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(K Arend, K Berchem, R DeLap) April 26th, 2011
In order to earn a meet the general education requirements and graduate with a degree from LSSU, students must meet the following outcome:
Incorporate empirical evidence in the analysis of the cause and consequences of natural phenomena
The Natural Science course used to meet this objective include: (students must complete 8 credits from the following):
BIOL 105, BIOL 131, BIOL 122, BIOL 204, CHEM 105, CHEM 108 and CHEM 109, CHEM 115, CHEM 116, GEOL 115, GEOL 121,
GEOL 122, GEOG 106, GEOG 108, NSGE 100, NSCI 101, NSCI 102, NSCI 103 and NSCI 104, NSCI 110, NSCI 116, NSCI 119, PHYS 221,
PHYS 231
I. Natural Science Assessment Tools
The table below identifies the current internal and external assessment tools used for the purpose of assessing the Natural Science General
Education (NSGE) outcome.
Instrument title Administration Outcomes Assessment
(Courses Listed Below)
Internal Assessment Tools
Students’ ability to incorporate empirical evidence in the analysis of the cause and consequences of natural phenomena is measured using a variety of tools throughout the semester. At the end of the term a final exam is given to assess ability.
Each of the exams was designed by faculty members teaching the courses
Exams are administered each semester in classroom by faculty teaching the courses.
Some students take exams in the Testing Center or with
Status as of
3/2011
Data collected for Fall 2010 semester.
Disability Services. This data has been gathered by the
Natural Sciences Ad Hoc
Committee of the General
Education Committee
See Above BIOL 105
BIOL 122
BIOL 131
BIOL 204
Exams, Quizzes, and
Laboratory Exercises
Quizzes, Exams and
Laboratory Exercises
Quizzes, Final Exam, and
Laboratory
Lecture Exams, Laboratory reports, Lab Exam,
See Above
See Above
See Above
Complete for
Fall 2010
Complete for
Fall 2010
Complete for
Fall 2010
Complete for
Fall 2010

CHEM 105
CHEM 108 & 109
CHEM 115
CHEM 116
GEOL 115
GEOL 121
GEOL 122
GEOG 106
GEOG 108
NSGE 100
NSCI 101
NSCI 102
NSCI 103 & 104
NSCI 110
Epidemiology project
Laboratory reports, quizzes, exams, homework.
American Chemistry
Society (ACS) exam
Laboratory reports, quizzes, exams
Laboratory reports, quizzes, exams, homework
American Chemistry
Society (ACS) exam
Laboratory reports, exams, homework, American
Chemistry Society (ACS) exam
(No Syllabus found)
See Above
See Above
See Above
See Above
Laboratory reports, quizzes, exams, homework
Laboratory reports, quizzes, exams, homework
(No Syllabus found)
Laboratory reports, quizzes, exams
Laboratory reports, quizzes, exams, homework
Laboratory reports, quizzes, exams, homework
Laboratory reports, quizzes, exams, homework
Laboratory reports, quizzes, exams, homework
Laboratory reports, Exams
American Chemistry
Society (ACS) exam
See Above
See Above
See Above
See Above
See Above
See Above
See Above
See Above
Complete for
Fall 2010
Complete for
Spring 2010
Complete for
Fall 2010
Complete for
Fall 2010
Complete for
Fall 2010
Complete for
Spring 2010
Complete for
Spring 2010
Complete for
Fall 2010
Complete for
Fall 2010
Complete for
Fall 2010
Complete for
Fall 2010
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NSCI 116
NSCI 119
PHYS 221
Laboratory reports, exams
11 courses were offered in Spring
See Above
2011, 100% of syllabi included the
Natural Science Outcome statement.
Out of the two classes that had multiple sections, all course objectives consistent.
Complete for
Fall 2010
Laboratory reports, quizzes, exams, homework
Laboratory reports, quizzes, exams, homework
See Above
See Above
PHYS 231 Laboratory reports, quizzes, exams, homework
See Above Complete for
Fall 2010
One of the goals of the Natural Science Gen Ed (NSGE) committee was to assess the Gen Ed course syllabi for clearly stated Gen Ed outcome.
The following demonstrates progress from spring 2010 to spring 2011. With the input from the GEN ED committee, there is now a 100% compliance with including the Natural Science Outcome Statement in all syllabi.
Gen Ed Course Statement
Spring 2010 0/12 courses included a statement that the course was used to meet
General Education requirements
Natural Science Outcome
Statement
0/12 courses included the Natural
Science Gen Ed outcome statement.
Course Objectives Consistent in all
Course Sections
Out of the two classes that had multiple sections, all course objectives consistent.
0/15 courses included the Natural
Science Gen Ed outcome statement.
Complete for
Fall 2010
Out of the two classes that had multiple sections, all course objectives consistent
Fall 2010 0/15 courses included a statement that the course was used to meet
General Education requirements
Spring 2011 Only 1 syllabus was available for review, it included Gen Ed course statement.

