North Central Missouri College
Trenton, Missouri
revised November 7, 2012
General Education Review Template
Overview and Basic Assumptions:
The process of assessment, program/degree reviews, non-academic program reviews, and the
consideration of available resources should drive the strategic planning for learning to be optimized.
Review of all programs and degrees affects positive change; this proactive thinking is critical to the
improvement of quality. The General Education Review has been designed as a component of this
process, which encompasses the elements needed to provide the information necessary to promote
learning and strategic planning.
1. Name of the General Education (GenEd) Goal [field]
2. Date of Review: Semester, year
3. Contact information of the person completing the review
a. Name [field]
b. Email address [field]
c. Phone extension [field]
4. Names of faculty member(s) who contributed during the review process (include both full-time
and adjunct faculty) [field]
5. Goal and Competencies
a. State the General Education Goal and Competencies as defined by MDHE [field]
09_2-20 MDHE
GenEd goalcomp.docx
All GenEd review teams are responsible for addressing the Higher-Order Thinking and Value
goals and competencies. Value-evidence needed.
b. Higher-Order Thinking (Critical Thinking)
State-Level Goal: To develop students' ability to distinguish among opinions, facts, and
inferences; to identify underlying or implicit assumptions; to make informed judgments;
and to solve problems by applying evaluative standards.
Suggested Competencies: Students will demonstrate the ability to...
1) recognize the problematic elements of presentations of information and argument
and to formulate diagnostic questions for resolving issues and solving problems.
2) use linguistic, mathematical or other symbolic approaches to describe problems,
identify alternative solutions, and make reasoned choices among those solutions.
3) analyze and synthesize information from a variety of sources and apply the results
to resolving complex situations and problems.
4) defend conclusions using relevant evidence and reasoned argument.
5) reflect on and evaluate their critical-thinking processes
Ideas for implementing critical thinking across the curriculum:
A. Use the vocabulary of reflective thinking in every class, every day as the
class and instructor discuss the content.
Sources:
Southwestern College, program review template http://www.swccd.edu/3rdLevel/index.asp?L2=368
Higher Learning Commission, program review template
http://www.ncahlc.org/download/annualmeeting/09Handouts/study3_CSAT0830b.pdf
North Central Missouri College
Trenton, Missouri
revised November 7, 2012

Elements—Examples may include: What is our purpose today? Let’s
define the concepts so we’ll all be on the same page. What
assumptions are you making when you say the patient is …?
 Standards— Examples may include: Is that question relevant to our
discussion? I am not quite clear as to what you are asking. Could
you elaborate further? (Clarity), Does your first paragraph fit with
your last? Is it a logical progression?
 Intellectual Virtues— Examples may include: Your group stayed with
this problem until you came up with the answer. Congratulations on
your Intellectual Perseverance!
Wonderful question…a true example of Intellectual Curiosity!
B. Require that essay tests, papers, projects, etc. will be graded using the
standards of thought—clarity, accuracy, relevance, logic, breadth,
precision, significance, completeness, fairness, and depth.
Reflection
Briefly describe how you incorporate the development of Higher-Order/Critical
Thinking skills. Support your answer with a specific example by submitting one
assignment, its rubric, and percentages of students who exceeded, met, and did not
meet the goal. [field, Max work limit: 250 + assignment]
c. Valuing
State-Level Goal: To develop students' abilities to understand the moral and ethical
values of a diverse society and to understand that many courses of action are guided by
value judgments about the way things ought to be. Students should be able to make
informed decisions through identifying personal values and the values of others and
through understanding how such values develop. They should be able to analyze the
ethical implications of choices made on the basis of these values.
Suggested Competencies: Students will demonstrate the ability to...
1) compare and contrast historical and cultural ethical perspectives and belief
systems.
2) utilize cultural, behavioral, and historical knowledge to clarify and articulate a
personal value system.
3) recognize the ramifications of one's value decisions on self and others.
4) recognize conflicts within and between value systems and recognize and analyze
ethical issues as they arise in a variety of contexts.
5) consider multiple perspectives, recognize biases, deal with ambiguity, and take
a reasonable position.
Reflection
Briefly describe how you incorporate the Valuing goal. Support your answer with a
specific example. Support your answer with a specific example by submitting one
assignment, its rubric, and percentages of students who exceeded, met, and did not
meet the goal. [field, Max work limit: 250]
Sources:
Southwestern College, program review template http://www.swccd.edu/3rdLevel/index.asp?L2=368
Higher Learning Commission, program review template
http://www.ncahlc.org/download/annualmeeting/09Handouts/study3_CSAT0830b.pdf
North Central Missouri College
Trenton, Missouri
revised November 7, 2012
6. Indicate how courses are available to students (Yes/No Response)
a. On-campus traditional lecture
b. On-campus blended
c. ITV
d. Online
e. Outreach
f. Dual Credit
7. General Education Curriculum Map—GenEd Competencies and course ID matrix (Place on
Intranet)
General Education
curriculum map.xlsx
CHART 1--Criterion xxx: The Program Outcomes are congruent with the goals of the program.
yes
no
The faculty and adjunct/dual-credit faculty have discussed the GenEd Goal
1.1
and Competencies and how they relate to course Student Learning Objectives
The GenEd Goal and Competencies are aligned with related course Student
1.2
Learning Objectives.
