GE/Breadth Assessment

Overview

words shaped like a mortar board

The General Education (GE) program at Cal State East Bay is designed to provide students with opportunities to explore subject areas outside the major, to delve into topics that challenge their world perspectives, and ultimately, to help them become educated citizens who base their decisions on factual evidence.  In the CSU, Executive Order 1100 prescribes the broad goals for each GE subject area and mandates each campus defines GE learning outcomes "within a programmatic structure" that may be framed by AAC&U's LEAP Essential Learning Outcomes.  GE requirements constitute 40% (or 48 out of 120 semester units needed to graduate) of the undergraduate degree program.  At CSUEB, GE learning outcomes are aligned to its Institutional Learning Outcomes (ILOs), WASC Core Competencies, and the LEAP Essential Learning Outcomes--all of which express the knowledge, skills, and values CSUEB graduates are expected to attain.  Collectively, CSUEB's GE learning outcomes and ILOs distinguish who we are, what we value, and how we expect students to demonstrate their learning.  

CSUEB's GE Long-term Assessment Plan for 2022-2027, 22-23 CAPR 39 (which supercedes 18-19 CAPR 2) provides a detailed implementation plan for the programmatic assessment of GE learning outcomes through the academic year ending in 2027 and clarifies the assessment practices using terminology shared with ILO assessment.  

GE Assessment Information:

  1. GE Assessment is guided by the GE Assessment Long term calendar and mandated by EO 1100 Revised (6.2.2). GE assessment has now moved beyond the pilot stage.
  2. The GE Assessment Calendar will be published at the GE Assessment website.
  3. Departments offering GEOC courses must participate in GEOC program assessment (including all LD and UD GE areas, overlays, US Code, Second Composition) by providing student work aligned to GEOC learning outcomes.
  4. The GE Director will randomly choose courses for assessment and will notify instructors/chairs/associate deans the semester before the assignments will be collected through Canvas.
  5. All GE area courses up for assessment (regardless if they took part in the general assessment) will be asked to give their students a general education survey.
  6. Failure to offer up assignments for assessment will result in the loss of the GE area (or overlays, US Code, Second Composition) for that course for the following academic year.  The decision will be recorded and archived in Curriculog.

 

The GE Office will organize assessment of GE areas, based on the longterm GE Assessment Calendar.  Assignments need to be:

  • Individual (so no group projects)
  • Uploadable by students into the Canvas LMS as an Assignment
  • Alligned to the Rubric categories that will be used for assessment
  • Collectable--our Online Campus will be downloading assignments and the files that students upload need to be files that are acceptable for the Canvas LMS.  We can't take assignments created in 3rd party platforms (like YouTube/GoReact, etc.)

PURPOSE

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The overarching purpose of GE assessment at CSUEB is to enhance undergraduate student learning and improve the learning experiences afforded by the GE program. Looking beyond the CSU Chancellor's Office and WASC accreditation requirements which necessitate GE assessment, the true value of GE assessment lies in how we collaboratively make meaning of assessment results to inform improvements in GE.  

GUIDING PRINCIPLES

♥ GE assessment serves to enhance student learning and improve the learning experiences afforded by the GE program.

♥ GE assessment requires faculty engagement and is a faculty-driven process with assessment work and decisions governed by faculty and faculty committees.

♥ GE assessment is never punitive, and assessment results are never used against faculty (e.g., in retention, tenure, and promotion decisions) or programs (e.g., resource allocation).

♥ GE assessment practices assure the anonymity of faculty participants and protect the confidentiality of students and their work. 

♥ GE assessment is distinct and separate from the GE course review and recertification process.

GE Course Review & Recertification

GE Assessment Cycle

ge-Assessment-Cycle-LoopGE assessment is currently progressing and has been been synchronized and coordinated with ILO assessment.  The cycle assessment activities within each project cycle are grouped into the following categories (see figure):

  1. Develop/Refine and Align.  The assessment tool (a scoring rubric in most cases) is developed by faculty experts in the given GE area at the beginning of the project and refined after the evaluation of student work is completed.  In coordination with the faculty who teach courses in the given GE area, key assignments are aligned to the specific GE learning outcomes and the assessment instrument.
  2. Collect Student Work. The Office of GE coordinates the collection of student work.  In coordination with faculty teaching selected GE courses, student work on key assignments are identified for collection per GE assessment plans.  Within a course, student work is anonymized prior to collection, and the work is collected and placed in our assessment platform (currently a mix of Google docs/sheets). 
  3. Evaluate Student Work. Faculty designated by the Director of General Education and the EEC GE representative score student work using the scoring rubric. Faculty go through a rubric calibration exercise prior to the first scoring session.  
  4. Analyze & Summarize Results. Evaluation data are analyzed and summarized into a report compiled by the Director of General Education. 
  5. Disseminate Results.  The assessment report is provided to the campus community through Senate committees, college deans, and department chairs who coordinate discussion of the results as relevant. These discussion should lead to identification of any changes that may improve student learning.
  6. Implement Changes. Pedagogical, curricular, or programmatic changes may be planned or implemented as informed by the assessment results.  Changes to the rubric or assessment process may also be warranted.

