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General Education Assessment Requirements and Expectations

All Regental institutions maintain accreditation through the Higher Learning Commission (HLC) and fulfill criteria outlined across the criteria and core components. To maintain accreditation, institutions are reviewed based on their ability to meet each of the criteria and core components. The following criteria and core components reference general education, student learning and assessment.

Criterion 3.  Teaching and Learning:  Quality, Resources, and Support 

The institution provides quality education, wherever and however its offerings are delivered.

Core Component:

3.B. The institution offers programs that engage students in collecting, analyzing, and communicating information; in mastering modes of intellectual inquiry or creative works; and in developing skills adaptable to changing environments.

  1. The general education program is appropriate to the mission, educational offerings, and degree levels of the institution. The institution articulates the purposes, content, and intended learning outcomes of its undergraduate general education requirements.
  2. The program of general education is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college educated person should possess.

Criterion 4:  Teaching and Learning:  Evaluation and Improvement

The institution demonstrates responsibility for the quality of its educational programs, learning environments and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.

Core Component:

4.B. The institution engages in ongoing assessment of students learning as part of its commitment to the educational outcomes of its students.

  1. The institution has effective processes for assessment of student learning and for achievement of learning goals in academic and co-curricular offerings.
  2. The institution uses the information gained from assessment to improve student learning.
  3. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty, instructional and other relevant staff members.

 

In addition, the South Dakota Board of Regents (SDBOR) Policy 2:11 Assessment sets forth the responsibility for assessing student learning outcomes for the general education curriculum.

This plan provides guidance and information by which student achievement related to general education goals and student learning outcomes are assessed.