Section 3.5.1: Educational Programs: Undergraduate Programs

Judgment of Compliance

Requirement

The institution identifies college-level competencies within the general education core and provides evidence that graduates have attained those competencies.

Narrative

McNeese State University is in compliance with Comprehensive Standard 3.5.1.

The University identifies college-level competencies within the general education core and provides evidence that graduates have attained those competencies.

University Core Values and Academic Competencies

The University’s efforts to identify college-level competencies within the general education core are informed by the core values that sustain and guide academic programs and courses. The relationship between the University values and the general education competencies is mutually reciprocal: the values the University has identified as essential foster the academic competencies; the academic competencies promote the values. The values pertinent to the general education competencies are listed below:

Academic Excellence

• Emphasize excellence in instruction;

• Develop programs that are viable, innovative, and relevant to market needs;

• Infuse a global outlook and ethical standards in course content and curriculum development;

• Encourage undergraduate and graduate research in appropriate disciplines.

Student Success

• Foster a climate that enhances student learning, focuses on retention, values advising, and enriches the quality of campus-life;

• Nurture an environment to support cultural diversity;

• Present students opportunities for leadership;

• Provide venues for learning to attract non-traditional students.

College-Level Competencies as Defined by the Louisiana Board of Regents

McNeese State University has integrated the college-level competencies of the Statewide General Education Requirements as prescribed by the Louisiana Board of Regents Policy. These competencies are interwoven into the course work and experiences of all undergraduate students and culminate in their various capstone experiences. These goals outlined in the Board of Regents Academic Affairs Policy 2.16 are as follows:

• Communicate effectively in oral and written English;

• Read with comprehension;

• Reason abstractly and think critically;

• Understand numerical data and statistics;

• Understand the scientific method;

• Be familiar with key technological and informational applications;

• Learn independently;

• Recognize and appreciate cultural diversity;

• Understand the nature and value of the fine and performing arts;

• Develop a personal value system while retaining a tolerance for others;

• Understand the American political and economic system.

College-Level Competencies as Defined by McNeese State University

An in-depth discussion of General Education at McNeese can be found in Core Requirement 2.7.3 and to a lesser degree in Comprehensive Standard 3.3.1. In its examination of the Board of Regents goals, the University Council on General Education Assessment determined that for more effective assessment implementation, the goals should be written as student learning outcomes, providing a clearer understanding of how these goals could be measured. The table

Process of Identifying College-level Competencies

In 2002, the Louisiana Board of Regents initiated a state-wide review of general education courses at all post-secondary institutions in an effort to facilitate the transfer of credit among institutions. Committees comprised of learned faculty from institutions around the state reviewed and evaluated course objectives, content, and syllabi from courses at each institution and validated that appropriate courses at institutions are comparable.

This initiative led to the formation of the Statewide Student Transfer Guide which includes a matrix of general education college credit courses which (with few exceptions) can transfer between and among most of Louisiana's public colleges and universities. The work of these committees has informed the on-going review of general education courses at McNeese State University.

The development of appropriate college-level general education coursework is the responsibility of the University’s highly qualified faculty. Adopting and/or designing textbooks and other materials appropriate to higher education, departmental faculty committees develop student learning outcomes/objectives, course syllabi, and appropriate assessments. In a collaborative effort to both facilitate mastery of general education competencies and enhance the departments’ abilities to measure and aggregate critical information about mastery of competencies, the Department of English and Foreign Languages and the Department of Mathematics have both designed and implemented exit examinations in first year courses. These data will provide insight into students’ basic competencies and first or second semester students and will also provide a benchmark against which competencies can be measured at the mid-point assessment and at graduation. The Department of English and Foreign Languages has also embarked upon creating a series of textbooks that introduce writing competencies sequentially so that students can move seamlessly from the first freshman writing course into the second and at the end of the second semester will demonstrate their skills in the exit exam.

