GENERAL EDUCATION
INSTITUTIONAL EFFECTIVENESS PLAN
2004-2005
Mission Statement
The Board of Regents and the University of New Orleans accept fully the commonly accepted premise that graduates of similar undergraduate degree programs should attain a broad-based common educational experience. The General Education goals of the University are in-line with mandated statewide general education requirements as set by the Board of Regents.
Developed by the General Education Committee
Approved by: ______
Dennis R. McSeveney
Chair of General Education Committee Date
Approved by: ______
Fredrick P. Barton
Provost and Vice Chancellor for Academic Date
and Student Affairs
Goal 1. The University will ensure that all students can communication effectively in oral and written English.
Objective 1.1.The average of student assessments on the Curricula Effectiveness survey will be at least 2.5 (1=Not Introduced, 2=Introduced, 3=Assessed and 4=Mastered) in oral and written English skills in courses identified by faculty as being “assessed” (faculty assessment is at least 3.0).
Strategy 1.1.1. Identify courses that course instructors identify as “assessing” oral and written communication skills.
Strategy 1.1.2. Urge faculty to include this learning objective in course syllabus.
Strategy 1.1.3. Ask faculty for examples of assessment of this learning objective in the course.
Strategy 1.1.3. Suggest changes in course content or presentation to help students master this learning objective in the course.
Objective 1.2. All students will pass English 1158 and a jury-judged writing proficiency exam before successfully completing the Freshman English writing sequence.
Strategy 1.2.1. Students will produce preliminary drafts for each of five essay
assignments.
Strategy 1.2.2. Students will develop and execute revision strategies to produce
competent essays from preliminary drafts.
Strategy 1.2.3. Students will use editing skills to demonstrate mastery of usage
and produce polished, final texts.
Objective 1.3. The University willscore above the national average in writing skills as evidenced by the students completing the writing skills component of the ACT CAAP exam.
Strategy 1.3.1. Identify courses which are key in developing writing skills.
Strategy 1.3.2. Urge faculty to include this learning objective in course syllabus.
Strategy 1.3.3. Encourage students who are having difficulty in course to attend the WritingCenter for additional instruction.
Assessment Tool(s):Curricula Effectiveness Survey.
Writing proficiency exam.
Student transcripts.
ACT CAAP exam.
Goal 2.The University will ensure that all students can read with comprehension.
Objective 2.1.The average of student assessments on the Curricula Effectiveness survey will be at least 2.5 (1=Not Introduced, 2=Introduced, 3=Assessed and 4=Mastered) in reading in courses identified by faculty as being “assessed” (faculty assessment is at least 3.0).
Strategy 2.1.1. Identify courses that course instructors identify as “assessing” reading.
Strategy 2.1.2. Urge faculty to include this learning objective in course syllabus.
Strategy 2.1.3. Ask faculty for examples of assessment of this learning objective in the course.
Strategy 2.1.3. Suggest changes in course content or presentation to help students master this learning objective in the course.
Objective 2.2. The University will score above the national average in writing skills as evidenced by the students completing the writing skills component of the ACT CAAP exam.
Strategy 2.2.1. Identify courses which are key in developing writing skills.
Strategy 2.2.2. Urge faculty to include this learning objective in course syllabus.
Strategy 2.2.3. Encourage students who are having difficulty in course to attend the WritingCenter for additional instruction.
Assessment Tool(s): Curricula Effectiveness Survey
ACT CAAP exam.
Goal 3.The University will ensure that all students can reason abstractly and think critically and are familiar with key technological and informational applications.
Objective 3.1.The average of student assessments on the Curricula Effectiveness survey will be at least 2.5 (1=Not Introduced, 2=Introduced, 3=Assessed and 4=Mastered) in technological and informational applications and in critical thinking in courses identified by faculty as being “assessed” (faculty assessment is at least 3.0).
Strategy 3.1.1. Identify courses that course instructors identify as “assessing” critical thinking and technological and informational applications.
Strategy 3.1.2. Urge faculty to include this learning objective in course syllabus.
Strategy 3.1.3. Ask faculty for examples of assessment of this learning objective in the course.
Strategy 3.1.3. Suggest changes in course content or presentation to help students master this learning objective in the course.
Strategy 3.1.3. Identify software for student computer labs that can aid in understanding informational technology.
