tulsa curriculum student learning pilot study office of ...€¦ · 09/08/2018 · tulsa...
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
Tulsa Curriculum Student Learning Pilot Study
Office of Continuous Improvement
Summer Sessions 1 and 2
August 9, 2018
Introduction:
The Tulsa Curriculum Pilot Study is designed to assess Institutional Learning Outcomes in the Block and Core curriculum. Presently, TU assesses
student essays in Blocks I, II, and III (General Curriculum); however, the University Assessment Committee identified that ILO1 may not be
effectively assessed by reviewing a random sample of essays from the three Blocks. To fill this gap, the committee decided to implement course
embedded assessment in the General and Core Curriculum. The Office of Continuous Improvement and faculty teaching Block and Core courses
in summer sessions one and two agreed to facilitate the pilot study. The purposes of the study are to create a Tulsa Curriculum Map, align course
embedded student learning outcomes with ILOs, identify direct measures of learning, evaluate student learning in the Tulsa Curriculum, evaluate
student achievement of the ILOs in General and Core curriculum, develop preliminary Block and Core outcomes, and use the results to advance
student learning and improve assessment practices.
Method:
To effectively assess the ILOs in Block and Core courses, several assessment tasks were completed. The first task was to obtain course syllabi
from the three Block and Core courses. Faculty submitted syllabi for summer sessions one and two. The syllabi for summer sessions one and two
were reviewed and a curriculum map was created (Appendix C). The curriculum map aligns course outcomes and learning activities with the
ILOs. Forty faculty members from both summer sessions volunteered to assess one ILO or more. The Block and Core courses evaluated for
summer sessions one and two include 8 courses in Block I, 9 courses in Block II, 13 courses in Block III, plus 6 English and 4 Math Core courses,
for a total of 40 courses, which included 584 students.
A Course Assessment Report was developed for faculty to complete at the end of the summer session. In the report, faculty provide a detailed
description of the assessment measures utilized in the course, learning results with an evaluation scale or grading rubric, a summary of the findings
(including student learning strengths and weaknesses), and changes they would make to the course or learning activity the next time they teach the
course. Course assessment reports were due on June 27, 2018 for summer session one and July 30, 2018 for summer session two. At the
completion of each session, student results were evaluated and summarized describing student achievement of the ILOs. Specific attention was
given to ILO1, literacy in the arts, humanities, and sciences from Block course embedded learning results. In addition to assessing the three
Blocks, faculty teaching the Core courses in Math and English assessed critical thinking and written and oral communication.
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
The key performance indicator for each ILO is that 80% of students will achieve a 75% or meets expectations or higher including performance in
the General and Core curriculum.
Prior to completing the pilot study, faculty in Blocks I, II, and III, as well as in English and Mathematics, developed preliminary Tulsa Curriculum
student learning outcomes (Appendix D). Faculty developed preliminary outcomes that capture the common and shared elements of the General
and Core Curriculum. The newly proposed outcomes will be shared with faculty during the fall 2018 semester Tulsa Curriculum faculty meeting.
The General and Core proposed student learning outcomes and Tulsa Curriculum Pilot Study final report will be included in the Tulsa Curriculum
review material, which will be reviewed by the Tulsa Curriculum Committee.
Findings: General and Core Curriculum
Results from the curriculum map for summer sessions one and two revealed that 30 courses in Blocks I and II assess ILO1 and ILO2, and the same
30 courses designate writing measures in their courses: however, not all 30 courses assess the quality of student writing for ILO3. Nine courses
assess ILO4, 8 courses assess ILO5, and 5 courses assess ILOs 1-5. During summer sessions one and two, 29 Block faculty volunteered to
complete course assessment reports for 30 Block courses. The sample size for the General Curriculum review totaled 455 students.
Ten faculty volunteered to complete course assessment reports for 6 English and 4 Math courses. The student sample for the Core Curriculum was
129 students, 81 students in English, and 48 in Mathematics. Student artifacts in English were evaluated to determine achievement in ILO2 and
ILO3. Artifacts in Mathematics addressed learning in ILO2. Results from the Tulsa Curriculum Course Assessment Reports are detailed in
Appendix B.
Table 1: General Curriculum Summer Sessions One and Two
Blocks ILO1
Demonstrate literacy
through information
inquiry and application
of knowledge in the
sciences, humanities, and
arts
ILO2
Think critically by
analyzing, synthesizing,
and evaluating
information
ILO3
Write and present
clearly, practicing the
skills of effective
communication across
the curriculum
ILO4
Recognize ethical
dilemmas and determine
how best to respond to
them
ILO5
Apply knowledge and
talents to identify and
address real world
problems in the local or
global community
KPI Achievement 80% 80% 80% 80% 80%
Block I
Aesthetic Inquiry and
Creative Experiences
87%
90%
85%
100%
100%
Sample Size = 127 110 114 65 (N=76) 21 (N=21) 21 (N=21)
ILO1 ILO2 ILO3 ILO4 ILO5
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
Block II
Historical and Social
Interpretations
90%
93%
89%
100%
100%
Sample Size = 162 146 151 118 (N=133) 45 (N=45) 33 (N=33)
ILO1 ILO2 ILO3 ILO4 ILO5
Block III
Scientific Investigation
74%
Not Met
80%
100%
100%
Sample Size = 166 123 133 16 (N=16) 22 (N=22)
Table 2: Core Curriculum Summer Sessions One and Two
Blocks ILO1
Demonstrate literacy
through information
inquiry and application
of knowledge in the
sciences, humanities, and
arts
ILO2
Think critically by
analyzing, synthesizing,
and evaluating
information
ILO3
Write and present
clearly, practicing the
skills of effective
communication across
the curriculum
ILO4
Recognize ethical
dilemmas and determine
how best to respond to
them
ILO5
Apply knowledge and
talents to identify and
address real world
problems in the local or
global community
KPI Achievement 80% 80% 80% 80% 80%
English
95%
96%
Sample Size = 81 63 (N=65) 78
ILO1 ILO2 ILO3 ILO4 ILO5
Mathematics
85%
Sample Size = 48 41
Findings: General and Core Curriculum Changes
A total of 48 Tulsa Curriculum changes were recommended by faculty. The areas of improvement include changes in assignment format,
instructional process, supplemental support, collaborative learning, and course structure (Appendix A).
