DATAWave 5.4

Vol.5, No. 4 Published by Assessment Resource Office, ENMU Date: 3-5-97

General Education Assessment Results

In accordance with the Plan for Assessment of Student Academic Achievement, the General Education Committee, with the assistance of the Assessment Resource Office, implemented an Academic Outcomes Assessment Plan (AOAP) for the General Education Curriculum. AOAP's are made up of: an expanded statement of institutional purposes, intended outcomes and objectives, assessment criteria and procedures, and an implementation protocol. The Plan also makes provision for reporting and using assessment results. Each year there is to be a report for each discipline and the general education program that contains the results of each assessment criteria and procedure, use of the results, as well as program strengths and weaknesses.

In this issue of the DATAWave, the results of the AOAP for the General Education curriculum will be presented. Special thanks to the General Education Committee, particularly its Chair, Dr. Jesse Swan, and Dr. Patrice Caldwell, Dean of the College of Liberal Arts and Sciences. The next two editions of the DATAWave will report AOAP results for each discipline at Eastern.

As stated in the Eastern New Mexico University Undergraduate Catalog for 1995-1997, the goals of the general education program are:

Use written and spoken English effectively: includes ability to read and listen with understanding and critical discernment.
Understand and apply scientific principles and develop awareness of the role of science today.
Understand and apply basic math principles.
Gain a basic understanding of human society and cross-cultural variation, including ways individuals and groups function, interact, and change.
Gain a perspective on the humanities to appreciate their value to individual and society.
Develop an awareness and appreciation of fine arts through cognitive and affective experiences.
Acquire abilities to promote his/her well-being.
Contribute to students becoming mature, adaptable citizens capable of meeting challenges of a multicultural society.

Because of space constraints, it is not possible to duplicate the entire General Education Academic Outcomes Assessment Plan here, but the assessment criteria and procedures and results are listed below.

Assessment Criteria/Procedures: Results:

1a.) Rising juniors completing the CAAP test will score on average at the 50th percentile of national norms for Writing Skills and Reading. 1a.) In 1995, the national mean score for the writing skill was 64.1. At Eastern, 42% of students in AY 95-96 scored above the national average. The mean score of all Eastern students (n=333) was 62.37.

1b.) In an employer survey, 80% will respond that ENMU graduates speak and write clearly. 1b.) 60% of employers stated that Eastern students' writing skills were above average. 100% of respondents indicated that Eastern graduates had writing skills that were average or above.

1c.) 80% of graduates will agree with the statement, "I write and speak English effectively, including the ability to read and listen with understanding and critical discernment." 1c.) Of the small sample of students who participated in the focus group, 100% agreed with the statement.

1d.) 80% of graduates will agree that the General Education Program at ENMU improved their English skills. 1d.) Of the small sample of students who participated in the focus group, 70% of students agreed with the statement.

1e.) The majority of upper-division students will articulate how they have learned to write and speak English effectively, including the ability to read and listen with understanding and critical discernment. 1e.) Approximately half the students were able to articulate how they learned to write and speak English effectively. This result is limited by the methodology, and that students are not familiar with evaluating their own learning.

2a.) Rising Juniors completing the CAAP test will score on average at the 50th percentile of national norms for Scientific Reasoning. 2a.) In 1995, the national mean score of students at public four year universities was 60.6. At Eastern, approximately 43.5% of students who participated in the CAAP in AY 95-96 scored a 60 or above. The mean score of Eastern students (n=332) was 59.07.

2b.) 80% of graduates will agree with the statement, "I understand and can apply scientific principles, and have an awareness of the role of science and technology in the contemporary world." 2b.) 100% of graduates agreed with the statement.

2c.) 80% of graduates will agree that the General Education Program at ENMU improved their scientific understanding and application. 2c.) 100% of the students agreed with the statement.

2d.) The majority of upper-division students will articulate how they have learned to understand and apply scientific principles and develop awareness of the role of science today. 2d.) For the most part, students were unable to articulate how they learned to understand and apply scientific principles.

