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Aligning Assessment Across All University Levels
Unformatted Document Text:  that has both lower- and upper-division general education (GE) requirements (CSU Chancellor’s Office 1993). We used that opportunity to include a “global awareness” graduation requirement in addition to competency in a language other than English, as part of a comprehensive effort to ensure that our graduates have some familiarity and sensitivity to international cultures. In 1995, when we began to accept first- and second-year students, we launched our lower- division GE program with the intention to maintain a focus on global awareness. We were aided in our efforts by a U.S. Department of Education Title VI-A Grant – “Globalization from the Ground Up” (Golich, Seleski, Clark, Zwick 1993) – which was designed to infuse our entire general education program with international content and competencies. Our earliest Political Science degree program included a Global Concentration. More recently, we have initiated several curricula, including minors in Global Studies, French, German and proposed majors in Global Studies and Border & Regional Studies. As noted above, the CSU requires extensive articulation of SLOs and a plan for their annual assessment, intended to improve delivery, content, and skills development. Our campus process takes a minimum of two years to move a program from idea to implementation; realistically, it usually takes close to four years as it includes several levels of review: 1. Proposers prepare an abstract of the degree program idea; 2. College level planning committees review; if approved, they forward to 3. The Academic Senate Budget and Long Range Planning Committee for review to include on the University Academic Master Plan; if approved, 4. The campus requests permission from the CSU Board of Trustees to move forward with planning the degree; if approved, Aligning Assessment Across All Levels page 11 of 34

Authors: Golich, Vicki.
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that has both lower- and upper-division general education (GE) requirements (CSU Chancellor’s
Office 1993). We used that opportunity to include a “global awareness” graduation requirement
in addition to competency in a language other than English, as part of a comprehensive effort to
ensure that our graduates have some familiarity and sensitivity to international cultures.
In 1995, when we began to accept first- and second-year students, we launched our lower-
division GE program with the intention to maintain a focus on global awareness. We were aided
in our efforts by a U.S. Department of Education Title VI-A Grant – “Globalization from the
Ground Up” (Golich, Seleski, Clark, Zwick 1993) – which was designed to infuse our entire
general education program with international content and competencies.
Our earliest Political Science degree program included a Global Concentration. More
recently, we have initiated several curricula, including minors in Global Studies, French, German
and proposed majors in Global Studies and Border & Regional Studies. As noted above, the CSU
requires extensive articulation of SLOs and a plan for their annual assessment, intended to
improve delivery, content, and skills development. Our campus process takes a minimum of two
years to move a program from idea to implementation; realistically, it usually takes close to four
years as it includes several levels of review:
1. Proposers prepare an abstract of the degree program idea;
2. College level planning committees review; if approved, they forward to
3. The Academic Senate Budget and Long Range Planning Committee for review to
include on the University Academic Master Plan; if approved,
4. The campus requests permission from the CSU Board of Trustees to move forward with
planning the degree; if approved,
Aligning Assessment Across All Levels
page 11 of 34


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