Assessing General Education

General Education Assessment Plan: Assessment Instruments



Click Here to Go Back to General Education Assessment Table of Contents. . . .

Individual course analysis:

The following survey was devised to query teachers of individual general education courses about the extent to which their courses fulfill the established general education goals.

Course Name and Number: _________________________________ Instructor's Name: ___________________ Date: _________

This survey is intended to verify the extent to which specific general education goals are emphasized in individual courses. For each of the general education goals listed, please circle the appropriate number to indicate --

how much do you incorporate the goal into this course? ("a little" 1-2-3-4-5 "a lot")

how effective do you believe your efforts to incorporate the goal have been? ("low" 1-2-3-4-5 "high")

If you judge that the goal is not applicable to this course, circle "N/A" in the second column. (Not all goals are applicable to all courses, so don't worry if you find yourself marking "N/A" several times on this survey.)

Please check one: This course fulfills the following requirement in the current General Education program:

___ Communication Skills (CS) ___ Fine Arts (FA)

___ Physical Education (PE) ___ Humanities (HU)

___ Life Sciences (LS) ___ Social Sciences (SS)

___ Physical Sciences (PS) ___ Occupational & Family Living (OFL)

___ Mathematics (MA)

After completing this form, please attach a copy of your course syllabus and return it through campus mail to Joe Peterson's office.

Goal:Circle the appropriate number, or N/A. Comments: Provide details about how your course accomplishes the goal.
This course's exams are not totally objective, including at least some major written component. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course requires that students prepare and submit formal written papers (prepared out of class) as course assignments. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course asks students to spend five hours searching the library's printed and electronic sources. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course reinforces research writing skills by assigning writing that requires students to do either primary or secondary research. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course requires students to effectively demonstrate oral communication skills in class presentations, assignments, and collaborative group efforts. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course requires students to develop reading skills and analyze written material, including such things as analysis of structure, main and supporting ideas, fact and opinion, purpose and tone, and literary elements. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course assigns at least the equivalent of 500 pages of light reading per quarter (recognizing that not all reading is commensurable). a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course requires students to perform mathematical processes, including fractions, percentages, decimals, proportions/ratios, and algebraic equations. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course asks students to make inferences from mathematical models such as formulas, graphs, and tables. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course provides real-world problems that require students to use mathematical functions, such as problems of population growth or compound interest, which require use of logarithmic and exponential functions. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

In addition to traditional lecture, this course uses other instructional methods that require critical thinking and encourage independent work -- such as collaborative group work, Socratic dialog, research projects, creative projects, etc. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course provides proper "hands on" computer instruction that covers skills such as the proper use of DOS commands; the use of current word processing, spreadsheet, and database software to create assigned results; and the use of the Internet to access desired information. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course helps students to be able to identify and define their own world view, compare and contrast their world view with other world views, and though written and oral communication present and defend their world view. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course helps students to appreciate the art, history, politics, and philosophies of cultures other than their own, including non-western cultures. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course teaches students to read, write, and converse to some degree in a second language. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course helps students to be able to analyze values before judging. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course ensures that students internalize discussions of values by requiring that students express and defend their value judgments in written or oral form. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course, in addition to providing basic academic information, stresses the relevance of information to students' everyday lives (i.e., in addition to a chemical structure of ozone, students understand how environmental issues impact their own lives). a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course introduces students to the social sciences, including social, cultural, intellectual, artistic, economic, political, and scientific theory. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course provides opportunities for students to argue and debate current issues orally and in writing with the goal of allowing students to reach their own conclusions. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course teaches human kind's approach to creativity in visual, literary, musical, and fine arts. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course provides a study and exploration of music, art, or written/staged literature. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

Tests in this course require the student to articulate, orally or in writing, his or her insights into the experience of art, music, theatre, or literature. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course develops the student's creative impulses--but not more than 20% of the curriculum of this course is committed to the actual practice of an art. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course emphasizes the application, analysis, synthesis, and/or evaluation of scientific concepts, requiring more than the memorization and comprehension of factual information. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

This course emphasizes the "process of science" by providing practice in asking and answering testable (verifiable) questions, using inductive and deductive logic in making reliable predictions, collecting and recording data in an orderly fashion in tables, graphs and charts, and mathematically and statistically manipulating data to derive conclusions. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A

Besides presenting basic knowledge and concepts in a scientific field, this course also emphasizes the relevance of scientific material to students' everyday lives. a. "a little" 1-2-3-4-5 "a lot"

b. "low" 1-2-3-4-5 "high"

N/A




RETURN TO GE ASSESSMENT METHODS OVERVIEW. . .

