3.5.1
The institution identifies college-level general education competencies and the extent to which students have attained them. (General education competencies)
Compliance Judgment
X In compliance Partially compliant Non-compliant
Narrative
Francis Marion University is committed to the principle that all students, regardless of their major field of study, should benefit from the common learning experience provided by a strong general education core. The General Education requirement at Francis Marion University “offers programs of study that encourage students to think critically and creatively, communicate clearly and honestly, develop appreciation of aesthetic values, and be concerned with the common good as well as their own interests.”
The Francis Marion core curriculum provides students with an integrative body of knowledge, fundamental skills, attitudes, and values which are necessary for students to become responsible and engaged citizens, able to meet the challenges of an increasingly complex, diverse, and global society. More information on the establishment of the General Education requirement at Francis Marion University can be found in Core Requirement 2.7.3.
The General Education requirements at the University are clearly outlined in the Catalog 2016-2017 along with an explanation of general education curriculum and general education goals developed by faculty: “FMU offers programs of study that encourage students to think critically and creatively, communicate clearly and honestly, develop appreciation of aesthetic values, and be concerned with the common good as well as their own interests” [1]. The General Education goals are sustained by the liberal arts tradition. Identification of college-level competencies within the core is part of a dynamic process through which the University undergoes periodic curriculum reviews of the General Education program to ensure that (1) goals and objectives continue to reflect the philosophy and mission of general education at Francis Marion; (2) students have the opportunity to attain competencies through the core curriculum requirements; and that (3) students have attained those competencies upon completion of the core requirements.
College-Level Competencies Identified
During the 2011 General Education review done by Elizabeth Normandy, departments and schools provided input to those on the General Education committee, and General Education requirements of other colleges and universities both inside and outside the state, such as Winthrop University [2] and The University of North Carolina at Pembroke [3], were considered as well as SACSCOC policies in order to ensure that the competencies were, indeed, college-level. The studies led to the development of a set of General Education Goals, which were subsequently approved by the General Faculty, the President, and the Board of Trustees. The goals were developed after an intensive study from an Academic Affairs Subcommittee, whose membership included experienced faculty from a wide range of disciplines, and a subsequent discussion with Dr. Elizabeth Normandy, an outside consultant and expert on accreditation.
General Education Goals
More specifically, the General Education program is designed to help students achieve the following nine goals:
Goal 1. The ability to write and speak English clearly, logically, creatively, and effectively.
Goal 2. The ability to read and listen with understanding and comprehension.
Goal 3. The ability to use technology to locate, organize, document, present, and analyze information and ideas.
Goal 4. The ability to explain artistic processes and evaluate artistic product.
Goal 5. The ability to use fundamental mathematical skills and principles in various applications.
Goal 6. The ability to demonstrate an understanding of the natural world and apply scientific principles to reach conclusions.
Goal 7. The ability to recognize the diverse cultural heritages and other influences which have shaped civilization and how they affect individual and collective human behavior.
Goal 8. The ability to describe the governing structures and operations of the United States, including the rights and responsibilities of its citizens.
Goal 9. The ability to reason logically and think critically in order to develop problem-solving skills and to make informed and responsible choices [4].
General education courses at Francis Marion are grouped within the following areas of knowledge:
- Communications
- Social Sciences
- Humanities
- Humanities/Social Sciences Elective
- Mathematics
- Natural Sciences.
Breadth and Depth of Knowledge
Francis Marion’s General Education courses offer a broader focus rather than a narrow focus on skills, techniques, and procedures specific to a particular occupation or profession. Thus, students have a broad range of courses that they may take to fulfill these requirements.
Internal Assessments
Departments at Francis Marion provide a broad range of entry-level courses in order to meet the needs of students with widely varying backgrounds. These entry-level courses provide them with the knowledge and skills appropriate for their selected major. Departments measure student achievement of general education goals (e.g. knowledge of discipline related General Education goals; knowledge of the scientific method, quantitative skills, computer skills, and communication abilities). Assessments are broken down by each goal.
Goal 1. The ability to write and speak English clearly, logically, creatively, and effectively.
Assessment Methods
The composition program at Francis Marion is a three-course sequence in which students’ are invited to see writing as “problem-exploring” and “problem-solving,” a stance which encourages critical thinking about all aspects of the writing process.
English 111 focuses on helping students with writing process knowledge and rhetorical knowledge as students explore the components of the writing process, reflect on their own processes, and practice writing about familiar topics to familiar audiences.
English 112 is the second course in the sequence introduces more complicated knowledge about the relationship between rhetorical knowledge and discourse communities. Furthermore, students learn to analyze and create academic arguments and engage in research, thus building knowledge of subject matter and genre.
