The goal of General Education Assessment at SUNY Oneonta is to better understand student achievement in the specific areas, examine effectiveness of the program as a whole, and engage the campus community in dialogue about the purpose and outcomes of General Education.
Responsibility for General Education Assessment
The Academic Assessment Committee conducts General Education assessment annually, submitting their results to the General Education Committee, a standing committee of the Faculty Senate. The Institutional Assessment Office has primary responsibility to support the implementation of GE assessment with additional support from the Deans and Provost and Vice President for Academic Affairs. The GE Committee reviews, endorses and recommends improvements to the GE assessment procedures for the College to assure best practices exist. The Committee meets bi-weekly and relies on the administrative structure and responsibilities of Institutional Assessment in carrying out all tasks of the Committee. Such tasks include, but are not restricted to sampling procedures, implementation of assessment procedures, analysis of results, and assessment reporting. The office of Institutional Assessment conducts all General Education assessment tasks with the approval and support of the Academic Assessment Committee. The success and viability of GE Assessment at SUNY Oneonta is dependent on the cooperation and coordination between the entire College faculty, GE Committee, and office of Institutional Research and Institutional Assessment.
All faculty teaching General Education have responsibility for participation in General Education assessment and support of the learning outcomes by:
- Ensuring that course syllabi include the specific course category and learning outcomes for the GE category of the course
- Participating in assessment activities as relevant to the category assessments
- Participating in review of assessment results and discussions on implications for category.
SUNY General Education Requirements
Complete 7 of 10 areas for a total of 30 s.h. All courses must be taken for a letter grade. Courses may overlap with other degree requirements.
I. Complete one course from each area:
Mathematics (M3 attribute)
Students will show competence in the following quantitative reasoning skills: arithmetic, algebra, geometry, data analysis, and quantitative reasoning.
Basic Communication (BC3 attribute)
Students will produce coherent texts within common college-level written forms; demonstrate the ability to revise and improve such texts; research a topic, develop an argument, and organize supporting details; develop proficiency in oral discourse; and evaluate an oral presentation according to established criteria.
Note: COMP 100 is the required course for all students who have not completed a Basic Communication course at a previous institution.
II. Complete a minimum of five of the following eight areas. Note: Students should select an NS3 or SS3 as one of their courses to overlap with the Additional Oneonta Requirements section:
Natural Sciences (NS3 attribute)** (NS3 or SS3 required)
Students will demonstrate an understanding of the methods scientists used to explore natural phenomena, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence, and employment of mathematical analysis; and application of scientific data, concepts, and models in one of the natural sciences.
Social Sciences (SS3 attribute)** (NS3 or SS3 required)
Students will demonstrate an understanding of the methods scientists use to explore social phenomena, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence, and employment of mathematical and interpretive analysis; and knowledge of major concepts, models and issues of at least one discipline in the social sciences.
Humanities (H3 attribute)
Students will demonstrate knowledge of the conventions and methods of at least one of the humanities in addition to those encompassed by other knowledge required by the General Education program.
The Arts (A3 attribute)
Students will demonstrate an understanding of at least one principal form of artistic expression and the creative process inherent therein.
American History (AM3 attribute)
Students will demonstrate knowledge of a basic narrative of American history: political, economic, social, and cultural, including knowledge of unity and diversity in American society; knowledge of common institutions in American society and how they have affected different groups; and an understanding of America’s evolving relationship with the rest of the world.
Western Civilization (WC3 attribute)
Students will demonstrate knowledge of the development of the distinctive features of the history, institutions, economy, society, culture, etc., of Western civilization, and relate the development of Western civilization to that of other regions of the world.
World Civilizations (OW3 attribute)
Students will demonstrate knowledge of either a broad outline of world history or the distinctive features of the history, institution, economy, society, culture, etc., of one non-Western civilization.
Foreign Language (FL3 attribute)
Students will demonstrate basic proficiency in the understanding and use of a foreign language and knowledge of the distinctive features of a culture(s) associated with the language they are studying.
III. Complete additional courses from any of the areas to complete a minimum of 30 s.h.
Additional Oneonta Requirements:
All students must complete one course in each of the following two areas. Courses used in this area may overlap with other degree requirements, including SUNY General Education.
I. Scientific Reasoning (NS3 or SS3 attribute)
II. Oral Communication Skills (OCS attribute)
Learning Outcome: Students will develop proficiency in oral discourse and evaluate an oral presentation according to established criteria.
The college Provost provides the leadership necessary to sustain the culture that values and promotes student learning assessment within the context of the institutional mission and the Strategic Plan of the college. Other responsibilities of the Provost related to assessment are to:
- communicate with SUNY System Administration regarding its assessment expectations;
- make decisions with respect to the college’s application and maintenance of all program accreditations, including the assessment of student learning as required by the the Middle States Commission on Higher Education;
- determine the level of resources that must be committed to the campus’ assessment efforts; and
- sponsor activities that involve faculty, staff, and students in ongoing efforts to enhance teaching and learning.
The Provost also provides a clear charge to the Academic Program Assessment Committee (APAC) with the goal of communicating expectations for assessment.
The Deans of the college’s academic divisions involve faculty and other appropriate groups in understanding the value of outcomes assessment. Additionally, they facilitate faculty efforts to:
- identify the learning goals that are most important to their students;
- assess outcomes; and
- analyze and use the results.
The Deans initiate public recognition of faculty members’ ongoing efforts and accomplishments regarding the assessment of student learning as one means of demonstrating the college’s commitment to a culture that values the enhancement of student learning.
Associate Provost for Academic Programs
Department Chairs/Program Directors
Department Chairs/Program Directors provide leadership and organization for the assessment of student learning and academic programs for which they are responsible. This leadership includes:
- accessing appropriate informational sources and identifying resources to provide appropriate training and assistance for faculty involved in assessing student learning and academic programs;
- leading efforts to organize and assure completion at specified intervals the assessment of student learning as well as the assessment of academic programs;
- leading efforts to organize and assure completion at specified intervals the assessment of academic programs housed in the department; and
- guiding faculty’s use of assessment results to improve teaching and learning as well as the quality and effectiveness of academic programs.
Faculty members traditionally have had the primary responsibility for facilitating student learning. Their role in the assessment process is prominent and a professional expectation. They determine what students should learn, both across the curriculum and within individual courses or programs, and how student should demonstrate this learning. Faculty members utilize various methods of gathering evidence of student learning and collaborate with other faculty members in evaluating student learning in their majors and academic programs. They analyze and use this information to create a true partnership for learning with their students and to improve student learning, pedagogy, and curricular programs.