Definition

General education is the part of students' education that assures that all graduates with a degree or diploma receive an appropriately broad and in-depth exposure to knowledge not specifically related to their field of study.


Inclusion in Degrees and Diplomas

General education is an essential part of all degrees and diplomas at Southeastern Community College. Each degree or diploma meets general education outcomes (competencies) at a level appropriate for that degree or diploma, either at college level, degree level, or transfer level.

All transfer degrees contain a minimum of 44 semester hours of courses designated as general education. This is in accord with the standards set by the Comprehensive Articulation Agreement between the North Carolina Community College System (NCCCS) and the University of North Carolina System, as well as between the NCCCS and the North Carolina Association of Independent Colleges and Universities in the Independent Comprehensive Articulation Agreement. All of the degrees agreed upon in these agreements that the college offers meet general education requirements at the transfer level. All general education competencies may be met through taking appropriate courses designated as general education transfer courses in the catalog or through appropriate alternative assessment.

All other degrees – associate in applied science, associate in fine arts, and associate in general education - contain a minimum of 15 semester hours of general education courses and meet the general education outcomes at the degree or transfer level. These degrees occasionally have program-specific courses in which specific general education competencies may be assessed (See program individual graduation plans for variations from transfer level assessment).

All diplomas must contain a minimum of 6 semester hours of general education courses. However, these diplomas still meet the general education competencies at a college level. The assessment of many of the competencies takes place in program-specific courses.


Development of Outcomes (Competencies)

The college has always had general education requirements in all degree and diploma programs, but those requirements were defined by a specific number of semester hours of coursework included in a degree or diploma based on state program standards. Within the courses designated in the standard, the college selected courses that it felt best suited its students in the degree or diploma. Students were assumed to meet general education requirements if they successfully completed the required coursework.

In 2008, while reviewing the general education requirements, the college faculty and academic administrators decided to adopt a more coherent approach to general education by specifically defining why general education coursework is in the curriculum and what students should specifically get out of a systematic general education program. The task force was to answer the question, "What do we want all of our students to know when they receive a degree or diploma beyond that necessary to successfully transfer to the upper division or go to work?"

In 2008-2009, the general education mission statement and outcomes (competencies) emerged from a General Education Task Force operating under the Educational Development Committee. The task force consisted of two faculty members from each of the three academic degree areas: Arts & Sciences, Business & Technology, and Allied Health. Additionally, the three academic deans from each of those areas served on the committee. The task force was chaired by the dean of Arts & Sciences. After examining the purpose of general education, the task force created a mission statement and a list of outcomes (competencies) for general education. The task force presented this information to the entire faculty in December of 2008 for reaction and input. During subsequent months, the task force incorporated suggestions given to task force members into the mission and outcomes.

The task force then took on the task of creating matrices identifying where the outcomes would be assessed. These matrices were then shared with faculty for comment. In April of 2009, the mission statement and outcomes were accepted by the faculty as the basis for general education assessment at the college and approved by the Educational Development Committee.


Incorporation of Minimum Competencies in General Education

The college has embedded the previously established minimum competencies for degrees and diplomas into the general education outcomes.

  1. For diploma students, the minimum competencies for graduation are embedded as follows:
    • Communications. Competency in communications is demonstrated by the satisfactorily completing the writing and speaking general education outcomes .
    • Mathematics. MAT 060 or higher is required as a pre-requisite for the general education course designated for assessment of quantitative literacy. Minimum competency in mathematics is demonstrated when students test out of or satisfactorily complete MAT 060 or a mathematics course numbered above MAT 060.
    • Reading. Reading 080 or higher is required as a pre-requisite for the general education course designated for assessment of reading. Minimum competency in reading is demonstrated when students test out of or satisfactorily complete RED 080 or a reading/English course with RED 080 or RED 090 as a pre-requisite.
  2. For degree students, the minimum competencies for graduation are embedded as follows:
    • Computers. CIS 070 or higher is required as a pre-requisite for the designated general education information literacy course. Minimum competency in computers is demonstrated when students test out of or satisfactorily complete CIS 070 or a CIS course numbered above CIS 070.
    • Mathematics. MAT 070 or higher is required as a pre-requisite for the course designated for assessment of quantitative literacy.  Minimum competency in mathematics is demonstrated when students test out of or satisfactorily complete MAT 070 or a MAT course numbered above MAT 070.
    • Reading. Reading 090 is required as a pre-requisite for the general education course designated for assessment of reading. Minimum competency in reading is demonstrated when students test out of or satisfactorily complete RED 090 or an English course with RED 090 as a pre-requisite.
    • Speaking. Competency in speaking is demonstrated by the satisfactorily completing the speaking general education outcome.
    • Writing. Competency in writing is demonstrated by the satisfactorily completing the writing general education outcome.

