GENERAL EDUCTION ASSESSMENT REPORT – 2012-3
Gen. Ed. Category
Humanities
Gen. Ed. Outcome Statement:
Analyze, evaluate, and explain human aesthetics and its historical development (Humanities Outcomes)
Approved Courses addressing
this Outcome Statement:
HUMN 251, ARTS250, ARTS251, HUGE100, HUMN203, HUMN240, HUMN252, HUMN255, MUSC220,
MUSC221, NATV240, PHIL302, PHIL305 or six to eight credits from second year of foreign language.
Person submitting this report
(name and e-mail):
Date submitted:
J. Swedene, P. Weber, D. McPherson
8 April 2013
Assessment Measurements Conducted During the Current Year
Assessment Tools:
Summary of Results
Recommendations
Course level assessment will be obtained
from data in the university course
assessment plans submitted in Spring
2013.
The recommendations made
in Spring 2011 were
followed: namely, to tie the
humanities objective to the
cultural event analysis.
Through consultation,
others may be soon made.
ARTS
offerings
Course level assessment will be obtained
from data in the university course
assessment plans submitted in Spring
2013.
Currently being developed
(see Summary of Results).
MUSC
offerings
Course level assessment will be obtained
from data in the university course
assessment plans submitted in Spring
2013.
No recommendations
provided as of April 2013.
Course level assessment will be obtained
No recommendations
HUMN
offerings
PHIL
Student achievement of this outcome is measured using
Blackboard quizzes, exams, and supplemental projects. The
ETS test is an external measure (see below).
Student achievement of this outcome is measured using tests,
1 2012 General Education Assessment Report: Humanities
from data in the university course
assessment plans submitted in Spring
2013.
provided as of April 2013.
Foreign
Language
offerings
Course level assessment will be obtained
from data in the university course
assessment plans submitted in Spring
2013.
No recommendations
provided as of March April
2013.
NATV
offerings
Courses which satisfy the general
education outcome were not offered.
Externally- Student achievement of this outcome is measured using ETS
test performance for all entering Freshmen and exiting
based
Seniors.
General
Education
Assessment
Activities
Freshman
Fall 2011: LSSU, 114.17, National,
113.03
offerings
Studentbased
General
Education
Assessment
Activities
written responses, and argumentative essays
Student assessment of this outcome is measured using the
senior exit surveys that were completed during fall semester
2013. Spring data is ongoing (see
http://www.lssu.edu/assessment/generaleducation.php#Senior).
Seniors
Spring 2012: LSSU, 114.67, National,
115.45
59 students evaluated this outcome as
follows; well prepared = 27.1%;
adequately prepared = 39%; neutral =
20.1%; 10.2% = Poorly prepared; 0.0%
= Not prepared at all. –
According to the 50 respondents, the
courses most frequently selected as having
been taken to complete the requirements
included:
First 4 credits:
HUMN 251 (100%)
2 2012 General Education Assessment Report: Humanities
Senior and Freshman data
cannot be compared because
we have not had a cohort of
Freshman who completed the
ETS test take the test as
graduating seniors .Students
appear to be performing on
par with comparable schools
(Baccalaureate [Liberal Arts]
Colleges I and II), nationwide.
We recommend the courses
continue with assessment and
modification as needed.
Moreover, a suggestion was
made to indicate the objective
at various times throughout
the semester to reinforce the
goals and directions of the
course. For example, students
seeing the objective printed on
page one of a test or two very
well might internalize the
Second 3-4 credits:
HUMN 252 (54%)
ARTS 250 (6%)
ARTS 251 (10%)
HUMN 255 (7%)
MUSC 220 (2%)
Course
syllabi
outcome
statement
compliance
Syllabi for Fall 2012 and Spring 2013 courses that address
this outcome statement were reviewed for compliance with
explicitly including the outcome statement and relevant student
learning outcomes.
Fall 2012: 13 out of 13 sections (100%)
stated outcomes.
Spring 2013: 10 out of 10 sections
(100%) stated outcomes.
objective better and would, in
turn, so indicate it on a future
senior exit survey. The
majority of students (66.1%)
feel that their courses
prepared them to accomplish
this outcome. The Humanities
learning outcome was ranked
comparably to the other
General Education learning
outcomes.
In the previous academic
year, those not in compliance
with stating objectives. Now,
we report 100% compliance
in stating objectives. It is
recommended that the general
education outcome be stated
in its exact wording. 2 of the 6
HUMN 251 Fall sections, for
example, contained an
objective in the spirit of the
precisely worded general
education outcome, but it was
not exact. The languages,
similarly, did not contain the
precise general education
objective, although it could be
inferred from the other
objectives.
Methods for sharing course assessment information will be based upon and
coordinated with university-wide course assessment procedures. Currently, this is disseminated and viewable at
http://www.lssu.edu/assessment/
Methods Used for Sharing Assessment Information:
3 2012 General Education Assessment Report: Humanities
Next Steps: To
get a picture of the methods and results of assessment initiatives at the course level for this academic year, the migration
to tracdat may help. At present time, there is not enough information migrated to generate a telling report. In subsequent semesters, it
will increasingly become available in accordance with the university’s plan.
Additional Comments: To
get a picture of the methods and results of assessment initiatives at the course level for this academic year, the
migration to tracdat may help. At present time, there is not enough information migrated to generate a telling report.
HLC Six Fundamental Questions
1. How are your stated student learning outcomes appropriate to your mission, programs, degrees, and students?
2. What evidence do you have that students achieve your stated learning outcomes?
3. In what ways do you analyze and use evidence of student learning?
4. How do you ensure shared responsibility for student learning and for assessment of student learning?
5. How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning?
6. In what ways do you inform the public and other stakeholders about what and how well your students are learning?
4 2012 General Education Assessment Report: Humanities