Curriculum Development

In order to ensure that undergraduate curricula (a) address the general education competencies identified by the Board of Regents and the University; (b) are appropriate to higher education; (c) support and are informed by the University mission; and (c) are in compliance with accreditation requirements, the University has instituted policies and procedures regarding development, review, and evaluation of graduate and undergraduate curricula. The procedure is outlined below:

• In preparing the Master Plan/Progress Report each spring semester, faculty review outcomes assessment data, including data which reflect student competencies which fall within the purview of general education. Using these data they evaluate curricula and programs and, when appropriate, make recommendations for change to department heads;

• Department heads review and approve, if appropriate, faculty recommendations;

• Deans review and approve, if appropriate, department head recommendations;

• College curriculum committees review and approve recommendations;

• University Curriculum Committee reviews and approves revisions and additions to undergraduate courses and programs;

• Recommendations of the University Curriculum Committee are submitted to the Vice President of Academic Affairs, who chairs the Academic Advisory Council;

• The Academic Advisory Council reviews and approves undergraduate curricula before revisions, additions, or deletions are instituted.

The review and evaluation of undergraduate curricula are outlined in University policy entitled “Evaluation and Review of Curricular Offerings.” This policy is also published in the Faculty/Staff Handbook.

Program Coordinators

Undergraduate programs which lead to both associate and bachelor’s degrees are coordinated by academically qualified faculty members. In departments where students may select one or more concentrations, qualified Program Coordinators have been selected by individual department heads and deans to ensure the integrity of the programs.

Responsibilities of the Coordinator

A. Annual review of program against appropriate standards, including those of professional accrediting agencies, discipline-specific standards, general education competencies, if course appropriate, and/or peer institutions.

B. Annual program assessment and evaluation as part of the university master plan and progress report process.

C. Periodic research, analysis, evaluation of the academic program and collaboration with program faculty for the purpose of professional accreditation or re-accreditation and/or external review as required by McNeese’s five-year assessment cycle.

D. Purpose curricular and requirements changes to program based on assessment cycles.

Review and Evaluation of Academic Programs and Learning Outcomes

Program coordinators who are responsible for evaluating programs and learning outcomes continually assess curricula and student performance. In preparing the annual master plan/progress report each spring, program coordinators and other teaching faculty review student performance data in light of student learning outcomes. Individual faculty members are also expected to review student performance each semester so that measured outcomes may be a factor in course development and evaluation:

Course Objectives/Learner Outcomes and Assessment. This section [in the syllabus] indicates to students what they can expect to know and/or be able to do as a result of successfully completing the course requirements. Outcomes are written in terms of the knowledge or skills students will attain rather than material covered in the course. Methods for the assessment and/or evaluation of the completion of learner outcomes are included. Outcomes, where appropriate, are correlated with the program outcomes as described in the program progress report. (F/S Handbook, Section 313.7)

Development of Course Syllabi

Preparation of syllabi for courses also offers another opportunity for review of courses and programs each semester. As faculty members prepare syllabi, select texts, determine methods for assessment of student performance, they reassess content and student learning outcomes. Faculty teaching courses that have been identified as fulfilling general education objectives incorporate those competencies in their course goals. The syllabi included in supporting documents below reflect general education competencies as they are addressed through coursework.

Faculty are required to prepare and submit syllabi to department heads by the tenth day of class each semester. University policy mandates the following content for all undergraduate and graduate syllabi:

Course syllabi should include course objectives, and student learning outcomes that indicate to students what they can expect to know and/or be able to do as a result of successfully completing the course requirements. Outcomes should be written in terms of the knowledge or skills students will attain rather than material covered in the course. Methods for the assessment and/or evaluation of the completion of learner outcomes should be included. Outcomes, where appropriate, should be correlated with the program outcomes as described in the Master Plan/Progress report. (Faculty/Staff Handbook, Section 313.7)

As the University evolves into a more informed community with regard to assessments, faculty are more mindful of the importance of collecting, aggregating, and evaluating data to determine the success of individual programs.