English 200 is the final course in the composition sequence acts as the capstone course for the student’s writing instruction, focuses on the multiple genres and writing practices of disciplines and fields of study across and beyond the university.
Assessment Results
For the General Education Evaluation, in English 200, 74% of the portfolios successfully integrated sources from primary and secondary sources. Specifically, 34 of the 46 had an average score of greater than two on the 4-point scale. Seventy-six percent (76%) of the portfolios demonstrated that students could document appropriate sources correctly and effectively.
For the General Education Evaluation, students in four sections of English 200 completed a portfolio-based assessment using a four-point scoring rubric. Sixty-five percent (65%) of the portfolios successfully met the criteria for demonstrating the ability to engage with one or more Discourse Communities’ discussions and responses to an issue or topic. Fifty-nine percent (59%) of the portfolios successfully met the criteria for creating a reasoned and well-supported argument.
Sixty-three percent (63%) of the portfolios in four sections of English 200 successfully met the criteria for producing writing for a specific audience while Fifty-nine percent (59%) of the portfolios successfully met the criteria for developing Voice and Style, employing appropriate rhetorical and persuasive strategies and conventions [5].
Improvements Made
- Added additional resources to the Composition Program Blackboard resource site related to discourse community analysis, argument, voice and style, and integration of sources.
- Made major changes to the Composition Program course sequence with more instructional emphasis on analysis and argument.
- Revised the writing prompt to clarify that students must identify their audience in their portfolio reflection letter; doing so will make the intended audience explicit.
Goal 2. The ability to read and listen with understanding and comprehension.
Assessment Methods
The Liberal Arts Program at Francis Marion introduces students to their literary and linguistic heritage and acquaints them with a variety of genres, periods, themes, critical approaches, and individual writers ranging from ancient to modern. Through the capstone course, English 496, English Liberal Arts majors revise one major paper from a previous upper division English class.
Seven members of the Curriculum/Liberal Arts Advisory Committee scored student papers. Each reader scores every paper for one Student Learning Outcome, and each outcome is read by two readers. The results are tabulated and averaged.
Assessment Results
The overall average for “Read texts critically” was 2.925 over the fifteen year period between 2002 and 2016. The average for “Interpret texts contextually” was 3.19 [6].
The average for “Read texts critically” was 3.14 in 2015-16. The average for “Interpret texts contextually” was 2.78 in 2015-16 [7].
The English Department met the target (2.5 average) for both of these student learning outcomes. In one revised essay from an upper division literature course, students demonstrated an ability to understand literary texts in original and personal ways and be able to discuss literary works beyond a simple reporting of what professional critics have already said. Students also demonstrated an understanding of aesthetic and thematic implications of literary works and were able to make defensible critical judgments about them. On average, students scored above the 2.5 level on a 4-point scale.
With an average score of 2.78 out of a possible 4.0, students were able to determine a text’s context in one revised essay from an upper division literature course. There were 11 scores of 4, 9 scores of 3, 13 scores of 2 and 3 scores of 1. The target, 2.5 was met. However, 16 students (44.4%) did not meet the target, and the department will address this deficiency in the current academic year [8].
Improvements Made
- Review course syllabi to make certain course content and assignments provide appropriate emphasis on interpretive skills. Coordinate faculty workshops as necessary.
- Continue working on revised student learning outcomes and comprehensive assessment procedures to match revised curriculum and meet institutional effectiveness expectations.
- Revise questionnaire and exit interview questions to provide indirect assessment of student learning outcomes.
Goal 3. The ability to use technology to locate, organize, document, present, and analyze information and ideas.
Assessment Methods
English 200: With regards to goal number three, 12 randomly selected students out of 4 sections of the Spring 2016 English 200 course developed a portfolio demonstrating their ability to use technology to locate, organize, document, present, and analyze information and ideas.
English 496: Additionally, faculty members in English 496 read revised papers using a four-point scale to look for evidence that students could use technology to “demonstrate an ability to synthesize external sources in documented writing” and “demonstrate the ability to use conventions of documentation and integrate borrowed ideas and quotations into their own writing…”
Assessment Results
English 200: The portfolio demonstrated that students could use technology to integrate sources from primary and secondary sources as appropriate. Results: 74% of the portfolios successfully met this measure. Specifically, 34 of the 46 had an average score of greater than two on the 4-point scale.
The portfolio demonstrates that student could use technology to document appropriate sources correctly and effectively. Results: 76% of the portfolios successfully met this measure. Specifically, 35 of the 46 had an average score of greater than two on the 4-point scale.
English 496: Students demonstrated these skills at the level of 67% (or a score of 2.69 on a 4.0 scale) [9].
Improvements Made
English 200:
- Since the goals were met, these targets were achieved and no plans for improvements were indicated by the department.
