Final Report of the
General Education Committee
Cara Davies, John Paul Kanwit, Rob Kleine (co-chair), Shane Martin, Suzanne
Morrison, Aiyaswami Prasad, Harold Putt (co-chair), Dave Sawyers
March 30, 2009
As amended by the
Academic Affairs Committee
Natalie DiPietro, David Fetrow, Bruce French, Roger Goldberg, Ancuta Istoc, Laurie
Laird (chair), John Lomax, Aiyaswami Prasad, Andrea Richardson
April 23, 2009
1
Table of Contents
Table of Contents ............................................................................................................................................................... 2
General Education Program Overview ........................................................................................................................... 3
General Education Learning Outcomes and Rubrics ................................................................................................... 4
General Education Learning Outcomes ..................................................................................................................... 4
Rubrics ............................................................................................................................................................................. 4
Curriculum Structure .......................................................................................................................................................... 5
General Education Course Framework ...................................................................................................................... 5
1. Transitions Experience (100 level) ..................................................................................................................... 5
2. Writing Seminar (100 level).................................................................................................................................. 5
3. Extra-disciplinary Seminar (200 level) ................................................................................................................ 6
4. General Education Electives (100, 200, 300, or 400 level) ............................................................................. 6
5. Capstone ................................................................................................................................................................. 6
Course Design................................................................................................................................................................. 7
Student Portfolio Design Considerations ................................................................................................................... 7
Evidence of Student Ability: General Education Artifacts .......................................................................................... 8
Minimum Criteria for an Acceptable General Education Artifact .................................................................... 8
Assessment of General Education ................................................................................................................................. 10
Governance of the General Education Program ......................................................................................................... 10
University General Education Committee .......................................................................................................... 10
Institutional Support for General Education ............................................................................................................... 11
2
General Education Program Overview
The purpose of the Ohio Northern University GENERAL EDUCATION program is to cultivate
undergraduate student abilities as specified by general education LEARNING OUTCOMES. GENERAL
EDUCATION SHALL BE DEFINED AS THE COURSES THAT A STUDENT TAKES TO ACHIEVE A WELL-ROUNDED
EDUCATION. A LEARNING OUTCOME SHALL BE DEFINED AS A FUNDAMENTAL ABILITY THAT A STUDENT
DEVELOPS THROUGH COMPLETION OF HIS OR HER ONU EDUCATIONAL EXPERIENCE. Undergraduate
students must, in addition to all other graduation requirements, complete the university general education
program to graduate from Ohio Northern University.
The program, diagrammed below, includes these key components:
1. General education learning outcomes;
2. Curricular, extra-curricular and co-curricular courses and activities designed to cultivate student
abilities as specified by general education learning outcomes;
3. Evidence, in the form of artifacts, of student abilities as specified by general education learning
outcomes; and
4. Assessment of evidence to determine how the program can be improved or modified.
The key components are defined in the following sections.
Guides
General
Education
Learning
Outcomes
Design of
Curricular,
Co-Curricular,
and ExtraCurricular
Activities
(and Rubrics)
Program
Assessment
Process
Produces
Informs
Changes
to
The General
Education
Program
Process
Evidence of
Student Ability
(Rubrics applied
to Artifacts)
(Artifacts)
Provides
Data For
3
General Education Learning Outcomes and Rubrics
General Education Learning Outcomes
The general education learning outcomes specify the abilities that ONU expects each student to cultivate
through general education. An outcomes-based program clearly defines the intended effects of general
education on a student’s personal and intellectual development. Program flexibility helps instructors and
students to satisfy the general education requirements.
The following general education requirements apply to every undergraduate student at ONU. The
undergraduate colleges may impose additional requirements that are a function of the student’s degree
program.
The four undergraduate colleges approved these general education learning outcomes during winter quarter
of the 2008-09 academic year.
General Education Learning Outcomes
Beginning with matriculation and continuing throughout their educational experiences at Ohio Northern
University, our students will demonstrate:
1.
2.
3.
4.
5.
6.
7.
Effective communication
Critical and creative thinking
Scientific and quantitative literacy
An understanding of diverse cultures and their effects on human interaction
Integration of concepts across disciplines
Informed and ethical responses to personal, civic, and global needs
Informed responses to aesthetics in art or nature
Evidence of attainment of these outcomes will appear in artifacts produced through individual academic
work, collaborative academic work, or co-curricular activities.
Rubrics
Students will demonstrate their abilities as specified in the general education learning outcomes by producing
ARTIFACTS. An ARTIFACT SHALL BE DEFINED AS A MEASURABLE, ARCHIVAL WORK THAT CAN BE
LINKED DIRECTLY TO ONE OR MORE GENERAL EDUCATION LEARNING OUTCOME.
To ensure consistency in the evaluation of artifacts, each learning outcome shall have a RUBRIC. A RUBRIC
IS A STANDARD, WHICH SHALL BE DEFINED AS A PERFORMANCE-BASED ASSESSMENT TOOL THAT
EVALUATES STUDENT PERFORMANCE ON ANY WORK THAT SATISFIES A GENERAL EDUCATION LEARNING
OUTCOME.
The rubrics will also provide guidance to individuals who are developing courses and other activities intended
to further student abilities as specified by general education learning outcomes. The University Assessment
Committee shall use rubrics to assess the effectiveness of the general education program.
The rubrics for the general education learning outcomes are in Appendix A, below.
4
Curriculum Structure
The university expects each student to cultivate the abilities specified by the general education learning
outcomes through curricular, extra-curricular and co-curricular activities.
The University Catalog and course syllabi shall indicate academic courses that satisfy one or more general
education learning outcomes with a TAG. A TAG SHALL BE DEFINED AS AN INDICATION OF A GENERAL
EDUCATION LEARNING OUTCOME THAT A COURSE SATISFIES.
The tag also indicates that an academic course or extra- or co-curricular activity requires a student to generate
an artifact or artifacts that demonstrate work toward a specific learning outcome. The University General
Education Committee shall assign general education learning outcome tags to specific courses according to
criteria that the committee has established.
AN ACADEMIC COURSE OR AN EXTRA- AND CO-CURRICULAR ACTIVITY THAT RECEIVES A TAG OR TAGS
SHALL BE TERMED AN APPROVED COURSE OR APPROVED ACTIVITY IN THE GENERAL EDUCATION
PROGRAM.