General Education Assessment

A comprehensive review of the development of general education at McNeese State University is contained in the Status Report on General Education compiled by the Council on General Education Assessment. The Status Report reflects that assessment of general education competencies has evolved over the past twenty years. Traditionally, assessments have included ACT scores, course pass rates, course embedded assessments, Collegiate Assessment of Academic Progress scores, and Academic Profile scores. The University currently assesses competencies attained by students in several ways:

• Successful completion of college-level course work as evaluated by a qualified instructor;

• Successful completion of a course specific final examination in mathematics and writing;

• Review of results of standardized evaluation instruments for specific competencies in writing, mathematics, reading/critical thinking;

• Student opinion surveys.

Council for General Education Assessment

In 2005, in order to focus more intentionally on general education competencies and assessments, the Provost/Vice President of Academic Affairs created the Council for General Education Assessment. Its predecessor, the 2004-05 Ad Hoc General Education Task Force, had initially begun reshaping the Board of Regency general education competencies and surveying faculty on campus to determine how effectively their courses embedded the general education competencies. The Council was charged with the following responsibilities:

• Assess University’s compliance with Board of Regents general education competencies;

• Review University programs and courses to determine alignment with general education competencies;

• Assess the effectiveness of the general education core;

• Assess student achievement of general education competencies.

Armed with course descriptions, syllabi, various assessment results, and scholarly research on general education concepts, the Council began its task during the Fall 2005 semester. Like all other University operations, the work of the Council was abruptly halted by the campus-wide impact of Hurricane Rita. Resuming its important work during the Spring 2006, the Council has completed the following tasks:

• Revised the mission statement for general education;

• Recast the Board of Regents competencies in terms of student learning outcomes;

• Codified the current assessment methods;

• Defined outcomes measures.

The revised mission statement follows:

General Education at McNeese State University provides a broad-based liberal educational experience and incorporates the goals of the Statewide General Education Requirements as established by the Board of Regents in an effort to ensure that all graduates have attained the appropriate competencies. (Revised April 11, 2006)

The General Education Outcomes/Measures Matrix, developed by the Council incorporates the following information:

• General education outcomes;

• Courses whose student learning outcomes align with general education competencies;

• Typical assessment tools;

• Measured outcomes;

• 2005-2006 assessment timetable.

Overall Assessment Tools to Determine Effectiveness of General Education Core

The University currently assesses student competencies in general education through both coursework, course-embedded assessments, and nationally normed examinations. Each of these measures is discussed below.

Successful Completion of Appropriate Coursework

The General Education Ad Hoc Task Force (2002-2004) reviewed the general education goals/course requirements and identified courses whose course content met each of the general education goals. Each academic program was reviewed to ensure that each degree program incorporated a sufficient number of courses which delivered general education goals/requirements. The review indicated that each degree program incorporated the required number of credit hours. Programs leading to the baccalaureate degree are required to include forty credit hours in which general education components are embedded. Programs leading to the associate degree are required to include twenty-eight credit hours in which general education components are embedded.

In identifying courses that incorporated general education components, the Task Force discovered that a number of courses satisfied more than one of the general education competencies. The Task Force determined, therefore, that students were able to demonstrate competencies through multiple assessments across multiple courses. The examples below demonstrate this route to achieving general education competencies:

• The College of Nursing embeds assessments of mathematics proficiency in courses where students must calibrate drug dosages. Students are required to demonstrate mathematics competencies through assessments in nursing courses in order to successfully complete those courses.

• Standard course syllabi have been developed in many of the typically identified general education courses such as English 101/102, Mathematics 113, Computer Studies 101, and Speech 201/205. Course pass and resignation rates are evaluated within academic departments to ensure that delivery of course content is consistent across sections and instructors. These data are used to identify potential weaknesses or inconsistencies across the courses. The Department of Mathematics examined student performance across multiple sections and noted that students enrolled in courses that met three times weekly had a significantly higher course pass rate than students who met twice weekly. Scheduling was changed to offer more sections of the course on MWF. Data indicated that the pass rates increased by 5.3 % following the scheduling change.

It must be noted that a review of pass rates of courses typically identified as general education courses are indicative of pass rates at other comparable institutions. A selected review of typical general education course was conducted by the Council in an effort to recognize trends that may signify potential course problems.

