Lamar State College-Port Arthur Core Curriculum State College-Port Arthur Core Curriculum ... Lamar State College-Port Arthur Core Curriculum ... LSC-PA Core Curriculum Report 5 MATHEMATICS

LSC-PA Core Curriculum Report 1

Lamar State College-Port Arthur Core Curriculum

Response to the Request for an Evaluation of the College’s Core Curriculum

Prepared by David J. Sorrells, PhD, Assessment Coordinator

Lamar State College-Port Arthur’s Core Curriculum/General Education Committee David J. Sorrells, PhD, Assessment Coordinator, Chair Charles Gongre, PhD, Dean of Academic Programs Janis Hutchins, PhD, Dean of Technical Programs Beau Duncan, PhD, Online Coordinator Bill Andress, Process Tech Michelle Askew, Mathematics Beverly Gaspard, Computers Michelle Judice, English Heath Vercher, Music

Nancy Longlet, PhD, Biology Shirley MacNeill, Nursing Patricia Schipplein, Computers Cindy Guidry, Cosmetology Vance Edwards, Athletics

Nancy Cammack, EdD, Director of Institutional Effectiveness, ex-officio Gary Stretcher, EdD, VPAA, ex-officio This report covers Lamar State College – Port Arthur’s (LSC-PA) response to the Texas

Higher Education Coordinating Board (THECB) rules Chapter 4, Subchapter B, rule §4.30, which

requires that “*E+ach public institution of higher education shall review and evaluate its core

curriculum every ten years on the schedule that accords with the institution’s accreditation

reaffirmation self-study report to the Southern Association of Colleges and Schools or its successor,

and report the results of that evaluation to the Board.” (THECB 2008)

LSC-PA developed its original core curriculum in 1998 in accordance with Coordinating

Board guidelines. In developing the core curriculum, the college adhered to the THECB’s Core

Curriculum: Assumptions and Defining Characteristics (Rev. 1999), thereby enabling the college to

receive Coordinating Board approval for its core curriculum on June 11, 1999. (See Appendix A for

a copy of the letter confirming Lamar State College-Port Arthur’s original core curriculum. The

college was then named Lamar University-Port Arthur.)

In reporting on the evaluation of the LSC-PA core curriculum, we closely followed the

instructions from the Coordinating Board criteria for core curriculum review. We believe this

report will reveal that Lamar State College-Port Arthur’s core curriculum is in compliance with all

board-mandated assumptions and defining characteristics.


Table of Contents

Introduction Required Element 1: LSC-PA’s Core Curriculum, Exemplary Educational Objectives, and Common Course Numbers . . . . . . . . . . . . . . . . . . . . . . . . . 3 Lamar State College-Port Arthur Core Curriculum & THECB Component Areas and Common Course Numbering . . . . . . . . . . . . . . . . . . . . . . . . 21 Required Element Two: A Brief Description of the Purpose and Substance of Lamar State College-Port Arthur’s Core Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Required Element Three: A Description of the Processes and Procedures Used to Evaluate LSC-PA’s Core Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Required Element Four: A Description of the Ways in Which the Evaluation Results Are Being Or Will Be Used To Improve the Core Curriculum at Lamar State College-Port Arthur . . . . . . . . . 30 Appendices Appendix A: Letter from THECB Approving LSC-PA’s Original Core Curriculum . . . . . . . . . . . . . . . . 31 Appendix B: Draft Copies of Exemplary Educational Objectives Tables . . . . . . . . . . . . . . . . . . . . . . .32 Appendix C: Spring 2011 Assessment Findings for Associate of Arts . . . . . . . . . . . . . . . . . . . . . . . . . 80


Required Element 1: LSC-PA’s Core Curriculum, Exemplary Educational Objectives, and Common Course Numbers

The following tables include representative samples of how LSC-PA’s core curriculum courses

comply with the core component areas and exemplary educational objectives provided by THECB.

COMMUNICATION The objective of a communication component of a core curriculum is to enable the student

to communicate effectively in clear and correct prose in a style appropriate to the subject,

occasion, and audience. The communication component of LSC-PA’s core curriculum is comprised

of two courses in composition (ENGL 1301 and ENGL 1302), and a choice from two courses in

speech communication (SPCH 1315 Public Speaking or SPCH 2335 Argumentation & Debate).

Representative student learning outcomes consequent of the exemplary educational objectives for

the communications component recommended by THECB are presented below:

Table 1: Exemplary Educational Objectives and Representative Student Learning Outcomes for Communication Core Courses

EXEMPLARY EDUCATIONAL

OBJECTIVES

Representative SLOs for English

Courses

Representative SLOs for Speech Courses

1. To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.

Demonstrate the ability to generate ideas.

Invent, plan, and revise text.

Write a documented research paper.

Demonstrate the speaking process through invention, organization, drafting, revision, and presenting oral presentation.

2. To understand the importance of specifying audience and purpose and to select appropriate communication choices.

Identify appropriate audience and purpose of assignment.

Make appropriate choices regarding audience, purpose, and genre.

Use appropriate choices regarding audience analysis and select purposes for communicating information.



OBJECTIVES

Representative SLOs for English

Courses

Representative SLOs for Speech Courses

3. To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.

Build on expository skills to develop the body of a documented research paper.

Write an essay that is based on the appropriate mode of development.

Write effectively for particular contexts and rhetorical situations.

Create and perform presentations which appropriately apply the required modes of expression.

4. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.

Work in groups effectively.

Participate in peer editing and offer and receive constructive peer criticism.

Participate in group activities which emphasize listening, critical thinking skills, and responding.

5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.

Write an argumentative thesis statement and complete an argumentative essay.

Write a variety of analytical essays.

Create and perform oral presentations which demonstrate the basic principles of critical thinking, problem solving, and/or technical proficiency in the development of exposition, argument, and debate.

6. To develop the ability to research and write a documented paper and/or to give an oral presentation.

Write a documented research paper.

Submit a library project requiring documentation.

Demonstrate use of research skills through documentation of sources in oral presentations.

LSC-PA Core Curriculum Report 5 MATHEMATICS The objective of the mathematics component of the core curriculum is to develop a

quantitatively literate college graduate. Every college graduate should be able to apply basic

mathematical tools in the solution of real-world problems. LSC-PA’s core curriculum requires 3

hours of mathematics. Students can choose from MATH 1314 College Algebra, MATH 1324

Mathematics for Business Applications, or MATH 1332 College Mathematics I. Representative

student learning outcomes consequent of the exemplary educational objectives for the

mathematics component recommended by THECB are presented below:

Table 2: Exemplary Educational Objectives and Representative Student Learning Outcomes for Mathematics Core Courses

EXEMPLARY

EDUCATIONAL OBJECTIVES

Representative SLOs for Math Courses

1. To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations.

Apply quantitative reasoning in practical situations.

2. To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically.

Solve mathematical problems with information presented in various ways.

3. To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments.

Apply algebraic problem solving skills.

Employ algebraic and geometric problem solving skills.


EXEMPLARY


Representative SLOs for Math Courses

4. To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results.

Use appropriate technology for solving problems.

5. To interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them.

Recognize and interpret data in different model forms to draw inferences and apply formulas.

Interpret and use formulas, graphs, and tables to solve mathematical problems.

6. To recognize the limitations of mathematical and statistical models.

Realize not all data is sufficient or valuable.

7. To develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines.

Use algebra as the basic vocabulary of mathematics.

Convert number formats among various numerical systems.

LSC-PA Core Curriculum Report 7 NATURAL SCIENCES The objective of the study of a natural sciences component of a core curriculum is to enable

the student to understand, construct, and evaluate relationships in the natural sciences, and to

enable the student to understand the bases for building and testing theories. The 8-hour natural

sciences component of LSC-PA’s core curriculum can be satisfied by selecting courses from BIOL

1406 General Biology I, BIOL 1407 General Biology II, BIOL 2401 Human Anatomy and Physiology I,

BIOL 2402 Human Anatomy and Physiology II, CHEM 1405 Introductory Chemistry, CHEM 1406

Chemistry for Allied Health Science, CHEM 1407 Introductory Chemistry, CHEM 1408 Biochemistry

for Allied Health Science, CHEM 1411 General Chemistry, CHEM 1412 General Chemistry, GEOL

1403 Physical Geology, GEOL 1404 Physical Geology, PHYS 1401 General Physics I, PHYS 1402

General Physics II, PHYS 1405 Conceptual Physics, PHYS 1407 Conceptual Physics, PHYS 1415

Physical Science I, PHYS 1417 Physical Science II, PHYS 2425 Calculus Based Physics I, and PHYS

2426 Calculus Based Physics II. All natural science courses include both lecture and lab

experiences. Representative student learning outcomes in line with the exemplary educational

objectives for the natural sciences component recommended by THECB are presented below:

Table 3: Exemplary Educational Objectives and Representative Student Learning Outcomes for Natural Sciences Core Courses

EXEMPLARY


Representative SLOs for Biology Courses

Representative SLOs for Physics Courses

Representative SLOs for Chemistry Courses

1. To understand and apply method and appropriate technology to the study of natural sciences.

Identify and label parts of the human anatomy.

Apply the principles, definitions, and equations to describe physical phenomena.

Use scientific laboratory equipment and analytical techniques to investigate various chemical phenomena.

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

Identify applications of biological principles to understand the anatomy of the human body down to the cellular level.

Identify the correct principles and equations required to solve problems.

Identify application of chemical principles to everyday life.


EXEMPLARY


Representative SLOs for Biology Courses

Representative SLOs for Physics Courses

Representative SLOs for Chemistry Courses

and in writing.

3. To identify and recognize the differences among competing scientific theories.

Learn the theories of evolution of man by comparative anatomy.

Evaluate theories using principles of physics.

Test hypotheses of chemical phenomena.

4. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies.

Apply biological processes to health, nutrition, and reproductive issues.

Review the principles of physics and apply them to major social problems.

Discuss basic chemical principles and their significance to science.

5. To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.

Demonstrate understanding of physical principles that make modern technology possible, including their boundaries and limitations in our modern culture.

Describe application of chemistry in everyday life and industry.

LSC-PA Core Curriculum Report 9 HUMANITIES AND VISUAL & PERFORMING ARTS The objective of the humanities and visual and performing arts in a core curriculum is to

expand students' knowledge of the human condition and human cultures, especially in relation to

behaviors, ideas, and values expressed in works of human imagination and thought. Through study

in disciplines such as literature, philosophy, and the visual and performing arts, students will

engage in critical analysis, form aesthetic judgments, and develop an appreciation of the arts and

humanities as fundamental to the health and survival of any society. Students should have

experiences in both the arts and humanities.