GE Assessment Timeline

GE assessment is synchronized and coordinated as closely as possible with ILO assessment, congruent with the 2022-2028 ILO Long-term Assessment Plan.  GE assessment occurs on an on-going, iterative basis on the proposed GE Long-term Assessment Plan (22-23 CAPR 39).

Robust and meaningful assessment of GE at key "checkpoints" (guidepost assessment) is extremely valuable in informing improvements, which help move GE into a more coherent, intentional, and scaffolded program.  For example, assessment written communication at key time points in a GE pathway (e.g., GE A2, Second Composition, and upper-division GE Areas UD-C or UD-D) allows us to gauge how well our students attain greater autonomy and sophistication in their writing as they progress through their academic pathways.


 Assessment Projects:

  • The A1 Oral Communication scoring rubric was developed in Spring 2020.  Collection and evaluation took place in Fall 2020.  In alignment with the ILO assessment schedule, assignments are being collected in Fall 2024 and will be assessed in Spring 2025.
  • Assessment of A2 Written Communication took place at the end of Spring 2024. 
  • B1/2/3 Physical and Life Sciences and lab, as well as C1/2 Arts and Humanities was planned for Spring 2024, but will now take place in 2024/2025.
  • D1/2 Social Sciences and U.S. Code (not GE, but under the umbrella of the GE Director) assessment will take place in Spring 2025.
  • The B4 Mathematics and Quantitative Reasoning pilot has completed a first round of collection and evaluation in Fall 2019.  A second round was completed in Fall 2020.  It will be assessed again in the 2025/2026 calendar year, in alignment with the ILO assessment plan.
  • The A3 Critical Thinking pilot of collection and evaluation occurred in Spring 2021.  An assessment summary was completed in Fall 2021.  The learning outcomes and rubric was revised in Fall 2023.  Critical Thinking and Composition will be assessed again in the 2025/2026 calendar year, in alignment with the ILO assessment plan.
  • Though not part of the GE program (it is a part of Breadth), the Second Composition rubric (developed in 2019 but never tested), was revised in 2023.  Assessment took place in Spring 2024.
  • Note that there was a delay in assessment in 2023/2023 because Blackboard Outcomes is no longer being used.  The university switched to Canvas as our LMS.

Explore the tabs below to learn more about each GE project.  Below the tabs faculty can find various GE resources like the rubrics, the assessment reports, and assignment guides.

GE Assessment Projects

GE A1 Student Learning Outcomes

GE A1 courses emphasize communication theory and provide several speaking and listening experiences in multiple modes, e.g., small-group discussion, interpersonal communication, and persuasive discourse presented extemporaneously.  Upon completion of the A1 requirement, students will be able to:

  1. speak effectively when making oral presentations in English;
  2. explain the principles of effective oral communication, including form, content, context, and style;
  3. advocate for a cause or idea, presenting facts and arguments in an organized and accurate manner; and
  4. critically evaluate oral presentations.

GE A1 Assessment

Excellence in oral communication is demonstrated through use of an audience-centered message, comprehensive use of rhetorical elements, skillful presentation delivery, effective messaging, and consistent reflexivity.  

The A1 rubric was developed in March 2020 by faculty members in the Department of Communication in collaboration with the Office of General Education.  The rubric is used to assess established signature oral presentation and interpersonal communication assignments aligned to the rubric.  Each dimension must be covered in the assignment and assessed independently. A1 will again be assessed in 2024/2025 to align with the ILO Oral Communication assessment.

View the GE Area A1 Oral Communication Rubric here. 

A summary of the results of the A1 assessment pilot (2021) is provided in the GE A1 Assessment Report here

GE A2 Student Learning Outcomes

GE A2 courses emphasize the rhetorical principles that govern reading and writing.  These principles are fundamental to logical thinking and clear expression.  For reading, they presume open-mindedness combined with critical thinking and analytical skills.  For writing, they presume an awareness of audience, context, and purpose.  Upon completion of the A2 requirement, students will be able to:

  1. Explain and demonstrate the principles and rhetorical perspectives of effective writing in English, including its form, content, and style;
  2. Advocate for a cause or idea, presenting facts and arguments in an organized and accurate manner; and
  3. Practice the discovery, critical evaluation, and reporting of information.

