Is the course part of a sequence? 

Briefly describe how the course fulfills the General Education objectives. Please add relevant information from the syllabus indicating how this requirement is being met.

Objectives: Courses approved for general education are expected to provide substantive, rigorous, and broad introductions to important theories, concepts, and methodologies in a particular field of study that are appropriate for non majors; to broaden students’ understanding of human thought and achievement; and to enhance critical and analytical thinking. The General Education Board considers the audience for and level of (100-400) the course when determining whether it is appropriate for General Education students. With the exception of Advanced Composition, courses that teach highly specialized knowledge, require extensive pre-existing knowledge of the subject area, are aimed primarily or exclusively at students in their junior or senior years, or meet with courses that are not general education in focus will likely not be approved. Course Criteria may be found on the Gen Ed Website.

Is this course specifically required for a major or a concentration?

Describe how the course will be intellectually challenging for majors as well as non-majors. Please add relevant information from the syllabus indicating how this requirement is being met.

Describe the means by which the Communication Skills goal will be achieved. Please add relevant information from the syllabus indicating how this requirement is being met.

Courses approved for general education are expected to have as an integral part of their design means that promote the development of students’ communication skills relevant to the area, its data, and methods. Briefly describe the means (e.g., written exams, papers, oral reports, projects) that address this goal. Courses designed to meet the Advanced Composition requirement should provide appropriately structured instructional support that will ensure students’ ability to draft, revise, and consult with the instructor(s) about their writing. Large lecture courses are not appropriate for the Advanced Composition requirement, nor are courses with higher than a 1:24 faculty-student ratio.

Please explain how the course meets the perspectives on women and gender requirement. See the General Education Board’s current interpretation for more information on how this requirement can be met.

Examples: Course includes 

3 – Meets expectations (satisfies requirement) 

Gender is referenced regularly throughout the syllabus and/or is woven into multiple course assignments and/or readings. The examples below are all well aligned with the goal of integrating perspectives on women and gender. However, they vary substantially in scope between a few minutes and multiple hours. Some of these examples may meet the requirement by themselves, while other smaller examples would need to be combined to meet expectations.  

Examples that contribute to 3:  

Lectures 

To help instructors brainstorm how the requirement could be met through lectures, we provide a few examples:  

• A lecture on how chemicals in the environment can contribute to public health crises (e.g., the Flint water crisis) that adversely impact the human body, with examples of how women are affected (e.g., pregnancy complications). 

• When teaching about data/variable types, discuss the implications of storing gender data using a binary (man-woman) variable.  

• When introducing something from the discipline named after a man in the field, describe the historical context that led women’s contributions to be ignored and for women to not have access to educational opportunities.  

Assigned Readings 

To help instructors brainstorm how the requirement could be met through assigned readings, we provide a few examples: 

• An assigned reading about gender disparities in the relevant discipline(s). Example reading: 

• Leslie, S. J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347, 262-265. 

• An assigned reading about legislation that focuses on transgender or non-binary individuals in a behavioral science course. Example reading: 

• Roy, E., Hehman, E., & Axt, J. (in press). Local legislation is associated with regional transgender attitudes. Personality and Social Psychology Bulletin. 

• An assigned reading about how multiple group memberships/identities (including gender) simultaneously relate to disparities in the relevant discipline(s). Example reading: 

• Kozlowski, D., Larivière, V., Sugimoto, C. R., & Monroe-White, T. (2022). Intersectional inequalities in science. Proceedings of the National Academy of Sciences, 119(2), e2113067119. 

• An opinion article as an assigned reading that motivates reflection on and consideration of sexual harassment in society. Example reading: 

• Clancy, K. B., Cortina, L. M., & Kirkland, A. R. (2020). Use science to stop sexual harassment in higher education. Proceedings of the National Academy of Sciences, 117(37), 22614-22618. 

• An assigned reading highlighting avenues for broader inclusion in a discipline: 

• Broeckhoven, N., & Cliquet, A. (2015). Gender and ecological restoration: Time to connect the dots. Restoration Ecology, 23(6), 729-736. 

Learning Outcomes 

To help instructors brainstorm how the requirement could be met through learning outcomes, we provide a few examples: 

• Analyze current politics and culture about gender as they relate to events in everyday life. 

• Discuss the scholarly contributions that women and gender minorities have made to the physical sciences. 

• Consider the role of gender in artistic movements of the 18^th century. 

• Identify potential biases based on gender in organizational and business contexts. 

Assessments (e.g., exams, assignments, paper topics, presentation topics) 

To help instructors brainstorm how the requirement could be met through assessments, we provide a few examples: 

• An assignment where students analyze a case study about gender disparities in Fortune 500 companies. 