This 9-hour component of the college’s core curriculum can be satisfied by courses in 5

disciplines. Students must complete one sophomore-level literature course to satisfy 3 hours of

the requirement, chosen from ENGL 2321 Masterpieces of British Literature, ENGL 2326

Masterpieces of American Literature, ENGL 2331 Masterpieces of World Literature, or ENGL 2341

Forms of Literature. The remaining 6 hours may be completed by taking an additional sophomore-

level literature, or by any combination of the following: HUMA 1315 Appreciation of the Arts and

Humanities, PHIL 1301 Introduction to Philosophy, PHIL 1304 Introduction to World Religions, PHIL

1316 History of Religions I, PHIL 1317 History of Religions II, PHIL 2303 Logic and Ethics, ARTS 1301

Art Appreciation, ARTS 1303 Art History I, ARTS 1304 Art History II, ARTS 1311 Design I, ARTS 1316

Drawing I, DRAM 1310 Introduction to Theater, DRAM 1320 Theater Practicum I, DRAM 1321

Theater Practicum II, DRAM 1330 Stagecraft I, DRAM 1351 Acting I: Fundamentals, DRAM 1352

Acting II: Stage Movement, DRAM 2336 Voice for the Theater, DRAM 2351 Acting III, DRAM 2361

History of the Theater I, MUSI 1306 Music Appreciation, or MUSI 1310 American Popular Music.

Representative student learning outcomes consequent of the exemplary educational objectives for

the Humanities and Visual & Performing Arts component recommended by THECB are presented

below:

Table 4: Exemplary Educational Objectives and Representative Student Learning Outcomes for Humanities and Visual & Performing Arts Core Courses

EXEMPLARY


Representative SLOs for

English Courses


Art Courses


Theater Courses


EXEMPLARY



English Courses


Art Courses


Theater Courses

1. To demonstrate awareness of the scope and variety of works in the arts and humanities.

Study works from across the world and across the ages.

See and read objects around them with accuracy.

Interpret and apply design principles.

Interpret diverse views expressed through art.

Recognize and define characteristics of the functions of actor, director, costumer, scene designer, and light designer, as well as other theater terms and concepts, including technical theater.

Create a character through lines of dialog and physical actions to present in public performance.

2. To understand those works as expressions of individual and human values within an historical and social context.

Relate the historical and social context of literature.

Recognize cultural diversity expressed through art.

Identify specific historical trends in theater production.

Research and interpret the values of a character within historical and social contexts.

3. To respond critically to works in the arts and humanities.

Write critically and cogently in response to the literature.

Recognize and distinguish works of art and periods of art creation.

Recognize and evaluate effective design.

Demonstrate understanding of works of art and the evolution of art.

Use critical thinking in analysis of dramatic script or performance, in both written and oral form.

Interpret and respond to analysis of various playwrights’ works and the characters in those works.

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.

Read literature aloud, with attention to dialect, tone, and genre.

Experience the physical and intellectual rigor to produce art.

Experience the physical and intellectual rigor to produce effective design.

Participate in a dramatic scene in which each student contributes dialog to the script and monolog performance.

Perform monologs and audition materials in class and public performance.


EXEMPLARY



English Courses


Art Courses


Theater Courses

5. To articulate an informed personal reaction to works in the arts and humanities.

Write both formal and informal responses to the literature.

Interpret works of art critically.

Interpret design and its principles critically.

Identify major styles and artists.

Describe the rehearsal process and performance experience in a self-reflective performance response analysis.

Articulate an informed personal reaction to the performance of a role.

6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.

Make judgments about the esthetic qualities of texts.

Judge art and its effort critically.

Demonstrate appreciation of the value of the visual arts and their importance through history.

Demonstrate knowledge and appreciation of production elements.

Identify, respond to, and create different styles of theatrical expression based on the requirements of the character and play.

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

Identify elements of new historical criticism.

Demonstrate an understanding of design as an integral part of life.

Integrate art into other disciplines and into life itself.

Think critically to analyze a dramatic script or performance.

Identify culturally diverse characters and situations relevant to the play.



OBJECTIVES

Representative SLOs for Philosophy Courses

Representative SLOs for Music Courses


Demonstrate understanding of the synoptic perspective.

Identify the characteristics of different musical genres.


Demonstrate a knowledge of the evolution of philosophy.

Identify the relationship between significant historical periods and the corresponding music composition characteristics.


Evaluate schools of philosophy.

Analyze critically the music of different genres.


Identify the specific physical and intellectual demands of the performing artist.


Analyze various ontologies. Use appropriate music

terminology in music critiques.


Demonstrate a comprehension of philosophical concepts.

Identify aesthetic principles that shape music through history.


Analyze diverse philosophical traditions.

Recognize and identify similarities between music, the arts, and world cultures.

LSC-PA Core Curriculum Report 13 SOCIAL & BEHAVIORAL SCIENCES The objective of a social and behavioral science component of a core curriculum is to

increase students' knowledge of how social and behavioral scientists discover, describe, and

explain the behaviors and interactions among individuals, groups, institutions, events, and ideas.

Such knowledge will better equip students to understand themselves and the roles they play in

addressing the issues facing humanity. The largest single component of LSC-PA’s core curriculum,

the social and behavioral sciences component requires 15 hours, 6 of which must be chosen from

HIST 1301 History of the US 1763-1877, HIST 1302 History of the US 1877 - present, or HIST 2301

History of Texas.

An additional 6 hours must be comprised of GOVT 2301 Introduction to American

Government I and GOVT 2302 Introduction to American Government II. The remaining 3 hours can

be selected from the following: HIST 2321 History of World Civilization to 1660, HIST 2322 History

of World Civilization to 1965, GOVT 2304 Introduction to Political Science, ECON 2301 Principles

(Macro), ECON 2302 Principles (Micro), GEOG 1301 Physical Geography, GEOG 1302 Cultural

Geography, GEOG 1303 Regional Geography, PSYC 2301 General Psychology, PSYC 2302 Applied

Psychology, PSYC 2308 Child Psychology, PSYC 2311 Adult Development and Aging, PSYC 2314

Lifespan Human Growth and Development, PSYC 2317 Introduction to Statistical Methods, SOCI

1301 Introduction to Sociology, SOCI 1306 Social Problems, or SOCI 2301 Intimate Relationships

and Marriage/Family. Representative student learning outcomes consequent of the exemplary

educational objectives for the social and behavioral sciences component recommended by THECB

are presented below:

LSC-PA Core Curriculum Report 14 Table 5: Exemplary Educational Objectives and Representative Student Learning Outcomes for Social and Behavioral Sciences Core Courses

EXEMPLARY



History Courses


Government Courses


Economics Courses

1. To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.

Interpret primary and secondary historical materials.

Determine their ideological positions.

Determine the ideological position of society through examination of data.

Contrast marginal benefits to marginal costs and analyze opportunity cost.

2. To examine social institutions and processes across a range of historical periods, social structures, and cultures.

Discuss causes and effects and results of historical events.

Demonstrate an understanding of the evolution of the US and Texas political systems.

Understand the organization of US and Texas governments.

Contrast socialism and capitalism.

3. To use and critique alternative explanatory systems or theories.

Explain alternative thoughts.

Differentiate socialism from capitalism.

Compare other systems of government to the US system.

Contrast Keynesian and classical economic theory.

4. To develop and communicate alternative explanations or solutions for contemporary social issues.

Use basic data to offer explanations and interpretations of historical events.

Evaluate reasons to vote.

Use logical reasoning to propose solutions for periodical government problems.

Use logical decision making and economic analyses.

5. To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.

Identify and discuss social issues and how different groups are affected.

Analyze political culture.

Recognize relationships while understanding global forces on our economy.

Recognize the similarity of political science and economics as social science.

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.

Explain how various forces that influenced the development of the US and Texas governments.

Analyze the political evolution of the US and Texas Constitutions.

Explain the forces influencing the development of governmental processes in the US and Texas.


EXEMPLARY



History Courses


Government Courses


Economics Courses

7. To understand the evolution and current role of the U.S. in the world.

Show how the past has shaped the present.

Understand the outcome of the Cold War.

Show political involvement of the US and world in forcing present conditions.

Analyze critically current economic variables, business cycles, and monetary and fiscal policy.

8. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.

Analyze evidence and apply to different ways of understanding other points of view.

Understand political realignments.

Differentiate between cultural viewpoints.

9. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.

Interpret the validity of evidence to propose historical explanations.

Analyze political theories.

Demonstrate the ability to apply research to current events reasonably.

10. To analyze, critically assess, and develop creative solutions to public policy problems.

Think critically about history and apply the lessons of the past to current events.

Engage in debates over policy options.

Analyze historical data, applying it to current outcomes.

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.

Illustrate the development of the US and what is expected of its citizens.

Describe the nation’s development and the role of the citizen.

12. To identify and understand differences and commonalities within diverse cultures.

Analyze the social values of earlier societies.

Engage in discussion with students of different cultures.

Demonstrate the understanding of social values of past societies.



OBJECTIVES

Representative SLOs for Psychology Courses

Representative SLOs for Sociology Courses


Demonstrate an understanding of the scientific approach to psychological research.

To demonstrate an understanding of sociological explanation and evaluation.


Explain the difference between American and Asian cultures’ parenting styles.

Analyze social change.

Analyze global change.


Explain how behavioral and phenomenological theories describe how people learn.

Evaluate functionalism and conflict theory.

Compare capitalism and socialism.


Explain the difference of how a behavioral and phenomenological psychologist would describe learning.

Discuss social issues.


Explain the similarities between how an individual’s self-esteem changes as a result of Asian and American cultural expectations.

Demonstrate an understanding of social changes in the US.

Demonstrate an understanding of global social change.


Describe how changes in the US political system affect the goal and aspirations of individuals living in the US.

Demonstrate a comprehension of political sociology.


Explain how changes in the US role in the global power structure can influence an individual’s self-perception.

Demonstrate an understanding of global social change.



OBJECTIVES

Representative SLOs for Psychology Courses

Representative SLOs for Sociology Courses


Describe the differences and similarities between evidence given in primary and secondary documentation concerning learning principles.

Evaluate social transformation.


Explain the difference in applicability of descriptive and experimental research and development.

Demonstrate understanding of scientific methodology.


Describe how public policy problems can be resolved by applying principles of learning.

Discuss sociological implications of public policy.


Explain differences in how print and electronic media seek to influence the consumer choices of groups and individuals.

Interact with people of differing social statuses.


Recognize, compare, and contrast how American and Asian cultures emphasize the importance of experience in learning.

Demonstrate a comprehension of social diversity.

Demonstrate a comprehension of global social diversity.

LSC-PA Core Curriculum Report 18 Institutionally Designated Option: Computer Science

An institution may wish to include in its core curriculum courses that address exemplary

educational objectives not covered in the preceding broad discipline categories. Such courses may

include computer literacy, kinesiology, health/wellness, interdisciplinary or linked courses, or other

courses that address a specific institutional role and mission. The objective behind a computer

science component is to provide a basic understanding of the use of computer hardware and

software, and to ensure that all students have the ability to use computers to enhance their

learning experiences. This 3-hour institutionally-designated option can be satisfied by completion

of COSC 1301 Microcomputer Applications or BCIS 1305 Business Computer Information Systems.

The institution’s exemplary educational objectives and corresponding student learning outcomes

for the computer science component of LSC-PA’s core curriculum are presented below:

Table 6: Institutional Exemplary Educational Objectives and Representative Student Learning Outcomes for Computer Science

EXEMPLARY


Representative SLOs for Computer Science Courses

1. To demonstrate the ability to use computer-based technology in communicating, solving problems, and acquiring information.

