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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.
Students 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.
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.
Students demonstrate the skill and disposition to think critically as evidenced by student performance on the Critical Thinking module contained in the CAAP.
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.
Students are able to think and act creatively as indicated by student scores on the Creative Behavior Inventory.
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).
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.
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.
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.
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.
*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.