Table 3: Tulsa Curriculum Continuous Improvement Changes
Tulsa Curriculum Assignment Format Instructional Process Supplemental Support Collaborative Learning Course Structure
Number of
Recommendations
11 18 4 3 12
Percentage 23% 38% 8% 6% 25%
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
Changes in instruction, course structure, and assignment formats were emphasized most often by faculty. Less emphasis was given to
supplemental support and collaborative learning. Improvements specify what faculty will do to improve learning, rather than what students will
do to increase learning or balanced discussion of both areas. Little attention was given to active and engaged and collaborative learning activities
and the use of supplement support inside and outside the classroom.
Findings: Key Performance Indicator Not Met
The key performance indicator was set at 80% of students will achieve 75%/met expectations or higher. Literacy in the Sciences (ILO1) did not
meet the performance indicator; 26% or 32 students failed to meet the 75%/met expectations or higher criterion. The greatest areas of deficiencies
were found in Chemistry and Biology. Four Chemistry courses and one Biology course failed to meet the performance indicator; 32 students in
Chemistry and Biology were unable to achieve a 75% or higher in Block III.
Block I and Block II each had a single course that failed to meet the performance criteria: they include THEA 1063 and WS 2063. Twenty-three
percent of students failed to meet 75%/met expectations or higher benchmark in THEA 1063, and 21% of students failed to meet the performance
indicator in WS 2063.
Mathematics had two courses out of four that failed to meet the key performance indicator. MATH 1103 results reveal that 29% of students failed
to meet the criterion, and in MATH 1093, 25% of students did not meet the benchmark.
Findings: Assessment of Institutional Learning Outcomes
Institutional Learning Outcomes One and Two were substantially measured by all three Blocks; however, fewer courses measured ILO3 written
communication and even less assessed oral communication; a single course in summer session one in Block I measured ‘present clearly’ [SP
2113]. The Tulsa Curriculum guidelines specify that Block courses are required to include substantial writing assignments. Based on the pilot
study, the writing guideline is not consistently applied, and some courses do not include a writing component as noted by the course syllabi.
‘Present clearly’ appears to be designated by one course in Block I to meet the expectation. Both written communication and present clearly are
emphasized in the Core curriculum English courses. For this study, English submitted written works for the pilot study review.
ILOs 4 (ethical reasoning) and 5 (problem solving) are measured by very few courses. A total of 9 courses assess ILO4, and 8 courses assess
ILO5. The Tulsa Curriculum guidelines do not specify how many ILOs are to be measured by a Block or Core course or the percentage of Block
and Core courses that should measure an ILO.
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
Conclusions:
The Tulsa Curriculum prepares students to achieve the desired level of learning in critical thinking, written and oral communication, problem-
solving in the real world, ethical reasoning, literacy in the arts, humanities, and sciences, and quantitative reasoning. Students experienced
difficulty in critical thinking, literacy in the sciences, and quantitative reasoning. Due to limited assessment of ‘present clearly’ and ‘write
clearly,’ the results are inconclusive as to whether students are meeting ILO3. The extremely small examples of student learning in ILO4 and
ILO5 do not provide sufficient quantities of student information to determine if students are achieving ethical reasoning and problem solving
inside and outside the classroom.
To address the learning challenges, faculty implemented or will implement strategies to advance student knowledge and skills, as well as make
changes to the course format and structure. The majority of suggestions are what faculty will do and failed to address what students will do.
There was very little attention to active and engaged and collaborative learning activities, and most striking was the lack of discussion of
supplemental support services both inside and outside the classroom.
Overall, students were successful with a compressed summer schedule; however, some students demonstrated difficulty adjusting to the fast-paced
learning experience. Difficulty was manifested through excessive absenteeism, failure to complete assignments, and/or submit assignments on
time. Faculty were observant to both learning needs and student challenges with the semester schedule, which were discussed in the continuous
improvement changes. However, no clear solutions were provided to address the scheduling challenge.
The five-week and seven-week summer format overall was successful; however, support strategies will need to be addressed to assist those
students who experience difficulty with the compressed schedule, especially in Mathematics and Block III courses (Scientific Investigation).
Block III faculty emphasized that the difficulty in the sciences was due to students being a non-science major. The faculty in Block III will need
to investigate how to meet the learning needs of science majors and non-majors. The results reflect that the Block III courses are being designed
and implemented to meet the needs of science majors, which is not the intention of a Tulsa Curriculum course. Mathematics emphasizes a similar
argument that students are bringing in math deficiencies and are not prepared to meet the demands of Math Core courses. The Math faculty will
also need to identify strategies to meet math deficiencies, as well as content knowledge needed to progress to the next Mathematics courses for
majors and non-majors.
The summer session pilot study was successful. In cycles one and two, the faculty and the Office of Continuous Improvement, with assistance
from the University Assessment Committee, achieved the following outcomes: (1) a Tulsa Curriculum Map was developed, (2) course student
learning outcomes were aligned with the university ILOs, (3) direct measures of learning were identified in each course that measure ILOs, (3)
student artifacts were evaluated, (4) student learning results were analyzed, (5) the results were used to advance student learning and improve
assessment practices, (6) preliminary Block and Core outcomes were developed, and (7) conflicts and weaknesses of the Tulsa Curriculum were
identified.
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
Recommendations:
Share results with General Curriculum and Core Curriculum volunteer faculty and request feedback on findings and strategies to advance
Institutional Learning Outcomes, and identify solutions to the challenges and weaknesses identified in the pilot study.
Share results with all General Curriculum and Core Curriculum faculty to obtain a broader Tulsa Curriculum perspective.
Share results with the Tulsa Curriculum Committee to help guide evidence-based decision making as they explore revisions to the Tulsa
Curriculum.
Share newly proposed Tulsa Curriculum Block and Core Outcomes with Block and Core faculty and request feedback.
Evaluate student sub-population categories to determine if certain sub-groups experience greater difficulty achieving the ILOs.
Share results with the University Assessment Committee and University Curriculum Committee and request feedback on challenges and
weaknesses of the Tulsa Curriculum.
Implement Tulsa Curriculum study in the fall and spring with increased participation by faculty Block and Core teams in ILO mapping,
assessment planning, analysis of results, drawing of conclusions, and final report writing.