3a.) Rising Juniors completing the CAAP test will score on average at the 50th percentile of national norms for Mathematics. 3a.) In 1995, the national mean score for mathematics was 58.00. At Eastern, 28.5% of students scored a 58 or higher in AY 95-96. The mean score for all Eastern students (n=333) was 56.22.

3b.) 80% of graduates will agree with the statement, "I understand and can apply basic mathematical principles." 3b.) 96% of students agreed with the statement.

3c.) 80% of graduates will agree that the General Education Program at ENMU improved their basic mathematical abilities. 3c.) 71% of students agreed with the statement.

3d.) The majority of upper-division students will articulate how they have learned to understand and apply basic mathematical principles. 3d.) Less than half the students were able to articulate how they learned to understand and apply basic math principles, though many students were able to describe that they did learn more about mathematics.

4a.) Rising Juniors completing the CAAP test will score on average at the 50th percentile in the social studies subtest of the CAAP Reading score. 4a.) In 1995, the national mean score on the social studies/science subscale of the reading score was 16.3. At Eastern, 50.2% of students scored above the national average. The mean score of all Eastern students (n=333) was 15.68.

4b.) In senior exit interviews, 70% of seniors will report they have become more sensitive to cultures other than their own. 4b.) Nearly 100% of students report that they are more sensitive to cultures other than their own.

4c.) 80% of graduates will agree with the statement, "I understand human society and cross-cultural variation, including ways individuals and groups function, interact, and change." 4c.) More than 80% of graduates agreed with the statement.

4d.) 80% of graduates will agree that the General Education Program at ENMU improved their understanding of human society and cross-cultural variation, including ways individuals and groups function, interact, and change. 4d.) Time limitations do not always permit students the opportunity to articulate their understanding of human society and cross cultural variation; however, the recently concluded Diversity Survey as well as analysis for the PCRP Project suggests that students are learning to understand human society and cross cultural variation.

4e.) The majority of upper-division students will articulate an understanding of human society and cross-cultural variation, including ways individuals and groups function, interact, and change. 4e.) Students expressed greater cross-cultural appreciation, but were generally not able to express how they vary. Responses were limited because of time constraints.

5a.) Rising Juniors completing the CAAP test will score on average at the 50th percentile in the arts/literature subtest of the Reading score. 5a.) In 1995, the national mean score for the arts and literature subscale of the reading scale was 16.1. At Eastern, 54.1% of students scored a 16 or higher. The mean score of Eastern students (n=333) was 15.72.

5b.) 80% of graduates will agree with the statement, "I have a perspective on the humanities to appreciate their value to individual and society." 5b.) 96% of students agreed with the statement.

5c.) 80% of graduates will agree that the General Education Program at ENMU improved their perspective on the humanities. 5c.) 91% of students agreed with the statement.

5d.) The majority of upper-division students will articulate a perspective on the humanities and appreciation of their value to individual and society. 5d.) Inconclusive.

6a.) Juniors completing the CAAP test will score on average at the 50th percentile of the arts and literature subtest of the Reading score. 6a.) In 1995, the national mean score for the arts and literature subscale of the reading scale was 16.1. At Eastern, 54.1% of students scored a 16 or higher. The mean score of Eastern students (n=333) was a 15.72.

6b.) 80% of graduates will agree with the statement, "I have developed an awareness and appreciation of fine arts through cognitive and affective experiences." 6b.) 91% of students agreed with the statement.

6c.) 80% of graduates will agree that the General Education Program at ENMU improved their appreciation of fine arts. 6c.) 87% of students agreed with the statement.

6d.) The majority of upper-division students will articulate an awareness and appreciation of fine art. 6d.) Inconclusive.

7a.) 50% of graduates will exceed the two hours of required Physical Education activity classes. 7a.) Analysis has not been conducted; assume compliance.

