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Inclusion of Courses in PRIVATE
General Education Curriculum
A. Guidelines for Categories II, III, IV, V, and VI
The following guidelines will be used to determine which courses may be included in the various categories of the General Education Curriculum. Departments not listed in a category may submit courses for inclusion in general education and those courses will be considered based on merit.
1. Guidelines for the Natural Sciences/Mathematics Category (Category II)
Courses in the Natural Scienc es/Mathematics Category may come from the following departments: Biologi cal Sci ences, Chemistry, Geography, Geology, Mathe matics, and Physics.
Studying the natural sciences and mathematics enables students to understand the physical and natural world and the scientific and mathematical concepts, theories, and principles that explain that world. That is, students broaden and deepen their understanding of the diversity and interrelatedness of human knowledge in the sciences and mathematics and are better able to explain the similarities and differences that exist among the sciences. By studying the methods of inquiry practiced by scientists in the search for answers to yesterdays and todays issues and problems, they experience both the power and limitations of this knowledge while growing in their appreciation of the scientific perspective and its impact on their lives and society.
General Education courses in the natural sciences and mathematics will allow students to
demonstrate understanding of terms, concepts, principles, processes, and systems in the natural sciences and mathematics;
draw conclusions and/or identify relationships by synthesizing from relevant information;
demonstrate the ability to apply appropriate investigative methodologies in laboratory courses; and
demonstrate the ability to use and understand scientific and mathematical terminology in writing assignments and/or classroom discussion.
Guidelines for the Social Sciences Category (Category III)
Courses in the Social Sciences Category may come from the following
departments: African-American Studies, Communication, Economics, Geography, Political Science, Psychology, Sociology and Anthropology, and Womens Studies. In social science general education courses, students explore aspects of their own cultures and beliefs and the cultures and beliefs of others within a context of empirical research findings and theoretical speculations.
They examine anthropological, economic, geographical, political, psychological, and/or sociological aspects of individuals and groups in various cultures and the social problems that these individuals and groups attempt to overcome.
They apply a variety of methodologies (e.g., laboratory experiments, case studies, naturalistic observations) to studies of individual and group behavior.
General Education courses in the Social Sciences will allow students to
gain insight into the diversity of human motivations and institutional forces that influence social behavior;
recognize multiple methods and modes of inquiry used in the social sciences and the appropriate application;
develop analytical and critical thinking skills as applied to the study of the social sciences; and
communicate ideas and explain concepts and analyses using the language of the social sciences.
Guidelines for the Humanities and Fine Arts Category (Category IV)
Courses in the Humanities and Fine Arts Category may come from the following departments: African-American Studies, Art, Broadcasting, Communication, English, Foreign Lan guages and Literature, History, Music, Philosophy and Religious Studies, Theatre and Dance, and Womens Studies.
In studying the humanities and fine arts, students learn to explore issues fundamental to human identity, as these are expressed in the artistic, cultural, and intellectual traditions of the worlds civilizations. Courses in the humanities and fine arts reveal ways to give meaning to human experience through the study of fine arts, philosophical thought, literature and film, interpretations of history, rituals and belief systems of religion, communication, and foreign languages. After studying the humanities and fine arts, students will have the tools and knowledge to respond more knowledgeably and actively to those humanistic and artistic works and traditions created by people of various societies and times. Courses in the Humanities will typically come from the following departments: African-American Studies, Broadcasting, Communication, Foreign Language and Literature, History, Philosophy and Religious Studies, and Womens Studies. Courses from other departments may also be considered, as long as the course content is consistent with the above definition.
Fine Arts Courses. A General Education Fine Arts course is one that relates directly to the appreciation and analysis of the aesthetic or historical aspects of the visual arts, musical performance, dance, or theatre performance. General Education courses offered by the Departments of Art, Music, and Theatre and Dance can be used to fulfill the 3 hour General Education Fine Arts requirement. Courses from other departments may also be designated a Fine Arts course, as long as the course content is consistent with the above definition.
General Education courses in the Humanities and Fine Arts will allow students to
learn to perceive accurately, describe carefully, and analyze systematically various humanistic expressions and works such as literary, philosophical and historical texts; artistic forms and musical works; and ritual, drama, and other forms of symbolic action and speech;
learn the significant concepts and issues that continue to structure and guide study in the humanities disciplines;
learn to identify, analyze, and interpret the historical, social, or cultural contexts for these humanistic works and expressions;
examine and come to understand human values as they are represented, reasoned about, and justified through various humanistic works and traditions; and
develop reading, critical reasoning, and communication skills important for understanding and effectively communicating ideas and perspectives regarding humanistic works and traditions.
Guidelines for the Multicultural Studies Category (Category V)
Through multicultural and cross-cultural study, students will develop an understanding of diversity in the United States and of the larger world as a complex network of interdependent societies, cultures, histories, and world views. The courses offered challenge narrow conceptions of Self and Other by fostering in students an appreciation for cultural diversity, as well as the critical ability to discern the impact of large-scale cultural and historical forces on their lives. Courses in this category may include those that focus on contemporary national and world politics (which could include such issues as conflict and cooperation, economy, the environment, and so on); the comparative study of culture, societies, politics, or/or belief systems within and beyond the United States; and the dilemmas of the global majority the three-quarters of the worlds population who live where they may have to strive for national identity as well as economic and political development.
All courses in this area, whether focuses on the United States or the world, encourage a better understanding of the dimensions of experience and belief that distinguish cultures and societies from one another as well as the commonalities that knit together all people. Understanding various dimensions of human experience helps break down barriers among groups and stimulates dialogue about solutions to many complex social problems. Through multicultural and cross-cultural studies students will recognize the historical, political, and cultural forces that foster inequality and injustice, while becoming aware of strategies of change that improve the quality of life for all people. The courses, therefore, stress the necessity of enhancing international and multicultural understanding and communication.