Identify the lack of use of supplemental support services by faculty inside and outside the classroom.
Identify if Block science courses are being taught to meet the needs of their majors.
Identify strategies to address mathematic student unpreparedness.
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
Appendix A
Continuous improvement changes and activities suggested for Block I, II, and III and Core courses include:
Assignment Format
Increase the number of texts for information inquiry to build further skills.
Opportunities for mastery with two-draft model and graded rehearsals for final presentations.
Incorporate student reading in-class.
Assign responsibilities of leading class in learning activities.
Assign fixed deadlines for stages of writing project.
Combine text and visual learning activities so ideas are connected.
Increase clarity of assignment instructions.
Update rubrics so they align specifically with assignment expectations and content.
Change the point system of learning activities to ensure students recognize their importance.
Increase clarity of assignment expectations and description of learning competencies.
Modify quiz wording and format to increase clarity.
Instructional Process
Advance student engagement through application of learning activity.
Increase class discussion.
Remind students regularly of course expectations and the importance of keeping up with class materials and readings.
Increase lectures where students can synthesize content and connect learning segments.
Increase discussion and coverage of the course material.
Implement learning activities that advance course content and student achievement.
Update laboratory manual with greater clarity and specific procedures.
Provide formal support at the end of each lab.
Increase instruction on content and terminology.
Increase student engagement with content.
Add real-world examples and current events in the content and course material.
Incorporate more practice and discussion sessions.
Locate real world writing models from the field of study.
Incorporate targeted activities to practice style guides.
Increase scholarly sources and practice.
More examples using problem-solving skills.
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Explanation and assistance from the instructor.
More time should be spent on mathematical functions.
Supplemental Support
Increase engagement with the writing lab and explore a supplemental support writing lab attached to Block I courses.
Refer students to early alert for absenteeism and missed assignments.
Create a safe classroom and office that will encourage students to seek help.
Add computerized program and computer lab to help students overcome deficiencies in Math.
Collaborative Learning
Encourage group studying.
Provide numerous opportunities for students to engage with content through critical analysis and class discussions.
Add formal peer review of first drafts.
Course Structure
Reword syllabus to ensure assignments are well explained.
Reorganize course construction for shorter course length.
Provide in-class extra credit activities.
Ensure course is organized and systematic.
Increase the number of exams.
Provide extra credit and open lab hours to advance studying and mastery of material.
Increase the number of assignments, but shorten the length.
Consolidate sections to create more time to focus on material.
Split exam material.
Allow students to focus on smaller sections of the material at a time.
Increase the number of individual conferences during class.
Add more quizzes and give a quiz after each individual set.
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
Appendix B
Tulsa Curriculum Results Summer Sessions One and Two
Course Assessment Reports
Block One: Aesthetic Inquiry and Creative Experience Results
Continuous improvement changes and activities for Block I include:
Increase the number of texts for information inquiry to build further skills (assignment format).
Increase the number of assignments, but shorten the length (course structure).
Opportunities for mastery with two-draft model and graded rehearsals for final presentations (assignment format).
Increase engagement with the writing lab and explore a supplemental support writing lab attached to Block I courses (supplemental
support).
Refer students to early alert for absenteeism and missed assignments (supplemental support).
Incorporate student reading in-class (assignment format).
Assign responsibilities of leading class in learning activities (assignment format).
Assign fixed deadlines for stages of writing project (assignment format).
Advance student engagement through application of learning activity (instructional process).
Increase class discussion (instructional process).
Combine text and visual learning activities so ideas are connected (assignment format).
Block I Course Assessment Reports: Session One
Courses Sample Measure Results KPI
Met/Not
Met
Learning Experience Continuous Improvement
Changes
S1
ENGL
2513
3 Essay 100%
achieved
75%/met
expectations
or higher
Met Students demonstrated difficulty
with the development of a
coherent argument throughout
the entire essay. Students were
able to select textual evidence,
but found it challenging to
provide sufficiently nuanced
analysis of it. A small sample of
students had difficulty with
using correct grammar.
This is the second course I have
used two-draft approach to essay
writing. I find it is an effective
means for providing feedback and
guidance that students can then
use to refine their work. In this
course, each of my students was
able to move from a B to an A on
the second/final draft. The next
time I teach the course, I will
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require a third text in the final
draft, thereby encouraging them to
build further on the skills they are
developing.
S1
REL 2503
9 Essays 92%
achieved
75%/met
expectations
or higher
Met Student attendance and
completing assignments on time
was a difficulty for a small set of
students. The strict attendance
policy and assignment deadlines
did not seem to deter some
students.
To address the shortened time-
frame, the number of essay and
reading assignments were
increased: however, the length of
the assignments were
shortened. The strategy was
successful.
S1
SP 2113
22 To
Sway/Convince
Graded
Rehearsal and
Final
Presentation
100%
achieved
75%/met
expectations
or higher
Met Students achieved rubric criteria
at 9.79 out of 10.50 for the
graded rehearsal and 10.12 out
of 10.50 for the final
presentation, an increase of
.33. The areas in rehearsal for
students who performed at an
average level was 21% of
students for Effective Use of
Information and 23% of students
for Bullets, Organization, and
Usage. Students improved in
both areas in the final
presentation. The Final
performance revealed that 5% of
students performed at an average
level for effective use of format
of the speech, the benefits, and
call to action, as well as speech
choice and delivery.
The graded rehearsal and final
presentation for To
Sway/Convince presentation
provides students the opportunity
to build the Sway
Speech. Students complete
examples and worksheets, as well
as receive feedback. Students
complete three separate speeches
that increase in time and
complexity throughout the course,
which improves practical oral
communication skills.
S1
THEA
1063
31 Essay 77%
achieved a
75%/met
expectations
or higher
Not Met The assignment was a formal
essay and students were
instructed to not use first person.
The expected criteria was
defined both verbally and in
In the future, I would like to see a
support lab connected to this class
that would help students who
struggle with writing. I referred
students to the writing center, two
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
print. The majority of students
received the emerging rating for
using first person. There was a
substantial
Non-domestic speaking student
population in the course. The
students struggled with grammar
and syntax, which is part of the
evaluation criteria. The students
who did struggle were able to
make valid points.
students attended. I will continue
to refer students to the writing
center.
