The general education program, or core curriculum as it is identified in Georgia, is defined as that portion of the collegiate experience that addresses the knowledge, skills, attitudes, and values characteristic of educated persons. It is unbounded by disciplines and honors the connections among bodies of knowledge. Georgia Perimeter College has established eight general education goals. General Education provides the foundation upon which students develop these skills and knowledge; it provides the academic background necessary for the completion of the requirements for a degree.

The GEOs were first developed in the early 1990's to assess student learning outcomes in the core curriculum. In 1995, the second revision of its efforts was made by a committee comprised of faculty from the Institutional Effectiveness Policy Council (with elected college-wide representation). The committee revised the general education outcomes, identified measurable observable results and identified data sources. In 1999 the GEOs underwent further revision based on changes made to courses during semester conversion. The current General Education Outcomes are cited on the chart below:

Outcome	Competency	Multiple Indicators	Assessment Criteria
Students will communicate effectively through oral communication, reading & writing	Reading	Students' success rate on the Regents' Test	60% of all students will pass the Regents test on their first try
		Students' satisfaction with educational experiences as related to GEO	70% will rate their skills as "some improvement" or above
	Writing	Students' success rate on the Regents' Test	60% of all students will pass the Regents Essay on their first try
		Students' satisfaction with educational experiences as related to GEO	70% will rate their skills as "some improvement" or above
	Oral Communication	Students' performance on assessment of outcomes in COMM 1201	70% of all students will score a C or above on their assessment
		Students' satisfaction with educational experiences as related to GEO	80% will rate their skills as "some improvement" or above
Demonstrate effective problem-solving and critical thinking skills(i.e., organizing, interpreting, and evaluating ideas	Critical thinking	Students' success rate in ENGL 1102 & with assigned research paper	60% of all students will receive a C or above on their res. Paper
		Students' performance on course-based assessment test questions requiring higher order thinking skills	60% or above will receive a C or above on assessment exams
		Students' satisfaction with educational experiences as related to GEO	70% will rate their skills as "some improvement" or above
	Problem Solving	Students' exposure to group problem-solving	70% or above will receive a C or above on assessment exams
Understand, interpret, and communicate quantitative data	Mathematics	Students' performance on assessmentof outcomes in math courses Math 1101, Math 1111, Precalculus and Calculus	70% or above will receive a C or above on assessment exams
		Students' satisfaction with educational experiences as related to this GEO	70% will rate their skills as "some improvement" or above
Locate, organize, and analyze information through the use of a variety of computer applications	Computer Skills	Students' performance on assessment of outcomes in courses in which the computer plays an integral roll in the instructional process, e.g., CISM 2601, CSCI 1301 and ATEC 1203	60% or above will receive a C or above on assessment exams
		Students' satisfaction with educational experiences as related to this GEO	70% will rate their skills as "some improvement" or above
Demonstrate an understanding of the importance of arts & literature in the human experience	Appreciation of the arts	Students' performance on assessment of learning outcomes in humanities electives, e.g., ARTS 1301, DRMA 1301, MUSC 1301, FILM 1301	60% or above will receive a C or above on assessment exams
		Students' satisfaction with educational experiences as related to this GEO	70% will rate their skills as "some improvement" or above
Understand basic scientific theories and apply scientific inquiry in a variety of subjects	Knowledge of scientific theories	Students' performance on assessment of learning outcomes in science courses	60% or above will receive a C or above on assessment exams
	Critical thinking in scientific areas	Students' performance on the Assessment of learning outcomes in laboratory science courses	60% or above will receive a C or above on assessment exams
		Students' satisfaction with Educational experiences as related to this GEO	70% will rate their skills as "some improvement" or above
Identify, analyze, and evaluate global economic, political, historical, and geographic forces	Knowledge	Students' performance on assessmentof learning outcomes for courses, e.g.,POLS 1101, SOCI 1101, and ANTH 1102	60% or above will receive a C or above on assessment exams
		Students' satisfaction with educational experiences as related to this GEO	70% will rate their skills as "some improvement" or above
	Critical thinking	Students' performance on assessment test questions requiring higher order thinking skills in courses such as POLS1101, SOCI 1101, and ANTH 1102	60% or above will receive a C or above on assessment exams
		Students' satisfaction with educational experiences as related to this GEO	70% will rate their skills as "some improvement" or above
Identify and apply the basic concepts of wellness	Knowledge	Students' performance on assessment of learning outcomes in PHED 1101	60% or above will receive a C or above on assessment exams
		Students' satisfaction with educational experiences as related to this GEO	70% will rate their skills as "some improvement" or above
	Application of wellness concepts	Students' performance on specific class activities in PHED 1101 requiring application of wellness concepts	60% or above will receive a C or above on assessment exams
		Students' satisfaction with educational experiences as related to this GEO	70% will rate their skills as "some improvement" or above
Apply the knowledge of personal, societal, and cultural development to living and working in a culturally diverse World	Awareness of diversity	Students' performance on assessment of learning outcomes in courses such asHIST 2111 , HIST 2112 and GEOG1101	60% or above will receive a C or above on assessment exams
		Students' satisfaction with educational experiences as related to this GEO	70% will rate their skills as "some improvement" or above