Please explain any “no” responses [field, Max work limit: 100]
8. Program description
a. Provide a brief history, emphasizing the past 5 years (e.g. changes in leadership, changes
in direction, new and/or purged courses). Be sure to address the last action plan. . [field,
Max work limit: 250]
b. Schedule reflects course availability to student need—Course-level data by academic
year—3-5 year trends [field—IR Provided Course Enrollment Data]
CHART 2--Criterion xxx: Enrollment planning leads to student success.
Yes No
2.1 Course sections offered each semester respond to student demand.
Schedule patterns (morning, afternoon, evening, online, blended) optimize student
2.2
enrollment and course completion.
Please explain any “no” responses [field, Max work limit: 100]
b. List the full-time and adjunct faculty teaching courses that satisfy GenEd student
requirements, highest degree, date of last evaluation, committee assignments, and
professional development activities. [field-personnel chart]
c. Are SMART goals being developed based up last evaluation results and evaluated for
attainment? If not, please explain [yes/no-field, max word limit: 250]
Sources:
Southwestern College, program review template http://www.swccd.edu/3rdLevel/index.asp?L2=368
Higher Learning Commission, program review template
http://www.ncahlc.org/download/annualmeeting/09Handouts/study3_CSAT0830b.pdf
North Central Missouri College
Trenton, Missouri
revised November 7, 2012
c. Describe how faculty participation in professional organizations and conference
attendance is improving the outcomes. Include faculty innovative practices, and their
benefit on student learning. . Include specific examples. [field, max word limit: 250]
CHART 3--Criterion xxx: Faculty members are qualified by academic background, experience, and
continuing professional staff development.
Yes
No
3.1 Faculty are involved in selection, evaluation and/or retention of adjunct faculty.
Full-time and Part-time ratio meets or exceeds 75% Full-time/25% Part-time (HLC
3.2
Standard).
Faculty members are involved in professional organizations and/or other scholarly
3.3
works.
3.4 Faculty members are sufficient in number to provide effective instruction
3.5 Diversity in faculty members provides effective instruction
Please explain any “no” responses [field, Max work limit: 100]
Reflective Narrative Questions
1. How does the full-time/part-time ratio impact your program? [field, Max work
limit: 100]
2. Describe how faculty in-service is being used to enhance professional
development and benefit the program. [field, Max work limit: 100]
CHART 4--Criterion xxx: Program is responsive to changing conditions within the field.
Yes
No
Changes are consistent with technological and scientific advances, and program
4.1
coursework incorporates new developments in the field.
The faculty work with Library personnel to ensure that adequate and current
4.2
resources are available in the Library
The faculty work with ARC and/or SSS learning specialists to assure adequate and
4.3
current resources in the Learning Centers.
Faculty/staff work with transfer institutions to ensure currency of course
4.4
contents and standards.
Faculty members assure course Student Learning Objectives as well as Valuing
4.5
and Critical Thinking Competencies are infused into course curricula.
4.6 Course curricula include issues relating to diversity and/or global awareness.
Please explain any “no” responses [field, Max work limit: 100]
d. Briefly describe advising practices—include course rotations [field, Max work limit:
100]
e. Budget (attach most recent budget) [field]
h. Briefly list the equipment and/or technology resources (i.e. software) used and how they are
integrated into the curriculum/or instruction including upgrades needed. [field max word limit:
250]
i. Briefly state the extent to which this GenEd goal prepares students to live and work in a
global, diverse, and technology-rich society [field, Max work limit: 100]
Sources:
Southwestern College, program review template http://www.swccd.edu/3rdLevel/index.asp?L2=368
Higher Learning Commission, program review template
http://www.ncahlc.org/download/annualmeeting/09Handouts/study3_CSAT0830b.pdf
North Central Missouri College
Trenton, Missouri
revised November 7, 2012
j.
Briefly state the extent to which this GenEd goal fosters civic engagement and social
responsibilities [field, Max work limit: 100]
k. Briefly state the extent to which this GenEd goal fosters life-long learning [field, Max work
limit: 100]
l. Online Courses—briefly answer the following questions and provide evidence as applicable
i.
What measures are in place to assure that online courses and on ground
courses are equitable? [field, Max work limit: 100]
ii.
