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How to GEO
Map A Course
Dr. Mary Menzel-Germanson
Director
520-494-5215
[email protected]
Myna Frestedt
Support Analyst
520-494-5593
[email protected]
Jennie Lee Voyce
Program Assistant 520-494-5591
[email protected]
November 2011
CAC General Education Outcomes and
Commitment to Students and Stakeholders
All graduates will possess the skills, knowledge, and abilities to be successful in
the following General Education Outcome Objectives:
• Communication
• Critical Thinking and Analytical Reasoning
• Cultural and Artistic Heritage
• Mathematical/Scientific Inquiry and Analysis
• Individual and Social Responsibility
• Informational and Technological Literacy
Every CAC Credit Course maps the course’s Measureable Student Learning
Outcomes to specific GEO Objectives and Standards.
Collecting Student Success Data for
Improving Learning
How to Identify GEOs in Measureable
Student Learning Outcomes (MSLOs)
within Courses
1.
2.
Compare each MSLO to the GEO
Objectives and their Standards on the
Institutional GEO Rubric.
Mark each Standard which is measureable
in the course with an ‘X’.
Instructions:
* Every New or Modified Course proposal submitted in ACRES must complete this map to correlate the Measurable Student Learning
Outcomes (MSLOs) with CAC General Education Outcomes (GEOs) and Standards as listed below.
* There are six GEOs, each with defined GEO Standards (i.e. A, B, C, etc.).
* The rows are numbered to align with the MSLO (required) numbers and, in rare cases, Course Standard† (optional) numbers in the
ACRES proposal. Place an "X" in the corresponding row under the appropriate GEO and GEO Standards categories where students may
be assessed. Be sure to review the Institutional Rubric for full details for each GEO.
* Attach the GEO Course Map with all New and Modified Course proposals submitted to ACRES, or submit to ACRES via the Expedited
GEO Map Attachment form if no other change is proposed.
GEO Course Map
Course Prefix/Number
Date
Course Title
Credit
AGEC
GEO
Proposer
Critical Thinking/ Analytical
Reasoning
GEO Standards
Communication
Cultural, Artistic Heritage
Individual/ Social Responsibility
Informational/ Technological Literacy
Mathematical/ Scientific Inquiry, Analysis
A. Writing Structure, Organization & Awareness
A. Analysis of Issues
A. Cultural Literacy
A. Personal Integrity and Core Values
A. Access if Information
A. Scientific Concepts
B. Writing Conventions
B. Development & Evaluation
B. Global Perspective
B. Personal Well-Being
B. Evaluation of Information
B. Scientific Methods
C. Effective Reading
C. Assessment
C. Artistic Heritage
C. Perspectives of Others
C. Use of Information
C. Scientific Principles
D. Contribute to Larger Community
D. Knowledge of Technology
D. Mathematical Model and Development
E. Impact of Technology
E. Mathematical Computation
D. Spoken Discourse and Nonverbal Messages
E. Listening & Comprehension
F. Use of Technology
A
B
C
D
E
A
B
C
A
B
C
A
B
C
D
A
B
F. Mathematical Interpretation
C
D
E
F
A
B
C
D
E
F
1
2
Measurable Student Learning Outcomes
3
4
5
6
7
8
9
10
11
12
Using the Institutional GEO Rubric and this Mapping
Template, map each Measureable Student Learning
Outcome to the GEO Standard.
13
14
Standards
15
S1
S2
S3
S4
S5
*For assistance contact the Curriculum & Student Learning Assessment Office 5593, 5215, or 5591. Version: 10/27/11 jlv.exc
† This only applies to standards that can be assessed; not internal/external standards such as pre-established standards from outside agencies such
as OSHA.
Measureable Student Learning Outcomes in a Course
A GEO Course Map Example
2. (Knowledge/Comprehension
Level) Define and identify the
elements and principles of visual
design as they are used across
time and culture.
3. (Knowledge Level) Recognize
stylistic characteristics,
similarities, and differences in art
of various time periods, cultures
and geographical regions.
5. (Knowledge Level) Identify
visual symbolism, including
iconography, and visual metaphor
relating them to cultural values of
diverse regions and cultures.
6. (Analysis Level)
Chronologically categorize art
masterpieces by the artists,
cultures or time periods in which
they were created.
7. (Evaluation Level) Critique the
design elements and interpret the
content of art masterpieces of
diverse time periods and cultures.
Data Driven Decisions:
How Evidence of Student Learning Will Used
• Continuous Quality Improvements (CQIs)
• Improve Student Learning
• Accreditation Evidence
• Curriculum Modification
• Degree Modification
• New Course Development
• New Program Development
Our scholarly assessment of student
learning contributes to the long term
success of our graduates and of our
college. Thank You.