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Core Curriculum Assessment

Core curriculum assessment ensures that 老王论坛 learners achieve 21st century competencies most valued by employers. The Core Curriculum Assessment Committee (CCAC), comprised of faculty across the university, assesses core learning objectives on a 3-year cycle based on core designations: Communication (COM), Computer Science (CS), Humanities (H), Interprofessional Projects (IPRO), Introduction to the Professions (ITP), Mathematics (M), Natural Sciences (N), and the Social Sciences (S). For learning objectives for each designation, please see below.

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Core Learning Objectives by Designation

Overall core learning objectives (LOs) are further defined and distributed across various disciplines and components鈥攄esignations鈥攚hich are approved by the Undergraduate Studies Committee (UGSC). Faculty teaching designated courses in the core curriculum use these LOs to guide instruction and assess student achievement. This ensures that undergraduate students at 老王论坛 are able to demonstrate necessary competencies and that we provide a high-quality education that prepares students for life and work.
  1. Students can demonstrate understanding of and analyze texts (e.g., news articles, academic papers, data sets) in order to develop their own claims in writing.
  2. Students can craft a text with attention to audience, purpose, context, and conventions.
  3. Students can effectively revise their text or argument based upon detailed feedback.
  4. Students can present an effective evidence-based argument in the appropriate medium of communication (e.g., written, visual, oral, or other emergent forms of communication).
  5. Students can communicate specialized knowledge appropriately for a defined audience.
  1. Students will be able to use computation to represent problems (i.e. abstraction) and implement solutions using an appropriate programming environment.
  2. Students will be able to use computation to demonstrate algorithmic thinking.
  3. Students will be able to utilize computational applications for modeling, simulation or visualization.
  4. Students will be able to explain the limitations, assumptions, and trade-offs inherent in computing models.
  5. Students will be able to apply a software development process (specification/requirements, design, programming/documentation, debugging/testing.)
  1. Students will be able to articulate questions about human expressions and experiences.
  2. Students will demonstrate understanding of the language and concepts of the humanities and arts.
  3. Students will produce original work of creative expression (e.g., creative writing, argumentative research paper, fine arts.)
     
  1. Students will demonstrate the ability to contribute to solutions to open-ended problems of community and societal relevance that require an interdisciplinary approach.
  2. Students will demonstrate effective interdisciplinary teamwork skills.
  3. Students will demonstrate their ability to effectively communicate across disciplinary boundaries.
  4. Students will demonstrate their ability to identify and evaluate the ethical implications of their solutions and actions.
  1. Ethics: Students will demonstrate an understanding of the ethical framework applicable to the discipline. Students will be able to understand the importance of ethics to the profession. Students will be able to recognize ethical issues and propose ethical responses to ethical problems.
  2. Communication: Students will be able to understand the standards of professional communication used within the profession. Students will be able to communicate (understand, and respond) in a discipline specific fashion.
  3. Professionalism: Students will be able to understand the norms of professional behavior within the discipline. Students will be able to discuss and understand how professional conduct reflects on and supports the discipline
  1. Students will be able to perform mathematical calculations by applying mathematical rules, symbolic manipulations, definitions, and/or theorems correctly.
  2. Students will be able to demonstrate their understanding of mathematical concepts and support their work claims using valid arguments.
  1. Students will demonstrate an empirical and/or theoretical understanding of the natural world that is based upon observation and the scientific method.
  2. Students will be able to think critically about the natural world, to offer meaningful explanations of natural phenomena, and develop and test hypotheses about natural phenomena.
  3. Students will be able to to demonstrate an understanding of the societal relevance of concepts and contemporary issues in the natural sciences.
     
  1. Students will demonstrate an understanding of the scientific study of individual and group behavior.
  2. Students will demonstrate an understanding of fundamental concepts, theory or methods.
    from one or more of the social/behavioral sciences (e.g., anthropology, economics, sociology, political science or psychology.)
  3. Students will demonstrate critical thinking about human behavior and society to offer meaningful explanations of social and individual behavior.
  4. Students will be able to frame social science problems broadly in a way that is accessible to the general population (i.e., not exclusively for majors within a specific discipline.)

Core Curriculum Assessment Process

Each semester, the Core Curriculum Assessment Committee (CCAC) collaborates with faculty to measure student achievement of the specific learning objectives in the core designation. CCAC members reach out to faculty prior to and at the beginning of each semester to outline the process and field questions. CCAC works with faculty members to:

  • Identify student work (artifacts) that demonstrate achievement of the learning objectives for the designation.
  • Create a rubric that aligns with the learning objectives.
  • Measure student achievement of the learning objectives.

At the conclusion of the assessment cycle, the CCAC aggregates data and submits the report to the UGSC. Strengths, as well as areas of needed improvement, are identified, and the faculty is engaged in suggesting revisions. This enables 老王论坛 to refine its core curriculum in the spirit of continuous improvement.

Core Curriculum

The Core Curriculum refers to the system of courses designed to promote the development of 21st century competencies throughout a student's academic career at 老王论坛. These competencies are defined in the core curriculum learning objectives (LOs). Each aligns with the skills and abilities most valued by employers. These include the ability to communicate, engage in teamwork, problem-solve, and analyze information. 

Overall Core Curriculum Learning Objectives

To fully prepare 老王论坛 graduates for the workforce, in concert with and complementing the learning objectives within the various degree programs, the core curriculum contributes significantly to IIT's overall goal that its graduates:

  • Be committed to positive change in their communities, nations, and the world, able to
    • Identify and analyze contemporary issues and problems.
    • Compare and contrast different points of view, both within and across cultures.
  • Think critically, viewing problems as opportunities for innovation, able to
    • Appropriately employ multiple quantitative and qualitative methods of analysis and evaluation.
    • Employ the best available technology to achieve solutions.
  • Collaborate professionally and ethically, able to
    • Work successfully with others within and across disciplines and cultures.
    • Identify and discuss ethical issues.
  • Communicate effectively, able to
    • Establish an objective, and clearly and cohesively support it.
    • Speak and write in a manner that does not require significant work by the audience to fill in needed information or to ignore linguistic distractions.
    • Speak and write appropriately within and across disciplines and cultures.

Core Curriculum Map

The table below maps the overarching core curriculum learning objectives (LOs) to core component LOs. Note that humanities LO H.3 maps to core LO 2 under a linkage of 鈥渋nnovation鈥 to 鈥渃reativity鈥 but that it is an imprecise fit to the description of this core LO in either 2a or 2b. See the detailed objectives for each component in the expandable section below this table. 

OVERARCHING CORE LOITPIPROHSNMCSCOM
1. Be committed to positive change in their communities, nations and the world, able to:
a. Identify and analyze contemporary issues and problems.		  xxxxx5
b. Compare and contrast different points of view, both within and across cultures.  x    2
2. Think critically, viewing problems as opportunities for innovation, able to:
a. Appropriately employ multiple quantitative and qualitative methods of analysis and evaluation.		   xxx 3
b. Employ the best available technology to achieve solutions.x x  xx3
3. Collaborate professionally and ethically, able to:
a. Work successfully with others within and across disciplines and cultures.		 xx    2
b. Identify and discuss ethical issues. xx    2
4. Communicate effectively, able to:
a. Establish an objective, and clearly and cohesively support it.		  x x x3
b. Speak and write in a manner that does not require significant work by the audience to fill in needed information or to ignore linguistic distractions.      x2
c. Speak and write appropriately within and across disciplines and cultures. xxxx x5

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