Student Learning Outcomes
General Education Program Implemented Fall 2008
Performance of students on the Rising Junior Examination prompted the former Provost/Vice-
President of Academic Affairs to initiate a review of the General Education program.
In 2006, a faculty task force was convened to review the General Education program.
The task force was given the following assignments:
- Review and evaluation of the extant goals of the General Education program.
- Review and evaluation of the courses and content of the General Education program.
- Review and evaluation of the current method of assessment.
- Review and evaluation of the management of the General Education program.
- Development of a set of goals of the General Education program.
- Development of the curriculum to be used in the General Education program.
- Development of the expected learning outcomes.
- Development of an assessment system for evaluating the General Education program.
- Development of a management system for the General Education program.
The Task Force reviewed Rising Junior Examination data and deliberated on the learning
outcomes the Grambling State University General Education program should support.
The Task Force worked for approximately ten months. At the completion of the work
of the General Education Task Force, the General Education curriculum was revised.
Four goals and twenty-two learning outcomes were identified and adopted.
General Education Program Goals
- Provide students with a foundation for learning and for intellectual growth in an
academic discipline;
- Prepare students for successful lives in an increasingly technical, dynamic, and
complex society;
- Raise the intellectual aims and aspirations of students; and
- Develop in students high ethical standards and a responsibility for the quality of
life on earth.
General Education Student Learning Outcomes
- Knowledge of the American economic, social and political systems
- Knowledge of financial institutions and systems
- Communicate effectively in oral and written English
- Read, comprehend, analyze, and evaluate complex information
- Learn independently
- Knowledge of the history of Grambling State University
- Knowledge of the importance of giving
- Knowledge of healthful living
- Evidence of integrity and ethical behavior in academic work and in extracurricular
activities
- Preparation for citizenship in a democratic society
- Reason abstractly and think critically
- Use elementary mathematics effectively
- Effectively use information and communication technology
- Knowledge of the contributions of African Americans in science and mathematics
- Knowledge of the biological and physical sciences
- Knowledge of major advances in science and technology
- Knowledge of world history
- Recognize and appreciate cultural diversity
- To be literate in a second language
- Knowledge of major events, personalities, and issues in African American history
- Knowledge of revolutionary movements to overthrow systems of injustice and human
oppression
- Knowledge of the nature and value of the fine and performing arts
The learning outcomes are aligned with specific courses.
Assessment of Learning Outcomes
The new General Education requirement received Board approval during the spring 2008
semester. The program was implemented during the fall 2008 semester. To provide
continuous oversight of the General Education Program, a General Education Committee
was established at the beginning of the fall 2009 semester. During this same time,
in an effort to provide oversight to the General Education program, it was administratively
housed in the College of Arts & Sciences. The associate dean of this college works
closely with the General Education Committee to make sure this program is evaluated
and evaluation results are used to make program improvements. The chair of the General
Education Committee reports directly to the associate dean of the College of Arts
& Sciences. This Committee met twice during the fall 2009 semester. The Committee
discussed strategies that should be implemented to assess the General Education program.
Because Grambling State University’s General Education program must be aligned with
the eleven general education learning outcomes identified by the Louisiana Board
of Regents, during the fall 2009 semester the Associate Dean of the College of Arts
& Sciences completed a curriculum map that highlights the alignment. The map also
aligns the University’s General Education courses with specific learning outcomes,
which is beneficial to course planning and identifying the potential for embedded
assessment assignments.
In an effort to ensure each of the twenty-two learning outcomes is evaluated, a 5-year
assessment cycle plan was adopted by the General Education Committee. This plan identifies
how each learning outcome will be assessed as well as the individuals responsible
for collecting and reviewing assessment data. Direct and indirect assessments are
identified for use. Program faculty will use assessment results to determine if students
are meeting learning outcomes that have been identified for specific courses. This
information will be shared with the General Education Committee. This Committee will
ensure assessment data are used to make program improvement. At the end of the 5-year
cycle, recommendations will be made regarding the effectiveness of the General Education
Program and how it supports the mission of the institution.