GE A2 Assessment

Proficiency in written communication in English at the A2 level (first-year composition) is demonstrated through reflection and the use of rhetorical knowledge, organization, development, language and mechanics, formatting, and documentation.  

A draft of the GE A2 rubric was first developed by faculty in the Department of English in May 2018 and used for a pilot assessment of A2 in May 2019.  This pilot informed revisions to the rubric, which were completed on June 10, 2019 by the English faculty members who served as assessors in the pilot project.  The rubric was then updated in Spring 2023 and the second assessment took place in Spring 2024. 

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A2 (2019) rubric development team from the Department of English.  Shown left to right: Sarah Nielsen, Dore Ripley, Michelle St. George, Sally Baxter; Dabney Lyons (not shown).

 

The A2 rubric is used to assess signature assignments which are aligned to the rubric.  

See the Revised 2023 GE Area A2 Written Communiction (First Year Composition) Rubric here. 

See the 2018 GE Area A2 Written Communication (First-Year Composition) Rubric here. 

A summary of the results of the A2 assessment pilot is provided in the GE A2 Assessment Report 2019 here. 

GE A3 Student Learning Outcomes

A3 courses emphasize the development of clarity and rigor in reasoning and its presentation, and the ability to understand, represent, and evaluate the presentations of reasoning made by others.  Upon completion of the A3 requirement, students will be able to:

  1. Identify, analyze, and evaluate arguments;
  2. Logically construct arguments to support and refute claims using evidence;
  3. Reason inductively and deductively; and
  4. Distinguish matters of fact from judgments, opinions, and/or fallacies

GE A3 Assessment

The primary purpose of a GE Area A3 course is to build a specific toolset that allows students to rigorously explore reasoning and its presentation.  Proficiency in critical thinking at the A3 level is demonstrated by the identification, analysis, evaluation, and presentation of arguments (deductive and inductive).  Emphasis is on the understanding of fallacies and the role of language in argumentation.  

The A3 rubric was developed in November 2019 by faculty members in the Department of Philosophy in collaboration with the Office of General Education.  The pilot project of collection and evaluation occurred in Spring 2021.  An assessment summary was completed in Fall 2021.  The learning outcomes and rubric were revised in Fall 2023 because of the assessment results.  Note that in Fall 2025, Critical Thinking (A3) will be Critical Thinking and Composition (1B under the new GE pattern) to align it with the Board of Trustee approval of the new GE pattern.

The A3 rubric is used to assess signature (comprehensive) assignments that are aligned to the A3 Critical Thinking rubric.  See the GE Area A3 rubric here.  

A summary of the results of the A3 assessment pilot is provided in the GE A3 Assessment Report here

GE B4 Student Learning Outcomes

GE B4 courses provide practice in computational skills as well as engagement in more complex mathematical work.  Upon completion of the B4 requirement, students will be able to:

  1. demonstrate a proficient and fluent ability to reason quantitatively;
  2. demonstrate a general understanding of how practitioners and scholars collect and analyze data, build mathematical models, and/or solve quantitative problems; and
  3. apply quantitative reasoning skills in a variety of real-world contexts, defined by personal, civic, and/or professional responsibilities.  

GE B4 Assessment

Proficiency in quantitative reasoning at the B4 level is demonstrated by the use of interpretation, representation, calculation, and communication of quantitative information at the college level. B4 courses build upon, and add depth and sophistication to, the quantitative skills that are developed by the required high school curriculum—skills that are evaluated through CSU’s Multiple Measures Protocol (see pp. 3-4 of EO 1110 FAQs) and are used to determine whether incoming freshmen across the CSU will require additional support in their B4 courses. 

The B4 rubric was developed by faculty members in the Department of Mathematics and in the Department of Statistics & Biostatistics in May 2019.  The B4 Mathematics and Quantitative Reasoning pilot has completed a first round of collection and evaluation in Fall 2019.  A second round was completed in Fall 2020. A preliminary GE B4 Assessment Report is pending.

See the GE B4 Mathematics/Quantitative Reasoning Rubric here. 

A summary of the results of the B4 assessment pilot is provided in the GE B4 Assessment Report here

GE B1/2 Learning Outcomes

B1/2 courses stress knowledge of key principles and concepts in the natural sciences and the important roles that scientific practice and inquiry play in advancing scientific knowledge and discovery. 