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II. Summary of results of above department-based assessment
General Education Science Courses - Grade Report by Semester
Fall 2010 Courses - School of Physical Sciences
NATURAL SCIENCE
GENERAL EDUCATION COURSES (12)
Semester
Fall 2010
Enrolled
513
% > C-
80.8
% > D-
93.72
Within the School of Physical Sciences, three out of the five Chemistry Gen Ed courses utilize the American Chemistry Society (ACS) exam as their final exam. This is a standardized national exam from which the Chemistry department has been gathering data over many years. Though it is possible to use this data to compare these Chemistry classes nationally, there is question about whether or not this data could be used in assessment of the NSGE outcome.
III. Plans to “close the loop” (respond to departmental assessment findings) to better meet Gen Ed Outcome Statement
Response to a Request for Information:
Closing the Loop April 19, 2011
Assessment Data Guides Informed Decision Making
The School of Physical Sciences continues the iterative process of assessment and change at both the course and program level. While there is certainly room for improvement, for example in our record keeping and archival of minutes, the faculty have worked effectively on many fronts to use enhanced assessment methodologies as the catalyst to meaningful change. Examples of this process over the past year or so have included:

Environmental Health curriculum changes to align to the requirements of the Environmental Health Accreditation Council

Geology curriculum changes to course prerequisites based on evaluation of student learning outcomes

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
Chemistry degree changes to physical and inorganic chemistry based on assessments through the American Chemical Society accreditation requirements and the use of ACS standardized exams

Forensic chemistry requirement changes in response to assessment of requirements by the American Academy of Forensic Sciences accreditation requirements

Applied Geographic Information Systems course credit changes in response to student exit surveys and evaluation of learning outcomes

Development of an Advisory Board for the Environmental Health program

Deployment of a graduate survey to assess program outcomes for the school http://www.surveymonkey.com/s/LSSU-School_Physical_Sciences

Formalization of a School Assessment Calendar

Archival of assessment steering committee minutes, and increased attention to development of school meeting minutes to document the use of assessment data to guide and inform program development
A copy of the School Assessment Calendar is attached below.
Respectfully Submitted,
David Myton. Ph.D.
Chair, School of Physical Sciences Assessment Committee
School of Physical Sciences
Timeline
August
Action

Program Review Panels meet prior to School
Meeting, finalize assessments

School meeting to review program outcomes
September based on the respective Program Review
Panel’s report

Review of survey data: graduates, seniors

Review of Faculty Professional Development
Forms

Course syllabi submitted
Notes:

October
November
December
January
February
March
April
May

Course assessment plans reviewed

Instrument and equipment Usage Logs reviewed, reminders sent to faculty/staff

Curriculum changes based on Assessment Data reviewed, changes to curriculum in Nov.