How do faculty provide for appropriate interaction (synchronous or
asynchronous) between students and instructor and among students? [field,
Max work limit: 100]
9. Program Effectiveness
Three data sources must be used: Required ETS-Proficiency Profile for all GenEd goals, and CBASE for Communications, Mathematics, Social & Behavioral Sciences, and Life & Physical
Sciences as well as a choice from the following.
Data Report:
Objective: ETS-Proficiency Profile
The students will perform higher than the NCMC 3-year rolling average.
ETS-PROFICIENCY PROFILE DATA RESULTS
Years
NCMC Score
NCMC 3-year rolling
average
National score
EVALUATION: Did you meet the objective?
Additional comments:
Objective: C-BASE
60% of the students will score Medium (M) or High (H) in each skill area.
The following is a chart combining the results of the total number of students ranking in each
skill area from the C-Base during the years 20-- to 20-- [field]
C-BASE DATA RESULTS
Skill areas
High
Med
Low
Sources:
Southwestern College, program review template http://www.swccd.edu/3rdLevel/index.asp?L2=368
Higher Learning Commission, program review template
http://www.ncahlc.org/download/annualmeeting/09Handouts/study3_CSAT0830b.pdf
North Central Missouri College
Trenton, Missouri
revised November 7, 2012
Skill areas with approximately 25% or more of students ranking low: [field]
Subject Scores:
Years
September
December
January
April
June
EVALUATION: What does this data tell you? Did you meet the objective?
Additional comments:
Objective: Pre and Post Tests—Calculate the percent increase (difference divided by pretest)
The students will perform higher than the 3-year rolling average.
PRE and POST TEST DATA RESULTS:
Years
Average of class percent increase for the
current year
3-year rolling
average
EVALUATION: Did you meet the objective?
Additional comments:
Objective: AA Transfer Survey
75% of the NCMC graduates will mark Neutral, Agree or Strongly Agree.
Graduates earning an AA Transfer Degree were asked to respond to the statement “My
experience at NCMC helped me improve my [field] knowledge.”
AA TRANSFER SURVEY DATA RESULTS:
Year
Percent of student responding
strongly agree, agree, or neutral
EVALUATION Did you meet the objective?
Additional comments:
Objective: Course Assessments have been completed for all core courses within the last three years
Sources:
Southwestern College, program review template http://www.swccd.edu/3rdLevel/index.asp?L2=368
Higher Learning Commission, program review template
http://www.ncahlc.org/download/annualmeeting/09Handouts/study3_CSAT0830b.pdf
North Central Missouri College
Trenton, Missouri
revised November 7, 2012
and had satisfactory conclusions
Include your definition satisfactory [field]
(core course—a course most students are required to take)
COURSE ASSESSMENT DATA RESULTS:
Course
term(s) assessed
Instructor
Percent of
objectives (SLO)
met or exceeded
EVALUATION: Did you meet the objective?
Additional comments:
Other (including benchmark or criteria)
DATA RESULTS:
EVALUATION: Did you meet the objective?
Additional comments:
Reflection
a. Review the GenEd goal and competencies (see p.1) and evidence submitted above; then
write a brief statement addressing whether or not the goal was met, and support your
conclusion. [field max word limit: 250]
b. What suggested competencies (see p. 1) were met/not met? For those not met, provide
an explanation. [field max word limit: 100]
c. What factors or overall changes may have influenced or contributed to this goal’s
observed data trends? [field max word limit: 100]
d. What strategies can be applied to improve the curriculum and instruction and thus
positively impact student learning? [field max word limit: 250]
10. SWOT—What conclusions can be drawn as a result of this review? (Reference: SWOT Worksheet
available on Intranet)
a. STRENGTH [field-bulleted list]
b. WEAKNESSES [field-bulleted list]
c. OPPORTUNITIES [field-bulleted list]
d. THREATS [field-bulleted list]
Sources:
Southwestern College, program review template http://www.swccd.edu/3rdLevel/index.asp?L2=368
Higher Learning Commission, program review template
http://www.ncahlc.org/download/annualmeeting/09Handouts/study3_CSAT0830b.pdf
North Central Missouri College
Trenton, Missouri
revised November 7, 2012
11. Proposed Action Plan—Summarize the action(s) that will be taken in response to the findings of
this GenEd review. Provide estimated costs and a timeline that indicates how these changes will
be implemented and assessed over the next 5-year period. [field-proposed action plan chart]
12. Recommendations for the budget committee: (make sure the recommendations are tied to
strategic planning goals, NCA/HLC requirements, and/or Program/GenEd Outcomes)
Sources:
Southwestern College, program review template http://www.swccd.edu/3rdLevel/index.asp?L2=368
Higher Learning Commission, program review template
http://www.ncahlc.org/download/annualmeeting/09Handouts/study3_CSAT0830b.pdf