The student shall place the artifacts that he or she generates in approved courses or activities in a university
general education program PORTFOLIO that the university shall maintain. This PORTFOLIO SHALL BE
DEFINED AS THE COLLECTED WORK THAT THE STUDENT HAS SUBMITTED TO SATISFY GENERAL
EDUCATION REQUIREMENTS.
General Education Course Framework
The minimum criteria for each course component of the general education framework shall be:
1. Transitions Experience (100 level)
This course facilitates the student’s transition from high school to college life. Student can receive credit only
once for a transitions experience. Other attributes of this course shall be:






Mandatory for all undergraduate students during their first semester of study;
Demonstrates ties between general education and the major or potential major;
Addresses at minimum the general education learning outcome on Critical and Creative Thinking;
The student shall place qualifying artifacts that this course generates in his or her portfolio;
Designed and delivered by the individual colleges.
The Transitions Experience course may satisfy other requirements of degree programs that the
colleges establish.
2. Writing Seminar (100 level)
This course emphasizes English writing skills. Other attributes of this course shall be:





Mandatory for all undergraduate students during their first year of study;
Addresses the writing component of the Effective Communication general education learning
outcome;
The student shall place one qualifying artifact that this course generates in his or her portfolio;
Class size shall be restricted to 20 students per section;
The Department of English shall administer this seminar.
5

The Writing Seminar may satisfy other requirements of degree programs that the colleges establish.
3. Extra-disciplinary Seminar (200 level)
This course expands a student’s experience beyond the major by exploring a common theme from other
perspectives. Each instructor will develop a unique course that reflects the common theme. Other attributes
of this course shall be:










Mandatory for all undergraduate students who have completed a transitions experience;
Students may fulfill this requirement during the Sophomore/P2 or Junior/P3 years;
Addresses the Critical and Creative Thinking general education learning outcome and one other
general education learning outcome of the instructor’s choice;
The student shall place qualifying artifacts that this course generates in his or her portfolio;
Shall be outside the student’s college or division (in the case of Arts & Sciences majors);
Class size shall be restricted to 18 students per section;
Explores a common theme as recommended by the General Education Committee and selected by
the faculty. All seminars shall address the theme in some way;
Pedagogy must include active learning;
All members of the faculty may submit proposals for Extra-Disciplinary Seminars to the General
Education Committee for approval;
The Extra-disciplinary Seminar may satisfy other requirements of degree programs that the colleges
establish.
4. General Education Electives (100, 200, 300, or 400 level)
Any course that the General Education Committee tags for at least one general education learning outcome is
part of the general education curriculum. Students may complete general education portfolio requirements by
submitting artifacts from courses required for completion of a major, a minor, degree-specific course
requirements, a special program, or elective courses (see Table 2 below). Faculties teaching these courses are
encouraged to utilize a variety of pedagogies. Other attributes of these courses shall be:


The student shall place qualifying artifacts that this course generates in his or her portfolio;
Academic courses approved for General Education Elective credit may satisfy other requirements of
degree programs that the colleges establish.
5. Capstone
The capstone is a high-impact educational activity that a student completes at or near the end of a student’s
academic program. Other attributes of the capstone requirement shall be:







Mandatory for all undergraduate students;
Addresses, at minimum, Effective Communication and Critical and Creative Thinking General
Education Learning Outcomes;
The student shall place qualifying artifacts that this course generates in his or her portfolio;
Student engages in a substantial project determined by the department or college;
Normally two terms in length. The timing and location of capstone activities are flexible. A
department may petition the General Education Committee for a variance from the two-term
requirement;
The capstone may be interdisciplinary;
The Capstone may satisfy other requirements of degree programs that the colleges establish.
Table 1, below, provides a summary of the timetable for completion of general education requirements.
6
Table 1
General Education Course Timetable
Student Status
Freshmen/P1
Sophomores/P2
Juniors/P3
Seniors/P4/P5/P6
Transitions
Experience
Writing
Seminar
Fall
Fall / Spring
ExtraDisciplinary
Seminar
Courses and
Other
Fall / Spring
Fall / Spring
Fall / Spring
Fall / Spring
Fall / Spring
Fall / Spring
Senior Capstone
Spring / Summer
Fall / Spring
Course Design
Curricular and co-curricular activities, both outside and within a student’s chosen field of study, cultivate
student abilities as specified by general education outcomes. The course design considerations in this section
apply to the design both of university general education courses and of other approved courses.
A course tagged to meet general education outcomes:



Shall meet no more than three general education outcomes;
Shall generate no more than two artifacts relevant to each tag assigned to a course;
Shall generate no more than one artifact per course credit hour.
Student Portfolio Design Considerations
To meet the general education requirements, the student must place artifacts that demonstrate student
abilities as specified by general education learning outcomes in an electronic portfolio. The student’s
portfolio consists of artifacts that meet the minimum requirements found in Table 2, below. A student’s
portfolio shall also meet these requirements:







A single course may not generate all of the artifacts for a given general education learning outcome.
A single artifact may meet no more than two general education learning outcomes.
At least 50% of all artifacts must be generated by course work outside the student’s college (for
students in the colleges of Business, Engineering and Pharmacy) or major department (for students
in the College of Arts & Sciences).
An approved extra- or co-curricular activity shall generate no more than one artifact.
An artifact shall be an item of graded work from an approved academic course or an item of work
from an approved extra- or co-curricular activity that the supervisor has evaluated.
The student must successfully complete the Transitions Experience, Writing Seminar, Extradisciplinary Seminar and Capstone courses with a grade of “C” or better. The student must
successfully complete all other approved academic courses according to the grading standard that the
student’s college determines.
Documentation of satisfactory performance must accompany the artifacts that a student submits for
approved extra- or co-curricular activities.
7
Evidence of Student Ability: General Education Artifacts
Artifacts inform course design and provide evidence of student performance. A general education artifact
directly links course activity to one or more general education learning outcomes.