7b.) 80% of graduates will agree with the statement, "I have acquired the abilities to promote my well-being." 7b.) More than 80% of students agreed with the statement.

7c.) 80% of graduates will agree that the General Education Program at ENMU improved their abilities to promote their well-being. 7c.) More than 80% of students agreed with the statement.

7d.) The majority of upper-division students will articulate their abilities to promote personal well-being. 7d.) Inconclusive.

8a.) 70% of graduates will indicate that they have made plans for after graduation that reflect a mature, and adaptable citizen's role. 8a.) The majority of students indicated intention to go to Graduate School or the world of work.

8b.) 70% of graduates will indicate that the General Education Program at ENMU has increased their sensitivity to cultures other than their own. 8b.) Nearly 100% of students agreed with the statement.

8c.) 80% of graduates will agree with the statement, "I am a mature, adaptable person who is capable of meeting the challenges of a multicultural society." 8c.) 100% of students agreed with the statement.

8d.) 80% of graduates will agree that the General Education Program at ENMU helped them become mature, adaptable people who are capable of meeting the challenges of a multicultural society. 8d.) 78% of students agreed with the statement.

8e.) The majority of upper-division students will articulate that they are mature, adaptable people who are capable of meeting the challenges of a multicultural society. 8e.) Inconclusive

With respect to the assessment plan results, the Committee is concerned about the inability of students to explain how general education courses enhanced their knowledge or skills. They are exploring other possibilities for more accurately testing for such knowledge and/or avenues for correcting the problems in the general education courses. One way to correct the problem, especially marked in the sciences but significant throughout the curriculum, is to integrate a lab experience into the general education science courses.

The Committee is determining the 12 hours of absolutely essential courses for all students to have completed by the time each student completes 45 hours of course work. The Committee will be submitting a proposal to the Vice President for Academic Affairs, through the Curriculum Committee and Faculty Senate, outlining the faculty position regarding the timely completion of essential general education courses. Three such courses will very likely be the two first-year composition courses and a mathematics course.

The Committee is also working on the following actions: a regularization of degree requirements for the associate degrees throughout the Eastern system; a policy on laboratory experience in general education science courses; a list of 12 hours of essential courses in general education to be completed by the time students complete 45 hours of coursework; a proposal for placing the oversight of developmental courses within the purview of the General Education Committee; a proposal for integrating diversity values into general education courses and/or the curriculum; and on-going analysis of general education syllabi and explanatory memos.

The strengths of the General Education Program are:

faculty are committed to integrating diversity values into the curriculum;
faculty are committed to integrating a computer literacy component into general education;
employers are satisfied with Eastern graduates' abilities in writing;
in focus groups and in locally developed surveys, students reported that they are satisfied and pleased with the general education curriculum;
in focus groups and surveys, students were able to articulate greater cross culture sensitivity.

The following areas of concerns are noted:

students generally scored poorly on the Collegiate Assessment of Academic Proficiency (CAAP) with student motivation most likely being the principle area of concern;
in many areas, particularly the sciences, students have difficulty articulating their learning;
the committee is concerned about the inability of students to explain how general education courses enhance their knowledge or skills;
students do not take essential courses until late in their college programs; and
faculty are concerned about the oversight of developmental courses.

For Academic Year 1996-1997 several changes have been made in the General Education AOAP. Eliminated are survey questions, because the results were not particularly useful. Also eliminated were the use of focus groups because of time constraints. In their place, assessment criteria and procedures were added which can be used from the College Student Survey. This provides an important contribution of both longitudinal and cross sectional data on students' perceptions of their learning through the Cooperative Institute Research Program (CIRP) Freshmen Survey and College Student Survey.

Though often frustrating, the assessment procedures engaged by the General Education Committee have proven to be largely beneficial. Focusing members on substantive problems--and successes--the various assessment activities and instruments have enabled the committee to sustain the integrity of the general education curriculum of Eastern. Members expect continued benefits in the years to come.

