Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #1: a program of general education of sufficient scope to enhance students’ intellectual growth, and equivalent to at least 15 semester hours for associate degree programs and 30 semester hours for baccalaureate programs; (an institution also may demonstrate how an alternative approach fulfills the intent of this fundamental element.)

1. Does CCAC assure that its programs offer at least 15 hours of general education
   n that enable students to graduate with sound intellectual and academic skills? 
2. If so, how?
3. If so, how does the college assure that these credits address a full range of college-level literacy needs?
4. Who is responsible for this?

College Catalog & website

Program Records

College Gov. records

Dept. Heads & Divisional deans

Benchmarking other community colleges

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #2:  a program of general education where the skills & abilities developed in general education are applied in the major or study in depth;

1. Are the general education requirements being applied in the transfer and career programs?
2. If so, how are they applied? 
3. Are they organized within the curriculum in order to best apply them to the major or study?

College Catalog & website

College Council, sub-committees, & their records

Faculty members who have initiated programs & program

changes

Program Review Records

IR records of employer surveys

Surveys of student success at transfer institutions

Advisory Committees & their records

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #3: consistent with institutional mission, a program of general education that incorporates study of values, ethics, and diverse perspectives;

1. How does the college assure that its career and transfer programs include general education coursework that studies values, ethics, and diverse perspectives? 
2. Which courses embrace these studies, and how do their teachers demonstrate that students are learning from them? 
3. Does CCAC include as part of its curriculum development general education courses that incorporate the study of values, ethics, and diverse perspectives? If so, how?

Transfer success rate

Course or dept. Exit exams

PD surveys of faculty needs

Faculty

Various college-sponsored grants & awards & their records

Common Course Syllabi

Graduation audits

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #4:  general education requirements assuring that, upon degree completion, students are proficient in oral and written communication, scientific and quantitative reasoning, technological capabilities appropriate to the discipline, and information literacy, which includes critical analysis and reasoning;

1. How does the college demonstrate that students have college-level communication skills in writing and speaking? 
2. How does CCAC demonstrate that students, upon graduation and/or transfer, have sufficient college-level skills in scientific and quantitative reasoning?
3. How does the College demonstrate these proficiencies in math and science?

Common Course Syllabi

Graduation audits

Graduation check list at advisement center & website

Grade distribution reports

Transfer success rate

Course or dept. exit exams

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #5: general education requirements clearly and accurately described in official publications of the institution;

1. How does CCAC disseminate clear and accurate descriptions of its General Education requirements? 
2. How does the college make sure students understand these requirements and are able to meet them?

College Catalog & website

College Gov. records

Dept. Heads and Divisional deans

Graduation check list at advisement

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #6: assessment of general education outcomes within the institution’s overall plan for assessing student learning, and evidence that such assessment results are utilized for curricular improvement;

1. Does the college assess its general education outcomes? 
2. If no, then how would assessment be worked into the college plan?
3. How would outcomes assessment be used to improve curricula

College Gov. records

Program Review Records

Advisory Committees & their records

Institutional Research documents