English 496:
- Since the goals were met, these targets were achieved and no plans for improvements were indicated by the department.
Goal 4. The ability to explain artistic processes and evaluate artistic product.
Assessment Methods
With regards to goal number four, students in Art History 221 completed a short visual identification test covering artists, subject matter, style, technique, and terminology. They also completed a departmentally developed vocabulary/conceptual-perspective information recognition task.
Assessment Results
Data collected in Art History 221 indicated that 79% of the students achieved mastery level on the art history identification test. Students in identified Visual Arts courses achieved mastery on reading comprehension/critical thinking at a rating of 90% overall [10].
Improvements Made
- Since the goals were met, these targets were achieved and no plans for improvements were indicated by the department.
Goal 5. The ability to use fundamental mathematical skills and principles in various applications.
Assessment Methods
With regards to goal number five, an algebra performance rubric based on a scale from 0 to 100, a calculus performance rubric (1 = does not meet faculty expectations; 2 = meets faculty expectations; 3 = exceeds faculty expectations), and a proof performance rubric (1 = does not meet faculty expectations; 2 = meets faculty expectations; 3 = exceeds faculty expectations) was used. Next, a calculus performance rubric (1 = does not meet faculty expectations; 2 = meets faculty expectations; 3 = exceeds faculty expectations) was used. Lastly, a proof performance rubric (1 = does not meet faculty expectations; 2 = meets faculty expectations; 3 = exceeds faculty expectations) was used.
Assessment Results
Data collected in Math 111 indicated an overall average of 70.37% for proficiency in techniques for evaluating functions and graphs, techniques for solving polynomial equations, and techniques for solving rational equations. Data collected in calculus sequence courses indicated an average of 40.87% for students demonstrating proficiency of basic computational techniques and data collected in the discrete mathematics course and in “Transition to Higher Mathematics” courses was 69.2% for students demonstrating proficiency in the ability to understand and construct elementary proofs. The overall average across the departmental assessments was 64.21% [11].
Improvements Made
- Instructors of Math 111 courses have allocated more instructional time to elementary computational techniques such as the evaluation of a function from its graphical representation, the evaluation of an exponential function, and the evaluation of a rational function.
- Instructors of calculus courses have allocated more instructional time to elementary computational techniques by including more in-depth content and assessment.
- Instructors of mathematical proofs courses have allocated more instructional time to the understanding and construction of elementary proofs by including more in-depth content and assessment.
Goal 6. The ability to demonstrate an understanding of the natural world and apply scientific principles to reach conclusions.
Assessment Methods
With regards to goal number six, embedded questions from a cumulative examination in Biology 103 and Biology 104 were used. In the Physics Department, a departmental Pretest/Posttest form was used in Physics 201.
Assessment Results
First, Data from Biology 103 indicated an overall average of 50.2% on questions related to an understanding of the natural world. Next, data from Biology 104 indicated an overall average of 66.4% on questions related to an understanding of the natural world.
Lastly, data from Physics 201 indicated an overall average of 68% level when demonstrating knowledge of introductory physics concepts such as acceleration and Newton’s Laws [12].
Improvements Made
- Made changes to improve learning outcomes in this area. Biology 103 instructors are now including additional coverage of the scientific process (how science is done) in lecture and have increased the number of laboratory exercises that focus on practicing applying the scientific process.
- Increased use of case studies and data interpretation exercises.
- Developed activities for their students that match real-world tasks undertaken by physics and astronomy professionals in the field. The tasks students are required to complete are complex, ambiguous, and multifaceted in nature, requiring sustained investigation to establish conclusions.
Goal 7. The ability to recognize the diverse cultural heritages and other influences which have shaped civilization and how they affect individual and collective human behavior.
Assessment Methods
With regards to goal number six , in-class essays, assigned papers, and an on-line anonymous survey in History 201, History 202, History 203, History 204, and History 205.
Assessment Results
Of the exams given in history classes, the following percentage of students was able to discern a link between diverse cultural heritages and other influences which have shaped civilization and how they affect individual and collective human behavior”:
- History 201: 81.2%
- History 202: 68%
- History 203: 75.5%
- History 204: 85%
- History 205: 75.4%
- Average for all general education history courses: 78%
Of the papers given in history classes, the following percentage of students was able to discern a link between diverse cultural heritages and other influences which have shaped civilization and how they affect individual and collective human behavior”:
- History 201: 83.3%
- History 202: 83.3%
- History 203: 80.8%
- History 205: 70.5%
- Average for all general education history courses: 79.5%
Data from an online survey conducted in the fall of 2016 and spring of 2017 of all history general education courses indicated 73.5% of students believe history had strengthened their ability to understand other cultures [13].