Artifacts that provide evidence of student abilities as specified by general education learning outcomes may
take many forms, such as student papers, creative projects, or responses on examination questions. Artifacts
must be assessable by the appropriate rubric(s). The student must submit artifacts in a form suitable for
storage in his or her general education portfolio. All artifacts that a student places in his or her portfolio must
be graded or evaluated work that meets the minimum criteria listed below.
Only courses taken at Ohio Northern University generate artifacts for the student’s portfolio. A student who
has submitted the minimum number of artifacts required for each general education learning outcome as
specified in Table 2 has completed the general education program.
Students with transfer credit, transient credit, and AP credit shall be responsible for generating artifacts in
proportion to the number of credit hours that they earn at Ohio Northern University. Only
artifacts generated in classes and activities that a student completes at Ohio Northern University may be
placed in the student's portfolio. Students with transfer credit must generate at least one artifact for each
general education learning outcome, regardless of the number of transfer credits that they receive from the
university. Students with transfer credit must complete the Extra-disciplinary Seminar and Capstone course
requirements at Ohio Northern University regardless of the number of transfer credits that they receive from
the university.
All artifacts that a student places in his or her portfolio to satisfy general education requirements are the
intellectual property of the student.
Each student must produce the requisite number of artifacts to graduate. Learning outcome tags shall be
attached to the academic courses listed in the University Catalog to identify courses that have been approved
for the general education program. If a student passes a course with the required grade (see above) and
generates one or more graded or evaluated artifacts that meet the definitions found below, those artifacts
satisfy the general education requirement.
The Registrar shall administer the official record of the completion of the general education requirements.
The Vice President for Academic Affairs shall determine the administration of the collection of artifacts and
the maintenance of the student general education portfolios.
Minimum Criteria for an Acceptable General Education Artifact
1. The artifact represents student performance on a given general education learning outcome as
defined by the corresponding rubric;
2. An approved academic course or activity must have a tag for the specific general education learning
outcome for which the artifact provides evidence;
3. The artifact must represent a meaningful element of the approved academic course or activity, but it
does not need to represent a significant percentage of a course grade.
4. The artifact represents an individual student’s graded course work or evaluated extra- or co-curricular
activity or an individual student’s readily identifiable contribution to graded or evaluated group
activity.
5. All artifacts that a student places in his or her portfolio shall be in a format appropriate for archiving.
6. Individual academic course instructors and activity supervisors may request an exemption or
exemptions from these criteria from the General Education Committee.
8
Table 2 (below) links general education learning outcomes, academic courses, and activities approved for the
general education program, and artifact production. A student shall have completed the general education
program when the student has submitted for inclusion in his or her portfolio at least 20 artifacts that meet the
specified requirements of each learning outcome.
Table 2
Relationship of Artifacts to General Education Courses and Activities
General Education
Outcome
General Education Course Framework
ExtraCourses
Transitions
Writing
Disciplinary and Other
Experience Seminar
Seminar
Work
1 - Communication
(Writing)
As tagged
1 - Communication
(Non-writing forms)
As tagged
As tagged
Artifact
Required
2
As tagged
As tagged
As tagged
As tagged
2
2 - Critical, Creative
Thinking
Artifact
Required
Artifact
Required
As tagged
Artifact
Required
4
3 - Scientific Literacy
As tagged
As tagged
As tagged
As tagged
2
4 - Diversity, Human
Interaction
As tagged
As tagged
As tagged
As tagged
2
5 - Integration of
Disciplines
As tagged
As tagged
As tagged
As tagged
2
6 - Informed, Ethical
Responses
As tagged
As tagged
As tagged
As tagged
2
7 - Aesthetics
As tagged
As tagged
As tagged
As tagged
2
As tagged
As tagged
From Learning
Outcomes 1-7
Artifact
Required
Senior
Capstone
Minimum
Number
of
Artifacts
2
TOTAL
20
9
Assessment of General Education
To ensure continuous improvement of the general education program, the University Assessment Committee
shall develop an assessment regimen for the general education program. The committee shall:





Evaluate the system of electronic artifact portfolio management;
Assess whether the general education program is producing suitable artifacts;
Assess whether the general education program is accomplishing the general education learning
outcomes;
Develop a timetable for continuing periodic assessment of each component of the general education
program;
Develop protocols for communicating assessment results to the University General Education
Committee and the university faculty.
Governance of the General Education Program
The governing entity of the university-wide general education program shall be the University General
Education Committee, an operational committee of the university that has responsibility for administering the
general education program.
University General Education Committee
1. Membership.
a. The Director of General Education, an ex officio member;
b. Three representatives from the College of Arts and Sciences;
c. One representative from the College of Business Administration;
d. One representative from the College of Engineering;
e. One representative from the College of Pharmacy;
f. One student representative.
2. Selection of members.
a. The Vice President for Academic Affairs shall appoint the Director of General Education, an ex
officio member of the committee, who shall hold faculty rank;
b. The faculty of each respective college shall elect their representative(s) to the committee. (Terms
shall be for three years; however, initial terms will be for periods of one, two and three years in
Arts & Sciences; similar staggered terms will be determined for the initial election of the other
three college representatives.)
c. The student representative shall be appointed by the Student Senate President with Student
Senate approval.
3. Areas of Responsibility.
The Committee shall:
a.
Assign general education learning outcome tags according to criteria that the committee has
recommended and the faculty has approved. See Appendix B, below;
10
b. Extra Disciplinary Seminar:
i. Recommend the theme for the extra-disciplinary seminars to the University Committee
on Academic Affairs. Each theme shall remain in force for at least two years;
ii. Determine courses that meet the requirements for the extra-disciplinary seminar
according to criteria that the Committee shall establish;
c. Review and approve exemptions to the minimum criteria for acceptable general education
artifacts, above, as appropriate;
d. Review and recommend, in conjunction with the University Assessment Committee, changes in
the following areas to the appropriate bodies through the office of the Vice President for
Academic Affairs:
i. the university general education course framework;
ii. the university general education learning outcomes;
iii. the assessment rubrics associated with the general education learning outcomes.
4. Administrative Coordinator and Liaison.
The Director of General Education shall chair the committee and serve as its administrative
coordinator and liaison.
Institutional Support for General Education
The academic courses in the general education program shall constitute part of a faculty member’s normal
teaching load.
