The General Education Assessment Committee has the primary responsibility over the following two broad goals: (1) to define the college-level competencies expected of all Baylor graduates; and (2) to assess the extent to which graduates have attained these competencies. To achieve these goals, the Committee oversees an annual assessment process. Where weaknesses in the general education curriculum are identified, the Committee makes recommendations to the Vice Provost for Undergraduate Education and Institutional Effectiveness as to how these weaknesses might be addressed.
The General Education Assessment Committee consists of representatives from every School/College that offers undergraduate degrees and programs at the university. Since the mid 2000s, the Committee has defined and assessed the four general education outcomes below (also known as the "Four Cs"), which provide the foundation for all of Baylor's undergraduate degrees and programs. In addition to defining a common body of knowledge for all undergraduates at Baylor, these four outcomes provide the university with a baseline of assessment and accountability at the general education level.
Four General Education Outcomes (Four Cs)
These outcomes represent the general qualities expected of all Baylor graduates:
Christian Perspective: Baylor graduates can demonstrate knowledge of the Christian scriptures and Christian heritage that enables participation in discourse from a Christian perspective.
Critical Thinking: Baylor graduates are expected to be proficient in evaluating evidence, articulating arguments, justifying conclusions, and identifying and presenting multiple perspectives.
Civic Leadership: Baylor graduates are able to demonstrate an understanding of the challenges of a global society with a commitment to social and civic responsibility and service among diverse communities.
Communication: Baylor graduates communicate effectively and clearly, both in writing and in speaking, in a manner appropriate to the subject, occasion, and audience.
During the 2015-2016 and 2016-2017 academic years, the Committee expanded on the brief descriptions above to provide the university's schools/colleges with additional guidance as they review, assess, and make determinations regarding the general education requirements within their respective units. The full descriptions of the four competencies can be found at the link below:
2018-2019 Membership of the General Education Assessment Committee
|Name||Department||Committee Start Year||Committee End Year|
|Sara Alexander||Arts and Sciences, Anthropology||2017||2020|
|Mike Beaty||Arts and Sciences, Philosophy||2011||2019|
|Greg Benesh||Arts and Sciences, Physics||2016||2020|
|David Clinton (Chair)||Arts and Sciences, Political Science||2009||2019|
|Ben Cox||Office of Institutional Effectiveness||ex officio|
|Tonya Davis||Educational Psychology||2018||2021|
|Meghan DiLuzio||Arts and Sciences, Classics||2016||2019|
|Brian Garner||ECS (Mechanical Engineering)||2018||2021|
|J. David Garrett||Robbins College, Communication Sciences||2016||2019|
|Karol Hardin||Arts and Sciences, MLC||2018||2021|
|Jonathan Helm||Registrar||ex officio|
|Douglas Henry||Honors College/Great Texts||2011||2020|
|Ken Jones||Arts and Scienes, History||2017||2021|
|Chris Meyer||Business, Management||2017||2021|
|Wes Null||Vice Provost for Undergraduate Education and Institutional Effectiveness||ex officio|
|David Pooler||Social Work||2016||2019|
|David Ryden||Arts and Sciences, Mathematics||2009||2020|
|Touradj Solouki||Arts and Sciences, Chemistry||2016||2019|