General Education Guiding Principles and Position Statement

Guiding Principles for General Education Outcomes and Outcomes Assessment
    • General education should be faculty driven and should have faculty buy in.
    • Colleges must show how assessment results are used for continuous improvement.
    • General education outcomes assessments should occur through multiple methods. A sample list should be generated that would include but not be limited to rubrics, common tests, embedded questions, pre/post tests, comparison groups, vendor instruments, and state data.
    • In establishing multiple methods, colleges should seek valid, reliable assessments based on sound instructional design.
    • General education outcomes assessments must occur for all credit programs.
    • Sufficient resources should be made available to conduct general education outcomes assessments. Specifically, data collection should occur in through manageable, technology-based methods.
    • College materials that support general education outcomes assessments should follow standardized formats; e.g. syllabi and course-specific outcomes.
    • Alignment of course-specific and program outcomes should occur, and colleges should be able to demonstrate that outcomes assessment aligns with program review which aligns with effectiveness. Methods such as curriculum mapping can help establish alignment.
    • General education outcomes assessments and results should align with student services.
    • Accountability must be established for all outcomes, and faculty may be asked to be accountable for all outcomes.

Position Statement

General education knowledge and skills are fundamental to becoming an educated person. Effective general education outcomes assessments demonstrate how results are used for continuous improvement. They are faculty-driven, are college-wide, and are collected and shared in a manageable, technology-based system. General education outcomes focus on student learning and student success.