Successful implementation of the general education program requires ongoing professional development and
support of the faculty who teach general education courses. Professional development is necessary to assist
faculty to:



Understand the general education program;
Adapt to an outcomes-based curriculum;
Define artifacts that can be used to assess the success of the general education learning outcomes.
11
ONU General Education Learning Outcome Rubric
1. Effective communication:
Students demonstrate the written, oral and visual communication skills necessary to communicate professionally and effectively as responsible
members of their organizations and their communities.
Section 1 of 3: Written Communication
Dimensions
Proficient
Meets Expectations
Developing
Does Not Meet
Expectations
1.Overall
Organization
Provides a strong, clear thesis
statement
Provides a structure and
organization that is strongly
cohesive and coherent
Provides a thesis statement that is
generally clear
Provides a structure and
organization that is generally
cohesive and coherent
Provides a thesis statement that is
somewhat developed
Provides a structure and
organization that is somewhat
cohesive and coherent
Thesis statement is unclear or
absent
Provides a structure and
organization that is not cohesive
or coherent
2.Paragraph
Development
Writes paragraphs that are welldeveloped, with strong,
focused topic sentences that
are fully supported
Writes paragraphs that are
generally well-developed, with
topic sentences that are present
and supported
Writes paragraphs that are
developed inconsistently, with
topic sentences that are present,
but not fully supported
Writes paragraphs that are
underdeveloped, with topic
sentences that are missing or
unsupported
3.Format and
Style
Demonstrates excellent use of
appropriate document
formatting guidelines.
Integrates quotations and
exhibits effectively into the
analysis
Writes sentences that are
consistently clear, concise, and
direct and grammatically
correct
Demonstrates appropriate use of
appropriate document formatting
guidelines.
Integrates quotations and exhibits
appropriately
Demonstrates inconsistent use of
appropriate document formatting
guidelines.
Integrates quotations and exhibits
inconsistently
Demonstrates improper use of
appropriate document formatting
guidelines.
Integrates quotations and
exhibits inappropriately
Writes sentences that are generally
clear, concise, and direct.
Minor problems with grammar
Writes sentences that are
occasionally unclear, indirect or
grammatically incorrect
Writes sentences that are unclear
or indirect
4.Written
Language
Mechanics
Appendix A
Page 1 of 13
Section 2 of 3: Oral Communication
Dimensions
Does Not Meet
Expectations
Proficient
Meets Expectations
Developing
5.Overall
Organization
of
presentation
Proposes a clear central idea.
The entire presentation is a
cohesive piece in which the ideas
developed support the thesis.
The presentation leads naturally
to a strong conclusion that
summarizes the key points and
leaves the audience with a clear
message.
The central idea of the presentation
is completely and clearly presented.
The organization of the presentation
is generally logical and meets the
audience’s needs.
The presentation begins with a clear
sense of purpose, but the presence
of irrelevant content in some parts
leads to digression from the central
idea.
The central idea is implied but not
explicitly stated or communicated.
The organizational pattern of the
presentation does not adequately
meet the audience’s needs or
develop the thesis appropriately.
There is lack of clarity regarding
the purpose and only a few of the
key ideas have been addressed.
The central idea is not clearly
stated and remains unclear or
unidentified.
The presentation moves from
one point to the other in a
disconnected manner, without
regard to the objective.
Key ideas are easily overlooked
and important aspects of the
thesis are not addressed.
6.Argument
and Rhetoric
Presentation contains a
compelling central message, with
a valid and true outcome fully
supported by evidence and logic.
Able to answer basic and (at least
some) more
advanced/sophisticated
objections to their conclusions.
Presentation contains a significant
central message, with valid and true
outcome adequately supported by
evidence and logic.
Able to answer basic objections to
their conclusions.
Presentation contains an
identifiable central message, but it
argues from a false premise or
attempts to prove the null
hypothesis.
Argument is not fully supported
by credible evidence; the outcome
is either invalid or valid but
untrue.
Unable to answer basic objections
to their conclusions
Presentation lacks an
identifiable central message.
Presentation does not rely on
credible evidence, or form a
valid and true outcome.
7.Connection
with audience
Encourages audience
involvement through a variety of
communication strategies:
questions, humor, anecdotes,
facial expression, body language,
response to audience’s concerns.
Effectively summarizes and
clarifies content and questions
when necessary to meet
audience’s needs.
Answers questions thoughtfully
and appropriately.
Shows confidence and interest
through effective eye contact
Uses some basic rhetorical strategies
to gain audience engagement.
Reasonably alert to audience’s needs
and frequently re-states and clarifies
appropriately.
Answers questions reasonably well.
Relates to the audience through eye
contact.
Speech fails to demonstrate
conviction when attempting to
involve the audience.
Rarely summarizes or clarifies
content to meet audience’s needs.
Makes a feeble attempt at
answering questions.
Attempts to draw the audience
into the presentation through eye
contact.
Makes little or no attempt to
connect with the audience.
Does not attempt to go over or
elucidate content.
Unable to answer questions
asked by the audience.
Avoids looking at the audience.
Appendix A
Page 2 of 13
8.Verbal and
nonverbal
delivery
with the audience.
Uses correct grammar and active
verbs.
Speaks confidently and clearly
and pronounces words correctly.
Successfully implements effective
nonverbal delivery skills.
Minor problems with grammar.
Sentences are generally correct, but
routine and functional.
Speaks quite confidently but needs
to improve enunciation.
Nonverbal cues are strategically
used to emphasize spoken message.
Errors in grammar impede
communication.
Excessive use of the passive voice
and incorrect use of modifiers
impedes clarity of
communication.
Poor choice of words and
expressions (trendy jargon, slang,
and clichés) impedes clarity of
communication.
Nonverbal cues are used to
support the message, but
sometimes are incongruent with
language use and context, or are
distracting to the overall message.
Struggles with the language and
does not demonstrate
command over grammar.
Mispronounces common words
and speaks in a disjointed
manner.
Speaker is largely unaware of
the use or importance of
nonverbal cues in a message.
Section 3 of 3: Visual Communication
Does Not Meet
Expectations
Dimensions
Proficient
Meets Expectations
Developing
9.Organization
of Content
Presents a clear and compelling
central idea or the purpose of the
presentation/visual.