The assessment cycle begins this academic year (2009-10) with the assessment of five
learning outcomes. These outcomes are listed below. Content faculty in English, mathematics,
chemistry, biological sciences, and First Year Experience will work with the General
Education Committee to evaluate these outcomes. The performance of students on embedded
assignments in a specific class is currently being reviewed as well as overall course
performance. Prior to the beginning of the fall 2010 semester, the assessment will
be complete and the results used 1) to make changes to the courses aligned with these
five learning outcomes and 2) to implement improved assessment tools in an effort
to enhance student achievement.
- Knowledge of the contributions of African Americans in science and mathematics
- Effectively use of information and communication technology
- Use elementary mathematics effectively
- Reason abstractly and think critically
- Knowledge of the biological and physical science
Degree Program Outcomes and Assessment
Content area faculty have identified student learning outcomes for each degree program
offered at Grambling State University. Each program has a faculty member who serves
as a program coordinator. This coordinator takes the lead in making sure program
faculty assess student learning outcomes. Faculty evaluate the extent to which learning
outcomes are being met and use results to make program improvement.
Those programs that are accredited by national accrediting agencies complete a program
review that is aligned with the accreditation cycle, which ranges from every 4 to
6 years. Grambling State University has forty-four programs that are accredited.
Those programs that are not accredited, many of which do not have accrediting bodies,
review specific learning outcomes annually as a part of the planning and assessment
process at the University. At the beginning of each fall semester, learning outcomes
that will be evaluated during that academic year are identified, along with the assessment
methods. At the end of the academic year, the assessment data that were collected
are reviewed and reflected upon, and, where appropriate, courses and curriculum improvements
are implemented.
This section of the narrative focuses on the assessment of student learning outcomes
for three degree programs, two with national accreditation recognition (Drafting
Design Technology, Nursing) and one without mandatory accreditation (Art).
Example: Drafting Design Technology (B.S. degree)
The Drafting Design Technology (DET) program faculty have identified student learning
outcomes. Graduates of the Drafting Design Technology Program will demonstrate
- an ability to apply the knowledge, techniques, skills, and modern tools in drafting
design technology practice;
- an ability to apply current knowledge and adapt to emerging applications of mathematics,
science, and engineering technology;
- an ability to conduct, analyze, and interpret experiments, and apply experimental
results to improve processes
- an ability to apply creativity in the design of systems, components, or processes
appropriate to program educational objectives;
- an ability to function effectively on teams;
- an ability to identify, analyze and solve technical problems;
- an ability to communicate effectively;
- a recognition of the need for, and an ability to engage in lifelong learning;
- an ability to understand professional, ethical, and social responsibilities;
- a respect for diversity and a knowledge of contemporary professional, societal, and
global issues; and
- a commitment to quality, timeliness, and continuous improvement.
The Drafting Design Technology program has an assessment plan that regularly evaluates
student learning outcomes. The assessment tools used include direct and indirect
measures. These include student surveys, alumni surveys, employer surveys, Industrial
Advisory Board feedback, course performance, and a capstone senior research project.
The data collected are analyzed on an annual basis and used by the program coordinator
and faculty to make program improvements.
| Drafting Design Technology Program Outcome Assessment
|
| Assessment Tools |
Assessment Administered |
Data Evaluated |
| Student Survey |
Once a Year |
End of Spring Semester |
| Alumni Survey |
Once a Year and Continuously Through the Year |
End of Spring Semester |
| Employer Survey |
Once a Year |
End of Spring Semester |
| Industrial Advisory Board |
Every Spring Semester |
End of Spring Semester |
| Senior Research Projects |
Every Semester |
Every Semester |
| Course Performance |
Every Semester |
Every Semester |
| Senior Exit Survey |
Every Semester |
Every Semester |
Additional Information:
