General Education Assessment Report

The General Education Guidelines [pdf] require that General Education courses be assessed to measure if students are meeting the GE learning outcomes. In accordance with University Policy S09-2 [pdf], annual reports are to be submitted electronically by October 1.

GE Annual Course Assessment Report

2020 General Education Annual Course Assessment Report. Use this GoogleForm to report on GE Courses for the 2019-2020 Academic Year. After you submit your reports (no later than October 1, 2020), your department chair and college associate dean will be notified. You may update the form after it is submitted.

For reference only, please see the previously used Paper General Education Annual Course Assessment Form [docx]

Resources

Learning Outcomes by Area

GE (A-E) / American Institutions (US) / GWAR (Z)

A1 | A2 | A3 | B1-3 | B4 | C1 | C2 | D1-3 | E | US1 | US2 | US3 | R | S | V | Z

The academic catalog provides more information about the General Education Learning Goals and how "Basic Skills of an Educated Person," "Basic Knowledge of an Educated Person," and "Integrated Knowledge of an Educated Person" map to the GE Areas. 

A1 Oral Communication 

Students shall be able to:

  1. identify and assess socially significant and intellectual topics, then compose and deliver extemporaneous oral presentations on these topics;
  2. engage in critical and analytical listening;
  3. analyze audiences, adapt oral presentations to audiences and use that information to accomplish the purpose of the speech; and,
  4. assume the ethical responsibilities of the public speaker, including basic understanding of the economic, legal, and social issues surrounding the access and use of information.

A2 Written Communication

Students shall be able to:

  1. demonstrate the ability to read actively and rhetorically;
  2. demonstrate the ability to perform the essential steps in the writing process (prewriting, organizing, composing, revising, and editing) and demonstrate an awareness of said performance;
  3. articulate an awareness of and write according to the rhetorical features of texts, such as purpose, audience, context, and rhetorical appeals;
  4. demonstrate the ability to integrate their ideas and those of others by explaining, analyzing, developing, and criticizing ideas effectively in several genres; and,
  5. demonstrate college-level language use, clarity, and grammatical proficiency in writing.

A3 Critical Thinking and Writing

Students shall be able to:

  1. locate and evaluate sources, through library research, and integrate research through appropriate citation and quotation;
  2. present effective arguments that use a full range of legitimate rhetorical and logical strategies to articulate and explain their positions on complex issues in dialogue with other points of view;
  3. effectively locate, interpret, evaluate, and synthesize evidence in a comprehensive way in support of one’s ideas;
  4. identify and critically evaluate the assumptions in and the context of an argument; and,
  5. effectively distinguish and convey inductive and deductive patterns as appropriate, sequencing arguments and evidence logically to draw valid conclusions and articulate related outcomes (implications and consequences).

B1, B2, and B3 Science

Students shall be able to:

  1. use the methods of science and knowledge derived from current scientific inquiry in life or physical science to question existing explanations;
  2. demonstrate ways in which science influences and is influenced by complex societies, including political and moral issues; and,
  3. recognize methods of science, in which quantitative, analytical reasoning techniques are used.

B4 Mathematical Concepts

Students shall be able to:

  1. use mathematical methods to solve quantitative problems, including those presented in verbal form;
  2. use mathematics to solve real life problems; and,
  3. arrive at conclusions based on numerical and graphical data.

C1 Arts

Students shall be able to:

  1. recognize aesthetic qualities and processes that characterize works of the human intellect and imagination;
  2. respond to works of art both analytically (in writing) and affectively (in writing or through other forms of personal and artistic expression); and
  3. write clearly and effectively.

C2 Letters

Students shall be able to:

  1. recognize how significant works illuminate enduring human concerns;
  2. respond to such works by writing both research-based critical analyses and personal responses; and
  3. write clearly and effectively.

D1, D2, and D3 Social Sciences

Students shall be able to:

  1. place contemporary developments in cultural, historical, environmental, and spatial contexts;
  2. identify the dynamics of ethnic, cultural, gender/sexual, age-based, class, regional, national, transnational, and global identities and the similarities, differences, linkages, and interactions between them;
  3. evaluate social science information, draw on different points of view, and formulate applications appropriate to contemporary social issues; and,
  4. (As Applicable)

D1 Human Behavior
recognize the interaction of social institutions, culture, and environment with the behavior of individuals.

D2 Comparative Systems, Cultures, and Environments
compare and contrast two or more ethnic groups, cultures, regions, nations, or social systems.

