MATH

1093

18 Assignments

and Exams

75%

achieved

75%/met

expectations

or higher

Not Met Difficulty with high school

algebra, functions, equations of

lines and graphing them, quadratic

equations, break even analysis,

logarithmic expressions, and

choosing correct financial

formulas.

We need to make the classroom and

office hours psychologically safe so

students will reach out and ask for

help. Students need frequent

feedback about the material, more

frequent low-stakes assessment,

and more opportunities to

improvement skills through

supplemental homework

assignments and targeted review.

P a g e | 24


A classroom with computers would

allow students to have access to

“Study Plan” in Web Assign to help

correct deficiencies.

P a g e | 25


Appendix C

The University of Tulsa

Tulsa Curriculum Institutional Learning Outcomes (ILO) Summer Session 1 and 2 Curriculum Map

Pilot Study

Block One Course Map

Courses Institutional

Learning

Outcome One

Institutional

Learning

Outcome Two

Institutional

Learning

Outcome Three

Institutional

Learning

Outcome Four

Institutional

Learning

Outcome Five

Summer

Session

Block One

Aesthetic

Inquiry and

Creative

Experience

Demonstrate

literacy through

information

inquiry and

application of

knowledge in the

sciences,

humanities, and

arts.

Think critically

by analyzing,

synthesizing, and

evaluating

information.

Write and

present clearly,

practicing the

skills of effective

communication

across the

curriculum.

Recognize ethical

dilemmas and

determine how

best to respond to

them.

Apply knowledge

and talents to

identify and

address real

world problems

in the local or

global

community.

Session

CPLT 2253 Direct Measure:

Quizzes

Direct Measure:

Reflection Essay

Direct Measure:

Essay

Direct Measure:

In-class Film

Discussions

Direct Measure:

In-class Film

Discussions

2

CPLT 2383 Direct Measure:

Quizzes

Direct Measure:

Reflection Papers

Direct Measure:

Reflection Papers

2

ENGL 2513 Direct Measure:

Exams

Direct Measure:

Essay

Direct Measure:

Essay and

Discussions

1

MUS 2213 Direct Measure:

Essays and

Listening Test

Direct Measure:

Essays

Direct Measure:

Essays

2

PHIL 1123 Direct Measure:

Weekly Papers

Direct Measure:

Weekly Papers

Direct Measure:

Weekly Papers

Direct Measure:

Weekly Papers

Direct Measure:

Weekly Papers

2

REL 2503 Direct Measure:

Essays

Direct Measure:

Essays

Direct Measure:

Essays and

Response Papers

Direct Measure:

Essays

1

P a g e | 26


SP 2113 Direct Measure:

Presentations

Direct Measure:

Presentations

Direct Measure:

Final Assessment

and Presentations

Direct Measure:

Presentations

Direct Measure:

Presentations

1

THEA 1063 Direct Measure:

Quizzes

Direct Measure:

Response

Statements

Direct Measure:

Final Paper

1

Block Two Course Map

Block Two

Historical and

Social

Interpretation

Demonstrate

literacy through

information

inquiry and

application of

knowledge in the

sciences,

humanities, and

arts.

Think critically

by analyzing,

synthesizing, and

evaluating

information.

Write and

present clearly,

practicing the

skills of effective

communication

across the

curriculum.

Recognize ethical

dilemmas and

determine how

best to respond

to them.

Apply knowledge

and talents to

identify and

address real

world problems

in the local or

global

community.

Session

AHS 2123 Direct Measure:

Cultural

Foundation

Writing

Assignments

Direct Measure:

Health and Illness

Writing

Assignments

Direct Measure:

Health Fair

Presentations and

Writing

Assignments

Direct Measure:

Discussion Board

Assignments and

Essays

Direct Measure:

Health Fair

Project and

Essays

1 & 2

BUS 1013 Direct Measure:

Quizzes

Direct Measure:

Business Plan

Project

Direct Measure:

Business Plan

Project and Oral

Presentation

Direct Measure:

Business Plan

Project

1

ECON 2023 Direct Measure:

Exams

Direct Measure:

Current Events

Project

Direct Measure:

Current Events

Project

1

EDUC 2023 Direct Measure:

Exams

Direct Measure:

Essays

Direct Measure:

Research Paper

1

HIST 2283 Direct Measure:

Critical Response

Essays

Direct Measure:

Critical Response

Essays

Direct Measure:

Critical Response

Essays

2

P a g e | 27


MSTU 2003 Direct Measure:

Final Exam

Direct Measure:

Final Paper

Direct Measure:

Final Paper and

Class Discussions

Direct Measure:

Local and Global

Field Trips

1

NSG 2103 Direct Measure:

Quizzes

Direct Measure:

Reflection Papers

Direct Measure:

Reflection Paper

and Oral

Presentation

Direct Measure:

Reflection Papers

1

WS 2063 Direct Measure:

Exams

Direct Measure:

Reading Notes

Direct Measure:

Term Project and

House Teaching

Presentation

1

Block Three Course Map

Block Three

Scientific

Investigation

Demonstrate

literacy through

information

inquiry and

application of

knowledge in the

sciences,

humanities, and

arts.