Which Students Must Complete Alternative General Education Outcome Assessments?

Alternative assessments are for students

  1. Who transfer courses into Southeastern in which general education assessments are completed.
  2. Who receive Advanced Placement credit, CLEP credit, or any other credit for a course in which general education assessments are required.
  3. Who attended Southeastern prior to Fall Semester 2009 and who were not registered for classes during the previous spring term (even Summer Semester 2009, if a required program course was offered during that term.)
  4. Who switch degree or diploma programs at any time and have already had a class prior to Fall 2009 in which a general education assessment takes place.

What Assessments Contain

Alternative assessments are as follows:

  • Ethical Behavior:  The student will write a 700 to 800 word essay or essays in response to a given scenario or scenarios. The essay or essays will be evaluated using the required rubric. The student will be given the rubric before writing the essay or essays.
  • Life-Long Learning:  The student will write a 700 to 800 word essay in response to a prompt related to the necessity for life-long learning. The essay will be evaluated using the required rubric. The student will be given the rubric before writing the essay.
  • Communication – Writing:  The student will be given the English Common Examination from the previous semester. Prior to writing the essay under a proctor’s observation, the student will receive the articles to read which will be referenced in the essay to be written. The essay will be evaluated using the required rubric. The student will be given the rubric before writing the essay.
  • Communication – Reading:  The student will be given a short article of 1000 to 1500 words to read and analyze using the elements of thought and the “Template for Analyzing an Article” from Richard Paul’s Miniature Guide to Critical Thinking. The student will be referred to the Miniature Guide prior to the time set for the analysis. The article analysis will be evaluated using the required rubric. The student will be given the rubric before writing the analysis.
  • Communication – Speaking:  The student will be asked to prepare a three to five minute speech to be presented in front of a faculty/staff panel chaired by the faculty member in charge of the speech communication degree. The student will be given guidelines for the speech at least one week prior to the time set for the speech to be delivered. The speech will be evaluated using the required rubric. The student will be given the rubric before the delivery.
  • Critical Thinking:  The student will be given an article or articles related to specific topic and asked to write a 700 to 800 word essay responding to a prompt based on the article(s). The student will be referred to the Universal Intellectual Standards as presented in Richard Paul’s Miniature Guide to Critical Thinking at least one week prior to the writing of the essay. The essay will be evaluated using the required rubric. The student will be given the rubric prior to the writing of the essay.
  • Global Awareness:  The student will be asked to write a short essay of 700 to 800 words discussing what global awareness is any why it is important to a student, employee, or citizen. The essay will be evaluated using the required rubric. The student will be given the rubric prior to the writing of the essay.
  • Information Literacy:  The student will be asked to present orally or in writing a topic previously spoken or written on or a new topic (the document may be a researched paper the student has written for a class either at Southeastern or another school). The student must provide documentation establishing that the work is original to the student. The presentation will be evaluated using the required rubric. The student will be given the rubric prior to presenting the topic.
  • Scientific Literacy:  The student will complete a response to questions in the Scientific Literacy Assessment developed by the science faculty. The assessment will be evaluated using the required rubric. The student will be given the rubric prior to the assessment.
  • Quantitative Literacy:  The student will complete a response to questions or questions in the Quantitative Literacy Assessment for the appropriate degree developed by mathematics faculty. The assessment will be evaluated using the required rubric. The student will be given the rubric prior to the assessment.
  • Engagement:  The student will successfully complete a service learning project tied to a specific course and agreed upon between the student and the instructor or the program advisor may work with the student on a project related to the field. The advisor must be aware of the project and its outcome if done with a course instructor.

