The college is required by SUNY System Administration and the Middle States Association to assess student learning in the college's General Education program on an ongoing basis.
For most GE attributes, general education assessment is conducted in the fall semester, with courses randomly selected for participation by the Office of Institutional Assessment and Effectiveness (OIAE). Enough course sections are selected to assure that at least 20% of students enrolled in an attribute area take part in the assessment. OIAE notifies faculty teaching the selected courses and provides them with all required materials.
Faculty report the results of their assessment of student learning on the form relevant for that attribute and the SUNY Trustees' articulated student learning outcomes. Faculty are provided with the form to be used.
The deadline for returning the completed form to the OIAE is no later than two weeks after the final examination. Faculty also provide their department chair with a copy of their completed reporting form.
General Education Schedule, 2015-2018
- Mathematics (M3)
- Natural Science (NS3)
- Social Science (SS3)
- Information Management (IM)
- The Arts (A3)
- Humanities (H3)
- Basic Communication (BC3)
- Oral Communication Skills (BC3)
- Written Communication Skills (BC3)
- American History (AM3)
- Other World Civilizations (OW3)
- Western Civilization (WC3)
- Foreign Language (FL3)
- Critical Thinking (CT)
(click here to see sample form)
Mathematics (M3/M2) - Mathematics Course Assessment Form
Students will show competence in the following quantitative reasoning skills: arithmetic, algebra, geometry, data analysis, and quantitative reasoning.
Science (NS3/N2-NL2) - Science Course Assessment Form
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/S2) - Social Sciences Course Assessment Form
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.
American History (AM3/HA2) - American History Course Assessment Form
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/HW2) - Western Civilization Course Assessment Form
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.
Other World Civilizations (OW3/HO2) - Other World Civilizations Course Assessment Form
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.
Humanities (H3/AH2) - Humanities Course Assessment Form
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/AA2) - The Arts Course Assessment Form
Students will demonstrate an understanding of at least one principal form of artistic expression and the creative process inherent therein.
Foreign Language (FL3/FL2) - Foreign Language Course Assessment Form
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.
Basic Communication (BC3/BC2) - Basic Communication Course Assessment Form
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.
Communication and Intellectual Skills Writing Skills (BC3/WS2) - Communication and Intellectual Skills Writing Skills Course Assessment Form
and Oral Communication Skills (BC3/OS2) - Oral Communication Skills Course Assessment Form
These courses involve effective exchange of ideas through appropriate use of written or oral language.
Note: The following two competencies have been infused throughout the college’s General Education program:
- Critical Thinking (Reasoning). Students will identify, analyze, and evaluate arguments as they occur in their own or other’s work and will develop well-reasoned arguments.
- Information Management. Students will perform the basic operations of personal computer use; understand and use basic research techniques; and locate, evaluate, and synthesize information from a variety of sources.
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.