Review of senior and graduate survey data

December Graduate surveys and senior assessments completed

Fall Course Assessment Reports submitted

Spring Course Syllabi submitted

Course assessment plans reviewed

Grade distributions compiled for Fall

Curriculum changes based on Assessment Data reviewed

Fall Grade Distributions reviewed

Capstone/Senior Thesis Project assessment review – revise/update rubrics and data sets

Program Review Panels assigned

Program Outcome Assessment Plans reviewed and updated

DUCK and other senior assessments completed by this year’s graduates

Course Assessment Reports submitted

Faculty Professional Development Form submitted – include usage of unique learning opportunities (e.g. EAL, planetarium)

Grade Distributions compiled for Spring
The School of Physical Sciences has the following six goals as part of their Mission:
 Develop skills in analysis, critical thinking, problem solving, decision-making, and communication.
 Prepare students for careers using their respective degrees and/or certificates.
 Prepare students for graduate schools and professional schools.
 Provide hands-on experiences with modern instruments and equipment.
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 Provide highly skilled professors who are also respected scholars.
 Provide unique learning opportunities.
The first goal, “Develop skills in analysis, critical thinking, problem solving, decision-making, and communication”, most closely relates to the
Gen Ed Natural Science outcome of “Incorporate empirical evidence in the analysis of the cause and consequences of natural phenomena”
A report from the School of Physical Sciences (Dr. David M. Myton) from November 2010 states: “The faculty of the School of Physical
Sciences have fully embraced the mission statement of the College of Natural, Mathematical and Health Sciences as we have set objectives and measureable metrics for assessment which address each of the goals set for the College.” Details of this report are included below. It is recommended that, in lieu of other established methods, the below methods and goals of assessment be adapted to all Natural Science General
Education courses.
GOAL: Develop skills in analysis, critical thinking, problem solving, decision-making and communication. OBJECTIVE: offer well-planned and pedagogically sound learning exercises in courses and in research projects. During the fall semester 2009 the faculty provided course syllabi to the Office of Dean which were formatted in alignment with a university template. This template provided for explicit statement of the course learning objectives. The faculty of the School of Physical Sciences had 100% compliance in providing these syllabi. Each faculty member was asked to provide course assessment plans, submitted to the Dean, and here the school can report 88% compliance. In the spring semester the submission rate was lower when participation was voluntary. To assist in data collection, and to build a culture of assessment, it is recommended that standardization of syllabi and course assessment reporting be a mandatory component for promotion and tenure files, and be strongly recommended for all faculty.
The School of Physical Sciences is considering implementing the following tools to standardize the gathering of data regarding all courses in their school. A vote is taking place in the School of Physical Sciences next week to approve the adoption of these tools. As the Natural
Science General Education outcome is broad in order to encompass the varying course content of the 24 courses, the rubric used in the following tools can also be considered wide-ranging so that each instructor can evaluate student data in a manner that meets the course objectives.

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SCHOOL OF PHYSICAL SCIENCES
Directions to Faculty: Enter the course information in the table below. Enter final grade distribution data and identify the course assessment data sources as indicated.
Additional sections, comments or analysis may be included as available. The filename must match the course syllabus and be in this format:
CHEM116_001_S11_assm.doc use File|SaveAs… to store the file at O:/Provost/Assessment/ - find the subfolder for the current academic year for our college data. Thank you.
Course:
Semester:
Instructor:
OVERALL COURSE
ASSESSMENT SCORE
Course Assessment Rubric
4 3
4
2 1
Accurate information taken from several sources in a systematic manner.
Accurate information taken from a couple of sources in a systematic manner.
Accurate information taken from a couple of sources but not systematically.
Information taken from only one source and/or information not accurate.
Final Grade Distribution:
(Complete the table below for the current semester – the School Assessment Committee intends to provide this data in a uniform format for all courses in the school)
Course Num Sec Semester Enrolled %>=C %>=D- Dropped
Course Assessment Data Sources :
Faculty typically will identify graded elements from the course syllabus (e.g. tests, projects, papers) or other assessment data appropriate to the course outcomes.
Other Data:
(Optional or as available. Append additional pages to this document as needed.)

