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Assessment of curricula effectiveness in terms of general
education learning outcomes is accomplished through comparison
of instructor self-assessment to student course assessment
of freshman and sophomore-level courses completed each semester.
Near the end of each semester the instructors of all freshman
and sophomore-level classes are asked to complete the Curricula
Effectiveness Survey – Instructor (PDF). In completing this
survey the instructor indicates the extent to which each of
the ten general education goals of the University are measured
in the class. The extents are given as: Not Addressed, Introduced,
Assessed and Mastered.
A similar survey, the Curricula
Effectiveness Survey – Student (PDF), is completed
by the students indicating the extent to which each skill
or learning outcome was addressed in the class. Comparison
of average measures both by skill or learning outcome averaged
over all classes and by class provides some measure of the
effectiveness of the curriculum in addressing the general
education learning goals of the University.
Assessment of particular goals which both instructors
and students identify as Not Addressed or merely Introduced
may indicate a failure of the curriculum to identify specific
courses as addressing these general education goals. On
the other hand, assessment of particular goals which the instructors
rate as Mastered and the students rate as Introduced or
Assessed may indicate failure of specific courses to adequately
address the general education goal. The former failure requires
the General Education Committee to examine the curriculum and
suggest changes. The latter failure is included in the
Academic Program Review.
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