Use computer hardware and applications to complete tasks and evaluate outcomes.

2. To understand the limits, problems, and possibilities associated with the use of computer technology.

Identify the limitations and short-comings of computer software and hardware.

3. To acquire the skills necessary to evaluate and learn new technologies as they become available.

Adapt to operating systems and application evolution.

4. To demonstrate a knowledge of the interdependence of computer technology and

Employ technology in personal and business tasks, and demonstrate how these have evolved and benefitted humanity.


EXEMPLARY


Representative SLOs for Computer Science Courses

modern society.

5. To develop a capacity to use the knowledge of how computer technology affects modern life.

Use applications to accomplish business and personal tasks.

LSC-PA Core Curriculum Report 20 Institutionally Designated Option: Physical Activity An institution may wish to include in its core curriculum courses that address exemplary

educational objectives not covered in the preceding broad discipline categories. Such courses may

include computer literacy, kinesiology, health/wellness, interdisciplinary or linked courses, or other

courses that address a specific institutional role and mission. The objective of a physical activity

component is to provide an understanding of what constitutes a healthy lifestyle. The one-hour

Physical Activity component can be satisfied by any physical activity courses being offered. The

institution’s exemplary educational objectives and corresponding student learning outcomes for

the physical activity component of LSC-PA’s core curriculum are presented below:

Table 7: Institutional Exemplary Educational Objectives and Representative Student Learning Outcomes for Physical Activity

EXEMPLARY


Representative SLOs for Physical Activity Courses

1. To develop an understanding of the importance of lifelong health and wellness.

Demonstrate understanding of lifelong health and wellness activities.

2. To develop an understanding of the importance of exercise and fitness to healthy living.

Participate in physical activities.

3. To demonstrate a knowledge of the importance of a lifelong commitment to exercise.

Participate in physical activities.

Show improvement in personal fitness level.


Lamar State College-Port Arthur Core Curriculum & THECB Component Areas and Common Course Numbering All of LSC-PA’s core curriculum courses correspond to and are consistent with the Texas

Common Course Numbering System, as shown in the following table:

Table 8: LSC-PA Core Curriculum and Corresponding Texas Common Course Numbering System Comparison

LSC-PA Course Number Common Course Number Communication

ENGL 1301 – Composition ENGL 1301

ENGL 1302 – Composition ENGL 1302

SPCH 1315 – Public Speaking SPCH 1315

SPCH 2335 – Argumentation & Debate SPCH 2335

Mathematics

MATH 1314 – College Algebra MATH 1314

MATH 1324 – Math/Business Applications MATH 1324

MATH 1332 – College Mathematics MATH 1332

Natural Sciences

BIOL 1406 – General Biology I BIOL 1406

BIOL 1407 – General Biology II BIOL 1407

BIOL 2401 – Human Anatomy & Physiology I BIOL 2401

BIOL 2402 – Human Anatomy & Physiology II BIOL 2402

CHEM 1405 – Introductory Chemistry CHEM 1405

CHEM 1406 – Chemistry for Allied Health Science CHEM 1406

CHEM 1407 – Introductory Chemistry CHEM 1407

CHEM 1408 – Biochemistry for Allied Health Science CHEM 1408

CHEM 1411 – General Chemistry CHEM 1411

CHEM 1412 – General Chemistry CHEM 1412

GEOL 1403 – Physical Geology GEOL 1403

GEOL 1404 – Historical Geology GEOL 1404

PHYS 1401 – General Physics I PHYS 1401

PHYS 1402 – General Physics II PHYS 1402

PHYS 1405 – Conceptual Physics PHYS 1405

PHYS 1407 – Conceptual Physics PHYS 1407

PHYS 1415 – Physical Science I PHYS 1415

PHYS 1417 – Physical Science II PHYS 1417

PHYS 2425 – Calculus Based Physics I PHYS 2425

PHYS 2426 – Calculus Based Physics II PHYS 2426

Humanities

ENGL 2321 – Masterworks of British Literature ENGL 2321

ENGL 2326 – Masterworks of American Literature ENGL 2326

ENGL 2331 – Masterworks of World Literature ENGL 2331

ENGL 2341 – Forms of Literature ENGL 2341

HUMA 1315 – Appreciation of the Arts and Humanities HUMA 1315

PHIL 1301 – Introduction to Philosophy PHIL 1301

PHIL 1304 – Introduction to World Religions PHIL 1304

PHIL 1316 – History of Religions PHIL 1316

PHIL 1317 – History of Religions PHIL 1317


LSC-PA Course Number Common Course Number PHIL 2303 – Logic and Ethics PHIL 2303

Visual and Performing Arts

ARTS 1301 – Art Appreciation ARTS 1301

ARTS 1303 – Art History I ARTS 1303

ARTS 1304 – Art History II ARTS 1304

ARTS 1311 – Design I ARTS 1311

ARTS 1316 – Drawing I ARTS 1316

DRAM 1310 – Introduction to Theater DRAM 1310

DRAM 1320 – Theater Practicum I DRAM 1320

DRAM 1321 – Theater Practicum II DRAM 1321

DRAM 1330 - Stagecraft I DRAM 1330

DRAM 1351 – Acting I: Fundamentals DRAM 1351

DRAM 1352 – Acting II: Stage Movement DRAM 1352

DRAM 2336 – Voice for the Theater DRAM 2336

DRAM 2351 – Acting III DRAM 2351

DRAM 2361 – History of the Theater I DRAM 2361

MUSI 1306 – Music Appreciation MUSI 1306

MUSI 1310 – American Popular Music MUSI 1310

Social & Behavioral Science

HIST 1301 – History of the US, 1763-1877 HIST 1301

HIST 1302 – History of the US, 1877 – present HIST 1302

HIST 2301 – History of Texas HIST 2301

HIST 2321 – History of World Civilization to 1660 HIST 2321

HIST 2322 – History of World Civilization to 1965 HIST 2322

GOVT 2301 – Introduction to American Government I GOVT 2301

GOVT 2302 – Introduction to American Government II GOVT 2302

GOVT 2304 – Introduction to Political Science GOVT 2304

ECON 2301 – Principles (Macro) ECON 2301

ECON 2302 – Principles (Micro) ECON 2302

GEOG 1301 – Physical Geography GEOG 1301

GEOG 1302 – Cultural Geography GEOG 1302

GEOG 1303 – Regional Geography GEOG 1303

PSYC 2301 – General Psychology PSYC 2301

PSYC 2302 – Applied Psychology PSYC 2302

PSYC 2308 – Child Psychology PSYC 2308

PSYC 2311 – Adult Development and Aging PSYC 2311

PSYC 2314 – Lifespan Human Growth and Development PSYC 2314

PSYC 2317 – Introduction to Statistical Methods PSYC 2317

SOCI 1301 – Introduction to Sociology SOCI 1301

SOCI 1306 – Social Problems SOCI 1306

SOCI 2301 – Intimate Relationships, Marriage/Family SOCI 2301


LSC-PA Course Number Common Course Number

Institution-Designated Computer Courses

COSC 1301 – Microcomputer Applications COSC 1301

BCIS 1305 – Business Computer Information Systems BCIS 1305

Institution-Designated Physical Education Courses

PHED 1100 Weight Training and Conditioning PHED 1100

PHED 1101 Fitness for Life PHED 1101

PHED 1102 Karate PHED 1102

PHED 1103 Volleyball PHED 1103

PHED 1104 Adaptive P.E. PHED 1104

PHED 1105 Water Aerobics PHED 1105

PHED 1106 Tennis PHED 1106

PHED 1107 Golf PHED 1107

PHED 1108 Bowling PHED 1108

PHED 1109 Basketball PHED 1109

PHED 1110 Cardiovascular Training PHED 1110

PHED 1112 Softball PHED 1112

PHED 1113 Pilates PHED 1113

PHED 2255 Water Safety- Sailboat Racing PHED 2255


Required Element Two: A Brief Description of the Purpose and Substance of Lamar State College-Port Arthur’s Core Curriculum

Purpose

The mission of the LSC-PA core curriculum is a direct outgrowth of the mission of the

college:

The foundations for student success include compensatory education programs

designed to fulfill our commitment to accommodate students with diverse goals

and backgrounds, technical education programs that provide for the acquisition

of the skills and demeanor necessary for initial and continued employment, and

a core curriculum that develops the values and concepts that allow the student to

make a meaningful contribution in the workplace or community. (LSC-PA Mission

Statement; emphasis added)

LSC-PA’s core curriculum courses promote student growth and development in the following areas:

o Communication skills, including reading, writing, and listening;

o Critical thinking skills, including logical thinking and qualitative and quantitative analysis;

o Information technology skills, including hardware, software, and internet use;

o Intercultural skills, including ethnic, geographic, gender, and historical perspectives;

o Intentional learning skills, including integration of knowledge, study habits, and the interrelationship between the disciplines; and

o Life skills, including ethics, life-time health and wellness, and aesthetic appreciation.

LSC-PA Core Curriculum Report 25 Substance

LSC-PA’s core curriculum was developed in response to the Texas Education Code, Chapter

61 mandate that each state-supported college and university in Texas is required to design and

implement a core curriculum, with the courses comprising the curriculum totaling no more than 48

semester hours.

Lamar State College – Port Arthur has a core curriculum of 48 semester hours. The core

curriculum is consistent with the Texas Common Course Numbering System, and is consistent with

the framework identified in Charts I and II, below. Chart I specifies the minimum number of

semester credit hours required in each of the five major component areas that, by law, a core

curriculum must include.

Table 9: LSC-PA Core Curriculum, Chart I

LSC-PA Core Curriculum Report 26 Chart II, below, shows the options available to students for the remaining 12 semester hours

required for completion of the core curriculum.

Table 10: LSC-PA Core Curriculum, Chart II

A student successfully completing the core curriculum at Lamar State College-Port Arthur

may transfer that block of courses to any other state-supported institution. When transferred, the

receiving institution must substitute the block of courses for its core curriculum. A transferring

student shall receive academic credit for each of the courses transferred and may not be required

to take additional core curriculum courses at the receiving institution. A student who transfers

from Lamar State College-Port Arthur to another institution without completing the core

curriculum receives academic credit within the core curriculum of the receiving institution for each

applicable course transferred. Following receipt of credit for these courses, the student probably

will be required to satisfy the remaining course requirements in the core curriculum of the

receiving institution. To eliminate the possibility of being required to take additional core

curriculum courses at the receiving institution, students are strongly encouraged to complete the

LSC-PA Core Curriculum Report 27 entire core curriculum before transferring. A student concurrently enrolled at more than one

institution of higher education must follow the core curriculum requirements in effect for the

institution at which the student is classified as a degree-seeking student. Completion of the core

curriculum is a requirement for earning an Associate of Arts, Associate of Arts in Teaching, or an

Associate of Science degree at Lamar State College-Port Arthur.