In some instances, the chair may authorize the use of one essay for assessing more than one outcome.
In addition to the above, students who completed coursework prior to Fall 2009 or who transfer coursework into Southeastern, assessments may be met by:

  • Ethics:  An ethics course with an A or B grade taken within the last five years.
  • Life-Long Learning:  Student must use the current alternative assessment.
  • Communication – Writing:  An expository writing or standard first semester freshman composition course with a grade of A or B taken within the last five years.
  • Communication – Reading:  Either one of the following (1) have an earned degree that contains a minimum of 15 semester hours which would be classified under North Carolina Community College degree standards as general education course hours (2) have completed with an A or B grade 15 semester hours or more of coursework classified as general education under North Carolina Community College degree standards. The coursework in both instances must also be approved by either a dean or the vice president of curriculum instruction. The decision of the vice president is final.
  • Communication – Speaking:  A public speaking course with an A or B grade within the last five years.
  • Critical Thinking:  A course taken within the last five years in critical thinking with an A or B grade.
  • Global Awareness:  Two or more of the following courses, or courses with equivalent titles, during the last five years with an A or B grade (1) cultural anthropology, (2) international relations, (3) world literature or comparative literature, (4) world religions or comparative religions, (5) world civilizations or world history.
  • Information Literacy:  Must use the current alternative assessment.
  • Quantitative Literacy:  A degree in mathematics or mathematic coursework appropriate to the degree being sought within the last five years with a grade of A or B.
  • Scientific Literacy:  A degree in natural or biological science or coursework appropriate to the degree being sought within the last five years with a grade of A or B.

Questions

All questions on alternative general education assessments should be directed to the chair of College Transitions and General Education.


Incorporation of Minimum Competencies in General Education

The college has embedded the previously established minimum competencies for degrees and diplomas into the general education outcomes.

  1. For diploma students, the minimum competencies for graduation are embedded as follows:

    2. Communications. Competency in communications is demonstrated by the satisfactorily completing the writing and speaking general education outcomes .
    Mathematics. MAT 060 or higher is required as a pre-requisite for the general education course designated for assessment of quantitative literacy. Minimum competency in mathematics is demonstrated when students test out of or satisfactorily complete MAT 060 or a mathematics course numbered above MAT 060.
    Reading. Reading 080 or higher is required as a pre-requisite for the general education course designated for assessment of reading. Minimum competency in reading is demonstrated when students test out of or satisfactorily complete RED 080 or a reading/English course with RED 080 or RED 090 as a pre-requisite.

  2. For degree students, Athe minimum competencies for graduation are embedded as follows:

    3. Computers. CIS 070 or higher is required as a pre-requisite for the designated general education information literacy course. Minimum competency in computers is demonstrated when students test out of or satisfactorily complete CIS 070 or a CIS course numbered above CIS 070.
    Mathematics. MAT 070 or higher is required as a pre-requisite for the course designated for assessment of quantitative literacy.  Minimum competency in mathematics is demonstrated when students test out of or satisfactorily complete MAT 070 or a MAT course numbered above MAT 070.
    Reading. Reading 090 is required as a pre-requisite for the general education course designated for assessment of reading. Minimum competency in reading is demonstrated when students test out of or satisfactorily complete RED 090 or an English course with RED 090 as a pre-requisite.
    Speaking. Competency in speaking is demonstrated by the satisfactorily completing the speaking general education outcome.
    Writing. Competency in writing is demonstrated by the satisfactorily completing the writing general education outcome.