Block I Course Assessment Reports: Session Two
Courses Sample Measure Results KPI
Met/Not
Met
Learning Experience Continuous Improvement
Changes
S2
CPLT
2253
3 Quizzes,
Reflection
Essays, and In-
class Film
Discussions
100%
achieved a
75%/met
expectations
or higher
Met Student difficulty was
demonstrated by the lack of
thoroughness with readings and
completion of readings.
Incorporate student reading of key
pieces in class to sell them on the
relevance of reading in answering
pre-reading questions.
Assign responsibility of pre-
reading questions to each student
to increase completion of assigned
readings and responsibility for the
material. Students will be
responsible for leading class
discussions.
S2
CPLT
2383
27 Exams,
Research
Paper, and
Participation
and Attendance
96%
achieved a
75%/met
expectations
or higher
Met Students underestimate the
demands involved in the subject,
they expect more story-telling
and less analysis. Research
papers were primarily mediocre,
with some stellar exceptions. I
devote 1-2 class meetings early
on “How to write a research
Assign completion of particular
stages of writing project with
fixed deadlines during the
semester, so students don’t wait
until the paper is due and write in
a single sitting without editing.
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
paper,” but although students
listen, their performance
indicates that very little of what
I said got through to them.
Students have difficulty arguing
a point on the basis of evidence,
even when they are science
majors.
S2
FLM/MUS
2213
14 Essays,
Listening
Tests, Critical
Essay, and
Participation
100%
achieved a
75%/ met
expectations
or higher
Met The course was provided a
supplemental writing assistant,
who provided supplemental
instruction in addition to the
regular class meetings. The
course was designated for at risk
students. Students demonstrated
greater difficulty with content
and writing during the first part
of the course, but as the course
progressed their understanding
of content and quality of writing
increased.
To maintain student engagement,
I make the story come alive for
them by showing how the music
helps reveal deeper emotions and
meanings to the stories,
characters, and individual scenes.
To assist with the summer class, I
screen much of each of the eight
films, and take time for class
discussion, so students can better
comprehend the story and how the
music functions in the film.
S2
PHIL 1123
18 Weekly
Writing
Assignments
and
Participation
100%
achieved a
75%/met
expectations
or higher
Met Most students could write
adequately, though there was
room for improvement. The
biggest challenge for them is to
rise to the level of critical
thinking about deeper issues, as
opposed to surface engagement
with plots and stories.
To stimulate both areas for
improvement, I plan to devote
more time to assigning and
analyzing philosophical texts we
read alongside of the movies we
watch, connecting the issues of
the latter with the ideas of the
former.
Block Two: Historical and Social Interpretation Results
Continuous improvement changes and activities for Block II include:
Increase clarity of assignment instructions (assignment format).
Remind students regularly of course expectations and the importance of keeping up with class materials and readings (instructional
process).
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
Encourage group studying (collaborative learning).
Update rubrics so they align specifically with assignment expectations and content (assignment format).
Increase lectures where students can synthesize content and connect learning segments (instructional process).
Change the point system of learning activities to ensure students recognize their importance (assignment format).
Provide numerous opportunities for students to engage with content through critical analysis and class discussions (collaborative learning).
Reword syllabus to ensure assignments are well explained (course structure).
Increase student engagement with content (instructional process).
Block II Course Assessment Reports: Summer Session One
Courses Sample Measure Results KPI
Met/Not
Met
Learning Experience Continuous Improvement
Changes
S1
AHS 2123
22 Final Essay 100%
achieved
75%/met
expectations
or higher
Met Two students had difficulty
understanding the purpose of the
assignment. Students were to
describe in a 3-5 page paper, the
importance of folk healing in the
students’ chosen field of study
(nursing, engineering, physical
therapy, music). The students
misinterpreted the paper
requirements and focused on folk
healing subgroups. Subgroups
were discussed in other sections
of the course.
The next time I teach this course, I
will clarify the instructions in
greater detail.
S1
BUS 1013
10 Quizzes 88%
achieved
75%/met
expectations
or higher
Met The quizzes are designed to test
knowledge of class material and
assigned readings including
working understanding of
business on both theoretical and
practical level (global markets,
ethics and social responsibility,
management, entrepreneurship,
human resources, marketing and
finance). Students completed a
combination of question formats
Students tend to perform lower on
the first quiz as they adapt to the
number of readings required for
each content section. These are
typical results for this course.
Class material and readings are
detailed specifically in the syllabus
with reminders each week to keep
up with class material and
readings.
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including multiple choice, fill-in-
the-blank, short answers, and/or
essays. Quiz one was the most
difficult for students, which
focused on dynamic business
environment, global markets,
ethics and social responsibility,
and how to form a business.
Students improved performance
in quizzes 2-4.
S1
ECON
2023
22 In-class
Exams
88%
achieved
75%/met
expectations
or higher
Met In-class exams require students to
apply tools used within
microeconomics to analyze
problems related to producer and
consumer behavior, market
equilibrium, and market failures.
Analyzing problems related to
microeconomics is a common
learning challenge. Content topics
are included in readings and
addressed in class discussions, as
well as class hand-outs, group
studying is encouraged. No
particular changes will be made for
fall 2018.
S1
EDUC
2023
24 Research
Paper
100%
achieved
75%/met
expectations
or higher
Met Students with lower grades
showed up late to class, did not
complete readings, and failed to
engage in class discussions.
Some students had difficulty with
spelling and grammar, but
generally, did a good job of
choosing interesting topics,
searching out interesting sources,
and communicating the
information.
The next time I teach this class, I
plan to change the grading rubric.
I plan to increase alignment with
assignment expectations and
content. The writing rubric from
TULAP does not address the
content specifics required for the
course.
S1
MSTU
2003
10 Final Exam
and Final
Paper
100%
achieved
75%/met
expectations
or higher
Met This course is a study abroad
experience. The purpose of the
course is to provoke students to
think more deeply about the role
that public spaces play in
constructing a sense of common
I will add lectures in Tulsa after
the two weeks spent in Athens and
Florence to improve connecting the
public spaces.
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
identity. Students visited three
different sites of study: Tulsa,
OK, Athens, Greece, and
Florence, Italy. Some students
had difficulty connecting the
International segment of the
course in Athens and Florence
with Tulsa segment.