Student Educational Satisfaction Survey for Georgia Perimeter College

To understand our success in providing a quality educational environment at Georgia Perimeter College, we appreciate your responses to the items below.

Directions: Please respond to the following questions by darkening the numbered spaces on the attached scantron sheet with a number two pencil. Please mark the ones that best describe your situation or your opinion of the educational experiences provided by Georgia Perimeter College. Please write any comments in the spaces provided.

Demographic Information:

Campus
1. What is your primary campus?

1. Clarkston
2. Conyers
3. Decatur
4. Dunwoody
5. Lawrenceville

Age
2. How old are you currently?

1. 19 or under
2. 19 to 21
3. 22 to 25
4. 26 to 35
5. 36 and over

Ethnic Background
3. What is your ethnic background?

1. Asian
2. Black
3. Hispanic
4. White
5. Other

Gender
4. What is your gender?

1. Female
2. Male

Degree Choice
5. What type of degree are you seeking?

1. Associate of Arts
2. Associate of Science
3. Associate of Applied Science
4. Certificate
5. Other

General Education Outcomes:
6. My ability to read effectively has shown the following improvement due to courses taken at GPC.

1. No improvement
2. Little improvement
3. Some improvement
4. Much improvement
5. Great improvement

1. No improvement
2. Little improvement
3. Some improvement
4. Much improvement
5. Great improvement

1. No improvement
2. Little improvement
3. Some improvement
4. Much improvement
5. Great improvement

1. No improvement
2. Little improvement
3. Some improvement
4. Much improvement
5. Great improvement

1. No improvement
2. Little improvement
3. Some improvement
4. Much improvement
5. Great improvement

1. No improvement
2. Little improvement
3. Some improvement
4. Much improvement
5. Great improvement

1. No improvement
2. Little improvement
3. Some improvement
4. Much improvement
5. Great improvement

1. No improvement
2. Little improvement
3. Some improvement
4. Much improvement
5. Great improvement

1. No improvement
2. Little improvement
3. Some improvement
4. Much improvement
5. Great improvement

1. No improvement
2. Little improvement
3. Some improvement
4. Much improvement
5. Great improvement

1. No improvement
2. Little improvement
3. Some improvement
4. Much improvement
5. Great improvement

Program of Study:

Please choose one program of study only and darken space #1 for the program that pertains to you. See the next section for dual degree programs.
17. Anthropology (AA)
18. Arts (AA)
19. Biology (AA)
20. Business Administration (AS)
21. Chemistry (AA)
22. Computer Science (AS)
23. Dental Hygiene (Career) (AS)
24. Engineering (AS)
25. English (AA)
26. Fire Management (Career) (AAS)
27. Foreign Language (AA)
28. General Studies (AS)
29. Health and Physical Education (AS)
30. History (AA)
31. Interpreter Training (Career) (AAS)
32. Journalism (AA)
33. Mathematics (AA)
34. Music (AS)
35. Nursing (Career) (AS)
36. Philosophy (AA)
37. Physics (AA) (M)
38. Political Science (AA)
39. Pre-Dentistry/Pre-Medicine/Pre-Pharmacy (AS)
40. Psychology (AA)
41. Sociology (AA)
42. Teacher Education (AS)
43. Theatre (AA)

Dual Degree Programs with Gwinnett Technical College or DeKalb Technical College:

