General Education Outcomes

The purpose of the general education program at Bluefield College is to energize a Christian academic community where students are invited to pursue the Good, the True, and the Beautiful.

Shared Outcomes

Science GirlStudents develop a broad base of knowledge in the sciences and the liberal arts, quantitative reasoning, and in the appropriate application of modern technology as evidenced by student performance on the College Assessment of Academic Proficiency (CAAP), specifically the Writing Skills, Science, Mathematics, and Reading modules associated with this instrument and the College’s Technology Usage Survey.

  1. The difference between the five-year moving averages of the percent of students scoring below the national mean in each of the modules listed above for both incoming freshmen and graduating seniors will be greater than the previous year’s five-year moving averages indicating the presence of student success in the attainment of this outcome.  The College’s students are expected to perform better on this nationally normed test as seniors compared to their peers than they did as freshmen.  An increase in the difference between the senior five-year average and the freshman five-year average of at least 2% is expected each year.*
  2. The current three-year moving average index score of the College’s annual Technology Usage Survey administered to seniors will be greater than the prior three-year average index score by at least 2%, and the current year survey index will always be greater than 1.5.


Students are able to effectively communicate their ideas verbally and in writing as evidenced by student performance on the Writing module of the CAAP and by results from the evaluation of students’ oral presentations, using the rubric developed by the English and Communication departments, at the end of the required Fundamentals of Speech course (COM 1023) and during the disciplinary capstone courses.

  1. The five-year moving average of the percent of seniors scoring below the national mean in the Writing module of the CAAP will be less than the previous five-year moving average indicating the presence of improvement in the attainment of the writing element of this outcome.  An increase in this percentage of at least 2% is expected each year.
  2. A comparison of student scores obtained while enrolled in the COM 1023 course and later in their respective disciplinary capstones courses using the Communication Department’s scoring rubric for verbal expression will show a significant improvement between the COM 1023 and the capstone presentations.*


Students demonstrate the skill and disposition to think critically as evidenced by student performance on the Critical Thinking module contained in the CAAP.

  1. The difference between the five-year moving average of the percent of students scoring below the national mean in the critical thinking module of CAAP for both incoming freshmen and graduating seniors will be greater than the previous year’s five-year moving average indicating the presence of student success in the attainment of this outcome.  The College’s students are expected to perform better on this nationally normed test as seniors compared to their peers than they did as freshmen.  An increase in the difference between the senior five-year average and the freshman five-year average of at least 2% is expected each year.*


Students are able to contemplate and reflect on the aesthetic elements of their environments as evidenced by ability of students enrolled in Fine Arts courses to articulate a personal statement of aesthetics.

  1. The student body will annually achieve an average score greater than 3.0 (on a scale of 0-5) on a random sampling of 10% of students’ Fine Arts Course Essays composed at the end of their enrollment in a general education fine arts course.  Scale scores are based on the College’s rubric for the evaluation of this outcome developed by the fine arts faculty.


Students are able to think and act creatively as indicated by student scores on the Creative Behavior Inventory.

  1. The difference between the five-year moving average of the total CBI score for seniors and  the five-year moving average for freshmen will increase by at least 2% annually.*


Students demonstrate a readiness to engage in lifelong behaviors that promote physical and emotional wellbeing as evidenced by student performance in the exercise domain of Prochaska’s Transtheoretical Model of Behavior Change Scale (TTM).

  1. Seniors will demonstrate a significant movement toward the Maintenance category in the TTM as evidenced by a change in category distributions from freshman to senior indicated by a significant Chi Square.*

Specific Outcomes

Students are familiar with the biblical narrative as indicated by student performance on the Biblical Narrative Assessment Scale (BNAS) developed by the CST department and administered to graduating seniors.

  1. Eighty percent (80%) of graduating seniors assessed using the BNAS will score 16 or above on the 20 point scale developed by CST faculty.


Students are able to integrate their growing faith and knowledge as evidenced by the ability of senior students to articulate the interrelationships between their personal faith development and discipline-specific knowledge on the common college-wide Capstone Integration Essay assignment.

  1. Graduating seniors will achieve an average score greater than 3.0 (on a scale of 0-5) on a random sampling of 10% of student capstone course essays evaluated using a college-wide rubric developed by the faculty general education committee.


Students demonstrate the emergence of virtues and a sense of calling consistent with a commitment to lifelong learning and Christian service as evidenced by student responses to the College’s Virtue Assessment Scale (VAS) and by their articulation of a tentative personal mission statement submitted vis a Capstone Statement of Calling assignment in their departmental capstone course.

  1. The difference between the five-year moving average of the senior VAS score and the five-year moving average of the freshman VAS score is expected to increase by at least 2% each year.*
  2. All graduating seniors will submit a tentative statement of calling during their senior capstone course.


Students appreciate the unity of knowledge and develop respect for all humanity within the diversity of cultures as evidenced by student performance on a common college-wide Capstone Integration Essay assignment.

  1. The senior student body will achieve an average score greater than 3.0 (on a scale of 0-5) on a random sampling of 10% of student capstone course essays explicating the relationships between fields of knowledge in a cultural context, evaluated using a college-wide rubric developed by the faculty general education committee.


*All data analysis takes place with appropriate application of statistical techniques at a confidence level established at a = .05 to ensure that observed improvements are not likely the result of chance.

All freshmen assessments are currently scheduled for administration to this year’s freshman class.