Texas State University-San Marcos

Evaluation of the Core Curriculum

Report to the Texas Higher

Education Coordinating Board

30 September 2004

University College

Texas State University-San Marcos

601 University Drive

San Marcos, TX 78666-4616

 

Texas State University-San Marcos

Core Curriculum Evaluation Report to the Texas Higher Education Coordinating Board

Contents

Introduction ......................................................................................................... 3

1. The University’s Core Curriculum and the Recommended Core Curriculum of the Texas Higher Education Coordinating Board ......... 4

2. The Purpose and Substance of the University’s Core Curriculum ............................................................. 7

3. The University’s Core Curriculum and the Required Perspectives and Competencies ......................................... 8

4. Process and procedures for Evaluating the University’s Core Curriculum ............................................................. 10

5. Use of Evaluation Results to Improve the University’s Core Curriculum ............................................................ 12

6. The University’s Evaluation of Student Outcomes ................................................................................... 13

 

Appendices

A. Roster of General Education Council Members

B. The General Education Core Curriculum of Texas State University-San Marcos

C. Comparison of Texas State University-San Marcos Core Curriculum with Component Areas and Exemplary Objectives

D. General Education Core Curriculum Syllabus Requirements

E. Texas Higher Education Coordinating Board Components and the Texas State University-San Marcos Student

F. Course Skills Grid—Checklist for Department Chairs

G. Assessment Form—Checklist for Faculty Teaching Students Identified in the General Education Portfolio Assessment Pilot Project

H.Sample Memoranda from Dean of University College Requesting Assessment Information

 

Texas State University-San Marcos

Evaluation of the Core Curriculum Report to the Texas Higher Education Coordinating Board

 

Introduction

The Texas State University-San Marcos General Education Council (GEC) has primary responsibility for reviewing the core curriculum (locally referred to as General Education core curriculum) and for recommending revisions of that curriculum. When state-wide core curriculum reforms were implemented in 1998-99, the Council’s name was changed from the General Studies Council and its mission revised in Academic Affairs Policy and Procedure Statement 1.12. The Dean of University College convenes the GEC, which meets at least twice each semester. For a roster of 2003-2004 Council members, see Appendix A.

Between 1999 and 2002, the GEC re-examined the institutional perspectives contained in the General Studies curriculum adopted in the late 1980s and brought these perspectives into alignment with the exemplary objectives of the Texas Higher Education Coordinating Board (THECB). One perspective, the International Perspective, was eliminated from the core curriculum because the GEC determined that the perspective was being met by departmental requirements. In other respects, the GEC reaffirmed the core curriculum.

Since 1999, requests for additions to or deletions from the core go to the GEC, which reviews proposals and makes recommendations to the Dean of University College and to the Provost and Vice President for Academic Affairs, who in turn takes recommendations to department chairs, the Faculty Senate, the academic deans, University Council, and the president, who then presents institutional recommendations to the Texas State University System Board of Regents.

When re-examining the core curriculum to bring it into compliance with the exemplary objectives of the THECB, the GEC chose to retain elements of the institutional General Studies perspectives that broadened the expectations for the institutional core curriculum (see Appendix B). To bring the core curriculum into compliance with THECB rules, the university’s “perspectives” were renamed as “components.” These components incorporate the assumptions, defining characteristics, perspectives, and exemplary objectives of core components set forth in the rules adopted in Chapter 5, Subchapter S, Sections 5.390 through 5.404, in compliance with Senate Bill 148, enacted in 1997 by the 75th Texas Legislature.

The university’s core curriculum is outlined in Appendix B and should be read in conjunction with the Appendix C, which is a comparison of the university’s core curriculum with the component areas and exemplary objectives of the THECB.

1. A table that compares the institution’s core curriculum with the core component areas and exemplary education objectives of the core curriculum recommended by the Board. The table should also indicate which courses are included in the Texas Common Course Numbering System matrix.

In responding to this item, the General Education Council (GEC) developed a table that includes the following information:

•Column 1—the exemplary objectives of the THECB

•Column 2—the component objectives of Texas State University-San Marcos

• Column 3— The university’s course number and the Texas Common Course Number

•Column 4—sample course objectives

See Example #1, below, for a sample of the table.

 

Example #1: Sample from Table in Appendix C

To determine whether the core curriculum of Texas State University-San Marcos addresses all THECB exemplary objectives, GEC members matched university component objectives with appropriate exemplary objectives. See highlighted columns 1 and 2 in Example #2, below.

 

Example #2: Exemplary Objectives as Defined by Component Objectives

To determine which core curriculum courses at Texas State University-San Marcos address THECB exemplary objectives and the university’s component objectives, the GEC reviewed course syllabi for core curriculum courses. See highlighted columns 3 and 4 in Example #3, below.