Required Element Three: A Description of the Processes and Procedures

Used to Evaluate LSC-PA’s Core Curriculum

Preparation for the Report

In the past, Lamar State College-Port Arthur enjoyed great success as an input-based,

traditional education institution; the college did an exceptional job in its 2002 SACS reaccreditation

study using the old Criteria. The nation-wide and regional accreditation agency shift to outcomes-

based education and assessment has encouraged LSC-PA to renovate our assessment processes

and procedures, from the highest administrative level to the individual course level assignments. In

January 2009, Dr. Nancy Cammack was hired to serve as Director of Institutional Effectiveness, a

position that had remained unfilled since 2005. In January 2010, Dr. David Sorrells was hired as

Assessment Coordinator for educational programs.

Dr. Sorrells spearheads the college’s program assessment process, including general

education and core curriculum assessment. Every program, division, support service, and

administrative unit is undertaking a major renovation of its assessment processes throughout the

entire college. In April 2011, we completed an assessment of all degree or certificate programs.

We collected student artifacts from courses at all levels and from all disciplines, including courses in

the core curriculum. In March 2011, we collected student learning outcomes based on the THECB

Exemplary Educational Objectives, along with their concomitant learning activities and means of

assessment and evaluation. (See Appendix B for draft copies of EEO tables.)

In May 2011, we will complete the program assessment cycle again, giving us two full

semesters’ worth of artifacts from which to harvest our data for the fall 2011 core curriculum

assessment. We will fully assess all degree programs again in the fall 2011 as well, and we will

LSC-PA Core Curriculum Report 29 survey faculty for student learning outcomes, learning activities, and means of assessment and

evaluation, particularly for those courses that are offered only once a year.

In the fall of 2011, the General Education/Core Curriculum committee will convene to

create a scoring rubric to rate artifacts for the core curriculum assessment. The rubric will identify

specific elements for measurement, and the success criteria will be reviewed by several members

of the faculty. Once artifacts are selected for assessment, two raters will score them against the

success criteria defined by the Gen Ed/Core Curriculum committee. From there, Assessment

Coordinator David Sorrells will process the data to determine the success rate. The data will then

be returned to the committee for further analysis and recommendations for change. Changes will

be made at the conclusion of the assessment cycle.

The committee, the Assessment Coordinator, the Director of Institutional Effectiveness, and

the VPAA will determine in the fall 2011 semester if it is feasible for the college to administer a

nationally-published exam, such as the CAAP or the CLA. If initial findings from the assessment

process indicate a need for such testing, we will administer the exam either in late fall 2011 or early

spring 2012.


Required Element Four: A Description of the Ways in Which the Evaluation Results Are Being

Or Will Be Used To Improve the Core Curriculum at Lamar State College-Port Arthur Lamar State College-Port Arthur is in the process of completely re-creating its assessment

practices and procedures, college-wide. While the core curriculum itself has not, as yet, been

completely and formally evaluated, we have recently completed one full round of program

assessment and are in the process of a second full round. These programs are made up of the

same courses that compose the core curriculum, and the data gathered for the program

assessment are the same as that we will use to assess the core curriculum. See Appendix C to view

the findings of our most recent assessment round of the Associate of Arts degree as evidence of

the college’s growth and change in response to assessment.

We will continue gathering data this spring and again in the fall, in addition to the data

included in this report regarding the exemplary educational objectives and their related student

learning outcomes, to determine where changes in course content, scope and coverage need to

take place.

We are eager to see what changes the Coordinating Board approves from the

Undergraduate Education Advisory Committee; however, we will continue to use and assess the

current standards until otherwise advised.


Appendix A: Letter from THECB approving LSC-PA’s original Core Curriculum


Appendix B: Draft Copies of Exemplary Educational Objectives Tables COMMUNICATION Course Number and Name: ___________ENGL 1302_____________________

EXEMPLARY EDUCATIONAL OBJECTIVES

Student Learning Outcomes Learning Activities Means of Assessment and Evaluation


Will write a documentation research paper

Lecture, text class, discussions, online examples, group work

Students submit a complete research packet, including essay and work cited page.


Identify appropriate audience for purpose for assignment

“ “ Correctly identify audience and purpose in research essay


Build on expository skills to develop the body of a documented research essay

“ “ Students submit documented research essay using appropriate notes of expression


Students will work in groups effectively

“ “ Group work is evaluated both as a whole and individually


Write an argumentative thesis statement

Text lecture, class activity, Quizzes

Will use arg. Thesis in a final product


Will write a documented research paper

Text lecture, class activity, quizzes

Will submit a research paper

MATHEMATICS

LSC-PA Core Curriculum Report 33 Course Number and Name: ___MATH 1332_________________


Student Learning Outcomes

Learning Activities

Means of Assessment and Evaluation


Students apply quantitative reasoning in practical situations

Class lecture In-class activities Homework assignments including stated problems

Homework Quizzes Tests Final Exam


Students solve mathematical problems with information presented in a variety of ways

Class lecture In-class activities Homework assignments including stated problems (analysis of graphical data in all of the above)



Students employ algebraic and geometric problem solving skills





Learning Activities



Students use appropriate technology for problem solving

Class lecture In-class activities Homework assignments including stated problems (scientific calculators used in all of the above)



Students interpret and use formulas, graphs and tables to solve mathematical problems

Class lecture In-class activities Homework assignments including stated problems (analysis of graphical data in all of the above)


LSC-PA Core Curriculum Report 34 6. To recognize the limitations of mathematical and statistical models.

7. To develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines.

Students convert number formats among various numerical systems


Homework Quizzes Tests

NATURAL SCIENCES Course Number and Name: _______CHEM 1405___________________



Learning Activities



Use scientific laboratory equipment and analytical techniques to investigate various chemical phenomena

Lectures and lab exercises Questions on the exams will access mastery of outcomes

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.

Identify application of chemical principles to everyday life

Lectures Question on the exams will access mastery of outcomes


Test hypothesis of chemical phenomena


Student Learning Outcomes Means of Assessment

LSC-PA Core Curriculum Report 35 EXEMPLARY EDUCATIONAL OBJECTIVES

Learning Activities

and Evaluation


Discuss basic chemical principles and their significance to science



Describe application of chemistry in everyday life and industry


HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: __________ENGL SOPH LITERATURES (ALL) _______



Learning Activities



Study works from across the world & across the ages

Lecture, Text readings Group projects, films Library works, online activities

Exams Projects Papers


Relate the historical & social context throughout the course

“ “ “ “


Students write critically and cogently throughout in response to text

“ “ Papers Tests Projects


Read the literature aloud, with attention to dialect, tone and genre

“ “ Papers Tests Projects

LSC-PA Core Curriculum Report 36 5. To articulate an informed personal reaction to works in the arts and humanities.

Students write responses to essays

“ “ “ “


Student make judgments about esthetic qualities of texts

“ “ “ “


Student elements of new historical criticism

“ “ “ “

SOCIAL & BEHAVIORAL SCIENCES Course Number and Name: _____________HIST 1301 & HIST 1302________



Learning Activities Means of Assessment

and Evaluation


Interpret primary & secondary historical materials

Lecture, notes, classroom discussions, reading assignments Quizzes, exams, written

assignments


Discuss causes & results of historical events

Discuss causes & results of historical events


Explain alternative thoughts Offer alternative explanations


Using basic data to offer explanations & interpretations

Using primary sources to make conclusions about historical events





and Evaluation


Identify & discuss social issues and how different groups are affected

Discuss social issues & their effects on different groups


Explain how various forces that influenced the development of the government of the US & Texas

Explain how various forces that influenced the development of the government of the US & Texas


Show how the past has shaped the present

Illustrate how our past affects our present & future


Analyze evidence & apply to different ways of understand other points of view


Interpret the validity of evidence to propose historical explanations


Think critically about history & apply to current events

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

Illustrate our nations development and what is expected of us as citizens





and Evaluation

obtaining information through the news media and other appropriate information sources about politics and public policy.


Analyze social value of earlier societies

Lectures, discussions, reading assignments

Institutionally Designated Option: Computer Science Course Number and Name: ___BCIS 1305 & COSC 1301______________



Learning Activities


1. To demonstrate the ability to use computer-based technology in communicating, solving problems, and acquiring information.

Use computer hardware & applications to complete tasks & evaluate outcome

Lectures & assignments Questions on exam and hands on application to solve a task

2. To understand the limits, problems, and possibilities associated with the use of computer technology.

Identify the limitations & short comings of computer software/hardware

Lectures Exams

3. To acquire the skills necessary to evaluate and learn new technologies as they become available.

Adapt to operating systems & application evolution

Lecture & lab activities Exams & hands on application

4. To demonstrate a knowledge of the interdependence of computer technology and modern society.

Employ technology in personal & business tasks & how these have evolved & benefited mankind

Lectures Exams



Learning Activities


5. To develop a capacity to use the knowledge of how computer technology affects modern life.

Use applications to accomplish business & personal tasks

Lectures & assignments Exams & hands on applications

Institutionally Designated Option: Physical Activity Course Number and Name: ______PHED 1101_________________



Learning Activities


1. To develop an understanding of the importance of lifelong health and wellness.

Students will analyze assigned handouts and lectures

Class lectures, exams, lifestyle questionnaire

Exam questions

2. To develop an understanding of the importance of exercise and fitness to healthy living.


Class lectures, exams, lifestyle questionnaire, in class workouts

Exam questions, participation in workouts

3. To demonstrate a knowledge of the importance of a lifelong commitment to exercise.


Written assignment discussing what they have done to change their lifestyle

Exam questions, fitness level, assessment

COMMUNICATION Course Number and Name: ___________ENGL 1301_____________________




Demonstrate the ability to generate ideas

Lecture, homework, textbook, online examples, class discussion, group work

Include brainstorming in essay packet





Identify appropriate audience

Lecture Textbook Class discussion

Test on midterm


Be able to write an essay that is based on mode of development

Discussion Test Class discussion

Write essays that fit a mode


Take part in peer editing and offer constructive criticism to peers

Class discussion work sheets Group practice

Include peer sheets in the essay package


Will write a variety of analytical essays

Same As


Submit a library project requiring documentation

Will submit library project with document

Course Number and Name: _____________GOVT 2301 & GOVT 2302________




and Evaluation





and Evaluation


Determine through examination of data the ideological position of society

Readings, class discussion, lectures

Written examinations, show understanding of material


Students understand organization of units of US and Texas Government


Compare other systems of government with our standards


Students use logical reasoning to propose solutions for periodical government problems


Recognize relationships while understanding global forces on our economy.


Able to explain the forces influencing the development of governmental processes in US and Texas


Able to show political involvement of us and world in forcing present conditions





and Evaluation


Will be able to differentiate and understand differing cultural view points


Demonstrate ability to reasonably apply research to current events


Analyze historical data, applying it to current outcomes.