School of Physical Sciences
PROGRAM NAME:________________
PROGRAM SCORE: __________
Directions to the Faculty Program Review Panel: Program-level assessment reviews and evaluates progress in meeting the stated objectives from the Program Outcomes/Assessment Plan. These files are available on the LSSU network: O:/Provost/Assessment/Program Outcomes.
Program-level review assesses the information compiled for an academic program relative to each of the six goals/objectives/outcome categories. Evaluate each category using the following rubric, and tabulate the results (on of a maximum 24 point scale). Save this file in the same folder as the Program Outcomes/Assessment Plan file modifying the name to indicate the year: 2011 applies to the 2010-2011 academic year. File names follow this pattern: Chemistry-BS_2011_prog-assm.doc.
ASSESSMENT RUBRIC
4
Accurate information
3
Accurate information
2
Accurate information taken from several sources in a systematic manner.
taken from a couple of sources in a systematic manner.
taken from a couple of sources but not systematically.
1
Information taken from only one source and/or information not accurate.
Assessment
Score
Program Objective Assessment Data Sets Used to Evaluate the Program and
Comments/Narratives as needed
1. Develop skills in analysis, critical thinking, problem solving, decision-making, and communication.
2. Prepare students for careers using their respective degrees and/or certificates.
3. Prepare students for graduate schools and professional schools.
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4. Provide hands-on experiences with modern instruments and equipment.
5. Provide highly skilled professors who are also respected scholars.
6. Provide unique learning opportunities.
IV. Summary of ETS results:
External Assessment
Freshmen Results
Fall 2009
Senior Results
Fall 2010
Spring 2010
Spring 2011
LSSU Score
114.06
114.72
115.98
National Score
113.1
113.1
115.9
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Though we do see from this data that LSSU students are above the national score, how significant is the difference? More long term data should be our goal here in order to be sure. The same issues of accuracy of data apply here including self-selective sampling, differing sample sizes. Comparing a cohort of freshmen to themselves when they are seniors would no doubt provide us with more applicable data on the influence of LSSU’s NSGE courses to their ability in meeting the outcome.
V. Connections between ETS results and Gen Ed Outcome Statement (how useful are these ETS results in helping us determine whether or not we are meeting our Gen Ed Outcome statement?)
The results of the Senior Exit Survey on the NSGE Outcome for Spring 2010 are included below. The data addresses how well they feel that their educational experience at LSSU prepared them to incorporate empirical evidence in the analysis of the causes and consequences of natural phenomena.
Do you feel that your educational experience at LSSU prepared you to incorporate empirical evidence in the analysis of the causes and consequences of natural phenomena?
Valid Did not prepare me
Prepared me poorly
Prepared me adequately
Prepared me well
Frequency Percent Valid Percent
2 1.8 2.0
8
51
37
7.3
46.4
33.6
8.2
52.0
37.8
Cumulative
Percent
2.0
10.2
62.2
100.0
Total
Missing System
98
12
89.1
10.9
100.0
Total 110 100.0
Out of 110 surveys distributed to the exiting seniors, 98 were returned and evaluated. Of those, 89.8% of students felt ‘adequately’ or ‘well’ prepared to incorporate empirical evidence in the analysis of the causes and consequences of natural phenomena.

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VI. Suggestions for actions to “close the loop” (respond to ETS assessment findings) to better meet Gen Ed Outcome
Statement
Recommendation from the Natural Science Subcommittee: All schools need to work toward establishing a culture of course assessment to evaluate how well the Natural Science General Education outcome is being met. This should include a consistent, measurable method of assessment such as the model developed by the School of Physical Sciences. The Physical Sciences model is a beginning which may be improved upon. For example, the General Education committee may want to suggest the addition of local questions to the ETS test, specific to the Natural Sciences Gen Ed (NSGE) outcome. This would allow for very specific (and easily measurable) statistical tracking of the NSGE outcome. Assessment data collected can then be used to “close the loop” by improving processes through which the outcome is achieved.
When available, specific assessment tools and data should also be incorporated/included in the assessment process. For example, the
Chemistry department currently uses a very specific national exit test, provided by the American Chemistry Society (ACS). Data from this test has been collected for many years, and ?could possibly be useful in determining how well the NSGE is being met in the Chemistry department coursework.