 

Example #3: Sample Course Objectives Meeting Exemplary Objectives / Component Objectives

In reviewing the completed table, GEC members concluded that some core curriculum course syllabi did not include specific objectives matching the exemplary objectives and component objectives listed in columns 1 and 2. This conclusion led the GEC to ask appropriate department chairs to reassess any non-compliant courses and to provide revised course syllabi indicating how course content and objectives address THECB exemplary objectives.

Upon receipt of the revised course syllabi, GEC members reviewed each syllabus and revised the table as appropriate. See complete table in Appendix C.

2. A brief description of the purpose and substance of the institution’s core curriculum.

The core curriculum at Texas State University-San Marcos addresses seven major goals. The core curriculum is designed to ensure that Texas State graduates

(1) can reason, analyze, and critically evaluate issues;

(2) can express their thoughts effectively in oral and written form;

(3)can reason mathematically and demonstrate quantitative skills;

(4)can view complex issues from many disciplinary perspectives;

(5)can build specialized knowledge on a broad base of common knowledge;

(6) can understand the nature and structure of university education and the benefits and values of a general education; and

(7)can interrelate knowledge from their disciplines.

Because the core curriculum at Texas State University-San Marcos incorporates both the acquisition of skills and the understanding of disciplinary perspectives, goals 4 and 5 include a subset of nine goals related to the insights gained from the various component disciplinary areas. Texas State University-San Marcos graduates

(a) will develop an historical perspective from which to understand contemporary issues and to make intelligent decisions for the future;

(b) will develop a political perspective from which to understand their governmental systems and make decisions concerning the long-range prosperity, security, and effectiveness of the state and nation;

(c) will have knowledge of basic theories and methods of science from which to make decisions on contemporary issues such as energy and environmental policy;

(d) will be exposed to the methods, theories, and principles of the basic social sciences and understand the range of knowledge in these disciplines;

(e) will understand universal philosophical problems and their solutions and develop clear thinking about knowledge, belief, and value;

(f) will understand the similarities and differences between their own and other societies and cultures;

(g) will be introduced to the best that has been written and can understand, analyze, and appreciate great literature;

(h) will gain an appreciation of the visual arts, music, and the performing arts; and

(i) will begin, or continue, to develop lifelong skills in recreational activities and the living of a healthy lifestyle.

3. An analysis of how the institution’s core curriculum is addressing the required perspectives and intellectual competencies.

After completing the table found in Appendix C, the GEC established parameters for determining whether “persisting” students at Texas State University-San Marcos were meeting exemplary objectives of the THECB and the component objectives of the university. The GEC defined “persisting” students as those who had entered Texas State in fall 1999, had completed at least 30 of the 36 credits of the core curriculum at Texas State University-San Marcos, and had graduated by August 2003. The GEC agreed that this group was an appropriate sample because all members had—or should have—met exemplary and component objectives by exposure to general education core courses at Texas State University-San Marcos rather than at other institutions.

A group of 200 students was randomly selected from entering fall 1999 freshmen. From this group, a sample of convenience was identified for transcript review to determine if “persisting” students met the expectations of the exemplary objectives addressed by Texas State University-San Marcos core curriculum courses. A 10% sample of the group was anticipated. A total of 40 transcripts were reviewed, with a final sample of 28 obtained.

To determine whether completion of the university’s core curriculum allowed the 28 students in the sample to meet the THECB exemplary objectives, the GEC used a grid to enter courses completed by each of the students (see Appendix E). For those core curriculum courses for which a syllabus included objectives that could be assigned to the Texas State University-San Marcos core curriculum, the GEC determined that students were able to meet THECB exemplary objectives.

However, there remain a few core curriculum courses for which syllabi did not contain specific enough objectives to allow GEC members to determine whether the sample population had met all exemplary objectives. In 2000, the GEC adopted a required format for content of syllabi from all core curriculum courses; however, not all instructors have complied with this requirement. The Dean of University College asked all core curriculum course instructors to submit revised syllabi for spring 2004 using the required format. Once revised course syllabi were collected, the grid in Appendix E was revised to ensure that Texas State University-San Marcos core curriculum courses were meeting all THECB exemplary objectives.

4. A description of the processes and procedures used to evaluate the institution’s core curriculum.

Led by Dr. Ronald Brown, Dean of University College and Chair of the GEC, the GEC, reviewed syllabi from all courses required in the university’s core curriculum. Members of the GEC identified areas in which each syllabus complied or failed to comply with exemplary objectives of the THECB and the component objectives of Texas State University-San Marcos (see Appendix C).

During the summer and early fall of 2003, a subcommittee of the GEC composed of Dr. Barbara Melzer, Dr. Timothy Mottet, Dr. Michael Hennessy, Mrs. Carolyn McCall, and Dr. Brown reviewed the information presented by each department and began compiling data needed to complete the report to the THECB.

Chairs of each department with courses in the core curriculum were asked to respond to the feedback received from the GEC. Chairs were then charged with bringing into compliance the course objectives of each core curriculum class with the THECB exemplary objectives and the university’s component objectives.

After department chairs provided the GEC with objectives that matched the exemplary objectives and component objectives, subcommittee members selected a sample of “persisting” Texas State University-San Marcos students. As explained above, GEC members checked the transcripts of students in a sample to determine whether each had met core curriculum requirements. Results of this match indicated that students in the sample of convenience had met most THECB exemplary objectives.

After the sub-committee completed an early draft of the THECB report, Dr. Brown forwarded the draft to all GEC members for review. Following this review, suggestions were incorporated in an edited final report.

The GEC established the following procedures to ensure ongoing evaluation of course objectives and to establish processes for monitoring compliance with exemplary objectives:

• Each academic department will propose appropriate processes for monitoring the required competencies and outcomes for every departmental course included in the core curriculum.
• The GEC will approve and monitor academic departments’ processes in consultation with department representatives serving on the GEC, department chairs, and designated faculty from each department.
• Each academic department will present a plan for implementation and will report back periodically to the Dean of University College.

The GEC subcommittee used the following timeline for completing this report:.

14 April 2003	GEC establishes calendar
28 April 2003	Dean appoints subcommittee (Brown, Hennessy, Melzer, Mottet, McCall)
Summer 2003	Subcommittee reviews elements for report
September 2003	Subcommittee submits preliminary report to GEC and identifies appropriate assessment activities
November 2003	Subcommittee presents interim report to GEC
February 2004	Subcommittee completes editorial work
August 2004	Subcommittee presents final report to GEC
August 2004	GEC submits report to Provost
September 2004	Provost submits report to Texas State University-San Marcos Curriculum Committee, Faculty Senate, Council of Chairs, Council of Deans, and President
30 September 2004	University submits report to THECB

5. Description of the ways in which the evaluation results are utilized to improve the core curriculum at the institution.

In the initial stages of syllabus review by theEC, committee members provided feedback regarding the inclusion or omission of course objectives for each class represented in the core curriculum as those objectives related to THECB exemplary objectives.

This feedback was provided to the chairs of each academic department. Chairs were asked to respond and to offer suggestions for changes that would result in bringing course objectives into compliance with the exemplary objectives. Chairs agreed to bring all objectives into compliance effective with the spring 2004 semester.

6. Either a description of the institution’s plan for evaluating student outcomes of the core curriculum between 2004-2009 or a description of the results of an evaluation of outcomes that has already been completed.

For the past four years, the GEC has reviewed representative course syllabi for all courses in the Texas State University-San Marcos core curriculum. Additionally, each year the GEC examines all syllabi in one-third of the core curriculum to ensure consistency in expectations and outcomes. In the past, this review has led the GEC to adopt guidelines for the appropriate elements that must be present in all general education core curriculum course syllabi.

In 1999, the selection of a 200-student sample led to the semester-by-semester accumulation of information about core curriculum courses completed by “persisting” students. Additionally, instructors have been encouraged regularly to provide institutional research information on their courses for these “persisting” students. Though the reporting of data is not mandatory, the data collected do provide valuable information about the extent to which Texas State courses require reading, writing, oral communication, mathematics, computer usage or information technology, critical thinking, and discussion of ethics (a component in ethics includes a study of the moral evaluation of human conduct which addresses both the norms for evaluation and their application).

The chairs of academic departments with courses in the core curriculum are also asked to assess whether their core curriculum courses contain these eleven competencies: reading, writing, speaking, listening, critical thinking, computer literacy or usage, multicultural awareness, life-long learning, fitness and wellness, moral and ethical considerations, and mathematical or statistical analysis. The reports from faculty and chairs enable the GEC to review and analyze the university’s ability to “infuse” the competencies into the undergraduate core curriculum experience. The GEC and its subcommittees monitor both the extent to which all faculty teaching the random sample of students reinforce the essential competencies as well as the extent to which general education core curriculum department leaders report cross disciplinary infusion of general education competencies.

The course skills grid completed by department chairs with courses in the university’s general education core curriculum is included as Appendix F. The instructor assessment form is included as Appendix G. And Appendix H consists of two memos from the Dean of University College requesting assessment information from department chairs at Texas State University-San Marcos.