ILC Frequently Asked Questions

General Questions

The course proposal form must be completed via Qualtrics. An Example of a Course Proposal Form, the ILC Course Proposal Directions, and required Signature Page are available for review prior to submission.

The transition to the new Integrative Core is underway and the Faculty Senate ILC (FSILC) Committee invites departments to submit existing courses and new course proposals for review and certification. This certification process will occur in phases, offering departments the flexibility to revise existing courses to demonstrate alignment with the Integrative Core.  ILC course proposals will be accepted each semester for review by the FSILC Committee and the ILC curriculum will be implemented fully by August 2022. Any current general education courses that are not approved as ILC courses by December 2021 will no longer be considered to fulfill LSU’s Integrative Core.

For a new course listing, describe the anticipated student enrollment within the discipline and from disciplines outside the department. For course renewals, describe past student enrollment in terms of the numbers of majors versus non-majors in the course, and the disciplines of non-majors that have enrolled in the course over the last 5 years.

Yes, any current general education courses that are not approved as ILC courses by December 2021 will no longer be considered to fulfill LSU’s Integrative Learning Core.

Course proposals are gathered on the 1st and 15th of the month and sent to the Faculty Senate ILC (FSILC) Committee for review. Each course proposal will be sent to two FSILC committee members for review.  The first reviewer will be the college representative for which the course is housed. The second reviewer will be a committee member outside the college. Once the course proposal is disbursed to the reviewers, the reviewers have two weeks to complete the Course Proposal Review Rubric. The rubric scores and any comments will be brought to the full committee at the next regularly scheduled FSILC committee meeting after the two-week review. The FSILC committee will discuss the course proposal and make final recommendations.  Please note this process could take a minimum of 4 weeks during the academic year. If submitted during summer, the process will be delayed until fall or spring semester. See Course Proposal Review.

 All courses will be reviewed on a five-year review cycle.  The five-year cycle begins when a course is approved as an ILC course.

Integrative Learning Related Questions

ILC stands for Integrative Learning Core, it is LSU’s general education program.

LSU is committed to providing opportunities for students to develop, across the undergraduate curriculum, the practical and intellectual capacities associated with integrative learning in preparation for high competence and functionality in post-baccalaureate contexts.

All students are required to participate in LSU’s ILC unless they have been awarded general education credit from a prior institution and LSU has approved that credit.

Students will do the integrating; instructors will need to create the opportunities. Instructors will create assignments that allow students to be reflective of their learning. See ILC Teaching Resources.

A few resources include:
Integrative Learning: Mapping the Terrain (Huber and Hutchings. 2004)
Students Do the Integrating. All we can do is provide the opportunities (Amy Jessen-Marshall, Vice President for Integrative Learning and the Global Commons, AAC&U, 2018)
K. Patricia Cross Academy

Louisiana Statewide BOR Areas and ILC Proficiency Related Questions

BOR means Board of Regents. The Board of Regents requirements represent areas of knowledge mandated by the state for the award of a baccalaureate degree.  These areas span English Composition, Mathematics/Analytical Reasoning, Natural Sciences (Life and Physical), Humanities, Social/Behavioral Sciences, and Fine Arts.

 All ILC courses are required to align to at least one of the nine ILC proficiencies.

An ILC course may address multiple proficiencies; however, unlike the primary proficiency, additional proficiencies will not be assessed at the university level. The FSILC does, however, encourage instructors teaching the course to address secondary and tertiary proficiences.

Each ILC proficiency has an aligned LSU Adapted Rubric.  Each rubric consists of 5-6 dimensions, an achievement scale, and performance indicators. Dimensions describe the knowledge, skills, and abilities students are being asked to achieve.

No, each rubric contains 5 or 6 dimensions and courses may choose to assess all dimensions.  The minimum requirement for ILC is at least three dimensions. 

ILC Assessment Related Questions

The assessment process for ILC will include a course-specific assessment procedure that requires all instructors for a given ILC course to collect and analyze data on the primary proficiency and corresponding dimensions chosen for the course.  Each course proposing to be designated as an ILC course will identify the direct measure and assignment(s) used to assess each dimension chosen of the aligned primary proficiency. The measure chosen must be the same across all sections. Instructors will complete the Data Collection Form (via Excel) each time the course is taught and submit to the Course Coordinator. Forms are due to the Course Coordinator at the end of each semester.  Fall-December 15, Spring-May 15, Summer-August 15. The Course Coordinator will combine all section-level data collection forms and submit an aggregate course-level data collection form to the Office of Institutional Effectiveness. The form should be completed and saved in excel and uploaded as an attachment into Taskstream by October 31 of each year.