Presents the content in a clearly
identifiable format.
The visual leads naturally to a
strong impact that ties in all
aspects effectively, in a focused
manner.
Presents information in a
coherent, interesting sequence.
Assists the audience in following
the logic of the ideas expressed.
Is essentially free of grammatical
errors.
The presentation appears to have a
clear central idea, but the presence
of some irrelevant content in some
parts leads to digression from the
central purpose.
The visual creates an impact that
ties in most aspects effectively, in a
focused manner.
There is general lack of clarity
regarding the purpose and only a
few of the key ideas are presented
effectively.
The visual creates some impact
that ties in a few key aspects
effectively.
The purpose or the central idea
is not present or does not come
out effectively.
All parts of the visual do not
contribute toward the
communication of the central
idea, resulting in a seeming lack
of focus.
Presents information in a
reasonably coherent sequence.
Assists the audience in following
the logic of the ideas expressed.
Contains minor grammatical errors.
Audience finds difficulty in
following some parts of the
visual.
Attempts to assist the audience in
following the logic of the ideas
expressed.
Grammatical errors impede
Audience finds difficulty in
following most parts of the
visual.
Does not attempt to assist the
audience in following the logic
of the ideas expressed.
Errors in grammar impede
10.Facilitates
Communication
of Content and
Purpose
Appendix A
Page 3 of 13
communication to an extent.
communication.
11.Connection
with the
audience
Plans the visual presentation
with the audience in mind.
Facilitates communication of the
message and holds audience
interest.
Correctly anticipates audience
expectations/ questions in
advance and designs the visual
accordingly.
Visual presentation seems planned
with the audience in mind.
Facilitates communication of the
message and attempts to hold
audience interest to reasonable
extent.
Anticipates audience expectations/
questions in advance to some extent
and designs the visual accordingly.
Attempts to plan visual
presentation with the audience in
mind, but not very effectively.
Partially facilitates
communication of the message
and attempts to hold audience
interest to some extent.
Anticipates audience
expectations/ questions in
advance to some extent and
designs the visual accordingly.
Visual presentation does not
seem planned with the
audience in mind.
Does not facilitate
communication of the message
or hold audience interest.
Does not quite anticipate
audience expectations/
questions in advance.
12.Aesthetic
aspects that
facilitate
effective
communication
Presentation is eye-catching,
vivid and stands out distinctively.
Is easily comprehensible.
Uses appropriate and welldesigned images, charts, tables,
illustrations, pictures.
Presentation is eye-catching, vivid
and stands out reasonably
effectively.
Is easily comprehensible.
Uses adequately appropriate and
well-designed images, charts, tables,
illustrations, pictures.
Presentation is adequate but does
not stand out. Is comprehensible
though some parts appear
ambiguous.
Inconsistent or rare use of welldesigned images, charts, tables,
illustrations, pictures.
Presentation is not easily
comprehensible and some parts
appear ambiguous. Does not
use appropriate and welldesigned images, charts, tables,
illustrations, pictures.
Appendix A
Page 4 of 13
ONU General Education Learning Outcome Rubric
2. Critical and creative thinking:
Students are able to correctly identify the underlying problems or issues in both theoretical and practical realms, apply appropriate analytical and creative skills to develop feasible
alternatives while considering multiple perspectives, and provide creative and logical solutions.
Section 1 of 3: Problem Identification
Does Not Meet
Expectations
Proficient
Meets Expectations
Developing
1.Identifies key
issue(s) and
converts to a
problem statement
Comprehends situation to
be able to identify key
issue(s) and articulates valid
problem statement(s)
Shows good comprehension of the
situation and correctly identifies
most key issue(s) and articulates
reasonable problem statement(s)
Does not show comprehension
of the situation to be able to
identify the key issue(s)
2.Considers the
situation from
multiple
perspectives
Considers the issue(s) from
multiple perspectives and
uses this to “frame” the key
issue(s) realistically/
originally
Is able to combine different
perspectives and relate
them to each other
effectively to comprehend
the issue(s) more
comprehensively
Considers the issue(s) using a few
applicable alternate perspectives,
but does not use this to “frame”
the key issue(s) realistically/
originally
Shows evidence of combining
some of the alternate perspectives
to present well rounded issue(s)
Shows comprehension of the
situation and correctly identifies
some key issue(s) but does not
articulate a reasonable problem
statement
Brings out some of the
perspectives applicable to the
issue(s), but leaves out some
aspects; hence, problem
identification suffers from this
bias/skew
Does not show the ability to
combine these different
perspectives to view the issue(s)
more comprehensively
Demonstrates ability to search
and select information sources,
but evaluation of sources is not
quite adequate
No evidence of search,
selection or source evaluation
skills
Does not consider the
problem(s) from different
perspectives to view it
comprehensively
Section 2 of 3: Research and Analysis
3.Demonstrates
ability to identify and
evaluate information
Evidence of search,
selection and source
evaluation skills to meet
information needs
Displays ability to identify
uniquely salient sources
Demonstrates adequate skills in
searching, selecting and evaluating
information sources to meet
information needs
Appendix A
Page 5 of 13
4.States plausible
reasoning for
position or actions
described
Spells out the reasoning
applied in consideration
and application of data to
situations
Spells out the reasoning applied in
consideration and application of
data to situations with few lapses in
adequacy of data
5.Analyzes
information using
appropriate
conceptual
framework/tools
Analytical tools and
methods employed are
appropriate and adequate
for the need
Analysis clarifies the
issues and facilitates
decision-making
Explains why specific
tools or methods are
relevant to the issue(s) at
hand
Analytical tools and methods
employed are appropriate and about
accurate, but not the most suitable
ones, against the need
Analysis somewhat clarifies the
issues and facilitates decisionmaking
Partly explains why specific tools or
methods are relevant to the issue(s)
at hand
Applies some rudimentary
reasoning in consideration and
application of data to situations,
which is often incorrect/
inadequate
Uses some analytical tools/
methods
Analysis is minimal against the
need and does not fully clarify
the issues and facilitate
decision-making
Does not clearly and explain
which specific tools or methods
are relevant to the issue(s) at
hand
Selects and applies data to
situation or rejects it without
any justification
Analysis is inappropriate,
inadequate and superficial, at
best
Does not explain which specific
tools or methods are relevant to
the issue(s) at hand
Section 3 of 3: Solution Development
6.Displays ability to
explore alternate
options to the
identified problem
Explores and comes up
with original, relevant
alternate solutions to the
problem
Explores alternate solutions to the
problem but these are not very
original, tends to play safe to an
extent
7. Makes convincing
arguments for
recommended
option, aligned to
the given context
Analyzes conclusions,
implications, and the
majority of consequences
of the issue
Proposes solution to
problem(s) based on
detailed analysis
Justifies the
recommended option and
recognizes the
implications
Analyzes conclusions,
implications, and some
consequences of the issue
Proposes solution to problem(s)
with some investigation and
analysis
Makes an effort to minimally
explore alternate solutions but
plays safe, does not risk
uncertainty associated with
original solutions
Does not clearly identify
conclusions, implications, and
consequences of the issue
Proposes solution to problem(s)
without much investigation and
analysis
Does not come up with
alternate feasible and original
options
Fails to identify conclusions,
implications, and consequences
of the issue
Doesn’t propose solution to
problem
Appendix A
Page 6 of 13
ONU General Education Learning Outcome Rubric
3. Scientific and quantitative literacy:
Students demonstrate an understanding of scientific concepts and the scientific method, and an ability to apply quantitative methods to identify and
solve real-world problems.