D3 Social Issues
apply multidisciplinary material to a topic relevant to policy and social action at the local, national, and/or international levels.

E Human Understanding and Development

Students shall be able to:

  1. recognize the physiological, social/cultural, and psychological influences on their well-being;
  2. recognize the interrelation of the physiological, social/cultural, and psychological factors on their development across the lifespan;
  3. use appropriate social skills to enhance learning and develop positive interpersonal relationships with diverse groups and individuals; and, 
  4. recognize themselves as individuals undergoing a particular stage of human development, how their well-being is affected by the university’s academic and social systems, and how they can facilitate their development within the university environment.

US1 American Institutions - U.S. History

To fulfill the requirements for U.S. History, students should be able to describe the principal events, developments, ideas, politics, and international relations in all the territories now in the United States from the beginnings of this society until the present. While considering these topics, students should be asked to analyze certain subtopics, including:

  1. the continent’s earliest inhabitants, colonization, slavery, the American Revolution and the early Republic, territorial expansion, economic development, political reform and reaction, Civil War and Reconstruction, foreign relations, wars and conflicts, religious, labor and civil rights movements, feminism, environmentalism and identity politics; and,
  2. within the study of these subtopics should be a consideration of women and gender relations; the history and experience of racial and ethnic minorities; immigration to the United States and the experiences of immigrants; and patterns of race and class relations.

US2 American Institutions - U.S. Constitution and California Government

To fulfill the requirements for U.S. Constitution and California Government, students should be able to explain how political decisions are made, their consequences for individuals and society, and how individuals and groups may affect the decision-making process. As students analyze the meaning and content of the democratic process as it has evolved in the United States and California, at a minimum, they should be able to describe:

  1. the foundations of the political system, including the evolution of the philosophies of the U.S. and California constitutions, political culture, separation of powers, bureaucracy, federalism, and relations among various levels of government. Students should also analyze the evolving institutions of government, including a study of the powers of the President, Congress, and the Judiciary;
  2. the links between the people and government, including participation and voting, political parties, interest/lobbying groups, and public opinion and socialization. Students should also analyze the rights and obligations of citizens, the tension between various freedoms of expression, including issues related to censorship and freedom of speech, due process and the maintenance of order, the efforts to end racial, gender and other forms of discriminatory practices in both the public and private sectors of society; and,
  3. the operations of California government, including the similarities and differences between the California and U.S. Constitutions, the relationship between state and local government in California, the basic issues of California politics, and a careful assessment of the impact of demographic changes on the history and politics of the state and the nation.

US3 American Institutions - California Government

To fulfill the requirements for California governments, students should also be able to:

  1. identify the tools of political action and collective decision-making at the local, state, national, and global level; and
  2. articulate the values and assumptions that inform their civic engagement.

R Earth and Environment

Within the particular scientific content of the course, students shall be able to:

  1. demonstrate an understanding of the methods and limits of scientific investigation;
  2. distinguish science from pseudo-science; and,
  3. apply a scientific approach to answer questions about the earth and environment.

S Self, Society, & Equality in the U.S.

Students shall be able to:

  1. describe how identities (i.e. religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age) are shaped by cultural and societal influences within contexts of equality and inequality;
  2. describe historical, social, political, and economic processes producing diversity, equality, and structured inequalities in the U.S.;
  3. describe social actions which have led to greater equality and social justice in the U.S. (i.e. religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age).; and,
  4. recognize and appreciate constructive interactions between people from different cultural, racial, and ethnic groups within the U.S.

V Culture, Civilization, & Global Understanding

Students shall be able to:

  1. compare systematically the ideas, values, images, cultural artifacts, economic structures, technological developments, and/or attitudes of people from more than one culture outside the U.S.;
  2. identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture; and,
  3. explain how a culture outside the U.S. has changed in response to internal and external pressures.

Z Written Communication II

Students shall write complete essays that demonstrate college-level proficiency. Students shall be able to:

  1. produce discipline-specific written work that demonstrates upper-division proficiency in:
    • language use
    • grammar
    • clarity of expression;
  2. explain, analyze, develop, and criticize ideas effectively, including ideas encountered in multiple readings and expressed in different forms of discourse;
  3. organize and develop essays and documents for both professional and general audiences;
  4. organize and develop essays and documents according to appropriate editorial and citation standards; and,
  5. locate, organize, and synthesize information effectively to accomplish a specific purpose, and to communicate that purpose in writing.