All faculty participate in assessing the General Education Requirements (GERs). This page provides directions, materials, and entry to the online reporting system.

+ When and What to Assess

Departments should select courses to assess based on the GER emphasis for that academic year (distribution, diversity, or competency). The Assessment Committee will publicize each year's emphasis and contact department chairs and faculty who teach the designated courses.


Distribution outcomes are assessed in introductory courses or courses for non-majors.  When distribution outcome data is collected, every department should select courses in which to assess divisional outcomes so that data is collected from across the university.


Diversity outcomes are assessed in courses with a G (global diversity) or D (dimensions of diversity) designation.  When diversity outcome data is collected, faculty who teach G or D courses should assess outcomes relevant to the course.  Department chairs should ensure that data from their G and D offerings is being collected.


Competency outcomes are assessed in courses with a W (writing-intensive), S (speaking-intensive), or Q (quantitative) designation, or in 200-level courses for the language requirement. When competency outcome data is collected, faculty who teach W, S, or Q courses should assess outcomes relevant to the course.  Every department is encouraged to offer one or more W or S courses to develop communication in the discipline, and department chairs should ensure that data from their W, S, and Q offerings is being collected.  Language departments may choose to assess different language competency outcomes in their 200-level courses in different years as jointly determined by the language coalition.

+ How to Assess

Assessment of a GER learning outcome should occur at or near the end of the course.  Evidence can be gathered in one of several ways:

  • an assignment
  • an examination question
  • a paper or presentation
  • a project or performance

Every outcome has an assessment form with a rubric (next section below).  Use the form to tally ratings at different levels while you evaluate student work.  Add brief comments on common strengths and areas for improvement related to the learning outcome.  Enter this data into the online reporting system (bottom section below).

Note that while you might want to use the rubrics to evaluate individual student work, all that is required for GER assessment is the number of ratings at each level and summary comments.  If you decide to use the rubrics for pre- and post-assessment, please report only the post-assessment (outcome) data; you can note growth or lack of growth in your comments on strengths and areas for improvement.

+ Learning Outcomes and Assessment Forms

Each outcome below is linked to its assessment form.  Use the assessment form to tally ratings and jot summary comments for the student work you are assessing.  Then enter the information into the online reporting system (below).

A Lawrence graduate should be able to:

General (for Senior Experiences)

Distribution (for introductory or non-major courses)


Fine Arts

Social Sciences

Natural Sciences

Diversity (for G or D courses)

Global Diversity


Dimensions of Diversity

Competency (for W, S, or Q courses)

Writing/Speaking (may also be assessed for Senior Experiences in lieu of a General outcome)

Combined RUBRIC for all three W/S outcomes


Foreign Language (for 200-level foreign language courses)

Modern Languages

Classical Languages

+ Online Reporting System

Click here to report data:

Enter the GER assessment Online Reporting System (requires Voyager login).

Type or paste the information from your assessment form into the online form and submit.  Repeat the procedure to enter data for another outcome.  All data must be entered into the online system to be included in the analysis.

If you need technical help, contact Ben Willard in Technology Services.  For other concerns, contact the Associate Dean of the Faculty, Bob Williams.

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