Dimensions
Proficient
Meets Expectations
Developing
Does Not Meet
Expectations
1.Understanding and
Interpretation of Scientific
and Quantitative Concepts
and Methods
Ability to understand the
underlying scientific and
quantitative concepts and
methods as applied to the
context.
Skillfully explains underlying
scientific or quantitative
concepts and methods applied
to given context. Consistently
provides clear explanations
with no errors.
Competently explains
underlying scientific or
quantitative concepts and
methods applied to given
context. Rarely makes errors
or gives unclear explanations.
Developing the ability to
explain underlying scientific or
quantitative concepts and
methods applied to given
context. Makes some errors or
gives unclear explanations.
Attempts to explain underlying
scientific or quantitative concepts
and methods applied to given
context, but has trouble doing so
correctly. Frequently makes errors
or gives unclear explanations.
2.Representation
Ability to convert relevant
information into various
mathematical forms (e.g.,
equations, graphs, or
diagrams).
Consistently
demonstrates fluency
in converting relevant
information into various
mathematical forms (e.g.,
equations, graphs, or diagrams,
tables).
Reliably chooses the best form
for the problem at hand.
Performs the calculations
correctly.
Generally able to convert
relevant information into
various mathematical forms
(e.g., equations, graphs, or
diagrams, tables) accurately.
Rarely makes errors and
almost always chooses the
best form for the problem at
hand.
Performs the calculations
correctly. Rarely makes
errors.
Developing the ability
to convert relevant information
into mathematical forms
(e.g., equations, graphs, or
diagrams, tables). Sometimes
makes errors or uses forms that
are not the best for the
problem at hand.
Able to identify relevant
information, but has difficulty
converting it into mathematical
forms (e.g., equations, graphs, or
diagrams, tables). Frequently
makes errors or uses forms that
are not the best for the problem
at hand.
Performs the calculations
correctly, but makes some
errors.
Makes an effort but has trouble
doing so correctly.
Makes informed judgments
based on quantitative analysis
of data. Consistently draws
appropriate conclusions from
the data and recognizes the
limits of the analysis used.
Makes informed judgments
based on quantitative analysis
of data. Rarely makes errors
or draws unwarranted
conclusions.
Makes judgments based on
quantitative analysis of data.
Occasionally makes errors or
draws unwarranted conclusions.
Attempts to make judgments
based on quantitative analysis of
data. Frequently makes errors or
draws unwarranted conclusions.
3.Calculation
4.Application / Analysis
Ability to make judgments
based on quantitative
analysis of data.
Appendix A
Page 7 of 13
5.Estimation /
reasonableness
checks
Reality checks.
Consistently checks calculated
answers for reasonableness;
makes good assumptions for
estimation problems that
involve unknown quantities;
performs reality checks on
numbers reported by others.
Often checks calculated
answers for reasonableness;
makes good assumptions for
estimation problems that
involve unknown quantities;
performs reality checks on
numbers reported by others.
Sometimes checks calculated
answers for reasonableness;
confident about making
estimates that require
assumptions about unknown
quantities; sometimes performs
reality checks on numbers
reported by others.
Rarely checks answers for
reasonableness; not confident in
making estimates that require
assumptions about unknown
quantities; does not perform
reality checks on numbers
reported by others.
6.Communication
Expressing a solution so
that an audience
understands what the
solution means.
Clearly communicates
scientific and quantitative
information for reader or user,
shaping it into an argument,
solution, or conclusion as
appropriate, using a wellchosen, effective format and
placing values in context.
Clearly communicates
scientific and quantitative
information for reader or
user, although information
may not cohere as an
argument, solution, or
conclusion, may not be in the
most effective format or with
necessary context.
Communicates scientific and
quantitative information for
reader or user, but does not
constitute a clear or coherent
point, chose n format is neither
the most effective nor in
context.
Attempts to communicate
scientific and quantitative
information for reader or user,
but is unsuccessful at making an
argument, selecting an
appropriate format, or placing in
context.
Appendix A
Page 8 of 13
ONU General Education Learning Outcome Rubric
4. An understanding of diverse cultures and their effects on human interaction:
Students recognize, appreciate and understand the complexities of different cultures, as well as recognize, appreciate and
understand how they affect human interactions.
Dimensions
Does Not Meet
Expectations
Proficient
Meets Expectations
Developing
Knowledge
1.Cultural self-awareness
Consistently demonstrates
openness in gaining new
insights into own cultural
context or norms; how
experiences have shaped these
norms; and how to recognize
and respond to cultural biases;
frequently shifts self
description
Able to identify own cultural
norms with a strong
bias/preference for those
norms shared with own cultural
groups and to seeking the same
in others; considers shifting
self-description
Unaware of own cultural norms
or contexts or uncomfortable
with the analysis of possible
cultural differences with others;
rarely shifts self-description
Knowledge
2.Knowledge of cultural
worldview frameworks
through comparison and
contrast
Consistently demonstrates a
fully developed understanding
of how to analyze salient
identities and power
asymmetry by comparing and
contrasting (from cultural,
historical, political, economic,
structural, and other
perspectives). Consistently
uses cultural worldview and
theoretical constructs for
analysis without stereotyping;
Consistently applies fully
developed knowledge of
salient identities to intergroup
relations, and other social
situations
Consistently interprets
intercultural experience from
the perspectives of both own
Frequently demonstrates
openness in gaining new
perspectives about own
cultural norms or contexts.