General Education courses in Multicultural studies will allow students to
develop an informed perspective on (a) traditionally underrepresented groups in the U.S. and/or (b) on world societies, which would include knowledge of one or more of the following: culture, history, and social institutions;
learn the significant conditions and contributions of (a) traditionally underrepresented groups in the U.S. and/or (b) different world societies.
become aware of significant ways that decisions about human rights, social justice, and equality are affected by under representation; and
understand multiple approaches to issues of social justice.
Guidelines for the Human Well Being Category (Category VI)
Courses in the Human Well Being category shall come from the following departments: Health Sciences; Dietetics, Fashion Merchandising, and Hospitality; Kinesiology; and Recrea tion, Park and Tourism Ad min istration.
In studying human well-being, students will come to understand and develop healthy lifestyles and practices. The educational experiences in this area will enable students to examine issues and form reasoned conclusions about factors affecting personal wellness.
General Education courses in Human Well Being will allow students to
identify information and practices that will promote personal wellness;
acquire practical knowledge that can be applied toward living a healthy and fit life;
explain the factors that affect the quality of a healthy leisure lifestyle; and
relate the effects of personal choices to the principles of wellness for living a healthy and fit life, both physically and mentally.
B. Guidelines for Interdisciplinary Courses
Courses that are interdisciplinary in nature and are not part of the course offerings of an academic department may be considered for inclusion in Categories II, III, IV, V, and VI.
An academic unit may request that an interdisciplinary course be included in one of the above categories, given that the course meets all the requirements for the general education curriculum and the requirements for courses in the relevant category.
C. General Criteria for Inclusion of Courses in the General Education Cur riculum
The following general criteria apply to all courses in the General Education Curriculum (except those in Communication Skills).
1. Courses included in the General Education Curriculum should be consistent with the general Philosophy and Goals of General Education and must meet each of the points in the relevant category description. When requesting a course for inclusion or during a category review of existing courses by CGE, departments must address the way by which their General Education course(s) contribute to students abilities and competencies outlined in the Philosophy and Goals of General Education and fit the description of the relevant category(ies).
2. It is expected that all General Education courses will include, to the extent feasible, consideration of multicultural issues or pedagogy. The following questions can be used to evaluate a courses compliance with this guideline.
The goal of the following considerations is not to re-write course objectives or to force a change in the content of the course, but to encourage faculty to use language, pedagogy, content, and course examples that help students to understand that many perspectives and values united us in common humanity. Students learn to respect differences when role models provide opportunities to envision respect and inclusion.
a. Integration of pluralistic concepts and themes into the course content:
Will any of the course objectives acknowledge the unique interests and needs of people who vary in ethnicity, sexual orientation or gender?
Are there major concepts and topics of the course that are related to issues relevant to people of varying ethnicities, non-heterosexual orientation, or women?
b. Methods of presentation that ensure accessibility for students of all
cultural backgrounds:
Do the course textbooks and supplemental materials include writings by women, people of non-white ethnicity, or people of non-heterosexual orientation?
Will the lecture, textbooks, and supplemental materials employ language that avoids overuse of masculine pronouns and words that would be offensive to people of the several US ethnicities, women, and gay/lesbian people?
Will a variety of classroom techniques and strategies be used for the course to accommodate students with learning differences? For example, will some of the course materials include visual, auditory, hands-on, small group, and other pedagogical techniques, as well as traditional lecture format?
c. Contributions from members of traditionally underrepresented groups:
Will the perspective of women, African Americans, traditionally underrepresented American ethnicities, gays/lesbians, and non-western peoples be included whenever appropriate? For example, will the perspectives of people with collectivist values be given the same importance in course materials as people who hold values of individualism and autonomy? Will course examples include a variety of human experiences? Will the instructor make an effort to change the pedagogical organization of the course to include traditionally underrepresented groups whenever possible?
3. With the exception of the Honors Program, a department submitting a course for inclusion in General Education must make a commitment to offer the course at least once every two years.
4. Except for the multicultural category, no 300 or 400-level courses not currently offered (as of Senate approval of the 2007 General Education Review) in the General Education Curriculum shall be considered for inclusion in General Education.
5. Courses in General Education may have no more than one prerequisite course. A prerequisite course for a General Education course may not have its own prerequisite. Exceptions may be made for courses in which students may commonly be placed by exam or high school coursework.
D. Special Criteria designed to promote the development of writing
Every course submitted for inclusion in categories II, III, IV, V, or VI of the General Education Curriculum will include writing as a pedagogical tool to help students master the course material. Although the type and amount of writing is best determined by the instructor and department, the Council of General Education will use the following guidelines when considering courses for inclusion in General Education.
For courses with an enrollment of 50 or fewer, students will have at least one written assignment with written or oral feedback from the instructor with an opportunity for revision.
For courses with an enrollment of over 50, students will, as a minimum, write short informal essays or responses to the course material that does not require feedback from the instructor. Please see the CGE working document Writing to Learn in General Education Courses for information on this technique.
The above revised "Guidelines and General Criteria for Inclusion of Courses in General Education Curriculum" report includes amendments approved at the Special Meeting of the Faculty Senate on 3 December 1991 and regular meeting of 31 March 1992.
4/1/92
Revised B. 2., 12/19/96, Faculty Senate
Revised C. 2., 9/23/97, Faculty Senate
Approved by President, 9/26/97
Revised C. 2., 4/25/00, Faculty Senate
Approved by President, 5/4/00
Revised 10/2/07, Faculty Senate
Approved by President, 10/30/07
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