General Education Assessment Framework

The Academic Assessment Committee has developed the following assessment framework as part of their charge to coordinate the assessment of general education while maintaining primary resposibility for determining measurement practices, standards, and implementation with departments.

AH.     To develop an appreciation for, and enhance understanding of, the arts and humanities
           Relevant outcomes include the ability to:

AH1.     Engage in literary, philosophic, and artistic expression;
AH2.     Engage in literary, philosophic, and artistic response;
AH3.     Engage in literary, philosophic, and artistic analysis;
AH4.     Engage in literary, philosophic, and artistic evaluation.

GHD.     To develop global awareness, historical perspective, and appreciation of social and cultural diversity in the world
             Relevant outcomes include the ability to:

GHD1.    Analyze an issue from the perspective of another cultural tradition or historical period;
GHD2.    Understand and respect cultural differences;
GHD3.    Read, write, speak, and understand a foreign language at an enhanced level.

SU.     To develop scientific understanding of the natural and social worlds
           Relevant outcomes include the ability to:

SU1.    Explain how scientists think, work, and evaluate the natural and social world;
SU2.    Use techniques such as controlled observation, experiment, mathematical analysis of data, and production and interpretation of graphical and tabular data presentation;
SU3.     Demonstrate knowledge and appreciation of the natural and social world.

 
CRT.     To develop critical thinking and critical reading skills
             Relevant outcomes include the ability to:

CRT1.     Define a problem;
CRT2.     Assemble evidence to support a conclusion;
CRT3.     Assess the validity of a sustained argument;
CRT4.     Analyze information to uncover underlying meanings, structures, and patterns.

 
WC.     To strengthen writing and communication skills
            Relevant outcomes include the ability to:

WC1.    Develop a chosen topic,
WC2.    Organize specifics to support a main idea,
WC3.    Use proper grammar,
WC4.    Address a particular audience,
WC5.    Revise and edit to produce focused and coherent texts.

QS.     To strengthen quantitative skills
           Relevant outcomes include the ability to:

QS1.     Apply mathematical and statistical techniques as a means of analysis within a variety of disciplines
QS2.     Assess the strengths and weaknesses of these techniques of analysis.

IFC.     To develop information fluency and computer literacy
           Relevant outcomes include the ability to:

IFC1.     Locate, evaluate, and effectively use information from a variety of sources;
IFC2.     Use computers for research, analysis, and expression;
IFC3.     Analyze the effects of information technology on society.

 
PHF.     To foster personal health and fitness through a wellness model
            Relevant outcomes include the ability to:

PHF1.    Develop and/or maintain a level of physical activity and nutrition that meets public health standards;
PHF2.    Construct and implement a fitness/wellness program to improve quality of life and longevity;
PHF3.    Apply behavior modification strategies to maintain healthy lifestyle habits and psychological well-being;
PHF4.    Build a personal awareness of, and positive attitude towards, healthy living.

 
SEJ.     To recognize issues of social equity and social justice in the United States
            Relevant outcomes include the ability to:

SEJ1.     Recognize the diverse forms and effects of social and economic inequality;
SEJ2.     Understand bias and discrimination based on individual and group factors such as race, color, religious creed, age, sex, national origin, ancestry, sexual orientation, and mental or physical disability.

 
CR.     To develop and encourage the practice of civic responsibility
          Outcomes include the ability to:

CR1.     Involve oneself in campus, local or other communities;
CR2.     Take a public stance on a community issue (either in a classroom or public setting);
CR3.     Understand and analyze public issues and public affairs from the perspective of the larger community.