Students shall describe the nations development to achieve it to their role as a citizen


Students shall understand social values of past societies

NATURAL SCIENCES Course Number and Name: ______HECO 1322___________________


Student Learning Outcomes Learning Activities




Analyze & interpret various aspects of nutrition

Lectures & class projects Weekly quizzes and class exams


Identify & apply nutritional principles related to healthy lifestyles

Lectures & dietary analysis project

Dietary analysis project


Employ basic terminology in analyzing and interpreting nutritional concepts

Lectures and class projects Weekly quizzes and class exams


Apply nutrition principles to health issues facing our society

Lectures and case study Weekly quizzes, exams and case study


Apply knowledge of nutrition and health related concepts to understanding of nutritional needs of humans

Lectures Weekly quizzes and exams

SOCIAL & BEHAVIORAL SCIENCES Course Number and Name: _____________PSYC 2301________





and Evaluation


Understand the scientific approach to psychological research

Respond orally to instructor questions asked aloud in class Respond in writing to instructor assignments

Writing assignments Exam questions


Explain the difference between how American and Asian cultures emphasize parenting styles

Read passages in text books Respond to review questions in study guide



Explain how behavioral and phenomenological theories describe how people learn

Small group discussions with report to larger group Class discussion after listening to lecture

Writing assignment Exam questions


Explain the difference of how a behavioral and phenomenological psychologist would describe learning

Read textbook passages Respond orally to oral questions Respond in writing to oral questions



Recognize the similarities between how an individual self-esteem changes as a result of Asian and American cultural expectations.

Respond by raising hands to show agreement & disagreement



Describe how changes in the US political system affect the goals and aspirations of individuals living in the US

Read textbook passages Respond in writing to exam questions Respond in writing to oral questions asked orally in class



Explain how changes in the US role in the global power structure can influence an individual’s self-perception

Respond in writing to written assignments Small group discussion with report to larger group






and Evaluation


Describe the differences and similarities between evidence given in primary and secondary documentation concerning learning principles

Read assigned text book passages Listen to lecture by instructor Respond in writing to instructor questions



Explain the difference in applicability of descriptive and experimental research an development

Read primary research articles Read summaries of primary research articles



Describe how public policy problems can be resolved by applying principles of learning

Small group discussion with report to larger group (oral) Written responses to exam questions



Explain differences in how print and electronic media seek to influence the consumer choices of groups and individuals

Read assigned textbook passages Respond orally to oral questions asked by instructor Written responses to exam questions



Recognize, compare and contrast how American and Asian cultures, emphasize the importance of experience in learning

Small group discussion with report to larger group Written responses to written assignments


LSC-PA Core Curriculum Report 46 HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: __________ARTS 1316 DRAWING _______



Learning Activities



See and read objects around them with accuracy

Presentations, discussions, drawing , critiques

Rubric evaluations of drawing (progress, effect)



Recognize & distinguish works of art

Critiques , Discussions, Projects

Rubric evaluation of project


Experience the physical & intellectual rigor to produce art

Drawing Rubric


Critically interpret works of art

Critique in class Discussions

Quality 2 quantity of class Participation


Judge art and its effort critically


HUMANITIES & VISUAL AND PERFORMING ARTS

LSC-PA Core Curriculum Report 47 Course Number and Name: _______ARTS 1311 DESIGN___ _______



Learning Activities



Students interpret & apply design principals

Presentations, discussions, apply principles to concrete goals

Rubric evaluation of design


________________________

________________________

___________________


Students learn to recognize & evaluate effective design

Students learn to critique & discuss objectives

Rubric evaluation of projects



Learning Activities



Experience the physical & intellectual rigor to produce effective design

Explore design principal through various assignments

Rubric


Critically interpret design & its principles

Discussion, class critique Quality & quantity of class participation


Students learn to judge art and its effort critically

Discussions, class critique Quality & quantity of class participation


Students learn to see design as an intrigual part of life

Students produce portfolios of their work & distinguished work of others

rubric


LSC-PA Core Curriculum Report 48 Course Number and Name: _______ARTS 1301 ART APPRECIATION___ _______



Learning Activities



Interpret diverse views expressed through art

Lectures, discussions, presentations, reading assignments & reproduction of art work

Selected questions Address diversity of art to its appreciation


Recognize to accept cultural diversity expressed through art

Same as above Same as above


Understand works of art and the evolution of art

Class discussion Written paper

Oral Written critical judgement



Learning Activities



Appreciate the physical effort and mental engagement to produce art

Reproduce art works Evaluation of progress of mental & physical skills to produce art


Recognize major styles & artist

Lectures Discussions

Students make aesthetical judgment in written papers


Appreciate the value of the visual arts and its importance through history

Presentations Lectures Discussions

Demonstrate appreciation of the arts in power point presentation


Integrate art into other discipline and life

Lectures Discussions, contact with art worl through museum visits and art shows

Selected questions on exams & paper prepared for class address. The influence of the arts as part of the human experience

LSC-PA Core Curriculum Report 49 NATURAL SCIENCES Course Number and Name: _______ PHYSICS COURSES--ALL



Learning Activities



Students will understand how to apply the principles, definitions and equations to describe Physical phenom

Lecture and labs Exams Lab reports Final exam


Students will identify the correct Principles and equations Required to solve problems at Hand


Student will evaluate theories Using principles of physics


Students will review the principles of physics and apply to major social problems

Exams Lab reports and Final exams


Students will understand the physical principles about making our technology possible and their bounds & limits in our modern culture.

COMMUNICATION

LSC-PA Core Curriculum Report 50 Course Number and Name: ___________ENGL 1301 AND ENGL 1302_____




Students are able to invent, plan, revise text

Class lectures, Interaction, essays and final topics

Skills are relevant in essays and final


Students are able to make appropriate choices regarding audience, purpose and genre


Students write effectively for particular contexts and rhetorical situations




LSC-PA Core Curriculum Report 51 SOCIAL & BEHAVIORAL SCIENCES Course Number and Name: _____________EDUC 1100 & EDUC 1300_____




and Evaluation


Apply methods and principles of student success

Lectures, class discussion, homework and daily assignments, exams Three exams and our

comprehensive final exam


Think critically to understand issues from different points of view

Lectures, class discussion, homework and daily assignments, writing assignments

Writing assignments


Apply the standards & elements of critical thinking to concepts & strategies to be successful by developing questions & analyzing articles and textbook chapters

Lectures, in class discussion, homework and daily assignments Homework & daily

assignments


Employ framework for understanding theories in psychology regarding learning, cognition and motivation

Lectures, in class discussion, homework and daily assignments, exams

Three exams and one Comprehensive final Exam


Explain relationship between psychology and other disciplines

Lectures, in class discussion, and exams Three exams and one

Comprehensive final Exam






and Evaluation



Apply the standards and elements of critical thinking to concepts and strategies to be successful by developing questions and analyzing articles and textbook chapters

Lectures, in class discussion, homework and daily assignments, exams Homework and daily

Assignments


Discuss and describe how he/she is responsible for success in college

Lectures, in class discussion, homework and daily assignments, exams Homework and daily

Assignments


Utilize a model of communication that is effective for sending and receiving information

Lectures, in class discussion, homework and daily assignments, exams Written assignments



Think critically to understand Issues from different points of view

Lectures, in class discussion, and writing assignments Writing assignments

LSC-PA Core Curriculum Report 53 HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: __________PHIL 1301 _______



Learning Activities



Understanding the synoptic Perspective

Lecture & Readings

Exams


Knowing the evolution of philosophy

“ “ “ “


Evaluating schools of philosophy

“ “ “ “



Learning Activities



Does not apply


Analyzing different ontologies

In class & online discussion Instructor


Comprehending philosophical concepts

Lecture Reading

Exams


Analyzing diverse philosophical traditions

“ “ “ “

LSC-PA Core Curriculum Report 54 SOCIAL & BEHAVIORAL SCIENCES Course Number and Name: _____________SOCI 1306_____




and Evaluation


Understanding sociological explanation and evaluation

Lecture Reading

Exams


Analysis of global change “ “

“ “


Comparison of capitalism and socialism

“ “

“ “


Engaging in discussion of social issues

In class and online Discussions

Instructor


Understanding global social change

Lecture Readings

Exams


Comprehension political sociology

“ “

“ “





and Evaluation



“ “

“ “


Evaluating global social change Lectures Readings

Exams


Understanding scientific Methodology

“ “ “ “


Discussing public policy outcomes

In class and online Discussion

Instructor


Interacting with people of a different social status

“ “ “ “


Comprehending global social Diversity

Lecture Readings

Exams

LSC-PA Core Curriculum Report 56 SOCIAL & BEHAVIORAL SCIENCES Course Number and Name: _____________SOCI 1301____




and Evaluation


Understanding sociological explanation and evaluation

Lecture Reading

Exams


Analysis of social change “ “

“ “


Evaluating functionalism and conflict theory

“ “

“ “


Participating in discussion of social issues

In class and online Discussions

Instructor


Understanding social changes In the US

Lecture Readings

Exams


Comprehension political sociology

“ “

“ “





and Evaluation



“ “

“ “


Evaluating social transformation

Lectures Readings

Exams


Understanding scientific Methodology

“ “ “ “


Discussing sociological implications of public policy

In class and online Discussion

Instructor


Interacting with people of a different social status

“ “ “ “


Comprehending social Diversity

Lecture Readings

Exams

LSC-PA Core Curriculum Report 58 SOCIAL & BEHAVIORAL SCIENCES Course Number and Name: _____________GOVT 2301____




and Evaluation


Determining students ideological positions

Must use Internet

Online test


Understanding the evolution of the US and TX political systems

Lecture Reading Assignments Exams


Differentiate socialism from capitalism

Lecture Reading Assignments Exams


Evacuating reasons for not voting

Lecture Reading assignments

Exams


Analyzing political culture “ “ “ “


Analyzing the political evolution of the US and TX Consitutions

“ “ “ “





and Evaluation


Understanding the outcome of the cold war

“ “ “ “


Understanding political Realignments

Lecture Reading assignments

Exams


Analyzing political theories “ “ “ “


Engage in debates over policy options

Online discussion questions

Scoring by instructor


Broadened student Perspectives

Class discussion “ “


Engaging other students in Discussion

Class participation

“ “

LSC-PA Core Curriculum Report 60 NATURAL SCIENCES Course Number and Name: _BIOL 2401 & 2402 LABS



Learning Activities



Students identify and label parts of the human anatomy

Lecture by digital photos and plastic models

Multiple choice tests by scantron and projected photos of the human Body


Students identify apps of biological principals to understand the anatomy of the human body down to the cellular level.

Lecture by digital Photos and plastic Models


Studnets learn the theories of evolution of man by comparative Anatomy

lecture



Learning Activities



Students apply biological processes to health nutrition and reproductive issues

Lectures on PowerPoint and studying plastic models


lecture


MATHEMATICS Course Number and Name: MATH 1314 COLLEGE ALGEBRA



Learning Activities




Class lecture, in-class activities, assignments, group work.

Online Homework Quizzes Exams






Apply algebraic problem solving skills.





Learning Activities














7. To develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other






Learning Activities


disciplines.

MATHEMATICS Course Number and Name: MATH 1332 COLLEGE MATHEMATICS



Learning Activities











Apply problem solving skills. Class lecture, in-class activities, assignments, group work.




Learning Activities














7. To develop the view that mathematics is an evolving discipline,






Learning Activities


interrelated with human culture, and understand its connections to other disciplines.

HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: ________Drama 1310____________________________



Learning Activities



Recognize and define characteristics of the functions of the actor, director, costumer, scene designer, and light designer and other theatrical terms and concepts used in the production of plays.

Classroom lectures, observations of performances, research project on a one act play script, internet research project on theater auditions and theatrical reviews

embedded exam questions, public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report


Identify specific historical trends in theater productions.

Classroom lecture, researching and presenting an analytical report about a specific one act play, public performance observation, internet research project on theater auditions and theatrical reviews,



Demonstrate the use of critical thinking in analyzing a dramatic script or performance in both a written report and oral presentation

Observing and critiquing outside theatrical productions, researching and presenting an analytical report about a specific one act play, internet research project on theater auditions and theatrical reviews

public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report

4. To engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or

Express acting competence by participating in a dramatic scene in which each student contributes dialog to the script and monolog performance

Contribute lines of dialog, participate in costuming, constructing set, rehearsal and public performance of class play, write a monolog and perform for class

Completion of script lines, construction of set project, creation of costume, self reflective analysis reports of rehearsal experience and public performance experience; perform

LSC-PA Core Curriculum Report 64 performing artist. original monolog



Participate in rehearsal and public performance of class play, Observing and critiquing outside theatrical productions

self reflective analysis reports of rehearsal experience and public performance experience; public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report


Demonstrate knowledge and appreciation of production elements in theatrical productions

Observing and critiquing outside theatrical productions, internet research project on theater auditions and theatrical reviews, embedded exam questions; , researching and presenting an analytical report about a specific one act play,



Demonstrate the use of critical thinking in analyzing a dramatic script or performance.

Researching and presenting an analytical report about a specific one act play revealing the influence of literature, philosophy, and/or the arts on intercultural experiences within the script, Observing and critiquing outside theatrical productions, embedded exam questions

embedded exam questions, public performance observation critique report, research analysis report on a one act play script,

HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: ______Drama 1320______________________________



Learning Activities




Students create a character through lines of dialog from a dramatic script and physical actions to present in a public performance

Classroom exercises, auditions, creation of character role, and presentation of that character in a public performance

Performance & project rubrics from peer, instructor, and audience evaluations


Students research & interpret the values of the character role within an historical and social context for performance




Students interpret & respond to the analysis of various works from playwrights and the characters created in those works




Students perform monologs & audition materials in class and present a public performance




Students articulate an informed personal reaction to their performance of a role

Creation of a written character analysis expressing an informed personal reaction to their character and group discussions



Students identify, respond to, & create in different styles of theatrical expression based on the requirements of their character and the play




Students identify culturally diverse characters and situations relevant to the play presented in their public performance



LSC-PA Core Curriculum Report 66 HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: ______Drama 1321______________________________




and Evaluation


Students create a character through lines of dialog from a dramatic script and physical actions to present in a public performance




Students research & interpret the values of the character role within an historical and social context for performance




Students interpret & respond to the analysis of various works from playwrights and the characters created in those works




Students perform monologs & audition materials in class and present a public performance




Students articulate an informed personal reaction to their performance of a role

Creation of a written character analysis expressing an informed personal reaction to their character and group discussions



Students identify, respond to, & create in different styles of theatrical expression based on the requirements of their character and the play




Students identify culturally diverse characters and situations relevant to the play presented in their public performance




LSC-PA Core Curriculum Report 67 Course Number and Name: _____Drama 1330________Stagecraft_______________________



Learning Activities



Students will demonstrate an awareness of the scope and variety of works in theater within the context of technical theater requirements.

-Classroom lecture; -The students will complete construction projects demonstrating knowledge of safety in using theater tools and creating specific set pieces to be used in production.

Embedded exam questions; The success of construction project completion will be documented on the Projects Rubric.


Students will demonstrate that theatrical works are expressions of individual and human values within an historical and social context as it applies to technical theater requirements for production.

Classroom lecture; Written reports to show critical analysis of various technical theater issues in historical and social context

Embedded exam questions; Written analysis reports;


Students will respond critically to technical theater aspects of theater production.

Written reports to show critical analysis of various technical theater issues in historical and social context; Research & creating specific set pieces to be used in production appropriate to the theatrical production style required

Written analysis reports; Project rubric


Students will engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist in context with technical theater requirements.

Research creating specific set pieces to be used in production appropriate to the theatrical production style required

Project Rubric


Students will articulate an informed personal reaction to theatrical works within the technical theater context.

Written reports to show critical analysis of various technical theater issues in historical and social context

Written analysis reports;


Students will demonstrate an appreciation for the aesthetic principles that guide technical theater requirements for a theatrical production.

-Classroom lecture; -The students will complete construction projects demonstrating knowledge of safety in using theater tools and creating specific set pieces to be used in production.

Embedded exam questions; Project Rubric



Students will demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences as related to the demands of theater production.

Classroom lecture; Written reports to show critical analysis of various technical theater issues in historical and social context

Embedded exam questions; Written analysis reports;

HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: _________Drama 1351 Acting I___________________________



Learning Activities



Students will demonstrate awareness of the scope and variety of works in the arts and humanities as it applies to theater and acting.

-Classroom lecture; - critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts in different historical context. -oral presentations of each student’s Film/Script Critical analysis research

Embedded exam questions; Outside Performance Critical Analysis report; character analysis report for monolog and group performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;


Students will interpret theatrical works as expressions of individual and human values within an historical and social context.

-Classroom lecture; - critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts in different historical



context. -oral presentations of each student’s Film/Script Critical analysis research


Students will respond critically to theatrical works.

- critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts in different historical context. -oral presentations of each student’s Film/Script Critical analysis research

Outside Performance Critical Analysis report; character analysis report for monolog and group performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;


Students will engage in the creative process or interpretive performance to demonstrate comprehension of the physical and intellectual demands required of the author or performing artist.

-Participate in Vocal / Physical Acting Exercises; -Perform monologs and group performance; -Present oral report of Film/Script Critical analysis research

Vocal / Physical Acting Exercise Analysis Reports ; Character Analysis reports for Monolog and Group Performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;


Students will articulate an informed personal reaction to theatrical works.

- critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts ; -oral presentations of each



student’s Film/Script Critical analysis research


Students will demonstrate an appreciation for the aesthetic principles that guide theatrical presentations.

-Classroom lectures; -Participate in Vocal / Physical Acting Exercises; - critiquing an outside theatrical production through formal written analysis. -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts ; -oral presentations of each student’s Film/Script Critical analysis research

Embedded exam questions; Vocal / Physical Acting Exercise Analysis Reports ; Outside Performance Critical Analysis report; Film/Script Critical analysis written and oral report;


Students will demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences within theatrical presentations.

Classroom lectures; -Film/Script Critical analysis research analyzing a film and actor to demonstrate the influence of literature, philosophy, and/or the arts on intercultural experiences. awareness of the; -oral presentations of each student’s Film/Script Critical analysis research

Embedded exam questions; Film/Script Critical analysis written and oral report;

HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: _______Drama 1352_____Acting II________________________



Learning Activities



Students will demonstrate awareness of the scope and variety of works in the arts and humanities with theatrical performance focus.

-Classroom lecture -performance of project tasks; such as scene study, rehearsals, or other performance projects -Written reports on character analysis -Monolog performance

Embedded exam questions rubrics: scene study rubric, audience performance rubric, peer evaluation rubric, instructor performance rubric. Written analysis assignments Monolog performance scores




Classroom lecture -performance of project tasks; such as scene study, rehearsals, or other performance projects -Written reports on character analysis -Monolog performance



-performance of project tasks; such as scene study, rehearsals, or other performance projects -Written reports on character analysis -Monolog performance

rubrics: scene study rubric, audience performance rubric, peer evaluation rubric, instructor performance rubric. Written analysis assignments Monolog performance scores


Students will engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or performing artist.








Students will express an appreciation for the aesthetic principles that guide the theatrical element of acting and production.





Students will demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences within a theatrical acting setting.



HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: _________Drama 2336 Voice for the Theater____________________



Learning Activities



Students will demonstrate awareness of the scope and variety of works in theater

Classroom lecture; Performance of monologs; Performance of reader’s theater production

Embedded exam questions; Performance rubrics; Self reflective performance analysis reports;



Classroom lecture; Performance of modern monologs; Performance of Shakespearian reader’s theater production; Internet Dialect research project of International dialects written and oral presentation

Embedded exam questions; Performance rubrics; Self reflective performance analysis reports; Internet Dialect research project of International dialects written report and oral presentation



Self reflective performance analysis of monolog and reader’s theater performance; Internet Dialect research project of International dialects written and oral presentation

Self reflective performance analysis reports; Internet Dialect research project of International dialects written report and oral presentation

4. To engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the

Students will engage in the creative process or interpretive performance and comprehend the vocal, physical and intellectual demands required of the performing artist.

Class lecture; Class Vocal /Physical Exercises with IPA transcriptions of vocabulary; Performance of modern monologs;

Embedded exam questions; Vocabulary reports and quizzes; Performance rubrics; Self reflective performance analysis

LSC-PA Core Curriculum Report 73 author or visual or performing artist.

Performance of Shakespearian reader’s theater production; Internet Dialect research project of International dialects written and oral presentations

reports; Internet Dialect research project of International dialects written report and oral presentation


Students will articulate an informed personal reaction to theatrical works and vocal production.

Performance of modern monologs; Performance of Shakespearian reader’s theater production; Internet Dialect research project of International dialects written and oral presentations

Performance rubrics; Self reflective performance analysis reports; Internet Dialect research project of International dialects written report and oral presentation


Students will demonstrate an appreciation for the aesthetic principles that guide the vocal aspects of theatrical presentations.

Classroom lectures; Class Vocal /Physical Exercises with IPA transcriptions of vocabulary; Performance of modern monologs; Performance of Shakespearian reader’s theater production; Internet Dialect research project of International dialects written and oral presentation

Embedded exam questions; Vocabulary reports and quizzes; Performance rubrics; Self reflective performance analysis reports; Internet Dialect research project of International dialects written report and oral presentation


Students will demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences within the theatrical context.

Classroom lectures; Performance of modern monologs; Performance of Shakespearian reader’s theater production; Internet Dialect research project of International dialects written and oral presentation

Embedded exam questions; Vocabulary reports and quizzes; Performance rubrics; Self reflective performance analysis reports; Internet Dialect research project of International dialects written report and oral presentation

HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: _________Drama 2351 Acting III___________________________



Learning Activities




Students will demonstrate awareness of the scope and variety of works in the arts and humanities as it applies to theater and acting.









- critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film



and actor to demonstrate awareness of the scope and variety of works in the arts in different historical context. -oral presentations of each student’s Film/Script Critical analysis research


Students will engage in the creative process or interpretive performance to demonstrate comprehension of the physical and intellectual demands required of the author or performing artist.

