Jan 22, 2022  
2021-2023 Undergraduate Catalog 
2021-2023 Undergraduate Catalog

General Education Student Learning Outcomes for 2021-22

The General Education Committee worked tirelessly during the 2020-21 academic year to assess and evaluate the Student Learning Outcomes (SLOs) that we use as part of our General Education curriculum. As a result of their work and based on feedback received by the faculty in several forum, we made a decision to reduce the number of SLOs that we assess from seven to three. These SLOs are (1) written communication, (2) oral communication, and (3) critical reading. For the 2021-22 academic year, we will proceed with collecting data on these three SLOs.

As educators and scholars, it is important that we use continuous improvement and model our commitment to it. As such, we will spend the fall 2021 revisiting the approach that we used to reduce to these three SLOs. We want to ensure that we have used a comprehensive evidence-informed approach that yields a sound conclusion for the final SLOs that we decide to assess and evaluate to inform our work in the General Education curriculum. Data collected from these outcomes should drive our decisions relative to scope and sequence of curricula, course content, instructional approaches in the classroom, and so forth. More importantly, we must remember that this process focuses on our students and their development as professionals; thus, we should concern ourselves with determining which SLOs will positively impact their growth and preparation while concurrently positioning them for success post-graduation.

During the next four months, the interim Associate Provost for Academic Strategy and Institutional Effectiveness, will work with the Provost and the General Education Committee to revisit our process to select the SLOs that we will use during the 2022-23 academic year and beyond. We will use data collected on the three current SLOs during this academic year to serve as an additional data point in this larger conversation about which SLOs we should commit to measure, assess, and evaluate as an institution. We want to use a faculty-led approach grounded in logic, evidence, and best practice that is also student centered and considers our students’ preparedness for post-graduate studies or full-time employment. The goal is to share findings from this four-month process and articulate the intended direction for the 2022-23 academic year and subsequent academic years during the spring 2022 term.