The Datawave is published by the Assessment Resource Office at Eastern New Mexico University, Alec M. Testa, Coordinator.

Editor: Alec M. Testa
Production: Sarah Stacy
Proofreading: Deborah Bentley

Eastern New Mexico University is an affirmative action and equal opportunity employer. The University does not discriminate on the basis of race, color, national origin, sex, or handicap in its programs, activities, or employment. Persons seeking additional information about the University's nondiscrimination policy should contact the Executive Director for Planning & Analysis, ENMU Station #2, Portales, NM 88130.


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Assessment Criteria/Procedures:	Results:
1a.) Rising juniors completing the CAAP test will score on average at the 50th percentile of national norms for Writing Skills and Reading.	1a.) In 1995, the national mean score for the writing skill was 64.1. At Eastern, 42% of students in AY 95-96 scored above the national average. The mean score of all Eastern students (n=333) was 62.37.
1b.) In an employer survey, 80% will respond that ENMU graduates speak and write clearly.	1b.) 60% of employers stated that Eastern students' writing skills were above average. 100% of respondents indicated that Eastern graduates had writing skills that were average or above.
1c.) 80% of graduates will agree with the statement, "I write and speak English effectively, including the ability to read and listen with understanding and critical discernment."	1c.) Of the small sample of students who participated in the focus group, 100% agreed with the statement.
1d.) 80% of graduates will agree that the General Education Program at ENMU improved their English skills.	1d.) Of the small sample of students who participated in the focus group, 70% of students agreed with the statement.
1e.) The majority of upper-division students will articulate how they have learned to write and speak English effectively, including the ability to read and listen with understanding and critical discernment.	1e.) Approximately half the students were able to articulate how they learned to write and speak English effectively. This result is limited by the methodology, and that students are not familiar with evaluating their own learning.
2a.) Rising Juniors completing the CAAP test will score on average at the 50th percentile of national norms for Scientific Reasoning.	2a.) In 1995, the national mean score of students at public four year universities was 60.6. At Eastern, approximately 43.5% of students who participated in the CAAP in AY 95-96 scored a 60 or above. The mean score of Eastern students (n=332) was 59.07.
2b.) 80% of graduates will agree with the statement, "I understand and can apply scientific principles, and have an awareness of the role of science and technology in the contemporary world."	2b.) 100% of graduates agreed with the statement.
2c.) 80% of graduates will agree that the General Education Program at ENMU improved their scientific understanding and application.	2c.) 100% of the students agreed with the statement.
2d.) The majority of upper-division students will articulate how they have learned to understand and apply scientific principles and develop awareness of the role of science today.	2d.) For the most part, students were unable to articulate how they learned to understand and apply scientific principles.
3a.) Rising Juniors completing the CAAP test will score on average at the 50th percentile of national norms for Mathematics.	3a.) In 1995, the national mean score for mathematics was 58.00. At Eastern, 28.5% of students scored a 58 or higher in AY 95-96. The mean score for all Eastern students (n=333) was 56.22.
3b.) 80% of graduates will agree with the statement, "I understand and can apply basic mathematical principles."	3b.) 96% of students agreed with the statement.
3c.) 80% of graduates will agree that the General Education Program at ENMU improved their basic mathematical abilities.	3c.) 71% of students agreed with the statement.
3d.) The majority of upper-division students will articulate how they have learned to understand and apply basic mathematical principles.	3d.) Less than half the students were able to articulate how they learned to understand and apply basic math principles, though many students were able to describe that they did learn more about mathematics.
4a.) Rising Juniors completing the CAAP test will score on average at the 50th percentile in the social studies subtest of the CAAP Reading score.	4a.) In 1995, the national mean score on the social studies/science subscale of the reading score was 16.3. At Eastern, 50.2% of students scored above the national average. The mean score of all Eastern students (n=333) was 15.68.