Post Tests:

For now, a study group of 50 students who took the CPT when they came to Dixie College will take the CPT score on leaving the school. The CPT, a commercially developed exam, is not available for distribution.

RETURN TO GE ASSESSMENT METHODS OVERVIEW. . .

Transfer Success Data Analysis:

Periodically, Dixie College receives statistics comparing our students' academic success before and after they have transferred to four-year schools. These reports will be posted when they are received.

RETURN TO GE ASSESSMENT METHODS OVERVIEW. . .

Basic Skills Tests:

We will randomly select two study groups, one composed of first- or second-quarter freshmen and another composed of fifth- or sixth-quarter sophomores. Composed of fifty students each, these groups will take the following skills tests:

The Writing and Math tests are locally developed instruments. For more information about them, contact Joe Peterson, Dean of Arts, Letters & Science. The Nelson-Denny is a commercially available reading test.

RETURN TO GE ASSESSMENT METHODS OVERVIEW. . .

Questionnaires and Surveys:

The following surveys will be developed and administered, the data summarized and presented in a written analysis--

Graduating Sophomore Survey

INSTRUCTIONS: Please help us determine if our educational programs are effective. Look back over your experience at Dixie College. In your opinion, have the services you've received given you the foundation you need for further study or for employment?

In order to help us determine the effectiveness of the courses and services we've offered, please mark your answer to the following questions in pencil on your SCANTRON:

  1. What is your gender?
    1. male.
    2. female.
  2. What is your age?
    1. 20 or younger.
    2. 21-25.
    3. 26-30.
    4. 31 or older.
  3. After graduation, what are your plans?
    1. Get a job.
    2. Continue my education at a four-year school.
    3. Other.
  4. Whether you plan to get a job soon or not, think about how well your education at Dixie has prepared you for a job. Would you say that as a result of your education at Dixie -
    1. you are fully prepared for a job.
    2. you are mostly prepared for a job.
    3. you are somewhat prepared for a job.
    4. you are not prepared for a job.
  5. At graduation, what degree or certificate will you receive?
    1. the Associate of Science degree.
    2. the Associate of Arts degree.
    3. the Associate of Applied Science degree.
    4. a vocational certificate.
  6. Estimate how much of your degree or certificate was completed at Dixie College:
    1. less than 50 %
    2. 50 %
    3. 65 %
    4. 85 %
    5. 100 %
  7. In terms of academic advising, how adequate was information you received from counselors and faculty advisers?
    1. Adequate: I received enough information to make good decisions.
    2. Somewhat adequate: I received some information, but not always enough.
    3. Inadequate: I did not receive enough information to make informed decisions.
  8. In terms of academic advising, how accurate was information you received from counselors and faculty advisers?
    1. very accurate: The advice I received about academic requirements etc. contained no errors.
    2. Somewhat accurate: The advice I received about academic requirements etc. contained a few errors.
    3. Inaccurate: The advice I received about academic requirements etc. contained several errors.
  9. While at Dixie College, in the Department of Family and Consumer Science, I have taken courses in:
    1. Foods and Nutrition
    2. Family Relationships and Child Development
    3. Interior Design - Textiles & Clothing
    4. A combination of the above
    5. None of the above.
  10. My experience taking Family and Consumer Science courses has been:
    1. didn't take any FCS courses.
    2. FSC courses were not particularly positive or helpful in my life.
    3. FCS courses were somewhat positive and helpful in my life.
    4. FCS courses were very positive and helpful in my life.
  11. Answer only if you consider yourself a science major; otherwise, leave blank. The science classes that I have taken at Dixie College have prepared me adequately for the major and school to which I will transfer.
    1. strongly agree
    2. agree
    3. disagree
  12. Answer only if you consider yourself NOT a science major; otherwise, leave blank. The science classes that I have taken at Dixie College have stimulated my interest in the real scientific world.
    1. strongly agree
    2. agree
    3. disagree
  13. If you received financial assistance from Dixie College, was it -
    1. a scholarship
    2. other financial aid (grants, loans, etc.)
    3. both of the above.
    4. none of the above.
  14. (Note: This survey is absolutely anonymous.) While at Dixie College, did you ever cheat on an exam, paper, or assignment?
    1. yes
    2. no
  15. While at Dixie College, were you ever aware that another student cheated on an exam, paper, or assignment?
    1. yes
    2. no
  16. Were you ever the victim of any time of crime or harassment while attending Dixie College?
    1. yes
    2. no
  17. While attending Dixie College, did you ever have to use a health care facility or see a doctor, and what type of insurance coverage did you use?
    1. I never needed health care.
    2. I needed health care, but had no insurance.
    3. I needed health care, and was covered by my parents' insurance.
    4. I needed health care, and was covered by my own insurance.
  18. How many quarters have you enrolled at Dixie College to complete your degree?
    1. three or fewer.
    2. four or five.
    3. six or seven.
    4. eight or more.
  19. Concerning Dixie College's yearbook, the Confederate, would you say. . .
    1. I bought one because it provides a valuable service which should be continued?
    2. I didn't buy one, but it provides a valuable service which should be continued?
    3. I bought one, but it does not provide a valuable service and should not be continued?
    4. I didn't buy one because it does not provide a valuable service and should not be continued?
  20. Consider this statement: "In the library, I have been able to locate and retrieve current and viable information to accomplish my academic goals."
    1. strongly agree.
    2. agree somewhat.
    3. disagree somewhat.
    4. strongly disagree.
  21. Consider this statement: "Through my education at Dixie, I had access to functional, well networked, up-to-date computer lab facilities with a consistent user interface in classrooms and labs."
    1. strongly agree.
    2. agree somewhat.
    3. disagree somewhat.
    4. strongly disagree.
  22. Consider this statement: "Through my education at Dixie, I was able to acquire information applicable to Admissions, Records, Testing, and High School Relations in an efficient and timely manner."
    1. strongly agree.
    2. agree somewhat.
    3. disagree somewhat.
    4. strongly disagree.
  23. Dixie College's mission is to give you "the opportunity to achieve [your] . . . educational goals." Think about the goals you had when you came to Dixie. Have you--
    1. achieved those goals to your full satisfaction?
    2. achieved those goals, but not to your full satisfaction?
    3. achieved only some of those goals?
    4. achieved relatively few of those goals?
  24. How satisfied are you with the way Dixie College has helped you achieve your educational goals?
    1. very satisfied.
    2. somewhat satisfied.
    3. somewhat unsatisfied.
    4. very unsatisfied.
  25. Dixie College offers students the option of beginning their writing instruction in remedial, college-level, or even advanced-level writing courses. In your opinion, when you were placed in your first writing class at Dixie College, was that placement--
    1. just right -- you were placed in the class that met your needs best?
    2. poor -- you were placed in a class that was too advanced for your skills?
    3. poor -- you were placed in a class that was too remedial for your skills?
  26. Dixie College offers students the option of beginning their math instruction in remedial, college-level, or even advanced-level math courses. In your opinion, when you were placed in your first math class at Dixie College, was that placement--
    1. just right -- you were placed in the class that met your needs best?
    2. poor -- you were placed in a class that was too advanced for your skills?
    3. poor -- you were placed in a class that was too remedial for your skills?
  27. Exams may be "objective" or "essay." Look back over all the exams you took at Dixie College and estimate what percentage of those exams required you to write a paragraph or more.
    1. zero to 10 percent.
    2. 10 to 25 percent.
    3. 25 to 50 percent.
    4. 50 to 75 percent.
    5. more than 75 percent.
  28. Look back over all the writing assignments you've had at Dixie College. How many of them required you to produce a formal research paper (that is, one that used materials from several sources you found in the library, that included the use of footnotes, endnotes, or some other documentation method)?
    1. None.
    2. one or two.
    3. three to five.
    4. six or more.
  29. Look back over all the general education courses you took at Dixie College. How many times were you required to work with other students on a shared assignment--a shared paper, presentation, or project?
    1. never.
    2. once or twice.
    3. about five times.
    4. ten or more times.
  30. On average, how many times were you required to give an oral presentation (that is, stand in front of the class and speak)?
    1. never.
    2. once or twice.
    3. about five times.
    4. ten or more times.
  31. On average, how much time were you asked to spend reading in preparation for general education courses?
    1. less than a half hour per lecture hour.
    2. between a half hour and an hour per lecture hour.
    3. between one and two hours per lecture hour.
    4. two hours or more per lecture hour.
  32. Think about how the general education program helped you learn to write. Was the emphasis placed on teaching you to write --
    1. about right?
    2. too heavy?
    3. too light?
  33. Think about how the general education program helped you learn to read. Was the emphasis placed on teaching you to read --
    1. about right?
    2. too heavy?
    3. too light?
  34. Think about how the general education program helped you learn to do math. Was the emphasis placed on teaching you math --
    1. about right?
    2. too heavy?
    3. too light?
  35. Think about how the general education program helped you learn to use computers. Was the emphasis placed on teaching you to use computers --
    1. about right?
    2. too heavy?
    3. too light?
  36. Think about how the general education program helped you learn to think well. Was the emphasis placed on teaching you to think --
    1. about right?
    2. too heavy?
    3. too light?
  37. Think about how the general education program helped you learn oral communication skills. Was the emphasis placed on teaching you to speak --
    1. about right?
    2. too heavy?
    3. too light?
  38. A goal of general education is to help students be able to "identify and define their own world view, compare and contrast their world view with other world views, and though written and oral communication present and defend their world view." How well did Dixie College's general education accomplish this goal:
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  39. A goal of general education is to help students be able to "appreciate the art, history, politics, and philosophies of cultures other than your own, including non-western cultures." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  40. A goal of general education is to help students be able to "read, write, and converse to some degree in a second language." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  41. A goal of general education is to help students be able to be familiar with history, including common historical concepts such as the Renaissance, Confucius, or the Great Depression. How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  42. A goal of general education is to help students be able to understand social systems that make the "social system, government, and economy of the United States work." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  43. A goal of general education is to help students be able to "have an informed opinion. . . concerning most current events . . . reported on any day in a national newspaper or other media." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  44. A goal of general education is to provide classes that would "give students opportunities to argue and debate current issues orally and in writing with the goal of allowing students to reach their own conclusions." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  45. A goal of general education is to help students be able to "appreciate more fully the music, art, theatre, and literature that they encounter." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  46. A goal of general education is to help students be able to understand "artistic eras such as medieval Renaissance, Age of Reason, Modernism, etc." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  47. A goal of general education is to help students be able to "explain and apply major concepts in the life sciences and physical sciences." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  48. A goal of general education is to help students be able to "demonstrate proper laboratory technique including safety in the use and care of laboratory equipment such as microscopes, balances, glassware, etc. and in the handling of chemicals." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  49. A goal of general education is to help students be able to "demonstrate knowledge of the process of science." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  50. A goal of general education is to help students be able to "develop written communication skills." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  51. A goal of general education is to help students be able to "develop oral communication skills." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  52. A goal of general education is to help students be able to "develop research skills." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  53. A goal of general education is to help students be able to "develop oral communication skills." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  54. A goal of general education is to help students be able to "develop reading skills." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  55. A goal of general education is to help students be able to "perform basic mathematical operations." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  56. A goal of general education is to help students be able to "to solve real life problems encountered in the home, family, and workplace." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  57. A goal of general education is to help students be able to use the library . How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.
  58. A goal of general education is to help students be able to use computers, including the ability to use "DOS, word processing, spreadsheet, and database software." How well did Dixie College's general education accomplish this goal?
    1. very ineffective.
    2. somewhat ineffective.
    3. somewhat effective
    4. very effective.


