Institutionalizing a General Education Program Review Process: Outcomes Assessment
المؤلف:
Sue A. Fellwock-Schaar & Pamela C. Krochalk & Mary J. Cruise
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P290-C25
2025-07-23
421
Institutionalizing a General Education Program Review Process: Outcomes Assessment
Established in 1965 and located in the greater Los Angeles area, California State University, Dominguez Hills (CSUDH) is one of 23 California State University campuses; enrolment is approximately 13,000 students. About 90% of incoming freshmen need remediation in mathematics, English, or both before they can begin undergraduate classes. There is a high degree of ethnic/ racial diversity: approximately one-third of the students are African American, one-third Latino, and one-sixth each Asian and Caucasian. CSUDH's accreditation body, the Western Association of Schools and Colleges, requires a commitment to creating and sustaining campuses as learning communities. The University's response is reflected in its mission statement, "The University is a multi-cultural, multi-ethnic teaching and learning community dedicated to ...educating a student population of unprecedented diversity ..." (CSUDH Catalog, 2005-2007, p. 12). The concept of learning community entails a paradigm shift for faculty and students to move from teacher-centred learning to student-centred learning (Barr & Tagg, 1995). One interpretation of this movement is that the teacher is responsible for creating an environment conducive to learning and the student is responsible for learning. One method for promoting this shift is to establish a student learning outcomes assessment process whereby program-level and course-level outcomes are identified in student-centred, measurable and/or observable terms, followed by assessment to judge whether learning has occurred as stated in the outcomes.
Since 2001, CSUDH has been engaged in showing evidence of student learning outcomes achievement to our accreditation agencies and stakeholders, including funding sources. The building of this body of evidence is in response to the national challenge in the United States for higher education to demonstrate measurable learning outcomes (Allen, 2004). We describe one initiative which includes a comprehensive review process of the General Education (GE) Program, and an evaluation of the effectiveness of the GE Program.
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