Louisiana Tech students are expected to learn and demonstrate competencies as well as content knowledge. These competencies include the abilities to conduct research and to understand and use information: to proceed from inquiry

  • to identify, retrieve, interpret and document sources
  • to analyze, manage and apply information for a specific purpose
  • to marshal evidence, argue logically and support conclusions; in turn,
  • to communicate effectively in oral or written forms to an intended audience; and,
  • to demonstrate fluency with information technologies as appropriate to any of these stages of the research process.
Proficiency in this set of research and information use skills is sometimes called information literacy.

Louisiana Tech curricula complying with accreditation standards or other professional guidelines1 need to integrate learning activities and outcomes assessments designed and implemented to assure that students attain and demonstrate expected research competencies. The purpose of this Web site is to inform and support such curricular initiatives. Documented herein are:

  • how the Expected Outcomes for all Louisiana Tech Graduates, the Louisiana Board of Regents' Statewide General Education Requirements and SACS Principles of Accreditation oblige the General Education curriculum to ensure that every student acquires foundational research and information use skills required for graduation; and

  • how disciplinary accreditation standards and guidelines of professional organizations, referenced herein by college, expect that degree candidates in undergraduate and graduate programs or concentrations cultivate and apply research competencies which are specific to each discipline and more advanced at the graduate level.

Guidelines, best practices, and other useful resources are also provided to support curricular initiatives

  • to articulate learning goals according to regional and disciplinary accreditation standards
  • to compose performance rubrics for general education and disciplinary curricula
  • to adopt, adapt or design instruments or other means for assessing learning outcomes
  • to implement these objectives and assessments in curricula systematically, and
  • to enhance faculty development in curricular design and the assessment of learning outcomes.

For additional consultation, or to offer questions, comments or suggestions about the site, please contact:

Boris Teske
Reference & Instruction / Information Literacy Librarian
Prescott Memorial Library 240
Louisiana Tech University
Ruston, LA   71272
(318) 257-2992
teskeb@latech.edu

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1 See Bonnie Gratch-Lindauer, "Comparing the Regional Accreditation Standards: Outcomes Assessment and Other Trends," Journal of Academic Librarianship 28 no. 1-2 (January-March 2002) 14-25, and Gary B. Thompson, "Information Literacy Accreditation Mandates: What They Mean for Faculty and Librarians," Library Trends 51 no. 2 (Fall 2002) 218-241.


Last modified March 19, 2007
by Boris Teske, Prescott Memorial Library,
Louisiana Tech University, Ruston, LA 71272