How has the college identified student learning outcomes for its degrees and certificates? STANDARD II.A.3.a. What evidence is The institution requires of all found in the catalogue academic and vocational of a faculty-developed degree programs a component rationale for general of general education based on education that serves as a carefully considered the basis for inclusion of philosophy that is clearly stated courses in general in its catalog. The institution, education? relying on the expertise of its faculty, determines the How are student appropriateness of each course learning outcomes used for inclusion in the general to analyze courses for education curriculum by inclusion as general examining the stated learning education? outcomes for the course. How is the rationale General education has for general education comprehensive learning communicated to all outcomes for the students who stakeholders? complete it, including the following: How is the general education philosophy a. An understanding of the reflected in the degree basic content and methodology requirements? of the major areas of knowledge: areas include the How are the basic humanities and fine arts, the content and
How has the college identified student learning outcomes for its degrees and certificates? STANDARD II.A.3.a. The institution requires of all academic and vocational degree programs a component of general education based on a carefully considered philosophy that is clearly stated in its catalog. The institution, relying on the expertise of its faculty, determines the appropriateness of each course for inclusion in the general education curriculum by examining the stated learning outcomes for the course. General education has comprehensive learning outcomes for the students who complete it, including the following: a. An understanding of the basic content and methodology of the major areas of knowledge: areas include the humanities and fine arts, the What evidence is found in the catalogue of a faculty-developed rationale for general education that serves as the basis for inclusion of courses in general education? How are student learning outcomes used to analyze courses for inclusion as general education? How is the rationale for general education communicated to all stakeholders? How is the general education philosophy reflected in the degree requirements? How are the basic content and
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