Objective 3.2. The University will score at or above the national average in both critical thinking skills and in understanding informational technology as evidenced by the students completing the ICT Literacy Assessment.
Strategy 3.2.1. Implement programs in the Freshman Seminar to address critical thinking skills and informational technology and applications.
Strategy 3.2.2. Identify software for student computer labs that can aid in understanding informational technology.
Assessment Tool(s):Course Effectiveness Survey.
ICT Literacy Assessment.
Goal 4.The University will ensure that all students can understand numerical data and statistics.
Objective 4.1.The University will score above the national average in numeracy as evidenced by the students completing the numeracy component of the ACT CAAP exam.
Strategy 4.1.1. Identify courses which are key in understanding numeracy.
Strategy 4.1.2. Urge faculty to include this learning objective in course syllabus.
Strategy 4.1.3. Suggest changes in course content or presentation to help students master this learning objective in the course.
Strategy 4.1.4. Decrease class sizes in mathematics courses identified as key in this learning objective.
Strategy 4.1.5. Encourage students who are having difficulty in courses to use math tutors in the LearningResourceCenter.
Objective 4.2.The average of student assessments on the Curricula Effectiveness survey will be at least 2.5 (1=Not Introduced, 2=Introduced, 3=Assessed and 4=Mastered) in understanding the scientific method in courses identified by faculty as being “assessed” (faculty assessment is at least 3.0).
Strategy 4.2.1. Identify courses that course instructors identify as “assessing” in the scientific method.
Strategy 4.2.2. Urge faculty to include this learning objective in course syllabus.
Strategy 4.2.3. Ask faculty for examples of assessment of this learning objective in the course.
Strategy 4.2.4. Suggest changes in course content or presentation to help students master this learning objective in the course.
Strategy 4.2.5. Add recitation sections to courses identified as key in this learning objective.
Assessment Tool(s):ACT CAAP exam.
Course Effectiveness Survey.
Goal 5.The University will ensure that all students understand the scientific method.
Objective 5.1.The University will score above the national average in science as evidenced by the students completing the science component of the ACT CAAP exam.
Strategy 5.1.1. Identify courses which are key in understanding the scientific method.
Strategy 5.1.2. Urge faculty to include this learning objective in course syllabus.
Strategy 5.1.3. Suggest changes in course content or presentation to help students master this learning objective in the course.
Strategy 5.1.4. Add recitation sections to courses identified as key in this learning objective.
Strategy 5.1.5. Encourage students who are having difficulty in courses to use science tutors in the LearningResourceCenter.
Objective 5.2.The average of student assessments on the Curricula Effectiveness survey will be at least 2.5 (1=Not Introduced, 2=Introduced, 3=Assessed and 4=Mastered) in understanding the scientific method in courses identified by faculty as being “assessed” (faculty assessment is at least 3.0).
Strategy 5.2.1. Identify courses that course instructors identify as “assessing” in the scientific method.
Strategy 5.2.2. Urge faculty to include this learning objective in course syllabus.
Strategy 5.2.3. Ask faculty for examples of assessment of this learning objective in the course.
Strategy 5.2.4. Suggest changes in course content or presentation to help students master this learning objective in the course.
Strategy 5.2.5. Add recitation sections to courses identified as key in this learning objective.
Strategy 5.1.6. Encourage students who are having difficulty in courses to use science tutors in the LearningResourceCenter.
Assessment Tool(s):ACT CAAP exam.
Course Effectiveness Survey.
Goal 6.The University will ensure that all students can 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; and understand the American political and economic system
Objective 6.1.The average of student assessments on the Curricula Effectiveness survey will be at least 2.5 (1=Not Introduced, 2=Introduced, 3=Assessed and 4=Mastered) in each of these skills in courses identified by faculty as being “assessed” (faculty assessment is at least 3.0).
Strategy 6.1.1. Identify courses that course instructors identify as “assessing” each of these skills.
Strategy 6.1.2. Urge faculty to include each of these learning objective in course syllabus.
Strategy 6.1.3. Ask faculty for examples of assessment of these learning objectives in their courses.
Strategy 6.1.3. Suggest changes in course content or presentation to help students master these learning objectives in their courses.
Assessment Tool(s):Course Effectiveness Survey.