S1
NSG 2103
22 Written
assignments,
reflections,
and quizzes
100%
achieved
75%/met
expectations
or higher
Met Student attendance and failure to
complete assignments and
quizzes negatively impacted
student performance. Some
students did not read emails and
failed to communicate with
faculty.
This course is team taught. We
plan to change the percentage of
quizzes and assignments and
continue to stress the importance
of submitting assignments and
taking quizzes when they are
available. We do not provide a
make-up time. We plan to
continue to evaluate learning
challenges.
S1
WS 2063
14 Final Exam 79%
achieved
75%/met
expectations
or higher
Not Met 31% of students lacked detail
and/or thoroughness in responses.
Cited very few specific examples
or no examples from lectures and
a few of the readings to
substantiate points.
Demonstrated little to no attempt
to offer critical analysis.
Students are regularly reminded
that they must keep up with
readings and viewing of episodes
and prepare for discussions, class
presentations, and compete for
House points. This course is
heavily discussion based. Student
attendance, preparedness, and
active participation are essential.
Students are encouraged and
expected to interact critically with
the material and their colleagues.
Block II Course Assessment Reports: Summer Session Two
Courses Sample Measure Results KPI
Met/Not
Met
Learning Experience Continuous Improvement
Changes
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
S2
AHS 2123
23 Online
Discussion;
Quizzes,
Interviews,
Essay, and
Final Project
100%
achieved
75%/met
expectations
or higher
Met Miscommunication of wording
on final essay. Student
misinterpreted the instructions,
assignment was over importance
of their chosen field.
I will reword the syllabus and
ensure assignments are well
explained.
S2
HIST
2283
15 Critical
Response
Essay
93%
achieved
75%/met
expectations
or higher
Met Some students (athletes) are not
fully engaged in the course. The
support staff in the athletic
department are extensively too
involved in preparing the
students for course requirements.
Increase engagement of students in
key aspects of course material. I
am dedicated to students who are
prepared and motivated. I treat all
students with respect.
Block Three: Scientific Investigation Results
Continuous improvement changes and activities for Block III include:
Reorganize course construction for shorter course length (course structure).
Increase discussion and coverage of the course material (instructional process).
Implement learning activities that advance course content and student achievement (instructional process).
Update laboratory manual with greater clarity and specific procedures (instructional process).
Increase clarity of assignment expectations and description of learning competencies (assignment process).
Provide formal support at the end of each lab (instructional process).
Provide in-class extra credit activities (course structure).
Increase instruction on content and terminology (instructional process).
Modify quiz wording and format to increase clarity (assignment format).
Ensure course is organized and systematic (course structure).
Increase the number of exams (course structure).
Add real-world examples and current events in the content and course material (instructional process).
Provide extra credit and open lab hours to advance studying and mastery of material (course structure).
Block III Course Assessment Reports:
Courses Sample Measure Results KPI
Met/Not
Met
Learning Experience Continuous Improvement
Changes
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
S1
ANTH
2033
7 Midterm,
Final Exam,
Papers, Hands
On labs, and
Critical
Thinking labs
88%
achieved
75%/met
expectations
or higher
Met Exams: 86% of students achieved
75%/met or higher.
Papers: 100% of students
achieved 75%/met or higher.
Labs: 81% of students achieved
75%/met or higher.
Students demonstrated greater
difficulty with critical thinking
labs. Based on the rubric results,
students are unable to fully
understand, analyze, and
synthesize course and related
materials in a meaningful way.
Students report in course
evaluations that the timeline for
each of the assignments was too
short and prevented full immersion
in the material. Several students
failed to complete the activities on
time or at all.
Changes to be made in the event
the course is taught again in future
sessions:
a. 3 exams rather than 2
b. Shift labs earlier in the day and
before the afternoon class
c. Computer modules for self-study
required before class
d. Change to 7-week rather than 5-
week course
e. Labs will be spread out more
evenly throughout the course
S1
ANTH
2083
11 Exam 82%
achieved
75%/met
expectations
or higher
Met The exam emphasized the
introduction and origin of sexual
reproduction, evolution of
behavior, and brief evolution of
humans. The exam was short
answer and multiple choice based
questions. Student are expected
to emphasize general concepts
and theory in applied questions.
Some students had difficulty with
applied questions.
The next time I teach this course, I
will increase discussion and
coverage of the material and make
the exam cumulative, so students
will emphasize all content areas.
S1
BIOL
1033
4 Exams 100%
achieved
75%/met
expectations
or higher
Met Students are expected to
demonstrate basic understanding
of the physical environment,
basic ecology, and man’s impact
on the environment. This course
is designed for students who are
I have implemented a learning
activity where I provide a list of
60-80 questions, which students
will answer throughout the course.
I provide the questions before each
exam, so students can address each
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
neither majoring nor minoring in
Biology. Non STEM majors tend
to not realize the level to which
they must know the material for
the exams. Students have
difficulty understanding the
relationship between the physical
environment and how it impacts
the biological environment.
question prior to the test. The
students have responded positively
to the learning activity and student
achievement has increased.
S1
CHEM
1011
16 Lab Report 56%
achieved
75%/met
expectations
or higher
Not Met Students failed to collect quality
data, demonstrated problems with
accuracy, failed to follow
procedures, had calculation
errors, and formatting errors.
I am editing the Lab Manual so it
is more clear and specific to help
students avoid procedural mistakes
that often led to bad data.
S1
CHEM
1053
9 Final
Presentations
89%
achieved
75%/met
expectations
or higher
Met This course is a study abroad
course where students explain the
basics of chemistry in the context
of cuisine in four distinct but
relatively close geographical
regions of Europe. Some
students had trouble synthesizing
the information into the larger
context of the course and were
simply descriptive. Students
were expected to explain the
availability of different food
sources and cooking methods that
influenced cultural factors related
to foods and materials available
in the region.
Increase clarity of the final
assignment expectations and
description of learning
competencies.
Block III Course Assessment Reports:
Courses Sample Measure Results KPI
Met/Not
Met
Learning Experience Continuous Improvement
Changes
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
S2
BIOL
1011
6 Quizzes and
Lab Reports
100%
achieved
75%/met
expectations
or higher
Met Students failing to complete or
submit assignments, and not
performing well on previous lab
material.
Complete a formal round-up at the
end of each lab.
S2
BIOL
1013
4 Exams and
Research Paper
100%
achieved
75%/met
expectations
or higher
Met Non-science majors have
difficulty mastering the material.
Continue to provide in-class extra
credit activities to encourage
mastery of difficult scientific
concepts.
S2
BIOL
1053
22 Assignments,
Exams,
Presentation,
and Paper
100%
achieved
75%/met
expectations
or higher
Met Non-science majors have
difficulty with science
terminology.
For summer school session, I will
cut back on the quantity of work
and spend more time on scientific
content and terminology.
S2
BIOL
1021
17 Quizzes 65%
achieved
75%/met
expectations
or higher
Not Met Lack of understanding of how to
apply material and calculations
from the labs. Calculation
errors. Fast speed of summer
session, students have difficulty
keeping up.
Modify wording and format on
quizzes to make the questions
clearer to students.
S2
CHEM
1023
28 Quizzes 65%
achieved
75%/met
expectations
or higher
Not Met Difficult content and fast pace of
summer session.
My approach to this difficult
material is to approach it in an
organized, systematic way to try
and make it easy to understand as
possible for students. I believe
my preparation plays an important
role in their success and I strive to
be as prepared as possible.
S2
CHEM
2023
6 Exams 67%
achieved
75%/met
expectations
or higher
Not Met This is a required course for
Energy Management majors.
The principle challenge for
students in this class is the large
volume of material that is
covered over a very short period
of time. Over the last two years,
I went from a 2-exam format to a
4-exam format. While this
decreased lecture time available a
bit, it seemed to improve student
performance.
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
I recognized a problem with
students assimilating that
material in the time available.
S2
CHEM
2024
18 Lecture
Reinforcements
(In-class open
note quiz)
78%
achieved
75%/met
expectations
or higher
Not Met This is a Block III course for
majors in business, arts, social
sciences, and the humanities.
The principle challenge for
students in this class is that they
have limited exposure to
scientific concepts and in many
cases have very little interest in
the subject matter.
I add as many real-world
examples and discuss as many
current events in the context of the
course material as possible.
Efforts are made to appeal to the
student’s interests in topics that
affect them. There are more
exams, so there is less pressure to
memorize material. I feel this
enhances student participation and
therefore success.
S2
BIOL
2151
18 Quizzes and
Lab Practicum
Exams
100%
achieved
75%/met
expectations
or higher
Met Difficult content. My teaching
load was heavy and I could not
help students as much during the
open lab hours as I usually do.
Human anatomy is by its nature
difficult; I have used incentives
such as extra credit dissections to
encourage students to study and
master the material. Open lab
hours for students to do hands-on
studying of the dissection material
and microscope slides. In the fall,
I will have more time to help at
open lab hours and have review
sessions.
Core Curriculum Findings: English and Mathematics
Continuous improvement changes and activities for English include:
Reorganize course construction for shorter course length (course structure).
Incorporate more practice and discussion sessions (instructional process).
Locate real world writing models from the field of study (instructional process).
Incorporate targeted activities to practice style guides (instructional process).
Increase scholarly sources and practice (instructional process).
Increase the number of individual conferences during class (course structure).
Add formal peer review of first drafts (collaborative learning).
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
Continuous improvement changes and activities for Mathematics include:
More examples using problem-solving skills (instructional process).
Explanation and assistance from the instructor (instructional process).
More time should be spent on mathematical functions (instructional process).
Consolidate sections to create more time to focus on material (course structure).
Split exam material (assignment format).
Allow students to focus on smaller sections of the material at a time (instructional process).
Add more quizzes and give a quiz after each individual set (course structure).
Create a safe classroom and office that will encourage students to seek help (supplemental support).
Add computerized program and computer lab to help students overcome deficiencies (supplemental support).
Core Curriculum Course Assessment Reports: Summer Session One
Courses Sample Measure Results KPI
Met/Not
Met
Learning Experience Changes
S1
ENGL
3003-
BUS
15 Research
Report
100%
achieved
75%/met or
higher
Met For summer session, the most
difficult determining factors for
student’s success on a research
report is the time constraint. It is
difficult for students to brainstorm
ideas, determine a topic, complete
research, and write and revise a
lengthy document in the amount
of time available.
When I teach this course during the
school year, I wait until the middle
of the semester to introduce the
research report. In future summer
sessions, I will introduce the report
in the first few days of class.
S1
ENGL
3003-ENS
14 Research
Report
93%
achieved
75%/met or
higher
Met Students experienced difficulty
with the compressed time frame,
the number of assignments to
complete, being unfamiliar with
processes and genres/styles of
writing, lack of accessible writing
styles in their disciplines, and
unfamiliarity with standard
writing style guides.
I would incorporate more practice
and discussion sessions around
what elements constitute a
professional document/report.
Locate and share real-world writing
models from the field of study, and
develop and incorporate targeted
activities that require students to
seek out and practice with style
guides appropriate to their fields.
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
S1
MATH
1103
7
Exams 71%
achieved
75%/met or
higher
Not Met Students struggled the most on
“problem solving with quadratics”
and “rational functions.”
To improve on “problem solving
with quadratics”, more examples
using these problem solving skills
should be done by students in class
with explanation and assistance
from the instructor. To improve on
“rational functions”, more time
should be spent on rational
functions. We could possibly
consolidate some of the early
sections on trigonometry or early
sections on functions to allow for
this.
S1
MATH
1163
16 Exams,
Quizzes, &
Math
Assignments
88%
achieved
75%/met or
higher
Met Basic calculus is incredibly work
intensive. It takes a good amount
of time for students to master the
concepts – and the time constraint
over the summer does not help
this challenge. Student success in
the course requires and incredible
work ethic and diligence each day
by students. Students need to
practice the material each day. If
they fail to do so, they will
struggle to move on the lecture for
the following day.
Instead of splitting the course into
two 150-point exams, I may split
into three 100 point exams. This
way, students will be preparing for
less material on each exam, which
may lessen the learning challenges.
This will be difficult to implement
in a summer course, but I believe it
would be wise to allow students to
focus on smaller sections of the
material at a time.