Course-Embedded Exit Examinations

Several departments whose courses typically deliver a significant number of general education competencies have embedded exit examinations which require that students successfully pass the examination in order to receive a passing grade in the course. Such course-embedded assessment enables faculty to measure student competencies against student learning outcomes. Course-embedded assessment ensures that students have acquired and retained the knowledge and skills gained throughout the semester, hence demonstrating competency as defined the Board of Regents and the University. Courses incorporating these kinds of assessments include College Algebra, Freshman Composition, and Computer Studies.

Capstone Experience

The capstone provides an additional opportunity to assess competencies of the general education core as they relate to the student’s academic program. Course pass/withdrawal rates indicate a high rate of success of McNeese students. The majority of courses maintain a pass rate of ninety percent or greater. The 2005-06 data tends to skew some of the averages due to the effects of Hurricane Rita. (Nearly 1000 students withdrew from the University in fall 2005 and pass rates experienced a decline greater than that of typical semesters.) The capstone course is the final measure to ensure that McNeese graduates have attained the competencies in their major field as well as the skills necessary to function as a productive member of society.

STANDARDIZED EVALUATION INSTRUMENTS

Midpoint Assessment of Academic Progress

Another tool the University uses to evaluate student performance in general knowledge and skills is the midpoint assessment examination. The Collegiate Assessment of Academic Progress (CAAP) is an examination required of all students enrolled in four-year degree programs. The CAAP, or other designated exam, is administered to students who have earned between 48-80 semester hours of credit. The University Catalog informs students of the midpoint assessment requirement:

The Southern Association of Colleges and Schools (SACS) requires that a member institution periodically measure knowledge/skill gained by its students. One of the measures that McNeese uses for this purpose is the Midpoint Assessment of Academic Progress (MAAP). The purposes of MAAP testing at McNeese State University are:

• To measure educational development of students in core academic areas after the completion of the general education curriculum;

• To determine the readiness of students for beginning junior-level course work;

• To identify weaknesses and strengths of the general education curriculum at McNeese State University for use in decision making regarding the general education core; and

• To provide students soon after the mid-point of their college career with concrete information on which to base their decisions regarding careers and educational goals. Prior to graduation, all seniors are required to demonstrate competency in their major fields by completing a Capstone Experience Course in their major fields. (2006-07 University Catalog, 59)

The Council for General Education Assessment reviews data periodically to determine how effectively general education goals established by the state of Louisiana and the University are being met.

Collegiate Assessment of Academic Proficiency (CAAP)

Prior to 1999, the ACT Residual Test served as the MAAP assessment tool. When compared to ACT scores required to gain admission to the University, the Residual indicated improvement in student performance on completion of a significant portion of the general education core. Concerns regarding the effectiveness of the ACT to “measure of college-level skills” prompted a search for an alternative standardized testing instrument. The purpose of the MAAP examination is to provide a comparative measure by which to determine success in gaining general education competencies. The Collegiate Assessment of Academic Proficiency (CAAP) developed by ACT was selected. The CAAP exam is a nationally accepted standardized assessment instrument used to measure college-level writing, mathematics, reading, critical thinking, and science skills.

The CAAP was administered from 1999-2005 to students required to take the MAAP exam. Linkage reports provided by ACT Research Services indicate that approximately ninety percent of McNeese students performed at or above expected levels of progress. While these averages are slightly below the national average of ninety-two percent, McNeese students fall within acceptable limits of the national averages.

McNeese CAAP scores 2002-2005 remained within one standard deviation of the national mean, indicating that in comparison with students nationwide, McNeese students demonstrate mastery of the general education competencies.

Declining scores, however, are of concern and warrant further study. The Council has addressed these concerns and is in the process of re-evaluating the number of courses available as a part of the general education core to determine the following:

• Should the number of courses from which students may choose to fulfill their general education courses be reduced;

• Should courses identified as general education courses be more focused on the general education competencies as primary student learning outcomes;

• Should an effort be made campus-wide to emphasize the importance of incorporating general education competencies to a greater degree in appropriate courses.