Faculty Survey on General Education

  1. After reading the G.E. Mission Statement above, consider the objectives and outcomes of general education. Does the above mission statement adequately describe the main objectives and the minimum outcomes that a general education program should include?
  2. Does Dixie College's current general education program meet students' academic needs?
  3. List below students' academic needs that you think the current Dixie College general education program neglects most (weaknesses)?
  4. List below students' academic needs that you think the current Dixie College general education program fulfills best (strengths)?
  5. Dixie College's general education program requires students to take 60 or more credit hours, while all general ed. programs of other institutions in the state require fewer credit hours and allow for more electives specific to the student's interest. Should Dixie College's general ed. program require fewer hours? Why? or Why Not? (Note: Our OLD program required 60 quarter credits; our new program requires fewer.)
  6. How many of the 96 credit hours required to graduate from Dixie College should be devoted to general education?
  7. Some courses are designated general education courses, and others are not. Below, list the criteria that you believe should qualify a course for general education status?
  8. How important is "transferability"--a course's acceptance at other schools? Should we model our program using other schools' programs as models in order to improve transfer? Why or why not?
  9. Are the current general education requirements distributed appropriately among the sciences, arts, and humanities? Below are the numbers of hours currently required in each of the listed areas. In the column labeled "Suggested Credit Hours," list how many hours you think should be required in the area:
  10. Is the level of difficulty for current general ed. courses appropriate? Yes No
  11. Should computer technology as a tool for learning be part of the general education curriculum?
  12. In order to assess whether or not Dixie College is accomplishing its student outcome goals, should we offer some kind of capstone course that integrates material from various disciplines such as humanities, social sciences, art, science and technology? Yes No
  13. Would you consider a single last page on your finals to measure student general ed. Outcome objectives necessary for the Institutional Effectiveness assessment?
  14. List other suggestions about how to measure overall general education student outcomes as defined by the Institutional Effectiveness assessment?