Core Curriculum Course Assessment Reports: Summer Session Two
Courses Sample Measure Results KPI
Met/Not
Met
Learning Experience Changes
S2
ENGL
1033
16 Out-of-class
writing and
research
88%
achieved
75%/met or
higher
Met Students are challenged with
participating actively, submitting
work on time, and being on time
for class. Students also had
difficulty keeping up with
Students who take the course for
the summer are more academically
challenged. Some are retaking the
course or retaking to improve their
skills. To improve research, I plan
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
readings and writing for class.
Students have difficulty with
sources, they struggle with correct
and consistent formatting styles.
to decrease fiction and increase
critical and scholarly sources. I
also plan to increase the practice of
skills outside of class.
S2
ENGL
3003 ENS
15 Resume/job
application
packet
assignment
100%
achieved
75%/met or
higher
Met Some international students do not
find the assignment beneficial
since they will be guaranteed
employment when they graduate.
Confidence and self-reflection is
difficult for some students.
Increase the number of individual
conferences during class.
S2
ENGL
3003 HS
9 Research
Report
100%
achieved
75%/met or
higher
Met Following directions, adhering to
APA style, minimizing errors,
maximizing critical thinking and
analysis in explanation sections.
I would like to add formal peer
review of first drafts. The review
will help students identify examples
of insightful ideas and paragraphs
that deepen critical insights about
the source material.
S2
ENGL
3003 BUS
12 Research
Report
100%
achieved
75%/met
expectations
or higher
Met Students have difficulty with
formatting and arranging their
documents, which is a major
aspect of technical
communication.
I would like to add a peer-review
day at the end of the course, so that
as a class we could review the
importance of document design.
S2
MATH
1083
7 Quizzes and
writing
assignments
100%
achieved
75%/met
expectations
or higher
Met There is a lot of content covered in
the course, and not all content is
related to other content. The
course is a survey of topics.
I plan to include additional quizzes
and give a quiz after each
individual set of material. This
may help students keep the material
organized.
S2
MATH
1093
18 Assignments
and Exams
75%
achieved
75%/met
expectations
or higher
Not Met Difficulty with high school
algebra, functions, equations of
lines and graphing them, quadratic
equations, break even analysis,
logarithmic expressions, and
choosing correct financial
formulas.
We need to make the classroom and
office hours psychologically safe so
students will reach out and ask for
help. Students need frequent
feedback about the material, more
frequent low-stakes assessment,
and more opportunities to
improvement skills through
supplemental homework
assignments and targeted review.
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
A classroom with computers would
allow students to have access to
“Study Plan” in Web Assign to help
correct deficiencies.
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
Appendix C
The University of Tulsa
Tulsa Curriculum Institutional Learning Outcomes (ILO) Summer Session 1 and 2 Curriculum Map
Pilot Study
Block One Course Map
Courses Institutional
Learning
Outcome One
Institutional
Learning
Outcome Two
Institutional
Learning
Outcome Three
Institutional
Learning
Outcome Four
Institutional
Learning
Outcome Five
Summer
Session
Block One
Aesthetic
Inquiry and
Creative
Experience
Demonstrate
literacy through
information
inquiry and
application of
knowledge in the
sciences,
humanities, and
arts.
Think critically
by analyzing,
synthesizing, and
evaluating
information.
Write and
present clearly,
practicing the
skills of effective
communication
across the
curriculum.
Recognize ethical
dilemmas and
determine how
best to respond to
them.
Apply knowledge
and talents to
identify and
address real
world problems
in the local or
global
community.
Session
CPLT 2253 Direct Measure:
Quizzes
Direct Measure:
Reflection Essay
Direct Measure:
Essay
Direct Measure:
In-class Film
Discussions
Direct Measure:
In-class Film
Discussions
2
CPLT 2383 Direct Measure:
Quizzes
Direct Measure:
Reflection Papers
Direct Measure:
Reflection Papers
2
ENGL 2513 Direct Measure:
Exams
Direct Measure:
Essay
Direct Measure:
Essay and
Discussions
1
MUS 2213 Direct Measure:
Essays and
Listening Test
Direct Measure:
Essays
Direct Measure:
Essays
2
PHIL 1123 Direct Measure:
Weekly Papers
Direct Measure:
Weekly Papers
Direct Measure:
Weekly Papers
Direct Measure:
Weekly Papers
Direct Measure:
Weekly Papers
2
REL 2503 Direct Measure:
Essays
Direct Measure:
Essays
Direct Measure:
Essays and
Response Papers
Direct Measure:
Essays
1
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
SP 2113 Direct Measure:
Presentations
Direct Measure:
Presentations
Direct Measure:
Final Assessment
and Presentations
Direct Measure:
Presentations
Direct Measure:
Presentations
1
THEA 1063 Direct Measure:
Quizzes
Direct Measure:
Response
Statements
Direct Measure:
Final Paper
1
Block Two Course Map
Block Two
Historical and
Social
Interpretation
Demonstrate
literacy through
information
inquiry and
application of
knowledge in the
sciences,
humanities, and
arts.
Think critically
by analyzing,
synthesizing, and
evaluating
information.
Write and
present clearly,
practicing the
skills of effective
communication
across the
curriculum.
Recognize ethical
dilemmas and
determine how
best to respond
to them.
Apply knowledge
and talents to
identify and
address real
world problems
in the local or
global
community.
Session
AHS 2123 Direct Measure:
Cultural
Foundation
Writing
Assignments
Direct Measure:
Health and Illness
Writing
Assignments
Direct Measure:
Health Fair
Presentations and
Writing
Assignments
Direct Measure:
Discussion Board
Assignments and
Essays
Direct Measure:
Health Fair
Project and
Essays
1 & 2
BUS 1013 Direct Measure:
Quizzes
Direct Measure:
Business Plan
Project
Direct Measure:
Business Plan
Project and Oral
Presentation
Direct Measure:
Business Plan
Project
1
ECON 2023 Direct Measure:
Exams
Direct Measure:
Current Events
Project
Direct Measure:
Current Events
Project
1
EDUC 2023 Direct Measure:
Exams
Direct Measure:
Essays
Direct Measure:
Research Paper
1
HIST 2283 Direct Measure:
Critical Response
Essays
Direct Measure:
Critical Response
Essays
Direct Measure:
Critical Response
Essays
2
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
MSTU 2003 Direct Measure:
Final Exam
Direct Measure:
Final Paper
Direct Measure:
Final Paper and
Class Discussions
Direct Measure:
Local and Global
Field Trips
1
NSG 2103 Direct Measure:
Quizzes
Direct Measure:
Reflection Papers
Direct Measure:
Reflection Paper
and Oral
Presentation
Direct Measure:
Reflection Papers
1
WS 2063 Direct Measure:
Exams
Direct Measure:
Reading Notes
Direct Measure:
Term Project and
House Teaching
Presentation
1
Block Three Course Map
Block Three
Scientific
Investigation
Demonstrate
literacy through
information
inquiry and
application of
knowledge in the
sciences,
humanities, and
arts.
