Assessment
Lamar State College Orange (LSCO) engages in ongoing, comprehensive, and integrated research-based planning and evaluation processes that focuses on institutional quality and effectiveness and incorporates a systematic review of institutional goals and outcomes consistent with LSCO’s mission.
Institutional Effectiveness Committee (IEC) Structure, Purpose, Review and Approval Process
The Institutional Effectiveness Committee (IEC) partners with faculty and staff across all divisions and departments on the development and assessment of student learning outcomes (SLOs), as well as the assessment of administrative, educational, and student support units. The IEC reviews the institution’s assessment processes with specific attention to how effectively units are achieving the college’s mission and goals and how results from the assessment of institutional goals and priorities inform planning and resource allocations. The IEC also facilitates the process by which departments and programs report progress on institutional initiatives that have received additional funding. The IEC is additionally responsible for maintaining and monitoring the relevant criteria related to the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) standards.
The IEC reports semi-annually to the Executive Vice President of Academic and Student Affairs/Provost (EVP/P) and provides an annual IEC Assessment Report to the Provost’s Leadership Team for review and approval prior to sending to the President’s Cabinet for final review and approval. It is disseminated to all campus stakeholders after the President's Cabinet completes their final review and approval.
Systematic Review of Institutional Goals and Outcomes consistent with LSCO’s mission
Institutional Effectiveness (IE) at LSCO works as the ongoing, cyclical process by which the institution, its divisions, its degree and certificate programs, and its administrative units gather, analyze, and use data to ascertain how well the college is accomplishing its mission. Outcome-based assessment results are used to make continuous quality improvements throughout the institution.
Core Requirement 7.1 - Institutional Planning
As noted in LSCO’s IE Handbook, IE, an acronym for Institutional Effectiveness, refers to "an ongoing, comprehensive, and integrated research-based planning and evaluation process that (a) focuses on institutional quality and effectiveness and (b) incorporates a systematic review of institutional goals and outcomes consistent with its mission.” (SACSCOC Resource Manual, 2024, p. 62). It is a continuous process of planning, assessing, reviewing results, and using results for ongoing improvement.
Comprehensive Standard 7.3 - Administrative Effectiveness
At Lamar State College Orange (LSCO), the IE process consists of the assessment of both operational and learning effectiveness. To assess the operational effectiveness, all LSCO departments are engaged in the Administrative Planning process, which consists of developing assessment plans, implementing those plans, and collecting data to gauge the extent to which the expected outcomes are achieved, and then using the assessment results for continuous quality improvement. "It is critical that administrative support services are provided effectively in order for the institution to obtain its strategic goals as well as operational efficiency." (SACSCOC Resource Manual, 2024, p. 67).
Comprehensive Standard 8.2.a - Student Outcomes: Educational Programs
To assess learning effectiveness, all LSCO educational and technical programs measure SLOs at both the course level and the program level. “Effective institutions focus on the design and improvement of educational experiences to enhance student learning and support appropriate student outcomes for its educational programs and related academic and student support services that support student success.” (SACSCOC Resource Manual, 2024, p. 75).
Comprehensive Standard 8.2.b - Student Outcomes: General Education
General Education at LSCO is the broad-based foundational course of study that is essential for all disciplines that develop intellectual competencies needed for students to acquire the breadth of knowledge which is the touchstone for life-long learning and success. According to the Texas Higher Education Coordinating Board (THECB), “Given the rapid evolution of necessary knowledge and skills and the need to take into account global, national, state, and local cultures, the core curriculum must ensure that students will develop the essential knowledge and skills they need to be successful in college, in a career, in their communities, and in life.”
The state-wide core objectives are:
- Critical thinking skills
- Communication skills
- Empirical and quantitative skills
- Teamwork
- Social responsibility
- Personal responsibility
To assess student learning of these core objectives, LSCO’s General Education Assessment Committee (GEAC) has chosen to utilize four assessment measures to gauge the extent to which students are meeting the core objectives:
- Six general education rubrics
- Collegiate Assessment of Academic Proficiency (CAAP)
- Community College Survey of Student Engagement (CCSSE)
- LSCO Exit Interview
Through the GEAC's use of multiple methods of assessment, LSCO "ensures that general education competencies are specifically addressed by establishing expected learning outcomes, assessing these outcomes, and providing evidence of seeking improvements based on the findings." (SACSCOC Resource Manual, 2024, p. 77).
Comprehensive Standard 8.2.c - Student Outcomes: Academic and Student Services
To assess learning and institutional effectiveness, all LSCO academic and student services that support student success measure student and institutional outcomes so that improvements in the student experience can be made. “Effective institutions focus on the design and improvement of educational experiences to enhance student learning and support appropriate student outcomes for its educational programs and related academic and student support services that support student success.” (SACSCOC Resource Manual, 2024, p. 80).