RETURN TO GE ASSESSMENT METHODS OVERVIEW. . .

Focus Group Discussions:

On a biannual basis, focus groups will be convened for candid discussions about general education.

Faculty:

A minimum of one faculty member from each academic department will meet for this focus group. Following are the questions that will be asked:

  1. How do you integrate the goals of the general education program into the teaching of your general education courses?
  2. What are problem areas that you feel exist in the general education program that affect your teaching?
  3. What can Dixie College administration do to support and help you in teaching your general education courses?
  4. How can the general education program better address the fact that many high school graduates do not have a skills foundation to be successful in your general education courses?
  5. What do you consider to be the greatest strengths of the old or new general education program?
  6. What do you consider to be the greatest challenges you face in teaching your general education courses?
  7. What do you think of the new general education program?
  8. How should the general education program requirements change when the semester calendar is implemented?

Department Chairs:

All department chairs on campus will meet for this focus group. Following are the questions that will be asked:

  1. What issues should be addressed in the evaluation or assessment of the general education program?
  2. What positive or negative impact does the general education program have on the teaching in your department?
  3. How are instructors in your department informed about the general education program, its goals and expectations?
  4. What positive or negative impact does the general education program have on the curriculum in your department?
  5. What issues do you want to raise relative to the general education program?
  6. What do you consider to be the greatest strengths of the general education program?
  7. What do you consider to be the greatest weaknesses of the general education program?
  8. How should the general education program requirements change when the semester calendar is implemented?
  9. What do you think should be changed in the new or old general education program?

Academic Advisors and Counselors:

All counselors and advisors on campus will meet for this focus group, including academic advisors, re-entry advisors, the Registrar and select members of his/her staff, the graduation counselor, and advisors from "soft money" entities on campus such as Student Support Services. Following are the questions that will be asked:

  1. What are the main things about the general education program that students you work with object to the most? Why?
  2. What are the main things about the general education program that students you work with have difficulty understanding? Why?
  3. What do you consider to be the greatest strengths of the general education program?
  4. What do you consider to be the greatest weaknesses of the general education program?
  5. What would make it easier for you to advise students about the general education program?
  6. How should the general education program requirements change when the semester calendar is implemented?
  7. What do you think should be changed in the general education program?

Students:

This focus group will be composed of enough students to provide balanced input, but few enough that students will feel able and willing to discuss issues completely. Care should be taken to include students representative of Dixie's student body, including an appropriate mix of female and male students, students of various ethnic backgrounds, and students of various ages and academic emphases. Following are the questions that will be asked:

  1. What are your expectations of the general education program? Or, what do you hope to get from it?
  2. What do you think are the goals of the general education program? How can the college make you more aware of those goals or clarify those goals?
  3. How do you choose general education courses? Or, what factors are most important--the teacher, the specific course requirements, the ease or difficulty of the course, your areas of interest, etc.?
  4. What do you consider to be the greatest strengths of the general education program?
  5. What do you consider to be the greatest weaknesses of the general education program?
  6. What do you think should be changed in the general education program?

RETURN TO GE ASSESSMENT METHODS OVERVIEW. . .

Biannual Assessment Summary Report:

The college will complete all of the above assessment activities and reports either annually or biannually as scheduled in the table below. During Winter and Spring Quarters of even-numbered years, all data and reports will be collected and a summary report, including statistical analysis and explanatory narrative, will be written and presented to the College President, the Executive Council, the Board of Trustees, and other members of the campus community, including faculty and student representatives. This report is to be completed before the first Fall-Quarter meeting of the Board of Trustees, and it is to be presented at that meeting.

RETURN TO GE ASSESSMENT METHODS OVERVIEW. . .

E-Mail: Email to Joe Peterson, Institutional Effectiveness at Dixie College, peterson@dixie.edu
URL: /effective/toc.htm
Text - Copyright © 1996 Joe Peterson.