Think critically

by analyzing,

synthesizing, and

evaluating

information.

Write and present

clearly, practicing

the skills of

effective

communication

across the

curriculum.

Recognize ethical

dilemmas and

determine how

best to respond

to them.

Apply knowledge

and talents to

identify and

address real

world problems

in the local or

global

community.

Session

ANTH 2033 Direct Measure:

Exams

Direct Measure:

Research Papers

Direct Measure:

Research Papers

Direct Measure:

Research Papers

1

ANTH 2083 Direct Measure:

Exams

Direct Measure:

Research Paper

Direct Measure:

Research Paper

1

BIOL 1011 Direct Measure:

Quizzes

Direct Measure:

Lab Reports

Direct Measure:

Lab Reports

2


Exams

Direct Measure:

Paper

Direct Measure:

Paper

2


Exams

Direct Measure:

Exams

1


Exams

Direct Measure:

Exams

Direct Measure:

Journal

Direct Measure:

Journal

2

P a g e | 28


CHEM 1011 Direct Measure:

Quizzes

Direct Measure:

Lab Reports

Direct Measure:

Lab Reports

1


Exams

Direct Measure:

Exams

1


Lab Reports

Direct Measure:

Lab Reports

Direct Measure:

Lab Reports

2


Exams

Direct Measure:

Exams

Direct Measure:

Short Answers

2


Exams

Direct Measure:

Journaling

Direct Measure:

Journaling

Direct Measure:

Lab Discussion

and Final Exam

1


Exams

Direct Measure:

Exams

Direct Measure:

Problem-solving

Assignments

Direct Measure:

Problem-solving

Assignments

2


Quizzes and Lab

Exams

Direct Measure:

Quizzes and Lab

Exams

Direct Measure:

Lecture

Reinforcements

Direct Measure:

Lecture

Reinforcements

2

Core Course Map

Core Curriculum

Demonstrate

literacy through

information

inquiry and

application of

knowledge in the

sciences,

humanities, and

arts.

Think critically

by analyzing,

synthesizing, and

evaluating

information.

Write and present

clearly, practicing

the skills of

effective

communication

across the

curriculum.

Recognize

ethical dilemmas

and determine

how best to

respond to them.

Apply knowledge

and talents to

identify and

address real

world problems

in the local or

global

community.

Session


Essays

Direct Measure:

Essays

2


Research Report

Direct Measure:

Oral Presentation

and Research

Report

1

P a g e | 29


MATH 1083 Direct Measure:

Quizzes

Direct Measure:

Writing

Assignments and

Discussions

2


Exams and Short

Answers

2


Exams

1


Exams

1

P a g e | 30


Appendix D

Tulsa Curriculum Block and Core Proposed Student Learning Outcomes

University Assessment Committee

Approved June 27, 2018

The statements below are the proposed student learning outcomes for the Core curriculum in mathematics and English as well as Blocks

I, II, and III.

Students will:

Core Curriculum: Mathematics

1. Demonstrate independent learning of mathematics by connecting math concepts and problem solving skills to solve new problems.

2. Demonstrate critical thinking in mathematics by exploring examples, posing questions, and analyzing results.

3. Communicate ideas and solutions effectively using mathematical vocabulary, notation, and technology.

Core Curriculum: English

1. Demonstrate the values and conventions of academic and professional writing

Document sources, use appropriate and consistent voice, format according to discipline-specific standards

2. Apply a process-based approach to achieve successful written communication

Brainstorm, research, draft, peer review, reflect, share/publish

3. Assess writing situations to read, analyze, and compose texts appropriate for various purposes, audiences, and genres

Analyze, evaluate, integrate, synthesize.

Block I: Aesthetic Inquiry and Creative Experience

1. Write and communicate clearly about human creativity and aesthetic experience.

2. Demonstrate foundational knowledge of the arts and humanities through investigation and analysis of creative artifacts, such as texts,

works of art or music, or systems of thought, or by learning how to produce or perform creative works.

3. Critically engage with the existential value of human creativity and aesthetic experience within your own or other societies, past or

present, through production/performance of creative works or through analysis of creative products.

P a g e | 31


Block II: Historical and Social Interpretation

1. Apply tools of analysis and critical thinking to understand problems related to human behavior and societies.

2. Make connections to other times and peoples, including their works, beliefs, and cultures.

3. Write effectively as appropriate for the discipline using credible, adequate, and relevant evidence.

4. Demonstrate foundational knowledge and skills in the methods of investigating, expressing, and evaluating concepts as appropriate for

the discipline.

Block III: Scientific Investigation

1. Describe the scientific method and apply it to methods of study.

2. Discuss examples of challenging and controversial scientific works.

3. Describe major theories that underlie an area of scientific study.

4. Articulate the relevant ethical framework for scientific investigation.

5. Explain how science impacts everyday life.

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