Improvements Made
- Since the goals were met, these targets were achieved and no plans for improvements were indicated by the department.
Goal 8. The ability to describe the governing structures and operations of the United States, including the rights and responsibilities of its citizens.
Assessment Methods
With regards to goal number eight, a cumulative departmental examination for students in Political Science 101 and Political Science 103 was used.
Assessment Results
The data indicated that students in Political Science 101 and Political Science 103, on average, performed at the 57% level when describing and explaining content areas in political science, specifically explaining and describing the United States Constitution and Federalist Papers [14].
Improvements Made
- Made changes in its curricula approach to include direct treatment of the United States Constitution and principles of federalism in all introductory political science courses (i.e., Political Science 101 and Political Science 103).
- Will add additional embedded questions on the first exam in all Political Science 101 and Political Science 103 sections to assess student understanding of United States Constitution and Federalist Papers.
Goal 9. The ability to reason logically and think critically in order to develop problem-solving skills and to make informed and responsible choices.
Assessment Methods
Sociology: With regards to goal number nine, selected questions from a cumulative examination in Sociology 201.
English: Additionally, 12 randomly selected students out of 4 sections of the Spring 2016 English 200 course developed a portfolio to demonstrate that they could create a reasoned and well-supported argument.
Assessment Results
Sociology: Students performed on average at the 72.65% level on this measure.
English: 59% of the portfolios successfully met this measure. Specifically, 27 of the 46 had an average score of greater than two on the 4-point scale [15].
Improvements Made
Sociology:
- Since our goal was 72%, the target was achieved.
English:
- Since the goal was met, the target was achieved and no plans for improvements were indicated by the department.
An Institutional Effectiveness Report for the General Education Program is compiled each summer based on the most recent school and departmental reports. Results from the report are summarized along with other program data and presented to the Academic Affairs Committee. The process for General Education Program evaluation is provided in Figure 1 below. 
Figure 1. Flowchart of the Process of General Education Assessment
Ratings of General Education Goals
The Office of Institutional Research conducts an exit survey of graduating seniors at the rehearsal for each graduation. The items in the survey allow graduating seniors to evaluate their educational experiences in their general education programs.
The overall positive endorsement in the Exit Survey 2016-2017 (Agree strongly + Agree moderately) average was 71.55%. There was a high of 84% for Goal 1 and a low of 60% for Goal 4 as seen in Table 1 below. Table 1 also provides the endorsement numbers for major programs and overall experience at Francis Marion.
Experience | Endorsement |
|---|---|
| General Education Goal 1 [16] | 84% |
| General Education Goal 2 [17] | 80% |
| General Education Goal 3 [18] | 70% |
| General Education Goal 4 [19] | 60% |
| General Education Goal 5 [20] | 68% |
| General Education Goal 6 [21] | 63% |
| General Education Goal 7 [22] | 73% |
| General Education Goal 8 [23] | 64% |
| General Education Goal 9 [24] | 82% |
| Major Program of Study [25] | 91% |
| Instruction in Major Program [26] | 87% |
| Overall Academic Experience [27] | 93% |
| Overall Experience [28] | 93% |
Table 1. Experience Endorsements
An Institutional Effectiveness Report for the General Education Program is compiled each summer based on the most recent school and departmental reports. Results from the report are summarized along with other program data for the South Carolina Commission on Higher Education.
Documentation
- Catalog 2016-2017, General Education Goals, p. 61
- Winthrop University General Education Requirements
- UNC Pembroke General Education Programs
- IE General Evaluation 2017, General Education Goals
- General Education Program Evaluation 2017, Gen Ed Competencies, p. 0-1
- Student Learning Data 2000-2015
- Student Learning Data 2015-2016
- General Education Program Evaluation 2017, Gen Ed Competencies, p. 3-4
- General Education Program Evaluation 2017, Gen Ed Competencies, p. 5-6
- General Education Program Evaluation 2017, Gen Ed Competencies, p. 6
- General Education Program Evaluation 2017, Gen Ed Competencies, p. 7-8
- General Education Program Evaluation 2017, Gen Ed Competencies, p. 9
- General Education Program Evaluation 2017, Gen Ed Competencies, p. 10-11
- General Education Program Evaluation 2017, Gen Ed Competencies, p. 12
- General Education Program Evaluation 2017, Gen Ed Competencies, p. 12-13
- Goal 1 Data
- Goal 2 Data
- Goal 3 Data
- Goal 4 Data
- Goal 5 Data
- Goal 6 Data
- Goal 7 Data
- Goal 8 Data
- Goal 9 Data
- Major Program Data
- Instruction in Major Data
- Overall Academic Experience Data
- Overall Experience Data