4b.) In senior exit interviews, 70% of seniors will report they have become more sensitive to cultures other than their own.	4b.) Nearly 100% of students report that they are more sensitive to cultures other than their own.
4c.) 80% of graduates will agree with the statement, "I understand human society and cross-cultural variation, including ways individuals and groups function, interact, and change."	4c.) More than 80% of graduates agreed with the statement.
4d.) 80% of graduates will agree that the General Education Program at ENMU improved their understanding of human society and cross-cultural variation, including ways individuals and groups function, interact, and change.	4d.) Time limitations do not always permit students the opportunity to articulate their understanding of human society and cross cultural variation; however, the recently concluded Diversity Survey as well as analysis for the PCRP Project suggests that students are learning to understand human society and cross cultural variation.
4e.) The majority of upper-division students will articulate an understanding of human society and cross-cultural variation, including ways individuals and groups function, interact, and change.	4e.) Students expressed greater cross-cultural appreciation, but were generally not able to express how they vary. Responses were limited because of time constraints.
5a.) Rising Juniors completing the CAAP test will score on average at the 50th percentile in the arts/literature subtest of the Reading score.	5a.) In 1995, the national mean score for the arts and literature subscale of the reading scale was 16.1. At Eastern, 54.1% of students scored a 16 or higher. The mean score of Eastern students (n=333) was 15.72.
5b.) 80% of graduates will agree with the statement, "I have a perspective on the humanities to appreciate their value to individual and society."	5b.) 96% of students agreed with the statement.
5c.) 80% of graduates will agree that the General Education Program at ENMU improved their perspective on the humanities.	5c.) 91% of students agreed with the statement.
5d.) The majority of upper-division students will articulate a perspective on the humanities and appreciation of their value to individual and society.	5d.) Inconclusive.
6a.) Juniors completing the CAAP test will score on average at the 50th percentile of the arts and literature subtest of the Reading score.	6a.) In 1995, the national mean score for the arts and literature subscale of the reading scale was 16.1. At Eastern, 54.1% of students scored a 16 or higher. The mean score of Eastern students (n=333) was a 15.72.
6b.) 80% of graduates will agree with the statement, "I have developed an awareness and appreciation of fine arts through cognitive and affective experiences."	6b.) 91% of students agreed with the statement.
6c.) 80% of graduates will agree that the General Education Program at ENMU improved their appreciation of fine arts.	6c.) 87% of students agreed with the statement.
6d.) The majority of upper-division students will articulate an awareness and appreciation of fine art.	6d.) Inconclusive.
7a.) 50% of graduates will exceed the two hours of required Physical Education activity classes.	7a.) Analysis has not been conducted; assume compliance.
7b.) 80% of graduates will agree with the statement, "I have acquired the abilities to promote my well-being."	7b.) More than 80% of students agreed with the statement.
7c.) 80% of graduates will agree that the General Education Program at ENMU improved their abilities to promote their well-being.	7c.) More than 80% of students agreed with the statement.
7d.) The majority of upper-division students will articulate their abilities to promote personal well-being.	7d.) Inconclusive.
8a.) 70% of graduates will indicate that they have made plans for after graduation that reflect a mature, and adaptable citizen's role.	8a.) The majority of students indicated intention to go to Graduate School or the world of work.
8b.) 70% of graduates will indicate that the General Education Program at ENMU has increased their sensitivity to cultures other than their own.	8b.) Nearly 100% of students agreed with the statement.
8c.) 80% of graduates will agree with the statement, "I am a mature, adaptable person who is capable of meeting the challenges of a multicultural society."	8c.) 100% of students agreed with the statement.
8d.) 80% of graduates will agree that the General Education Program at ENMU helped them become mature, adaptable people who are capable of meeting the challenges of a multicultural society.	8d.) 78% of students agreed with the statement.
8e.) The majority of upper-division students will articulate that they are mature, adaptable people who are capable of meeting the challenges of a multicultural society.	8e.) Inconclusive