Charge to Standard 12 Committee
Since the last Middle States Association Self-Study, the College
has been engaged in a significant effort of general education
reform. This effort brought about a new way of conceptualizing
the delivery of general education requirements through a "Dimension"
schema. In addition, an American Diversity requirement was
instituted. The College maintained its 18-credit general education
course distribution requirement. Significant curricular modifications
have been introduced as well. Consistent with its mission, a quality
institution of higher education offers students the opportunity to
achieve college-level proficiency in oral and written communication,
scientific and quantitative reasoning, critical analysis and reasoning,
technological competency, and information literacy.
- Describe and evaluate the College's efforts over the past ten to fifteen years to design and deliver a program of general education requirements that is consistent with the College's mission.
- Describe the faculty role and responsibility in the design and assessment of general education requirements.
- Review and evaluate the College's effectiveness toward reforming general education. Consider evidence of institutional support for a general education program (administrative structure, budget, faculty incentives).
- How effective has replacing the General Studies Program with the AA degree programs been in helping students achieve the general education expectations set out in the current requirements?
- Describe and evaluate the impact the "Dimension" reform effort has had on general education at the College.
- Describe the College's current general education requirements and assess the degree to which they ensure students achieve college-level proficiency in oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competency, and information literacy. To what extent do the general education requirements incorporate study of values, ethics and diverse perspectives?
- In what ways are general education knowledge, skills and abilities (as defined in number 2) effectively incorporated into students' major programs of study? How is this assessed?
- Describe and evaluate the ways in which the College assures student achievement of general education outcomes in light of the multiple ways course credit may be earned (courses completed at the College, transfer credits, or competencies demonstrated in ways determined by the College).
- What is the relationship of the assessment of general education outcomes to the College's overall plan for assessing student learning? In what ways are the assessment results utilized for curricular improvement?