General Education Assessment
Led by the Senate GE Committee, the Office of Undergraduate Studies and General Education and the Office of Assessment and Educational Effectiveness, CSUF has piloted and implemented a multi-year assessment plan for the General Education Program since the 2015-16 academic year. The intention is to assess GE as an integral program as opposed to assessing individual courses. The assessment plan is guided by the CSUF General Education: Programmatic Student Learning Goals and Learning Outcomes , which were approved by the CSUF Academic Senate in spring 2015.
GE Faculty Learning Community: 2016-2017
The GE assessment effort is focused on GE Learning Goal 2 in 2016-2017. Improved upon previous assessment approaches, this assessment effort brings together a community of faculty, who teach relevant GE courses, to align their assignments, scoring rubrics and assessment practices. This “GE Faculty Learning Community” also serves as the central voice to disseminate GE assessment findings and generate curricular and pedagogical recommendations on campus. The Office of Assessment and Educational Effectiveness and the Office of Undergraduate Studies and General Education facilitate and coordinate this effort.
GE Assessment Pilot: 2015-2016
Students’ performance on GE Learning Goal 1 was assessed in 2015-2016 through a random selection of GE courses that address this learning goal. Using embedded assignments, students demonstrated their mastery of the fundamental concepts, methods, and theories in various disciplines. They also responded to a micro-survey that captured their perception of own learning. Students overwhelmingly reported positive learning in these courses.
GE Pathways Program: 2014-2015
The General Education Pathways Pilot Project 2014-2015 collected preliminary data to examine GE Pathways students' written communication skills. Using a pre/post design, and scored with the CSUF writing rubric , positive changes were observed in all aspects of student writing. Details of the results have been presented at the American Educational Research Association 2016 annual conference.