Comfortable with the
complexities that new
perspectives offer; not
looking for sameness;
occasionally shifts self
description
Demonstrates an adequately
developed understanding of
how to analyze salient
identities and power
asymmetry by comparing and
contrasting (from cultural,
historical, political, economic,
structural, and other
perspectives). Sometimes
uses cultural worldview and
theoretical constructs for
analysis without stereotyping;
Sometimes applies fully
developed knowledge of
salient identities to
intergroup relations, and
other social situations
Demonstrates recognition of
both cognitive and affective
dimensions of other cultural
Demonstrates a partially
developed understanding of
how to analyze salient identities
and power asymmetry by
comparing and contrasting
(from cultural, historical,
political, economic, structural,
and other perspectives).
Demonstrates understanding of
both the existence of cultural
worldview and of theoretical
constructs for understanding
culture with occasional over
generalizing; has understanding
of definitions of culture, salient
identities and the impact on
intergroup relations
Demonstrates knowledge of
basic components of other
cultural perspectives with
Demonstrates a limited
understanding of how to analyze
salient identities and power
asymmetry by comparing and
contrasting (limited to cultural,
historical, political, economic, or
structural perspectives). Unaware
of the existence of cultural
worldview and resists theoretical
constructs for understanding
culture; confused about the
definitions of culture, and salient
identity and the impact on
intergroup relations.
Skills
3.Empathy
Consistently views the experience
of others through own cultural
worldview
Appendix A
Page 9 of 13
Skills
4.Ability to gather
appropriate information
Attitudes
5.Cultural curiosity with
cognitive flexibility
Attitudes
6.Tolerance of Ambiguity
with respect to cultural
differences
and other's worldviews;
develops appropriate
responses in interactions
requiring adaptation or cultural
synthesis
Consistently demonstrates a
broad and highly varied
information source base,
including interacting with
others, with a fully developed
awareness of the implicit and
explicit assumptions of the
information, sources, and
cultures.
Consistently explores
intercultural issues in depth;
makes observations that reflect
an understanding of the
complexity of cultural issues,
demonstrative flexibility in
shifting cultural frames
Consistently demonstrates the
ability to complete
intercultural tasks with general
instructions in spite of
articulated discomfort and
uncertainty. Consistently open
to entering unknown
intercultural interactions.
perspectives; develops
limited responses in
interactions requiring
adaptation or cultural
synthesis
Demonstrates an adequate
and varied information
source base, including
interacting with others, with
an adequately developed
awareness of the implicit and
explicit assumptions of the
information, sources, and
cultures
Frequently explores
intercultural issues. Often
makes observations that
reflect an understanding of
the complexity of cultural
issues, demonstrating
instances of cultural frame
shifting
Demonstrates frequent
ability to complete
intercultural tasks with
general instructions in spite
of articulated discomfort and
uncertainty. Frequently open
to entering unknown
intercultural interactions
responses predicated on own
cultural worldview
Demonstrates a limited
information source base,
including interacting with
others, with a partially
developed awareness of the
implicit or explicit assumptions
of the information, sources,
and cultures.
Demonstrates a basic information
source base, including interacting
with others, with a lack of
awareness of the implicit and
explicit assumptions of the
information, sources, and
cultures.
Explores intercultural issues
seeking similarity between
differing cultural contexts.
Demonstrates a discomfort
with cultural complexity and
frame shifting
Rarely interested in exploring
intercultural issues. Demonstrates
resistance in cultural frame
shifting.
Sometimes able to complete
intercultural tasks with general
instructions in spite of
articulated or non-verbal
discomfort and uncertainty.
Sometimes open to entering
unknown intercultural
interactions
Seldom able to complete
intercultural tasks with general
instructions. May or may not
articulate or show non-verbal
discomfort or uncertainty. Seldom
open to entering unknown
intercultural interactions. Avoids
risk.
Appendix A
Page 10 of 13
ONU General Education Learning Outcome Rubric
5. Integration of concepts across disciplines:
Students display the ability to integrate concepts learned under different disciplines/courses together in a holistic manner so as to be able to carry out
a thoughtful and thorough analysis of problem(s)/issue(s) in a practical situation.
Proficient
Meets Expectations
1.Connections to discipline
Recognizes connections
across disciplines
Extends and recombines
theories/frameworks using
examples and facts to deepen
analysis of issues or
define/solve problems.
Demonstrates strong transfer
and integration of knowledge,
concepts or tools from various
disciplines and can apply to
new situations.
Uses examples, facts, and
theories from beyond a field
of study.
Includes an example, fact, or
theory from outside a field of
study.
Stays within the confines of a
discipline in the context of
assignments.
Demonstrates sufficient
transfer of knowledge,
concepts or tools from one
discipline to another.
Demonstrates basic transfer of
knowledge, concepts or tools
from one discipline to another.
Demonstrates insufficient transfer
of knowledge, concepts or tools
from one discipline to another.
2.Application
Integrates experiences,
knowledge, and
perspectives for
application.
Developing
Does Not Meet
Expectations
Dimensions
Appendix A
Page 11 of 13
ONU General Education Learning Outcome Rubric
6. Informed and ethical responses to personal, civic and global needs:
Students display an understanding of personal, civic and global needs; identify underlying ethical issues in specific situations; and make informed,
ethical responses to those needs.
Dimension
1.Understanding of
personal, civic, and
global needs
2.Identify Underlying
Ethical Issues in Specific
Situations
3.Make Informed, Ethical
Responses to Those
Needs
Developing
Does Not Meet
Expectations
Proficient
Meets Expectations
Bases understanding of the
needs of persons, civil
societies, or the global
community on a substantive
and diverse body of pertinent
information.