• Using a dataset that explores gender disparities in pay gaps, leadership, etc. for quantitative and data analytic courses. 

• Constructing and/or using datasets that include the names of women and/or gender minority computer scientists coupled with brief explanations of their contributions. 

Class Discussions 

To help instructors brainstorm how the requirement could be met through class discussions, we provide a few examples: 

• Discussion of case studies with diverse protagonists (e.g., women entrepreneurs) 

• Inviting a woman or gender minority guest speaker who engages the class in a discussion about how they have navigated disciplinary structures designed for men along with sexism and related biases. 

• Discussion of how women and gender minorities have persevered and expressed agency in the field. 

• In a course with a focus on group work, discuss ways in which people’s contributions can be minimized – with sexism being one example – and discuss how students can disrupt these patterns during class and in their later career.

Examples: Course unable to include 

Adequate Incorporation in Unit Gen Ed Courses (satisfies requirement)  

If the unit makes the case that perspectives on women and gender cannot be incorporated into the particular course being (re)certified, they then have to do the following: 

1. Explain why course is unable to incorporate perspectives on women and gender, and 

2. Explain how perspectives on women and gender are addressed in other Gen Ed courses in the unit. For example, if Economics is proposing the course for (re)certification, the explanation would refer to other courses that have Economics as their primary listing. At least 50% of all Gen Ed courses within a unit should incorporate perspectives on women and gender. The unit should indicate how many courses certified for Gen Ed exist in their unit, which of them incorporate perspectives on women and gender, and (in a few lines) describe how these other Gen Ed courses meet this requirement.  

Adequate Incorporation in Unit Non-Gen Ed Courses (satisfies requirement)  

If the unit makes the case that perspectives on women and gender cannot be incorporated into the particular course being (re)certified, and if the proportion of Gen Ed courses in the unit that meet the perspectives on women and gender requirement is low (50% or less), they then have to do the following: 

1. Explain how opportunities for women in the field are promoted in the course, and/or  

2. Explain how non-Gen Ed (e.g., upper-level) courses in the unit address perspectives on women and gender. 

Describe the instructional format and provide special justification, if necessary.

Departments are responsible for developing appropriate instructional formats for courses proposed for general education. The course format should not only be appropriate to the discipline and course content, but also should be consistent with the aims of general education. In most instances the goals of general education as set forth in the campus guidelines will not be met by instruction in mass lectures without discussion or laboratory sections.

What is the instructor-to-student ratio for the course? If the course utilizes multiple section types (e.g., has a lecture and discussion sections), please provide this ratio for each section type.

Describe how evaluation and adherence to General Education guidelines will be monitored.

Please indicate the timeline for such evaluations. Departments offering courses for general education credit are responsible for assuring that the courses are taught in line with the guidelines for general education courses including syllabus requirements and that the courses and instruction are regularly evaluated by discipline-appropriate methods.

Indicate those who will teach the course and describe procedures for training & supervising teaching assistants:
All general education courses should be taught by faculty or under the direct responsibility of a tenure-track, tenured, or specialized faculty member. Where teaching assistants are utilized, appropriate means for preparing, supervising, and providing guidance to teaching assistants should be provided by an appropriate staff member. Undergraduate students should under no circumstances provide evaluation of enrolled students’ work, nor should they be hired as teaching assistants without significant and ongoing supervision by a full faculty member also involved in teaching the course.

Show that the course has instruction in writing as its primary emphasis, includes a full semester (or equivalent) of weekly writing assignments, and includes primarily multi-draft writing assignments. What provision does the course make for careful evaluation of writing assignments? Please add relevant information from the syllabus indicating how this requirement is being met.

What strategies does the course use to emphasize critical thinking and to strengthen development of students’ ideas, clarity of expression, and organization along with their basic writing skills? Please add relevant information from the syllabus indicating how this requirement is being met.

Into which of the following categories does this course fall?
(a) Rhetoric or communication course building on Composition I 
(b) a General Education course in another area having a substantial writing component
(c) a required or elective course in a major or minor field of study (if selecting this option, please explain) 

How does this course use writing assignments to facilitate analysis and synthesis of the subject matter of the course, or in the case of writing courses in the rhetoric and communication disciplines, application of the principles under study? Please add relevant information from the syllabus indicating how this requirement is being met.

What strategies does the course use to require substantial original composition (typically totaling at least 20 to 30 pages) over the course of the semester, including directed rewriting following careful evaluation? Please add relevant information from the syllabus indicating how this requirement is being met.

Show that the course is taught in section sizes consistent with the goals of students’ receiving thoughtful appraisal of their writing and a substantial portion of the course grade being based upon evaluation of written work. Please add relevant information from the syllabus indicating how this requirement is being met.