While CAAP averages of McNeese students are slightly lower than the national average, ACT scores of first-time freshmen at McNeese (19.7 for the years 1996-2003) also rank below the national mean (21.8) of college enrolled freshmen. (The 1996-2003 cohort represents those typically taking the CAAP 1999-2005). Since the ACT and the CAAP have different scaled score ranges, comparisons of the numerical difference between national norms is not appropriate. Taking into account the scaled scores, percentage differences may be accurately compared. In all instances, the percentage differences of the CAAP exam (MSU vs. national average) are lower than those of the ACT, indicating a significant increase in the knowledge/skills attained by the student after coursework/experiences at McNeese.

In its efforts to adequately measure student performance at the mid-point of their college careers, the various committees charged with assessing general education at McNeese have considered several options for measurement tools:

• The ad hoc committee appointed in 2002 to review general education competencies recommended that the CAAP remain as the MAAP tool to assess overall student achievement and general education competencies in the areas of writing, mathematics, science, and reading. The task force concluded that while successful completion of courses may reflect mastery of competencies, a standardized nationally-normed exam should be used as a mid-point assessment of student achievement.

• A second ad hoc task force established in 2004-05 to review general education analyzed CAAP scores and expressed concerns that students were not sufficiently motivated to succeed on the examination, since no consequence was attached to the examination.

• The task force also questioned whether or not the CAAP accurately measured the content/objectives associated with the University’s goals and coursework. The task force focused its assessment concerns on reading, writing, and mathematics skills. The task force examined several exams which measure college-level general education knowledge and competencies (CAAP, CLAST, CBase, Academic Profile (to be changed to the MAPP) ) and determined that the Academic Profile (Standard Form) best fulfilled the objectives established by the committee.

• The task force recommended that student performance be evaluated as an aggregate rather than as individuals. These data will be examined to determine whether or not students achieve the goals of the general education goals and to improve the delivery of courses/experiences which incorporate general education objectives.

Exigent circumstances brought about by Hurricane Rita forced the University to cancel Fall 2005 MAAP testing. Testing resumed in the Spring 2006 semester; however, the shortage of testing facilities caused difficulties in scheduling sufficient numbers of testing sessions. Only 512 students were tested during Spring 2006. Scores on the Academic Profile (SF) evidence that in comparison to students at other Master’s Level I and II institutions McNeese students have attained college-level competencies

Student Opinion Surveys

Student Opinion Surveys, when combined with other assessment measures, provide valuable information regarding the students’ perceptions of their knowledge and skills. A survey of student opinion regarding the general education experience was conducted at GradFest in Spring 2006. Two-hundred-eighty-three candidates for bachelor’s and associate degrees completed the survey with a mean score of 4.19 (scale 1 -5). Ninety-four percent of the respondents rated their experience at a level above 3.00, indicating they believed they had developed the requisite competencies as a result of their experiences at McNeese. Seventy percent of the survey respondents rated the experience greater than or equal to 4.00. The items rated highest related to the students’ abilities to think logically and critically (4.32) and to learn independently (4.36). The item rated lowest related to students’ knowledge of the American political and economic system. The table below shows questions and survey results.

The indefatigable efforts of the University to identify and assess general education competencies is reflected in the tireless work of the committees and faculty who are committed to quality undergraduate education that is appropriate to the goals of higher education and consistent with the principles of good practice.

Supporting Evidence

Louisiana Board of Regents Academic Affairs Policy 2.16 Statewide General Education Requirements

Status Report on General Education Assessment

Louisiana Board of Regents Statewide General Education Requirements

The University Catalog (pages 59-61) includes a statement regarding completion of statewide general education requirements as mandated by the Louisiana Board of Regents. These GER's are specified in the Core Requirements section.

Table 8 - Skill Dimension

Table 7 - Academic Profile Data

Collegiate Assessment of Academic Progress

TABLE - General Education Goals

Board Policy 2.16

3.5.1 Board of Regents - ATTACHMENT IV