Assessment of General Education Learning Outcomes:
Explore below to see the connections between each General Education Category and the General Education Learning Outcomes.
LEARNING OUTCOMES AND RUBRICS
The rubrics linked below support each of the General Education Learning Outcomes. While each GELO is particularly well-aligned to these rubrics, there may also be alignment across the program to other rubrics.
- Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning. Foundational Skills rubric (revised Fall 2021)
- Critical thinking: Demonstrate the ability to evaluate information and develop well-reasoned and evidence-based conclusions. Inquiry and analysis rubric
- Citizenship: Articulate the challenges, responsibilities, and privileges of belonging in a complex, diverse, interconnected world. Diversity and global learning rubric
- Multidisciplinary learning: Integrate knowledge, perspectives, and strategies across disciplines to answer questions and solve problems. Integrative learning rubric
INSTRUMENTS
First Year Seminar informational survey This survey is disseminated to all First Year students to help provide insight into their background experiences, interests and goals. (Adapted from Portland State University Freshman Inquiry Prior Learning Questionnaire).
Midterm-Formative General Education assessment survey This survey is an opportunity for students to provide some mid-term feedback regarding their experience with a General Education course and their perception of learning outcomes to help guide their experience (Adapted from Portland State University Early Term Assessment and University of Oregon midterm assessment survey).
First Year Seminar Experience survey – students This survey is an opportunity for students to reflect on their experience in a First Year Seminar, including aspects of the experience that they found beneficial to their own learning. The holistic results of this survey are combined with the faculty survey to gauge both gaps and overlaps in student and faculty perceptions and to areas of strength and needs for improvement to be supported by the General Education program. (Adapted from University of Oregon student experience survey).
First Year Seminar Experience survey – faculty This survey is an opportunity for faculty to reflect on their experience working with students in a First Year Seminar, including aspects of the experience that they found beneficial to student learning. The holistic results of this survey are combined with the student survey to gauge both gaps and overlaps in student and faculty perceptions and to identify areas of strength and needs for improvement to be supported by the General Education program. (Adapted from University of Oregon faculty reflection survey).
- First Year Seminars
- Foundations: Mathematics
- Foundations: Writing
- Foundations: Communications & Language
- Foundations: Critical Thinking
- Foundations: Health Promotion
- Exploring Knowledge: Literary and Aesthetic Perspectives
- Exploring Knowledge: Literary and Aesthetic Perspectives
- Exploring Knowledge: Scientific Perspectives
- Exploring Knowledge: Social, Historic, and Civic Perspectives
- Integrating Knowledge: Citizenship, Social Responsibility, and Global Awareness
- Integrating Knowledge: Science, Technology, and Society
General Education Learning Outcome
1: Intellectual Foundations and Breadth of Exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning
4: Multidisciplinary Learning Integrate knowledge, perspectives, and strategies across disciplines to answer questions and solve problems.
Courses provide students the opportunity to practice and demonstrate the specific Foundational Knowledge skill identified by the Seminar focus (either the Quantitative Literacy or Written Communication rubric) and provide the students to engage in the practice of integrating knowledge across multiple disciplines at the benchmark level using the Integrating Knowledge rubric.
General Education Learning Outcome
1: Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning.
Courses meet at least two features of the Quantitative Literacy rubric at a minimum level of two.
General Education Learning Outcome
1: Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning.
Courses meet at least two features of the Written Communication rubric at a minimum level of two.
General Education Learning Outcome
1: Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning.
Courses meet at least two features of the Foundational Skills rubric at a minimum level of two.
General Education learning outcome
2: Demonstrate the ability to evaluate information and develop well-reasoned and evidence-based conclusions.
Courses meet at least two features of the Inquiry and Analysis rubric at a minimum level of two.
General Education learning outcomes
1: Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning
2: Critical Thinking: Demonstrate the ability to evaluate information and develop well-reasoned and evidence-based conclusions.
Courses meet at least two features of the Inquiry and Analysis rubric or the Foundational Skills rubric at a minimum level of two.
General Education learning outcomes
1: Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning
2: Critical Thinking: Demonstrate the ability to evaluate information and develop well-reasoned and evidence-based conclusions.
Courses meet at least two features of the Inquiry and Analysis rubric or the Foundational Skills rubric at a minimum level of two.
General Education learning outcome
1: Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning and general Education learning outcome
2: Demonstrate the ability to evaluate information and develop well-reasoned and evidence-based conclusions. Courses meet at least two features of the Inquiry and Analysis rubric or the Foundational Skills rubric at a minimum level of two.
General Education learning outcomes
1: Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning
2: Critical Thinking: Demonstrate the ability to evaluate information and develop well-reasoned and evidence-based conclusions.
Courses meet at least two features of the Inquiry and Analysis rubric or the Foundational Skills rubric at a minimum level of two.
General Education learning outcome
1: Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning
2: Critical Thinking: Demonstrate the ability to evaluate information and develop well-reasoned and evidence-based conclusions.
Courses meet at least two features of the Inquiry and Analysis rubric or the Foundational Skills rubric at a minimum level of two.
General Education learning outcomes
3: Citizenship: Articulate the challenges, responsibilities, and privileges of belonging in a complex, diverse, interconnected world
4: Multidisciplinary learning: Integrate knowledge, perspectives, and strategies across disciplines to answer questions and solve problems.
Courses meet at least two features of the Diversity and Global Learning rubric and the Integrative Learning rubric at a minimum level of three.
General Education learning outcomes
3: Citizenship: Articulate the challenges, responsibilities, and privileges of belonging in a complex, diverse, interconnected world
4: Multidisciplinary learning: Integrate knowledge, perspectives, and strategies across disciplines to answer questions and solve problems.
Courses meet at least two features of the Inquiry and Analysis rubric and the Integrating Knowledge rubric at a minimum level of three.
