Appendix D
SACS requires that general education courses must be "designed to ensure breadth of
knowledge and must not be narrowly focused on those skills, techniques and procedures
peculiar to a particular occupation or profession." [Criteria for Accreditation, p. 12]
Additionally, SACS requires that the college "demonstrate that its graduates of degree
programs are competent in reading, writing, oral communication, fundamental mathematical
skills and the basic use of computers." [Criteria for Accreditation, p. 27]
The Virginia Community College System defines its general education program 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." The VCCS has established eight general
education goals with the expectation that each community college would add learning
objectives for each goal that would reflect the college's mission.
The VCCS Report of the General Education Task Force, February 1990
included descriptive statements illustrating each of the general education elements
which it described as "neither prescriptive nor restrictive, but rather a set of
examples which individual colleges may use as guidelines in determining their own
general education objectives and outcomes."
Communication.
Skills to read, write, listen, and speak effectively.
Learning Skills.
Skills to locate and use information resources; ability to apply methods of inquiry;
attitudes which support life-long learning.
Critical Thinking Skills.
Skills to recognize and solve problems; skills to analyze, evaluate, synthesize, and
reflect; skills to make decisions; ability to respond and adapt to change.
Interpersonal Skills and Human Relations.
Knowledge of self; understanding of ethics, social responsibilities, and personal values;
skills to recognize different perspectives and cultural values; skills to interact
effectively with others; skills and attitudes which promote success in the workplace.
Computational and Computer Skills.
Skills to understand and interpret numerical data; skills to manipulate data in a logical way;
knowledge of basic computer elements, functions, and applications.
Understanding Culture and Society.
Attitudes and values which promote responsible citizenship; knowledge of social, economic,
and political institutions; historical consciousness and a global perspective; awareness
and appreciation for artistic forms of expression.
Understanding Science and Technology.
Knowledge of fundamental principles of science and technology; knowledge of the scientific
method of inquiry; skills for applying scientific knowledge to practical situation; attitudes
and values which reflect an understanding of and respect for the environment.
Wellness.
Attitudes, values, and skills which promote physical and emotional well-being.
On November 1, 1999, the dean of Academic and Student Services appointed a task force and
charged it to review and, if appropriate, revise the NVCC general education goals and
objectives. The task force submitted its report to the dean on March 1, 2000. The report
was subsequently discussed at the meeting of the Curriculum Committee on March 23, 2000.
At that meeting, the committee approved the following college-wide general education goals:
Goal 1: Students will develop college-level communication skills.
Goal 2: Students will develop skills to engage in life-long learning.
Goal 3: Students will develop critical thinking and problem solving skills.
Goal 4: Students will develop an understanding of interpersonal and human relations.
Goal 5: Students will develop quantitative skills and computer proficiency.
Goal 6: Students will develop an understanding of culture and society.
Goal 7: Students will develop a knowledge of science and technology.
Goal 8: Students will develop the knowledge of wellness necessary for a healthy lifestyle
The Curriculum Committee also recommended that each program awarding a degree or certificate
would be required to devise program-specific general education objectives. This approach
to general education recognizes that student attainment of the general education goals of
the college is achieved within the context of academic degree programs, that general
education goals and program goals may overlap, and that the assessment of general education
is most effective when embedded in program courses. In addition, the VCCS requires that
general education be evaluated within the context of academic programs.
As part of your program review you will devise program-specific general education
objectives for the students in your program for each general education goal.
As a part of the review report, you must include a matrix indicating general education
objectives for the program, the location of the objectives within the curriculum,
indicators for success, 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. On the following page is an example of how a general education course
audit might look.
The course audits identify where the general education goals and objectives are developed
and assessed within the program curriculum. Courses that 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.
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