Please choose one program of study only and darken space #1 for the program that pertains to you.
44. Accounting (AAS)
45. Advanced Machine Tool Technology (AAS)
46. Business and Office Technology (AAS)
47. Commercial Photography (AAS)
48. Computer Information Systems (AAS)
49. Computer Programming (AAS)
50. Dental Assisting (AAS)
51. Drafting (AAS)
52. Electronics Technology (AAS)
53. Environmental Horticulture (AAS)
54. Hotel, Restaurant & Travel Mgmt. (AAS)
55. Industrial Maintenance Technology (AAS)
56. Industrial Technology (AAS)
57. Interiors (AAS)
58. Marketing Management (AAS)
59. Medical Assisting (AAS)
60. Medical Laboratory Technology (AAS)
61. Microcomputer Specialist (AAS)
62. Paramedic Technology (AAS)
63. Physical Therapist Assistant (AAS)
64. Radiologic Technology (AAS)
65. Respiratory Therapy (AAS)
66. Surgical Technology (AAS)

67. My satisfaction level with the general experience in my program of study is

1. Not satisfied
2. Somewhat satisfied
3. Satisfied
4. Very satisfied

1. Not satisfied
2. Somewhat satisfied
3. Satisfied
4. Very satisfied

Comments on General Education:
69. Please comment further on any aspects of your general education experience at Georgia Perimeter College.
_____________________________________________
_____________________________________________
_____________________________________________

Comments on Overall Experience at Georgia Perimeter College:
70. Please provide any additional comments regarding your experience at GPC.
_____________________________________________
_____________________________________________
_____________________________________________

The GEOs are evaluated biennially. The first cycle following semester conversion, was forwarded to the Office of Academic Affairs and distributed to all Deans and Department chairs for use in its strategic planning, linking the results to both curricular and budgetary changes. The GEO results are on file in the Center for Teaching and Learning.

The undergraduate curriculum encourages students to set the events of the world in broad perspective and to bring a reasoned approach to the challenges they may face.

To achieve these purposes, the College seeks to impart the following abilities and knowledge to its students:

Analytic, Problem-solving, and Decision-making Skills

Such skills include the ability to understand and interpret written and oral texts, and to recognize, develop, evaluate, and defend or attack hypotheses and arguments. These skills are to be developed throughout all undergraduate programs in all courses.

Oral and Written Communication Skills

Skills in expository, argumentative, and creative writing, and in effective speaking and listening, are to be developed through extensive and regular writing assignments, oral presentations, and participation in discussions.

Appreciation of Cultures

All students will gain an understanding of the traditions which influence American culture and of the traditions of other cultures in order to develop a respect for and a sensitivity to ethnic and cultural diversity. Students will become aware of increasing global interdependence.

Scientific Literacy

All students will have experience in the methods of scientific inquiry and laboratory investigation and gain knowledge of scientific and technological developments and their influence on society.

By establishing college-wide goals and requiring each program to devise its own objectives, ownership and accountability for general education are placed in the hands of program faculty. The college-wide goal statements are intentionally stated broadly to give programs the flexibility to operationalize the general education goals through objectives that are relevant to their program while providing an educational experience beyond the goals of the program.

During the Fall 2001 semester, faculty teaching general education discipline courses will be required to explicitly link the objectives of their courses to the general education goals. For example, if a social science course is to be used to fulfill general education requirements, then it should be clear which general education goals are addressed in the course, the ways the students might achieve those goals, and how student attainment of the goals will be assessed. These courses will then form the core of general education courses for the College.

The review report will include a matrix (curriculum map) indicating general education objectives for the program, the location of the objectives within the curriculum, and the method of assessing the objective. The first step will be to complete a general education course audit for each course required in the program. The course audits identify where the general education goals and objectives are developed and assessed within the program curriculum. Courses which strongly emphasize general education goals ought to also include the assessment of those goals. Within their program courses, faculty can design assignments to assess general education that are directly related to course content and thus will hold significance for students. Course-embedded general education assessments can range from "traditional" measures such as test items to "alternative" assessments such as portfolios to "authentic" assessments such as performance-based assessment. Such courses, then, can be used to provide direct measures of students' general education development within a meaningful context, that of the program course content.

Once the course audits are completed, a general education program audit can be done. This audit will yield a visual representation of the general education goals developed through the program-specific objectives of the courses required in the curriculum of the program. Together the course audit and the program audit will enable program faculty to demonstrate which general education goals are addressed by program specific-objectives within the curriculum of their program, which courses within their programs specifically address the general education objectives, and how student attainment of the objectives are addressed. Both audits will be included in the program review report.

Assessment of General Education Goals

In addition to assessments embedded in program-required courses, the Office of Academic Assessment, a division in the Center for Teaching and learning, also surveys students to ascertain the degree to which they believe their educational experience at the College contributed to their growth in the general education goal areas. While not a direct measure of student learning, student surveys can be a good proxy measure.