All faculty participate in assessing the General Education Requirements (GERs). This page provides directions, materials, and entry to the online reporting system.
Faculty should assess GER learning outcomes that correspond to the GER assessment emphasis for a given academic year (distribution vs. diversity or competency outcomes). The emphasis will be recommended by the Assessment Committee and approved by the Curriculum Committee.
Introductory courses and courses directed toward non-majors
Distribution outcomes are assessed in introductory courses or courses directed toward non-majors. Every department should select at least one course for distribution outcomes assessment so that data from every department is included in findings for the division.
Courses with a GER designation (G, D, W, S, Q, 200-level FL)
Diversity and competency outcomes are assessed in courses with corresponding GER designations (G, D, W, S, or Q, and 200-level foreign languages). Where a course has multiple designations, the instructor should assess one category of outcomes in accordance with the assessment emphasis for the academic year. Recommendations:
- Math/Computer Science - Assess "Q" outcomes only in introductory courses (those taken by non-majors).
- Foreign Languages - Choose an assessment emphasis each year: listening/speaking, reading/writing, or culture.
General outcomes are assessed for Senior Experiences. Every department should assess one general outcome (creative activity or integrating knowledge) and enter the data into the online reporting system. (Optionally, a department may elect to assess the W/S outcomes for Senior Experiences and enter these into the system.) This should be done alongside assessment for the major.
Assessment of a GER learning outcome should occur at or near the end of the course or Senior Experience. 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 grade 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.
Each outcome below is linked to its assessment form as a PDF or DOC file. 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)
- Generate new ideas or engage in creative activity. [PDF] [DOC]
- Integrate knowledge from different sources when addressing a question, problem, or situation. [PDF] [DOC]
Distribution (for introductory or non-major courses)
- Engage in close readings of literary, cultural, historical, religious, or philosophical works and provide critical comments on those works. [PDF] [DOC]
- Place works in their historical, cultural, and/or literary contexts. [PDF] [DOC]
- Recognize and describe the concepts and/or methods involved in creating a piece of visual art, music, or theatre. [PDF] [DOC]
- Create, interpret, or develop a contextual analysis of visual art, music, or theatre using methods practiced in the classroom or studio. [PDF] [DOC]
- Define a significant question within the fields of anthropology, economics, education, government, or psychology. [PDF] [DOC]
- Explain how one would seek to answer that question using methods from one or more of those fields. [PDF] [DOC]
- Use their understanding of a scientific concept to interpret a natural phenomenon. [PDF] [DOC]
- Draw reasonable conclusions from scientific data. [PDF] [DOC]
Diversity (for G or D courses)
- Describe an important aspect of the political, economic, social, cultural or environmental context of at least one region of the world outside Europe and the United States. [PDF] [DOC]
Dimensions of Diversity
- Discuss critically at least one dimension of diversity (such as race, ethnicity, gender, sexuality, or class). [PDF] [DOC]
- Demonstrate an awareness of how diversity influences social life. [PDF] [DOC]
Competency (for W, S, or Q courses)
Writing/Speaking (may also be assessed for Senior Experiences in lieu of a General outcome)
- Articulate a coherent thesis and supporting argument. [PDF] [DOC]
- Incorporate feedback and revision into the writing/speaking process. [PDF] [DOC]
- Follow the conventions and traditions of the discipline. [PDF] [DOC]
- Apply a quantitative technique (mathematical, graphical, algebraic, or statistical), an algorithmic method, or a formal logical analysis to solve a defined problem or body of problems. [PDF] [DOC]
Foreign Language (for 200-level foreign language courses)
- French, German, Italian, or Spanish: Listen, speak, read, and write at the ACTFL intermediate-mid level. [PDF] [DOC]
- Arabic, Chinese, Japanese, or Russian: Listen, speak, read, and write at the ACTFL intermediate-low level. [PDF] [DOC]
- All: Demonstrate understanding of the perspectives, practices, or products of the target culture(s). [PDF] [DOC]
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 ITS at firstname.lastname@example.org or (920) 832-7178. For other concerns, contact the chair of the Assessment Committee, Jeff Collett, at email@example.com or (920) 832-7014.