1. N O The Standard Course Level Approach to Assessment of General Education DCC General Education Characteristics Writing Skills Oral Communications Analytical Skills Through Course Level Learning Outcomes in: Individual Instructional Design/Method Through Assessment Practice: English 101Speech 130 Essays/Exit Exam Small Group Presentation Math 118 Course Exam

2. Two Typical Approaches to Assessing Learning Outcomes The Programmatic Approach –Idea that GenEd is a coordinated whole leading to the development of the overall student as a member of society –Leads to program level outcomes The Departmental/Course Approach –Idea that GenEd is a loose collection of courses from different disciplines –Wide selection of requirements –Main focus on course-level learning outcomes

3. Which are we? Departmental/course approach commonly chosen Disadvantages to this approach that hinder learning –Failure to consider individual’s development “as a whole” as stated in the catalog –Promotes need to assess at the department level (with more faculty members involved than he/she teaching the course) –Does not fit well with regional accreditation requirements that speak to the overall general education program –Generates assessment work at course level that’s too labor intensive to be sustained Result exhaustion disappointment of faculty little meaningful change or improvement in learning

4. GenEd Areas in Which Basic Skills Outcomes are Formulated Reading Writing Speaking Listening Performing Mathematical Calculations Demonstrating Basic ComputerSkills

5. Typical Areas in Which Knowledge/Understanding Outcomes are Formulated Historical Perspective Literary Styles Culture Meaning of Numerical Data Global Perspective Impact of Technology

6. Typical Areas in Which Higher Order Thinking Skills Outcomes are Formulated Critical Thinking Logical Reasoning Scientific/Abstract Inquiry Concept Integration

7. Typical Areas in Which Values Development Outcomes are Formulated Commitment to Democratic Ideal Cultural Diversity Aesthetic Appreciation Ethical Perspective Religious Orientation

8. Statements of General Education Outcomes Should reflect what groups of students can do upon completion of the general education curriculum Should not describe the activities of faculty or academic departments taking part in the general education process

9. Characteristics of Statements of Intended General Education Outcomes Linked to the Expanded Statement of Institutional Purpose (our strategic goals) Reasonable Given the Ability of the Students Admitted Specific in Nature For the Most Part, Quantifiable Limited in Number to 3-5 Being Assessed at any one time.

10. Short List/Long List Concept Statements of GenEd Characteristics Statements of What is Currently being Assessed 1. 2. 3. 4. 5. Other valid Statements of Gen Ed Characteristics 1. 40.