Instructors should follow the assessment process approved by the FSILC Committee for the given course; this includes the chosen direct method, assignment(s), and/or sampling parameters.  Instructors will complete the Data Collection Form (via Excel) each time the course is taught and submit to the Course Coordinator. Forms are due to the Course Coordinator at the end of each semester.  Fall-December 15, Spring-May 15, Summer-August 15.

Course coordinators work with instructors to ensure the course is being taught as was approved by the FSILC Committee. Course Coordinators will collect the section-level data collection forms from instructors and combine into an aggregated data collection form for upload into Taskstream annually by October 31.

As active participants, students play a central role in the assessment for learning process, from the design and evaluation of assignments to providing feedback based on their experiences.  Thus, faculty need to engage students in all aspects of the course while providing clarity regarding expectations for achievement.

No, grading decisions reside with the faculty. 

No, the primary purpose of assessment is to improve student learning. Faculty are expected to use assessment results to inform improvements in teaching and learning.

The course is assessed every time the course taught.  It is required that an ILC course should be taught at least once per year.

The LSU adapted rubrics are modified from the VALUE rubrics. There is an LSU version for each proficiency and includes the following four achievement levels: not approaching (0), approaching (1), meeting (2), and exceeding (3). The performance indicators for each achievement level are blank, giving faculty the flexibility to add the indicators based on the rigor of the discipline. Yes. LSU requires all ILC courses to align to a primary proficiency and at least three corresponding dimensions to assess and report student attainment of learning.

VALUE [Valid Assessment of Learning in Undergraduate Education] rubrics are scoring guides developed by teams of faculty, drawn from colleges and universities throughout the United States, under the Association of American Colleges & Universities. All 16 VALUE Rubrics can be downloaded for free.

Courses can make changes by completing a new ILC Course Proposal Form. After ILC full implementation in August 2022 an ILC Drop Course Form will need to be attached to the Course Proposal Form.  Please note, a previously approved ILC course does not guarantee future ILC designation.

Direct measures are those that require students to demonstrate their knowledge and skills relative to the expected learning outcomes(s).

No, faculty can use a representative sample to assess and report the results of the assessment.  Raosoft offers a serviceable tool that can used to determine an appropriate sample size with a 90%, 95%, or 99% confidence level.

Yes.  Courses or course sections with over 25 students may choose to use a representative sample; however, they must provide a rationale regarding their sampling process in the course proposal.  The larger the sample size, the more reliable and valid any conclusions from the data will be. Larger sample sizes are associated with a smaller margin of error and higher confidence level. For alternate scenarios please review

The data collection form should be completed each time a course or course section is taught.  Forms are due to the Course Coordinator at the end of each semester.  Fall-December 15, Spring-May 15, Summer-August 15.

Data collection forms are completed each time the course is taught.  The Course Impact Report is  completed every three years and is expected to summarize and aggregate trends in student achievement in the course and the selected proficiency.

Note that departments need only assess a majority of sections annually for each course.  However, it is important that these sections be as representative as possible of all sections of the course, including those taught in the summer or intersession terms.

No. Instructors are expected to use the data collection form to report student attainment of learning in the aggregate. These annually collected data will form the basis of the course impact report written every three years by the chair of the department offering the ILC course.

The Chair of the department offering the ILC course uses annually collected data to develop a course impact report every three years demonstrating student attainment of the primary ILC proficiency selected for the course.  The report includes faculty reflections on student performance and a plan for improving student learning.

The Office of Institutional Effectiveness uses course impact reports and conducts additional analyses across multiple ILC courses to develop reports of student attainment of LSU’s ILC proficiencies. These reports are developed and disseminated on a rotating basis with three of the nine proficiencies assessed every year.

Faculty teaching ILC courses implement the assessment and collect and submit student achievement data through Taskstream.  The chair of the department offering the ILC course(s) uses these data to develop course impact reports every three years.  Faculty teaching the course(s) are expected to use these reports to implement changes designed to benefit student learning.

Core assessment focuses on assessing student work products in ILC approved courses. Graduating assessment focuses on assessing work products in upper-division courses.

Any faculty member teaching an upper-division undergraduate course and provides the opportunity for students to integrate their learning via a written assignment can contact Tara Rose, Director of Assessment.  She will work with you separately regarding details.

The Office of Institutional Effectiveness provides professional development workshops and trainings on a variety of topics concerning assessment for learning. Visit the training calendar to register.

If you have questions, please emailed or contact Tori Clement, Assessment Coordinator, Office Institutional Effectiveness at 225-578-5935.