Discerns the underlying needs,
values, and perspectives that
create ethical issues in
personal, civic, or global life.
Responds to ethical issues by
considering pertinent
information; defends chosen
position within an applicable
analytical framework; evaluates
assumptions and implications
of divergent ethical
perspectives.
Bases understanding of the
needs of persons, civil
societies, or the global
community on a substantive
body of pertinent information.
Bases understanding of the
needs of persons, civil
societies, or the global
community on a limited body
of pertinent information.
Does not base understanding
of the needs of persons, civil
societies, or the global
community on a body of
pertinent information.
Identifies ethical issues;
recognizes that these ethical
issues shape personal, civic, or
global life.
Responds to ethical issues by
considering pertinent
information; defends chosen
position within an applicable
analytical framework.
Identifies ethical issues in
personal, civic or global life.
Does not identify ethical issues
in personal, civic, or global life.
Responds to ethical issues by
considering pertinent
information; does not defend
chosen position within an
applicable analytical
framework.
Responds to ethical issues
without regard to pertinent
information; does not apply an
analytical framework.
Appendix A
Page 12 of 13
ONU General Education Learning Outcome Rubric
7. Informed responses to aesthetics in art or nature:
Students demonstrate the ability to reflect critically on art, culture, and nature.
Dimensions
1.Identification and
response to an aesthetic
stimulus. Appropriately
identifies and responds to
aesthetic stimulus.
2.Appreciation and critique
Displays ability to both
appreciate and critique.
3.Sensitivity to functional
requirement aspects
Is able to consider and
incorporate functional
aspects along with purely
aesthetic and artistic
forms.
Proficient
Meets Expectations
Consistently aware of
aesthetic stimulus, which may
be of human cultural origins
or part of the natural world;
is able to effectively articulate
one’s response.
Displays ability to both
appreciate and critique an
aesthetic stimulus in an
informed and thoughtful
manner that exhibits deeper
understanding of various art
forms.
Usually aware of aesthetic
stimulus, which may be of
human cultural origins or part
of the natural world; is able to
articulate one’s response.
Displays ability to both
appreciate and critique an
aesthetic stimulus in a
reasonably informed and
thoughtful manner that exhibits
good understanding of various
art forms.
Displays ability to
appropriately consider and
incorporate functional
aspects along with purely
aesthetic and artistic forms,
exhibiting fine balance.
Displays ability to appropriately
consider and incorporate
functional aspects along with
purely aesthetic and artistic
forms, exhibiting reasonable
balance.
Developing
Occasionally aware of aesthetic
stimulus, which may be of
human cultural origins or part
of the natural world; is not
effectively able to articulate
one’s response.
Makes an effort to both
appreciate and critique an
aesthetic stimulus in a
somewhat informed and
thoughtful manner, but which
suffers from some lack of
understanding of various art
forms.
Displays ability to consider and
incorporate functional aspects
along with purely aesthetic and
artistic forms, but is unable to
exhibit reasonable balance.
Does Not Meet
Expectations
Relative insensitivity to an
aesthetic stimulus, which may
be of human cultural origins or
part of the natural world; is
unable to articulate one’s
response.
Makes an effort to both
appreciate and critique an
aesthetic stimulus but is unable
to do so in a informed and
thoughtful manner; displays
lack of understanding of
various art forms.
Either does not make an effort
to or makes an effort to
consider and incorporate
functional aspects along with
purely aesthetic and artistic
forms, but is unable to exhibit
acceptable balance.
Appendix A
Page 13 of 13
Ohio Northern University
General Education Course Evaluation Criteria
(Approved Oct. 27, 2009)
General education courses will be tagged as meeting at least one of the University general education learning outcomes. A tag indicates a general education learning outcome that is satisfied within a course for which artifacts will be generated. The University general education learning outcomes are: 1. Effective communication. 2. Critical and creative thinking. 3. Scientific and quantitative literacy 4. An understanding of diverse cultures and their effects on human interaction. 5. Integration of concepts across disciplines 6. Informed and ethical responses to personal, civic, and global needs 7. Informed responses to aesthetics in art or nature. The University General Education committee shall approve a course as meeting one or more of these seven outcomes and tag it appropriately if it meets the following criteria for approval: 1. Courses are designed to help students achieve the tagged outcomes. At least 20% of a course must be devoted to each tagged outcome. 2. The creation of each proposed artifact must be clearly designed to a) help students achieve a proposed outcome (specific objectives are set out in the rubrics); b) assess student progress in achieving an outcome (specific areas for assessment set out in rubric rows). In other words, artifacts should match the criteria set out in the rubrics. 3. Courses must meet the parameters outlined in the general education plan approved in May 2009. These include the following:  A course may have no more than three tags, even though it may be addressing more than three learning outcomes.  Faculties teaching these courses are encouraged to utilize a variety of pedagogies.  A student must successfully complete the general education course according to the grading standard that the student’s college determines. Documentation of satisfactory performance must accompany the artifact that a student submits for approved extra‐ or co‐curricular activities.  If a student passes a course with the required grade (see above bullet) and generates one or more graded or evaluated artifacts that meet the definitions found below, those artifacts satisfy the general education requirement. Artifacts inform course design and provide evidence of student performance. A general education artifact directly links course activity to one or more general education learning outcomes. Acceptable general education artifacts must meet the parameters outlined in the general education plan approved in May 2009. These include the following:  The artifact represents an individual student’s graded course work or evaluated extra‐ or co‐
curricular activity or an individual student’s readily identifiable contribution to graded or evaluated group activity.  The artifact must represent a meaningful element of the approved academic course or activity, but it does not need to represent a significant percentage of a course grade.  A course shall generate no more than one artifact per course credit hour.  An approved extra‐ or co‐curricular activity shall generate no more than one artifact.  A course shall generate no more than two artifacts relevant to each tag assigned to a course. Appendix B
Page 1 of 2


A single artifact may meet no more than two general education learning objectives. Artifacts must be capable of being assessed using the General Education Rubric associated with the tag. The rubrics can be found on the Academic Affairs website. Individual academic course instructors and activity supervisors may request an exemption or exemptions from these criteria from the General Education Committee. Appendix B
Page 2 of 2