Core Curriculum Assessment at LIT
The following is an overview of the core curriculum in Texas, LIT’s core curriculum assessment process, and a description of the analysis of results.
Texas Core Curriculum
The core curriculum (also known as “general education”) is defined in the Texas Code, including, but not limited to, the Texas Education Code (TEC), Chapter 61, Subchapter S, and the Texas Administrative Code (TAC), Title 19, Part 1, Chapter 4, Subchapter B. In the TEC, Section 61.824, the state mandates assessment of the core curriculum at public institutions of higher education and grants oversight of this process to the Texas Higher Education Coordinating Board (THECB).The TEC, Section 61.821, defines the Texas Core Curriculum (TCC) as “the curriculum in liberal arts, humanities, and sciences and political, social, and cultural history that all undergraduate students of an institution of higher education are required to complete before receiving an academic undergraduate degree.” The state further clarifies the core curriculum in the TCC’s Statement of Purpose:
'Through the Texas Core Curriculum, students will gain a foundation of knowledge of human cultures and the physical and natural world, develop principles of personal and social responsibility for living in a diverse world, and advance intellectual and practical skills that are essential for all learning.'
Texas’ current core curriculum is a 42-semester credit hour (SCH) course of study designed to be consistent, though not identical, across Texas public institutions. At LIT and other Texas colleges and universities, this curriculum must cover the following Component Areas:
- Communication (6 SCH)
- Mathematics (3 SCH)
- Life and Physical Sciences (6 SCH)
- Creative Arts (3 SCH)
- American History (6 SCH)
- Government/Political Science (6 SCH)
- Social and Behavioral Sciences (3 SCH)
- Component Area Option (6 SCH)
- Critical Thinking Skills (CT) - creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information.
- Communication Skills (COM) - effective development, interpretation and expression of ideas through written, oral and visual communication.
- Empirical and Quantitative Skills (EQS) - manipulation and analysis of numerical data or observable facts resulting in informed conclusions.
- Teamwork (TW) - ability to consider different points of view and to work effectively with others to support a shared purpose or goal.
- Social Responsibility (SR) - intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.
- Personal Responsibility (PR) - ability to connect choices, actions and consequences to ethical decision-making.
Core Curriculum Assessment Process at LIT
In keeping with the Texas Code, LIT assesses its core curriculum each Fall and Spring semester. The assessment process is explained in detail in LIT’s Core Curriculum Assessment Plan. A summary of the process is included in this section of the Core Curriculum Assessment Report.LIT’s core courses are assessed on a rotating basis, according to the college’s Schedule of Core Curriculum Assessment, which divides the courses into four categories: (1) core courses evaluated during the Fall semester of even-numbered years, (2) core courses evaluated during Spring semester of odd-numbered years, (3) core courses evaluated during Fall semester of odd-numbered years, and (4) core courses evaluated during Spring semester of even-numbered years. In this way, each core course is assessed once every two academic years.
All sections of a core course scheduled for assessment in a given semester are included in the assessment. From these sections, a random sample of students is selected, and their work in the course is assessed. LIT’s core courses require that students submit at least one common assignment. Faculty teaching the courses scheduled for assessment that semester score these common assignments or “artifacts” using LIT’s Common Core Rubrics. The rubrics adhere to TCC definitions of the six Core Objectives, with specific criteria and performance indicators designed by LIT faculty.
Using these rubrics, faculty members score the common assignments and determine students’ attainment level of each Core Objective represented in that course. LIT’s target for the direct assessment of each Core Objective is that 2.8 (70%) of the randomly sampled students will meet or exceed expectations for that objective. Training is provided to faculty, and quality assurance of scoring is monitored by core faculty, the Chair of General Education, the Chair of the Department offering the course, the Vice President of Instruction/Provost, and the Office of Institutional Effectiveness and Assessment (IEA).
Core Curriculum Analysis of Results
An analysis of the results present only a partial picture of LIT's core curriculum. The assessment results depend on and can be influenced by factors such as the core courses scheduled for assessment that semester, the students/common assignments randomly selected for assessment, and the scoring of these assignments. For this reason, it is important not to view the results as a definitive assessment of LIT’s core curriculum, faculty, or students. Instead, the results are best viewed as a “snapshot” of the work of a random selection of students in a portion of LIT’s core curriculum.The results are reviewed each semester by the Core Curriculum Committee, Deans of Instruction, and faculty of course offerings to address any specific areas of deficiencies. Faculty are encouraged to explore new teaching methods, implement strategies, make changes to the course curriculum, or modify the common assignment.
Summary of Results
| Fall | Spring |
|---|---|
| Fall 2023 | Spring 2023 |
| Fall 2022 | Spring 2022 |
| Fall 2021 | Spring 2021 |