B1.  Physical Science (3 semester units)

  1. demonstrate knowledge of scientific theories, concepts, and data about the physical sciences;
  2. demonstrate an understanding of scientific practices, including the scientific method; and
  3. describe the accepted standards and ethics associated with scientific inquiry.

B2.  Life Sciences (3 semester units)

  1. demonstrate knowledge of scientific theories, concepts, and data about the life sciences;
  2. demonstrate an understanding of scientific practices, including the scientific method; and
  3. describe the accepted standards and ethics associated with scientific inquiry.

B3.  Laboratory Activity

Subarea B3 courses emphasize active engagement, collaboration, and hands-on experiences that facilitate understanding of science concepts and the development of sound science practices and habits of mind.  Upon completion of the B3 requirement, students will be able to:

  1. apply their knowledge of scientific theories, concepts, and data about the physical and sciences through laboratory activities;
  2. apply their understanding of scientific practices, including the scientific method in a laboratory setting; and
  3. demonstrate accepted standards and ethics associated with scientific inquiry, while completing laboratory activities. 

GE B1/2 Assessment

B1-3 courses should involve strategies to locate good sources of information and identify misinformation. 

B3 courses will emphasize safety and collaboration in laboratory or field activities, especially focusing on data collection, analysis, and presentation. Think critically about the scientific method and characteristics of good science.

The B1/2 Rubric was designed by B1/2 faculty in 2022/2023 and will be used for assessment in Spring 2024/Fall 2024/Spring 2025. 

View the B1/2 Rubric here.

B3 (Lab) will be assessed through a student survey.  Results will be posted after the B1/2 assessment has been completed. 

C1/2 Learning Outcomes

GE Area C1 courses integrate the evaluative and descriptive aspects of the history, theory, aesthetics, and criticism of different works, forms, styles, and schools of art.  Upon completion of the GE Area C1 requirement, students will be able to:

  1. Evaluate the impact of the arts on your life. 
  2. Examine the cultural and/or historical context(s) of the arts.
  3. Describe the ways that diverse identities influence the creation and experience of art. 
  4. Identify the role of art in diverse settings.

GE Area C2 courses emphasize the ideas and theories behind the intellectual and cultural traditions of humans using historical, linguistic, literary, philosophical, and rhetorical approaches and methods.Upon completion of the GE Area C2 requirement, students will be able to:

  1. Evaluate the impact of the humanities on your life. 
  2. Examine the cultural and/or historical context(s) of the humanities.
  3. Describe the ways that diverse identities influence experiences in the humanities.

These learning outcomes were updated in Fall 2023/Spring 2024.

C1/2 Assessment

Some assignments have been collected in Spring 2024 and collection will continue in Scoring 2025.  Assessment of C1/2 will take place in Spring 2025.

The rubric was designed in Spring 2023 by a group of faculty who teach C1/2 courses.

View the C1/2 Arts/Humanities Rubric here. 

GE D1/2 Social Sciences Student Learning Outcomes

D1/2 courses emphasize investigation of theories, perspectives, and/or issues in the social sciences, including the analysis of social, political, and economic institutions.

  1. Explain how social, political, and economic institutions and principles intersect with each other;   
  2. Describe how people produce, resist, and transform social, political, and economic institutions/principles;
  3. Investigate contemporary and/or historical events/issues from a social science perspective;

The learning outcomes were revised in Spring 2024.

D1/2 Assessment

The rubric was designed by a group of faculty who teach these courses in Fall 2023.

D1/2 courses will be assessed in Spring 2025. 

View the D1/2 Rubric here. 

Second Composition Student Learning Outcomes (revised Fall 2023)

Upon successful completion of Second English Composition, students will be able to:

  1. Upon successful completion of Second English Composition, students will be able to:

    1. write for different audiences (academic, general, and/or professional);
    2. engage in writing for specific purposes (critical thinking, analytical writing, and/or research);
    3. apply critical thinking and logical reasoning in the development and organization of ideas in written texts;
    4. consider multiple perspectives using primary and/or secondary sources, and when appropriate, incorporate key disciplinary concepts when presenting ideas in writing;
    5. revise writing with critical feedback provided by the instructor at important junctures throughout the semester in order to improve development, clarity, coherence, and correctness.

