Integrative Learning Core (ILC) Assessment
The following SACSCOC principle is addressed via the student learning assessment process:
- 8.2.b The institution identifies expected outcomes, assesses the extent to which it achieves
those outcomes, and provides evidence of seeking improvement based on analysis of
the results in the following areas:
- Student learning outcomes for collegiate-level general education competencies of its
undergraduate degree programs.
- Participants; All integrative learning core courses
- Student learning outcomes for collegiate-level general education competencies of its undergraduate degree programs.
In meeting principle 8.2.b, LSU has developed a set of nine proficiencies: civic engagement, ethical reasoning, global learning, inquiry & analysis, intercultural knowledge & competence, oral communication, problem solving, quantitative literacy, and written communication. The ILC curriculum will allow students to gain not only the breadth and depth across Louisiana’s Board of Regents areas for general education: english composition, mathematical/analytical reasoning, fine arts, humanities, natural science (life and physical), and social/behavioral; science; but also gain competence in the proficiency areas in preparation for the workforce.
Director of Assessment
The Office of Institutional Effectiveness offers individual consultations for course coordinators across campus to support their efforts in successfully implementing ILC course assessment plans. Instructors teaching courses not yet approved for ILC can submit a course proposal. Details on how to submit a course proposal can be found at Faculty Senate Integrative Learning Core Committee.
Each course approved for the ILC has chosen a primary proficiency and at least one dimension of the corresponding AAC&U VALUE Rubric for assessment purposes. The adapted ILC proficiency rubrics include the following four achievement levels: not approaching (0), approaching (1), meeting (2), and exceeding (3). The performance criteria for each achievement level are blank, giving faculty the flexibility to add the criteria based on the rigor of the discipline [the criteria was approved in the ILC course proposal]. A fifth category denoting the capstone (4) level (and target) for LSU graduates, along with performance criteria, is displayed. The target for undergraduate students is meeting (2) level with the goal of 80% of students achieving this level or higher.
Data will be collected each year from a majority of the sections, across all modalities, for each ILC course to provide evidence of student achievement. The course coordinator is responsible for collecting this data separately, ideally using the provided Data Collection Form or an excel file, then aggregating the data for reporting purposes.
It is encouraged to archive individual section-level data; comparing results across modalities is a requirement. ILC assessment reporting data is due annually on October 31 in the Planning & Self-Study by Watermark platform. If, at any time, you need technical assistance with Planning & Self-Study, please contact Rachel May in the Office of Institutional Effectiveness by email at firstname.lastname@example.org or by phone at 225-578-0021.