In the Summer of 1995, groups of UA faculty met to develop a new university-wide general education curriculum. The Faculty Senate adopted the new University-wide General Education structure in 1997.
A subcommittee of the University-wide General Education Committee began designing a process to measure the effectiveness of the curriculum in 1998. In the summer of 1999, a Committee of Tier One and Tier Two faculty members began refining the desired outcomes and examining measures for the assessment process. The Assessment subcommittee of the University-wide General Committee presented the outcomes and recommendations for measures to the full Committee in spring 2000.
In fall 2006, a Leadership Team on Outcomes Assessment (LTOA) was convened by the Provost’s Office and charged with developing successful partnerships with individuals on campus who support the operations of outcomes assessment efforts. The LTOA's initial projects focused on general education however, the ultimate goal was to identify strategies that lead continuous improvement of the teaching and learning experience for students and to provide a recommendation for assessment at the University that is meaningful, manageable, and sustainable. The group was also asked to provide input to the campus community and to central administration regarding external (e.g., accreditation, ABOR) calls for data to demonstrate that students are achieving the institutions goals for learning.
General Education Assessment Initiatives
- Summary GE Syllabi for Learning Outcomes, Assessment and Writing, Fall 16-Spring17
- Review of Fall, 2016 GE Syllabi for Learning Outcomes, Assessment and Writing
- Preliminary Summary of the UA Writing Emphasis Instructor Survey - April 2013
- Critical Thinking Assessment Project - Fall 2009-Spring 2010
- General Education Pilot Study - Spring 2008
- General Education Feasibility Study Report - Fall 2007
Expected Student Outcomes for the Foundations requirement in Mathematics
- Understand how to use arithmetic, algebraic, geometric, or statistical methods to solve problems.
- Interpret mathematical models and represent information symbolically, visually, numerically, and verbally.
- Estimate answers to mathematical problems and determine their reasonableness.
Expected Student Outcomes for the Foundations requirement in English Composition
By the time they have completed the first-year composition sequence at UA, students are expected to demonstrate the ability to:
- Assess the rhetorical strategies writers use to achieve their purposes.
- Write persuasive documents that provide appropriate and effective evidence for various audiences, situations, and purposes.
- Develop critical analyses of personal, public, and scholarly issues based on research, observations, and reflections from their own experiences.
- Revise their drafts in response to feedback from readers and offer useful feedback to other writers on how to revise their writing.
- Produce research and writing using appropriate academic conventions.
- Reflect critically on their own writing processes.
Expected Student Outcomes for INDV Courses
- Understand more clearly issues of self-identity, social difference and social status, and the effects of major institutions on individual experiences.
- Demonstrate knowledge of the formal and informal structures and processes that make social systems, governments, and economies work.
- Have an informed opinion about socio-cultural problems and issues, which can be expressed orally or in writing, and based on knowledge about social, cultural, political, economic, philosophical, and religious theory.
- Demonstrate a well-developed critical faculty for distinguishing among the various theoretical and ideological interpretations of world events as they are presented in the media.
Expected Student Outcomes for TRAD Courses
- Identify references and allusions to the periods, ideas, people, artifacts, and events generally felt to have been important in the past.
- Identify and define their own world view, compare and contrast their world view with other world views, and through written and oral communication present and defend their world view.
- Appreciate the art, history, politics, and philosophies of cultures other than their own, including non-western cultures.
- Analyze how perceptions, values, beliefs, and customs influence individual and societal behavior and to use these analyses before judging.
Expected Student Outcomes for NATS Courses
- Understand the nature and application of physical and/or biological science.
- Apply ideas and processes beyond the classroom.
- Recognize the complexity of many scientific issues.
- Design experiments, generate and analyze actual data, use abstract reasoning to interpret these, and formulate and test hypotheses with scientific rigor.
- Speak and write about scientific knowledge.
- Appreciate the relative scale of objects, rates of change, and linear and nonlinear growth.
- Present data in tables, graphs, and charts and perform appropriate mathematical calculations and data analysis.
- Read and understand scientific literature from popular sources such as magazines and newspapers.
Tier Two courses in the Arts, Humanities, Individuals and Society, and Natural Science continue developing the outcomes detailed for their Tier One counterparts, while continuing to develop the skills that underlie success in all courses.
Regular or Recurring Activities
- Survey of New Freshmen (SNF)
- Student Experiences Questionnaire (SEQ)
- Survey of Graduating Seniors (SGS)
Special or Occasional Activities
University-Wide General Education Committee
- Tier One Course Review 2009-1010
- General Education Review, Research and Assessement Subcommittee - Findings 2005