-Participate in Vocal / Physical Acting Exercises; -Perform monologs and group performance; -Present oral report of Film/Script Critical analysis research

Vocal / Physical Acting Exercise Analysis Reports ; Character Analysis reports for Monolog and Group Performance; self reflective rehearsal process and final performance process reports; Film/Script Critical analysis written and oral report;



- critiquing an outside theatrical production through formal written analysis. -creating a character history and analysis for monologs and group performance -participating in rehearsals and class performance -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts ; -oral presentations of each student’s Film/Script Critical analysis research



Students will demonstrate an appreciation for the aesthetic principles that guide theatrical presentations.

-Classroom lectures; -Participate in Vocal / Physical Acting Exercises; - critiquing an outside theatrical production through formal written analysis. -Film/Script Critical analysis research analyzing a film and actor to demonstrate awareness of the scope and variety of works in the arts ;

Embedded exam questions; Vocal / Physical Acting Exercise Analysis Reports ; Outside Performance Critical Analysis report; Film/Script Critical analysis written and oral report;


-oral presentations of each student’s Film/Script Critical analysis research


Students will demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences within theatrical presentations.

Classroom lectures; -Film/Script Critical analysis research analyzing a film and actor to demonstrate the influence of literature, philosophy, and/or the arts on intercultural experiences. awareness of the; -oral presentations of each student’s Film/Script Critical analysis research

Embedded exam questions; Film/Script Critical analysis written and oral report;

HUMANITIES & VISUAL AND PERFORMING ARTS Course Number and Name: ________Drama 2361 History of Theater I____________________________



Learning Activities



Recognize and define characteristics of the functions of the actor, director, costumer, scene designer, and light designer and other theatrical terms and concepts used in the production of plays throughout history.

Classroom lectures, observations of performances, research project on a one act play script, internet research project on theater auditions and theatrical reviews



Identify specific historical trends in theater productions from classical period to modern.

Classroom lecture, researching and presenting an analytical report about a specific one act play, public performance observation, internet research project on theater auditions and theatrical reviews,



Demonstrate the use of critical thinking in analyzing a dramatic script or production in both a written report and oral presentation

Observing and critiquing outside theatrical productions, researching and presenting an analytical report about a specific one act play, internet research project on theater auditions and theatrical reviews

public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report

LSC-PA Core Curriculum Report 77 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.

Express acting competence by participating in a dramatic scene in which each student contributes dialog to the script and monolog performance

Contribute lines of dialog, participate in costuming, constructing set, rehearsal and public performance of class play, write a monolog and perform for class

Completion of script lines, construction of set project, creation of costume, self reflective analysis reports of rehearsal experience and public performance experience; perform original monolog



Participate in rehearsal and public performance of class play, Observing and critiquing outside theatrical productions

self reflective analysis reports of rehearsal experience and public performance experience; public performance observation critique report, research analysis report on a one act play script, internet research project on theater auditions and theatrical reviews report


Demonstrate knowledge and appreciation of production elements in theatrical productions throughout history

Observing and critiquing outside theatrical productions, internet research project on theater auditions and theatrical reviews, embedded exam questions; , researching and presenting an analytical report about a specific one act play,



Demonstrate the use of critical thinking in analyzing a dramatic script or performance.

Researching and presenting an analytical report about a specific one act play revealing the influence of literature, philosophy, and/or the arts on intercultural experiences within the script, Observing and critiquing outside theatrical productions, embedded exam questions

embedded exam questions, public performance observation critique report, research analysis report on a one act play script,

COMMUNICATION Course Number and Name: ______Speech 1315_____Public Speaking_______







Students demonstrate the speaking process through invention, organization, drafting, revision, & presenting of oral presentations

Class lectures, independent research, student interactions, & oral presentations

Skills demonstrated in oral presentations, written outlines or speeches, and embedded exam questions


Students use appropriate choices regarding audience analysis and selecting purposes for communicating information




Students create & perform presentations which appropriately apply the required modes of expression

Class lectures, independent research or analysis reports, student interactions, & oral presentations

Skills demonstrated in oral presentations, written outlines, analysis reports or speeches, and embedded exam questions


Students participate in group activities which emphasize listening, critical thinking skills, and responding

Class lectures, student discussion groups with analysis reports responses, and or oral presentations



Students create & perform oral presentations which demonstrate the basic principles of critical thinking, problem solving, and or technical proficiency in the development of exposition and argument.




Students demonstrate use of research skills through documentation of sources in oral presentations

Class lectures, independent research & oral presentations

Skills demonstrated in oral presentations, written outlines, speeches, and embedded exam questions

COMMUNICATION Course Number and Name: ______Speech 2335 Argumentation & Debate_______





Students demonstrate the speaking process through invention, organization, drafting, revision, & presenting of oral presentations




Students use appropriate choices regarding audience analysis and selecting purposes for communicating information




Students create & perform presentations which appropriately apply the required modes of expression




Students participate in group activities which emphasize listening, critical thinking skills, and responding

Class lectures, student discussion groups with analysis reports responses, and or oral presentations



Students create & perform oral presentations which demonstrate the basic principles of critical thinking, problem solving, and or technical proficiency in the development of exposition, argument, and debate.




Students demonstrate use of research skills through documentation of sources in oral presentations

Class lectures, independent research & oral presentations

Skills demonstrated in oral presentations, written outlines, speeches, and embedded exam questions


Appendix C: Spring 2011 Assessment Findings for Associate of Arts

LSC-PA Academic Program Student Learning Outcomes Assessment Report Program: Associate of Arts Program Assessment Manager: Stafford Date: 2010 PSLO 1: Communicates with appropriate modes of expression to individuals and groups.

subPSLO Assessment Methods

Success Criterion

Results of Assessment

Interpretation of Findings

Use of Results for

Improvement 1a. Demonstrates thesis clarity.

Direct: 5 final exam essays; 1 post-test essay; 5 case studies; 4 letters to elected officials; 3 research documents; 12 PowerPoint presentations, scored by rubrics; 5 online philosophy test questions Indirect: Narrative description of program goals and achievements.

50% will score a total mean score of 2 or higher from two raters, each of whom rates using the following scale: 3 – Accomplished 2 – Competent 1 – Developing 0 – Not Observed Rater scores are added, for a maximum sum of 6.

Mean 4.45 (74.1%)

82% of students met or exceeded expectations. Results of analysis shows that students are maintaining similar ratings of skill level as found in 2009. Recommended to enhance students’ ability to communicate through clearer assessment tools at the course level.

1. ENG 1301 faculty constructed a grading rubric for essays to enhance consistency in assessing student essays. (Support 1. English Essay Rubric) 2. SPCH 1315 Public Speaking holistic rubric was converted to an analytical rubric which was given to students to prepare them for the rubric rating process of speeches. (Support 2. New Analytical Rubric SPCH 1315)

Median 5

Mode 4

Standard Deviation

1.121

# of artifacts (not disputes)

33

% of 6s 24%

% of 5s 27%

% of 4s 30%

% of 3s 15%

% of 2s 3%

# Disputed

2



Success Criterion



Use of Results for

Improvement 1b. Organizes information

Direct: 5 final exam essays; 1 post-test essay; 5 psychology reports; 5 case studies; 6 poster presentations; 4 history presentations scored with rubric; 5 online philosophy questions; 5 letters to elected officials; 4 art presentations Indirect: Narrative description of program goals and achievements.


Mean 4.49 (74.8%)

82.3% of students met or exceeded expectations. Results of analysis shows that students are maintaining similar ratings of skill level as found in 2009. Recommended to enhance students’ ability to communicate through clearer assessment tools at the course level.


Median 5

Mode 4

Standard Deviation

1.19


39

% of 6s 23%

% of 5s 28%

% of 4s 30%

% of 3s 10%

% of 2s 7.7%

# Disputed

1



Success Criterion



Use of Results for

Improvement 1c. Uses support

Direct: 5 final exam essays; 1 post-test essay; 5 letters to elected officials; 4 presentations scored by rubric; 6 online philosophy questions; 5 case studies; 5 poster presentations scored by rubric; 5 history reports. Indirect: narrative description of program goals and achievements.


Mean 4.70 (78.3%)

85% of students met or exceeded expectations. Results of analysis shows that students are maintaining similar ratings of skill level as found in 2009. Recommended to enhance students’ ability to communicate through clearer assessment tools at the course level.


Median 5

Mode 5

Standard Deviation

1.10


33

% of 6s 27%

% of 5s 33%

% of 4s 24%

% of 3s 12%

% of 2s 3%

% of 1s

% of 0s

# Disputed

3



Success Criterion



Use of Results for

Improvement 1d. Presents ideas in appropriate mode of expression

Direct: 5 letters to elected officials; 4 art projects scored by rubric; 5 final exam essays; 1 post-test essay; 1 research project; 5 case studies; 6 online philosophy test questions; 5 research projects in hybrid class; 5 poster presentations scored by rubric. Indirect: Narrative description of program goals and achievements.


Mean 5.12 (85.8%)

94.1% of students met or exceeded expectations. Highest skill level exhibited by the artifacts collected in 2010. The improvement in textbook material in the English 1301 may contribute to these scores. Recommended to further enhance students’ ability to communicate through clearer assessment tools at the course level.


Median 5

Mode 6

Standard Deviation

0.946


34

% of 6s 44%

% of 5s 29%

% of 4s 20.6%

% of 3s 5.9%

% of 2s

% of 1s

% of 0s

# Disputed

3

PSLO 2: Demonstrates awareness of cultural differences and similarities.



Success Criterion



Use of Results for

Improvement 2a. Identifies cultural characteristics (beliefs, values, perspectives, or practices)

Direct: 5 composition research papers; 3 sociology test questions with test map; 10 online discussion board questions; 5 video reports; 1 literature post-test; 5 final exam essays; 5 diversity projects; 1 original poem. Indirect: 10 critiques of public performances; narrative description of program goals and achievements.


Mean 4.37 (72.8%)

63.3% of students met or exceeded expectations. This score is lower than 2009 scores in this sub criterion and is still the lowest of PSLO 2. Recommended that course assignments have clearer instructions to improve identification of cultural characteristics or additional assignments that are looking for multiple examples of cultural characteristics.

ENG 2326 Literature implemented an online Essay that specifically addresses the issues of PSLO 2 . (Support 3. ENG 2326 On line Essay Instructions)

Median 5

Mode 5

Standard Deviation

1.262


35

% of 6s 22.9%

% of 5s 28.6%

% of 4s 17%

% of 3s 25.7%

% of 2s 11%

% of 1s

% of 0s

# Disputed

0



Success Criterion



Use of Results for

Improvement

2b. Interprets works of human expression within cultural context

Direct: 4 online philosophy questions; 1 literature post-test; 5 discussion board questions on acts of protest; 5 library projects; 3 sociology test questions; 5 literature final exam questions; 5 historical reports scored with rubric; 5 poster projects scored with rubric. Indirect: narrative description of program goals and achievements.


Mean 4.21 (70.17%)

86% of students met or exceeded expectations.

Higher score than 2009 and it is recommended that course activities continue to improve the students’ opportunities to interpret works of human expression within cultural contexts.

