Statement of Institutional Purpose

1. To ensure that students read, write, and speak effectively.

2. To train students in methods of scholarly inquiry, scientific research and problem- solving.

3. To ensure through a strong core curriculum, that students acquire a basic knowledge in humanities, mathematics, the natural sciences and the social sciences.

Department/Program Intended Outcomes and Objectives

1. To develop reading, writing and oral communication skills.

2. To develop familiarity with information retrieval systems.

3.1. To develop critical thinking and problem-solving skills.

3.2. To develop a commitment to intellectual curiosity and lifelong learning.

3.3. To develop global awareness.

3.4. To develop an appreciation of cultural diversity.

3.5. To enhance affective development.

Assessment Criteria and Procedures

1. The Faculty Assessment Committee will undertake, as a pilot project, the administration of a nationally standardized general education test to a group of incoming freshmen and then repeat the administration of that test to a sample of those students when they are upperclassmen in order to compare the pre- and post-test scores.

2. The Faculty Assessment Committee will continue to refine the General Education Database that outlines how the general education outcomes and objectives are addressed in courses throughout the curriculum.

3. An ad-hoc faculty committee will be established to examine the College's general education requirements and to devise a format for initiating faculty discussion about general education.

Assessment Results

1. The ETS Academic Profile was administered to a randomly selected sample of 393 incoming freshmen in 1993 to determine the level of general education ability of these students before they took any courses at the College of Charleston. The Academic Profile tests three areas-humanities, social sciences and natural sciences. The questions measure college-level reading, writing, critical thinking and mathematics.

In order to see what the value-added component of the College of Charleston general education requirement is, we will re-examine a sample of the 1993-94 freshmen in Spring 1997. At that time we will be able to analyze their progress from freshman status to senior status.

2. The initial College of Charleston General Education Database information was shared with deans, department chairs, faculty and the Faculty Curriculum Committee during 1993-94. Based on the discussion with the various groups, the Committee refined the database to more accurately reflect the content of courses across the curriculum. The committee next examined the transcripts of the 524 May graduates who had applied no more than 12 hours from another school to their degrees at the College of Charleston. For each student and each goal, the committee made a tally of the number of times he/she passed a course addressing that goal.

Analysis of the refined database, like our analysis of the preliminary figures, reveals that in their course- work all of our students are receiving considerable exposure to developing reading and writing skills; critical thinking and problem solving skills; familiarity with information retrieval systems; an appreciation for cultural diversity; and a social, political and historical awareness that extends beyond the United States. In fact, our database reveals that our sample of students averaged over 10 classes covering each of these areas, and each student had some classes emphasizing each of these category. The database also revealed that our students were getting considerably less exposure to developing oral communication skills; computer competence; and social, political and historical awareness beyond the Western world. Still, our students are averaging about 5 courses that emphasize each of these objectives, and there are very few students who are not exposed to classes chat emphasize each of these. (For more information on the database, see Appendix 01, the final resort on the General Education Assessment Project, 1993-94.)

In faculty meetings this year and next, discussions will be held about what level of exposure is desirable and how we can assure that all of our students have at least a set minimal level of course-work that addresses these objectives. The information provided in the database is a crucial part of our assessment of general education at the College of Charleston It focuses on the process by which our general education objectives are presented to our students, shows where the students are exposed to the various objectives, and reveals how often the students are exposed to each objective.

3. In addition to the work of the Faculty Assessment Committee, an informal group gathered in 1994 to begin campus-wide discussion of our general education requirements. In the spring of 1994, several faculty attended a conference in Indianapolis on "Sustaining the Vitality in General Education, sponsored by the Association of American Colleges and Universities. At the conclusion of the conference, the College of Charleston participants met to discuss their reaction to what they learned. In general, they felt the College of Charleston general education program was stronger than at other schools. However, they recognized that the College does not have a mechanism or structure that allows faculty, staff and students to affirm the purpose of a liberal arts education and to discuss and review the actual delivery of our curriculum. The faculty who attended the conference identified other faculty, administrators, and students on campus who currently play a role in the assessment, review or delivery of the general education curriculum. This expanded group of about fifteen met regularly over the course of the 1994-95 school year to discuss general education programs as they are implemented across the country, to read and discuss the AAC &U publication, Strong Foundations: Twelve Principles for Effective General Education Programs, and to examine, in particular, the state of general education at: the College of Charleston.

With administrative support, this group called for a forum on general education to be held in August 1995. More than 25% of the faculty have signed up to attend. The forum, which will be attended by faculty, administrators and students, will discuss the same range of issues addressed by the small group over the past year and will make suggestions for any action that needs to be taken regarding general education at the College. In addition to initiating this college-wide Forum on General Education, the General Education Discussion Group devised the following statement on "Liberal Arts and Sciences at the College of Charleston, which will be discussed at the Forum in August.

The College of Charleston is committed to providing its undergraduate students with an education grounded in the liberal arts and sciences. The curriculum taken by undergraduates consists of three components: general education, the major, and elective courses. Together these curricular components are intended to challenge the student through a diverse, broad exposure to a wide range of disciplinary knowledge. In the process, the student will be challenged to think logically, critically, ethically, aesthetically, analytically, and synthetically. The student will have the opportunity not only to learn the substantive knowledge that various disciplines provide, but also to gain an understanding of and ability to apply the distinctive theories and methodologies of at least one discipline that is studied in depth--the major. The general education course requirements are designed to ground the student in basic knowledge and skills including an appreciation of literature and the fine arts; foreign languages; written and oral communication skills; quantitative reasoning skills; and the methodologies associated with historical analysis and the natural/physical and social sciences.

Both within the curriculum and through the students, experience outside the classroom, the students will learn how to function as part of a community and will be challenged to gain those personal skills necessary to be a responsible, contributing member of the campus community, and upon graduation, the larger community in which they live and work. A liberal arts and sciences education is intended to be "liberating" in as much as it affords the student the opportunity to grow both intellectually and personally. Through the programs and experiences open to students outside the classroom, the College of Charleston strives to create a learning community that supports the liberal arts and sciences. Residence life programs, student affairs activities, cultural and social events, athletic and campus recreation Programs, internships, and community outreach programs are designed to enhance and support the education experience.

The liberal arts and sciences curriculum and the extra-curricular activities will: challenge the students to broaden and deepen their intellectual capacities
encourage the development of student learning communities
involve the students in building a campus community that is supportive and stimulating intellectually and socially
foster faculty/student collaboration in research and creativity expand the students' awareness of our multi cultural world and our pluralistic society
provide opportunities for study abroad and contact with foreign students on the campus
afford students the opportunity to grow and develop into mature, responsible citizens

Use of Findings

At the August Forum on General Education, faculty, administrators and students will examine the information compiled through the General Education Database by the Faculty Assessment Committee, the statement on "Liberal Arts and Sciences at the College of Charleston" printed above, and other information about general education at the College of Charleston and across the country. After undertaking full examination and discussion of these materials, this extended group will make recommendations to the appropriate College committees or organizations for any proposed changes in the nature or delivery of general education at the College. We anticipate that the forum will also spawn still wider discussions about General Education, thus creating an on-going dialogue on campus about the nature and value of a liberal arts education.