    Second Composition Course Characteristics

    • substantive instruction addresses various aspects of writing (critical thinking, analytical writing, and/or research), including strategies for generating and organizing information, as well as editing;
    • students have opportunities to revise multi-draft essays in response to peer/tutor/instructor feedback;
    • students produce a minimum of 5,000 words in a variety of assignments, occurring throughout the course (i.e. not just one final assignment at the end);
    • courses enroll no more than 30 students.

Second Composition Assessment

Writing at the second-composition level demonstrates a move toward autonomy and sophistication in composition, critical thinking, argumentation, and information literacy. 

A draft of the Second Composition rubric was developed by faculty in the Department of English and the Department of Art in September 2018.  The rubric was revised in Fall 2023 and was used for assessment in Spring 2024.

See the Second Composition Rubric here. 

U.S. Code 1 Student Learning Outcomes

U.S. Code 1 courses will emphasize knowledge of key principles and concepts related to significant events in U.S. history; the role of major social movements and ethnic groups in these events; and the political, economic, social, and geographic context of these events.

Upon completion of a U.S.-1 course, students will be able to:

  • Explain the causes and consequences of major historical events in a period of at least a hundred years of U.S. history;
  • Describe the contributions of major social movements and ethnic groups in a period of at least a hundred years of U.S. history.

U.S. Code 1 Assessment

The rubric was designed by a group of faculty who teach US 1 courses in Spring 2024. 

Collection of student artifacts will take place in Spring 2025 with assessment taking place in Fall 2025.

 View the US Code 1 Rubric here. 

U.S. Code 2 (U.S. Constitution) Student Learning Outcomes:

U.S. Code 2 courses will emphasize knowledge of key principles and concepts related to the U.S. Constitution, U.S. political institutions and processes; and the rights and obligations of U.S. citizens.

Upon completion of a U.S.-2 course, students will be able to:

  • Describe the development of the U.S. Constitution and its later interpretation and amendments;
  • Explain the practices and institutional forms of democracy derived from the U.S. Constitution;           
  • Explain citizen rights and responsibilities under the U.S. Constitution.

U.S. Code 2 Assessment

Collection of student artifacts will take place in Spring 2025 with assessment taking place in Fall 2025.

The rubric was designed by a group of faculty who teach US 2 courses in Spring 2024.

 View the US Code 2 Rubric here. 

U.S. Code 3 (California History) Student Learning Outcomes

U.S. Code 3 courses will emphasize knowledge of key principles and concepts related to the California Constitution; federal-state relations; California state and local government; and political processes.

Upon completion of a U.S. 3 course, students will be able to:

  • Describe the similarities and differences between the California Constitution and the U.S. Constitution;
  • Describe the historical and/or contemporary relationship between California and the federal government; 
  • Explain how communities in California solve problems through political processes at various levels of government.

U.S. Code 3 Assessment

Collection of student artifacts will take place in Spring 2025 with assessment taking place in Fall 2025.

The rubric was designed by a group of faculty who teach US 3 courses in Spring 2024.

 View the US Code 3 Rubric here. 

In accordance with the GE Assessment long-term Plan:
  • Assessment of A1, B1/2/3 (Sciences and lab), C1/2 (Arts and Humanities), D1/2, and U.S. Code will take place in 2024/2025.
  • Assessment of Critical Thinking and Composition will take place in the 2025/2026 calendar year.

Please note:  In Fall 2022 the university transitioned from Blackboard to Canvas as its LMS.  Because of this, the usual assessment projects were paused for 2022-2023.  

GE Assessment Resources

A1 Oral Communication Report

GE A2 Assessment Report

A3 Critical Thinking Report

B4 Mathematics and Quantitative Reasoning Report

A2 Written Communication Assignment Guide

B1/2 Physical/Life Sciences Assignment Guide

C1/2 Arts/Humanities Assignment Guide

D1/2 Social Sciences Assignment Guide

GE Rubric Development Primer for Faculty

GE Assessment Oversight

GE assessment is coordinated by the Director of General Education (GE) and the Educational Effectiveness Council (EEC) Faculty Representative for GE Assessment.  The Director of GE and the EEC Faculty Rep work bring together faculty experts from across campus to perform all stages of the assessment work. The Office of GE will manage and maintain all GE assessment data.  In Spring 2025, the GE Assessment Committee (subcommittee of CAPR) will oversee some of the collection and analyses of student work from designated GE courses.  In some cases the GE Director and EEC Faculty Representative will organize faculty groups to also do assessment. 

Contact Us

Kevin Kaatz, Director of General Education at kevin.kaatz@csueastbay.edu

Nancy White, EEC Faculty Representative for GE Assessment at nancy.white@csueastbay.edu

The Office of General Education is located in SA 1500.