ENG 2326 Literature implemented an online Essay that specifically addresses the issues of PSLO 2 . (Support 3. Eng. 2326 On line Essay Instructions)

Median 4

Mode 4

Standard Deviation

1.293


33

% of 6s 18%

% of 5s 24%

% of 4s 33%

% of 3s 9%

% of 2s 15%

% of 1s

% of 0s

# Disputed

0



Success Criterion



Use of Results for

Improvement

2c. Shows awareness of one’s own culture in relation to others.

Direct: 4 composition research papers; 5 video reports; 5 final exam essays; 5 sociology test questions with map; 5 online discussion board questions about dominant culture; 5 online philosophy questions; 3 letters to elected officials; 1 literature post test. Indirect: narrative description of program goals and achievements.


Mean 4.375 (73.9%)

81.5% of students met or exceeded expectations. Very similar score from 2009 and it is recommended that course activities continue to improve the students’ opportunities to show awareness of one’s own culture in relation to others.

ENG 2326 Literature implemented an online Essay that specifically addresses the issues of PSLO 2 . (Support 3. Eng. 2326 On line Essay Instructions)

Median 5

Mode 5

Standard Deviation

1.211


32

% of 6s 15.6%

% of 5s 37.5%

% of 4s 28%

% of 3s 6%

% of 2s 12.5%

% of 1s

% of 0s

# Disputed

1

LSC-PA Core Curriculum Report 87 PSLO 3: Uses critical thinking skills.


Success Criterion



Use of Results for

Improvement

3a. Identifies problem, argument, or issue to determine extent of information needed

Direct: 2 pretest/post-test essays on citizenship; 5 response essays to smoking and lung cancer; 1 set of online philosophy discussions; 2 online discussion board responses on social deviance; 2 mileage calculation worksheets; 4 literature essays; 2 online discussion board questions about breast feeding and breast cancer; 7 student essays; 2 literature character analyses; 6 composition research papers; 5 drama self-evaluations; Indirect: Narrative description of program goals and achievements.


Mean 5 (83.3%)

94.2% of students met or exceeded expectations. A significant increase in scores from 2009 indicating that the activities added to courses had an impact in results. Also a wide variety of artifacts were assessed which added to the increased results. It is recommended that additional course activities enhance student critical thinking skills.

1. ENG 2326 Literature implemented an online Essay that specifically addresses the issues of PSLO 2 . (Support 3. Eng. 2326 On line Essay Instructions) 2. Added online essay using critical thinking skills for all sections of PHIL 1301 on campus sections and online sections. (Support 4. Student essay exams PHIL 1301) 3. GOV 2302 expanded the Class Project scope of analysis to include State and National legislature issues. (Support 5. Instruction Sheet GOV 2302)

Median 5

Mode 5, 6

Standard Deviation

0.848


34

% of 6s 35%

% of 5s 35%

% of 4s 23.5%

% of 3s 5.8%

% of 2s

% of 1s

% of 0s

# Disputed

0



Success Criterion



Use of Results for

Improvement

3b. Differentiates the facts from opinion as relates to situation

Direct: 1 pretest/post-test on citizenship; 5 responses on social deviance; 4 responses on smoking and breast cancer; 2 responses on origins of life; 3 character analyses; 12 research papers; 1 final exam essay; 5 learning self-assessments. Indirect: narrative description of program goals and achievements.


Mean 4.44 (74%)

82% of students met or exceeded expectations. A slight increase in scores from 2009 but can add more specific course enhancing activities to demonstrate student abilities to differentiate between facts and opinions.

1. In SPCH 1315 Public Speaking: student analytical outlines now identify if the verbal supportive materials used in the speech are facts or opinions. (Support 6. Speech Outline Instructional Sample Outlines) 2. Using new textbook in SPCH 1315 which emphasizes differences in fact and opinion particularly sections on propaganda, misinformation, and disinformation. (Support 7. Textbook table of contents Ch. 8, 9, 10, & 11)

Median 5

Mode 5

Standard Deviation

1.22


27

% of 6s 18.5%

% of 5s 37%

% of 4s 25.9%

% of 3s 7%

% of 2s 11%

% of 1s

% of 0s

# Disputed

4



Success Criterion



Use of Results for

Improvement

3c. Constructs possible solutions or prediction of consequences

Direct: 15 online responses to smoking and lung cancer, breast cancer, reverence for life, social deviance, protagonists and self; conclusion paragraphs/sections of 11 research essays. Indirect: Narrative description of program goals and achievements.


Mean 4.52 (75.5%)

80% of students met or exceeded expectations. Not as high as the 2009 scores but still in the acceptable range. It is recommended that course assignments specifically ask for students to construct possible solutions or prediction of consequences to improve their critical thinking skills.

1. ENG 2326 Literature implemented an online Essay that specifically addresses the issues of PSLO 2 . (Support 3. Eng. 2326 On line Essay Instructions) 2. Added online essay using critical thinking skills for all sections of PHIL 1301 on campus sections and online sections. (Support 4. Student Essay exams)

Median 5

Mode 5

Standard Deviation

0.985


25

% of 6s 16%

% of 5s 40%

% of 4s 24%

% of 3s 20%

% of 2s

% of 1s

% of 0s

# Disputed

1



Success Criterion



Use of Results for

Improvement

3d. Uses logical, sound reasoning to justify conclusion

Direct: 2 pretest/post-tests on citizenship; 3 mileage reports; 7 online responses to jobs, meaning of life, social deviance; conclusion paragraphs/sections of 4 research essays; 3 psychology exam questions with test map; 4 nutrition exam questions. Indirect: Narrative description of program goals and achievements.


Mean 4.74 (79%)

74.6% of students met or exceeded expectations. The scores are very similar to the 2009 scores showing that students need further practice at justifying their conclusions. It is recommended that course assignments specifically ask for students to explain why they have constructed their possible solutions or consequences.

1. ENG 2326 Literature implemented an online Essay that specifically addresses the issues of PSLO 2 . (Support 3. ENG 2326 On line Essay Instructions) 2. Added online essay using critical thinking skills for all sections of PHIL 1301 on campus sections and online sections. (Support 4. Student Essay Exams PHIL 1301)

Median 5

Mode 5, 6

Standard Deviation

1.287


23

% of 6s 34.8%

% of 5s 34.8%

% of 4s 4%

% of 3s 21.7%

% of 2s 3.7%

% of 1s

% of 0s

# Disputed

1

LSC-PA Core Curriculum Report 91 PSLO 4: Demonstrates technology literacy


Success Criterion



Use of Results for

Improvement

4a. Locates needed information using the appropriate technological tool or device

Direct: 5 library projects; 5 online discussion board discussions; 9 PowerPoint projects scored with rubrics; 4 internet research projects for biology; 16 graphic arts design projects. Indirect: Narrative description of program goals and achievements.


Mean 4.8 (80%)

87.2% of students met or exceeded expectations. Slightly lower results than the 2009 scores but it is the result of some confusion from raters on the graphic arts design projects because they were out of their field of expertise and not familiar with the technology needed to create the projects. Recommended to have additional Faculty Development training on rating examples of technology and include assignments in courses to enhance this PSLO.

1. ENG 2326 Literature implemented an online Essay that specifically required students to submit essay through campus email system. (Support 3. ENG 2326 On line Essay Instructions) 2. New textbook in SPCH 1315 emphasized Internet Research in Chapter 10 and 3 chapters on presentational aids using technological tools or devices. (Support 8. Table of Contents Ch. 10, 20, 21, & 22) 3. Faculty Development sessions about artifacts and rating them effectively. (Support 9. Handouts from Faculty Development meetings)

Median 5

Mode 5

Standard Deviation

0.894


39

% of 6s 17.9%

% of 5s 56%

% of 4s 12.8%

% of 3s 12.8%

% of 2s

% of 1s

% of 0s

# Disputed

0


Success Criterion



Use of Results for

Improvement



Success Criterion



Use of Results for

Improvement

4b. Displays organizational skills with the use of technology

Direct: 3 case studies; 5 online discussion board projects; 3 internet research projects for biology; 16 graphic design projects scored by rubrics; 1 letter to elected official; 3 library research projects; 2 psychology essays; Indirect: Narrative description of program goals and achievements.


Mean 4.51 (75.2%)


1. ENG 2326 Literature implemented an online Essay that specifically required students to submit essay through campus email system. (support 3. ENG 2326 On line Essay Instructions) 2. Using new textbook in SPCH 1315 which emphasizes Internet Research in Chapter 10 and 3 chapters on presentational aids using technological tools or devices. (Support 8. Table of Contents Ch. 10, 20, 21, & 22) 3. Faculty Development sessions about artifacts and rating them effectively. (Support 8. Handouts from Faculty Development meetings)

Median 5

Mode 5

Standard Deviation

0.901


37

% of 6s 10.8%

% of 5s 43%

% of 4s 35%

% of 3s 8%

% of 2s 2.7%

% of 1s

% of 0s

# Disputed

2



Success Criterion



Use of Results for

Improvement

4c. Presents information using the appropriate tool or device

Direct: 4 PowerPoint projects scored with rubrics; 1 internet information search for biology; 2 composition research papers; 6 online discussion board discussions on food pyramid; 2 case studies; 22 graphic arts design projects. Indirect: Narrative description of program goals and achievements.


Mean 5.19 (86.5%)


1. ENG 2326 Literature implemented an online Essay that specifically required students to submit essay through campus email system. (Support 3. Eng. 2326 On line Essay Instructions) 2. Using new textbook in SPCH 1315 which emphasizes Internet Research in Chapter 10 and 3 chapters on presentational aids using technological tools or devices. (Support 8. Table of Contents Ch. 10, 20, 21, & 22) 3. Faculty Development sessions about artifacts and rating them effectively. (Support 9. Handouts from Faculty Development meetings)

Median 5

Mode 6

Standard Deviation

0.844


37

% of 6s 43%

% of 5s 35%

% of 4s 18.9%

% of 3s 12.7%

% of 2s

% of 1s

% of 0s

# Disputed

0

LSC-PA Core Curriculum Report 94 PSLO: 5. Completes degree which is transferable to a baccalaureate program.

PSLO Assessment Methods

Success Criterion



Use of Results for

Improvement 5. Completes degree which is transferable to a baccalaureate program.

Indirect: Graduation data only. 2006: 71 2007: 80 2008: 67 2009: 68 2010: 58

There is a drop in the graduate rate due to the lower enrollment figures of 2009 which was influenced by the local economic job market and loss of student population after two hurricanes. Advertisements for the college focused on starting your education close to home at affordable rates and more scholarships were offered to encourage attendance.

To accommodate increased enrollment in Spring 2011 and an additional section of DRAM 1310 Introduction to Theater was offered because DRAM 1330 Stagecraft closed at capacity and 21 additional students needed a course that would met the Visual and Performing Arts component of the Core Curriculum. Also an additional online ENG 1301 and an on campus ENG 1302 were added. (Support 10. F.2.22 course additions to schedule )

Documents

Lamar State College-Port Arthur Core Curriculum State College-Port Arthur Core Curriculum ... Lamar State College-Port Arthur Core Curriculum ... LSC-PA Core Curriculum Report 5 MATHEMATICS