Think critically
by analyzing,
synthesizing, and
evaluating
information.
Write and present
clearly, practicing
the skills of
effective
communication
across the
curriculum.
Recognize ethical
dilemmas and
determine how
best to respond
to them.
Apply knowledge
and talents to
identify and
address real
world problems
in the local or
global
community.
Session
ANTH 2033 Direct Measure:
Exams
Direct Measure:
Research Papers
Direct Measure:
Research Papers
Direct Measure:
Research Papers
1
ANTH 2083 Direct Measure:
Exams
Direct Measure:
Research Paper
Direct Measure:
Research Paper
1
BIOL 1011 Direct Measure:
Quizzes
Direct Measure:
Lab Reports
Direct Measure:
Lab Reports
2
BIOL 1013 Direct Measure:
Exams
Direct Measure:
Paper
Direct Measure:
Paper
2
BIOL 1033 Direct Measure:
Exams
Direct Measure:
Exams
1
BIOL 1053 Direct Measure:
Exams
Direct Measure:
Exams
Direct Measure:
Journal
Direct Measure:
Journal
2
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
CHEM 1011 Direct Measure:
Quizzes
Direct Measure:
Lab Reports
Direct Measure:
Lab Reports
1
CHEM 1013 Direct Measure:
Exams
Direct Measure:
Exams
1
CHEM 1021 Direct Measure:
Lab Reports
Direct Measure:
Lab Reports
Direct Measure:
Lab Reports
2
CHEM 1023 Direct Measure:
Exams
Direct Measure:
Exams
Direct Measure:
Short Answers
2
CHEM 1053 Direct Measure:
Exams
Direct Measure:
Journaling
Direct Measure:
Journaling
Direct Measure:
Lab Discussion
and Final Exam
1
CHEM 2023 Direct Measure:
Exams
Direct Measure:
Exams
Direct Measure:
Problem-solving
Assignments
Direct Measure:
Problem-solving
Assignments
2
CHEM 2024 Direct Measure:
Quizzes and Lab
Exams
Direct Measure:
Quizzes and Lab
Exams
Direct Measure:
Lecture
Reinforcements
Direct Measure:
Lecture
Reinforcements
2
Core Course Map
Core Curriculum
Demonstrate
literacy through
information
inquiry and
application of
knowledge in the
sciences,
humanities, and
arts.
Think critically
by analyzing,
synthesizing, and
evaluating
information.
Write and present
clearly, practicing
the skills of
effective
communication
across the
curriculum.
Recognize
ethical dilemmas
and determine
how best to
respond to them.
Apply knowledge
and talents to
identify and
address real
world problems
in the local or
global
community.
Session
ENGL 1003 Direct Measure:
Essays
Direct Measure:
Essays
2
ENGL 3003 Direct Measure:
Research Report
Direct Measure:
Oral Presentation
and Research
Report
1
P a g e | 29
For questions contact: Monica Varner, Ph.D., Director of University Assessment
MATH 1083 Direct Measure:
Quizzes
Direct Measure:
Writing
Assignments and
Discussions
2
MATH 1093 Direct Measure:
Exams and Short
Answers
2
MATH 1103 Direct Measure:
Exams
1
MATH 1163 Direct Measure:
Exams
1
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
Appendix D
Tulsa Curriculum Block and Core Proposed Student Learning Outcomes
University Assessment Committee
Approved June 27, 2018
The statements below are the proposed student learning outcomes for the Core curriculum in mathematics and English as well as Blocks
I, II, and III.
Students will:
Core Curriculum: Mathematics
1. Demonstrate independent learning of mathematics by connecting math concepts and problem solving skills to solve new problems.
2. Demonstrate critical thinking in mathematics by exploring examples, posing questions, and analyzing results.
3. Communicate ideas and solutions effectively using mathematical vocabulary, notation, and technology.
Core Curriculum: English
1. Demonstrate the values and conventions of academic and professional writing
Document sources, use appropriate and consistent voice, format according to discipline-specific standards
2. Apply a process-based approach to achieve successful written communication
Brainstorm, research, draft, peer review, reflect, share/publish
3. Assess writing situations to read, analyze, and compose texts appropriate for various purposes, audiences, and genres
Analyze, evaluate, integrate, synthesize.
Block I: Aesthetic Inquiry and Creative Experience
1. Write and communicate clearly about human creativity and aesthetic experience.
2. Demonstrate foundational knowledge of the arts and humanities through investigation and analysis of creative artifacts, such as texts,
works of art or music, or systems of thought, or by learning how to produce or perform creative works.
3. Critically engage with the existential value of human creativity and aesthetic experience within your own or other societies, past or
present, through production/performance of creative works or through analysis of creative products.
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For questions contact: Monica Varner, Ph.D., Director of University Assessment
Block II: Historical and Social Interpretation
1. Apply tools of analysis and critical thinking to understand problems related to human behavior and societies.
2. Make connections to other times and peoples, including their works, beliefs, and cultures.
3. Write effectively as appropriate for the discipline using credible, adequate, and relevant evidence.
4. Demonstrate foundational knowledge and skills in the methods of investigating, expressing, and evaluating concepts as appropriate for
the discipline.
Block III: Scientific Investigation
1. Describe the scientific method and apply it to methods of study.
2. Discuss examples of challenging and controversial scientific works.
3. Describe major theories that underlie an area of scientific study.
4. Articulate the relevant ethical framework for scientific investigation.
5. Explain how science impacts everyday life.