This is where emergency alert messages will be posted. This is where emergency alert messages will be posted.
This is where emergency alert messages will be posted.
The institution’s curricula are designed so that students acquire and demonstrate college-level proficiency in general education and essential skills, including at least oral and written communication, scientific and quantitative reasoning, and technological competency.
A general education program – developed, owned, and reviewed by the institution’s faculty – should be purposeful, coherent, engaging, and rigorous.
An accredited institution offering undergraduate degrees and some graduate institutions are expected to possess or demonstrate the following attributes or activities:
- A program of general education and 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.)
- A program of general education where the skills and abilities developed in general education are applied in the major or concentration;
- Consistent with institutional mission, a program of general education that incorporates study of values, ethics, and diverse perspectives;
- Institutional requirements assuring that, upon degree completion, students are proficient in oral and written communication, scientific and quantitative reasoning, and technological competency appropriate to the discipline;
- General education requirements clearly and accurately described in official publications of the institution; and
- 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.
Institutions and evaluators must consider the totality that is created by the fundamental elements and any other relevant institutional information or analysis. Fundamental elements and contextual statements should not be applied separately as checklists. Where an institution does not possess or demonstrate evidence of a particular Fundamental Element, the institution may demonstrate through alternative information and analysis that it meets the standard.