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Assessing Student Learning at the Institution Level
Outcomes Assessment

Institutional Assessment Loop

LBCC's General Education Outcomes

General education outcomes (GEOs) are statements that define the knowledge, skills, and perspectives acquired by students who satisfy the college's general education requirements in the Plan A path. GEOs provide LBCC with a link that connects course and program SLOs to the overall mission of the college and the success of our students. 

The GEOs arise from the most general and universal educational goals of the institution, as noted in the mission statement. Regardless of major, all students who complete a program's requirements should share common educational experiences as they attain those attributes found in an educated person. The college's GEOs and their assessment document the college's commitment to being an effective and relevant instructional institution. 

GEOs Defined 

   I. Aesthetics and Creativity: The ability to appreciate a range of cultural expressions, including art, music, dance,        theatre, and film, as well as the ability to generate useful and original ideas. 

   II. Civic Engagement: The ability to participate actively in a democracy that respects the rights of diverse                    peoples and cultures. 

   III. Communication: The ability to effectively interchange ideas and information with diverse audiences and to act          within the framework of a society based on information and service. 

   IV. Critical Thinking: The ability to analyze and evaluate a spectrum of ideas that are represented by theories,                images, and concepts. 

    V. Wellness: The ability to make lifestyle choices that promote physical, mental and social health. 

   For a more detailed description of each GEO, view the document below: 

    LBCC General Education Outcomes Definitions

Conducting Assessment at the Institution Level

The ASLO subcommittee is currently in the process of improving institution level assessment. In previous GEO assessments, courses were mapped to a GEO and then randomly selected to participate in the assessment. Instructors whose courses were selected were asked to submit student assignments that could be assessed using a rubric that measured the specific GEO. An assessment team would then score the assignments to determine whether or not students enrolled in the courses that mapped to the GEO were learning what they should be learning. It was discovered through this process though that meaningful results were difficult to extract from the data. 

The ASLO subcommittee is currently working on creating new qualitative and quantitative methodologies in order to derive more meaning from institutional level data and improve learning at the institution. Results for the first test of one of these methodologies, a survey conducted to assess the aesthetics and creativity outcome, is posted on the institutional results page of this website, along with all previous results from GEO assessments. 

To view rubrics, plans, and information about the history of the GEO assessment process please visit the archive page. 

The ASLO subcommittee will also be remapping courses to the GEOs in Fall 2014 (to include courses outside of Plan A and new courses created since the original mapping at the college). To see previous mapping of the courses, please visit the archive page. 

 

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