The results of the assessment will be used both to inform needed adjustments or changes to the GM assessment plan or for making programmatic changes to the GM categories. Ultimately, faculty teaching GMs, the primary stakeholders in this process, should benefit from the information gathered in the assessment to make any changes, if desired, for aligning their courses to GM outcomes.
A two-year cycle for each designation. GM1 could be assessed in one year cycle, while GM2 is assessed the next year.
Most advanced courses (typically at the 300 or 400 level) have a prerequisite that includes a letter designation (GM, H, Q, etc.) corresponding to a set of specific learning outcomes and general education requirements as described in the College’s Common Course of Study (CCS). To avoid the redundancy of ascribing the same general education codes to advanced courses, faculty members are reminded that they are required to assess their students for each and every learning outcome attributed to subjects listed in the College’s Course Catalog. We would also urge other GM course instructors to weigh in on the types of measurable evidence of student learning, collection points, the evaluation procedures, etc., before proceeding with the assessment process.