Which type of course is this? (Mathematics; Computer Science; Symbolic Logic; Probability or Statistics)

Mathematics: 

Show that the course is a either a calculus course, or a mathematics course for which calculus is a prerequisite, or a college-level mathematics course emphasizing logical thought processes as opposed to memorization or manipulation of mathematical formulas. Please add relevant information from the syllabus indicating how this requirement is being met.

How does the course teach clear organization and exposition of mathematical thought? Please add relevant information from the syllabus indicating how this requirement is being met.

Computer Science: 

Show that the course involves problem formulation, algorithm development, and a significant amount of coding of programs. Please add relevant information from the syllabus indicating how this requirement is being met.

What field of computer applications is addressed in the course?

Symbolic Logic: 

How does the course emphasize the algebra of symbolic and scientific reasoning, and introduce the techniques of formal logics, including truth-fundamental logic and quantification theory, methods for the valuation of scientific evidence, and the use of scientific information in decision making? Please add relevant information from the syllabus indicating how this requirement is being met.

How does the course teach the student the translation of verbal arguments into their symbolic counterparts, the manipulation of symbols, and the translation of word problems into their symbolic representations? Please add relevant information from the syllabus indicating how this requirement is being met.

Probability or Statistics: 

How does the course emphasize the relationships between the assumptions of the probabilistic and statistical models discussed and the conclusions drawn? Please add relevant information from the syllabus indicating how this requirement is being met.

What strategy is employed to assure that students will understand when particular models are appropriate or inappropriate? Please add relevant information from the syllabus indicating how this requirement is being met.

To fulfill the Quantitative Reasoning I requirement the student must receive credit for at least one college-level course in mathematics, computer science, statistics, or formal logic. Guidelines for courses meeting the Quantitative Reasoning I requirement in each of these areas are detailed below.

2.1.1 Completion of the Quantitative Reasoning I requirement with a college-level course in mathematics shall involve one of the following: (a) a course in calculus or a mathematics course for which calculus is prerequisite; (b) an approved course in mathematics which emphasizes that mathematics involves logical thought processes and places little emphasis upon memorization and manipulation of mathematical formulas.

Clear organization and exposition of mathematical thought is to be expected throughout a course in Category (b). For instance, such a course might expose the student to the process of formulating conjectures on the basis of the study of examples, followed in elementary situations by finding proofs of the conjectures. A course in Category (b) should not cover primarily material included in high school courses in algebra, geometry, and trigonometry used to meet the Campus entrance requirements.

2.1.2 Courses in computer science approved as meeting the Quantitative Reasoning I requirement must involve problem formulation, algorithm development, a significant amount of coding in a programming language, and the application of computer programs to the solution of problems in one or more fields, including, for example, agriculture, education, engineering, natural science, social science, business, and/or architecture.

2.1.3 The Quantitative Reasoning I requirement may be met by a course in probability and statistics. Approved courses should emphasize the relationships between the assumptions of the probabilistic and statistical models presented and the conclusions drawn. The course(s) should not be primarily “cookbook” in nature and must require that students understand when it is appropriate and inappropriate to apply particular models.

2.1.4 The Quantitative Reasoning I requirement may be met by any course in philosophy that emphasizes the forms and methods of symbolic logic and scientific reasoning. The course must introduce students to the techniques of formal logic, including truth-functional logic and quantification theory; methods for the evaluation of scientific evidence; and the use of scientific information in decision making. Such course(s) must (a) teach the student how to translate verbal arguments into their symbolic counterparts; (b) cover the relationships between premises and conclusions, and thus foster logical thinking; and (c) involve the manipulation of symbols.

Which type of course is this? (Mathematics; Computer Science; Symbolic Logic; Probability or Statistics)

Mathematics: 

If the course incorporates mathematics show how at least 25 percent of the course content and graded material incorporates either calculus, or mathematics for which calculus is a prerequisite, or college-level mathematics emphasizing logical thought processes as opposed to memorization or manipulation of mathematical formulas. Please add relevant information from the syllabus indicating how this requirement is being met.

Computer Science: 

Show how at least 25 percent of the course content and graded material incorporates problem formulation, algorithm development, and a significant amount of coding of programs. Please add relevant information from the syllabus indicating how this requirement is being met.

Symbolic Logic: 

Show how at least 25 percent of the course content and graded material incorporates the algebra of symbolic and scientific reasoning, and introduces the techniques of formal logics, including truth-fundamental logic and quantification theory, methods for the valuation of scientific evidence, and the use of scientific information in decision making. Please add relevant information from the syllabus indicating how this requirement is being met.

Probability or Statistics: 

Show how at least 25 percent of the course content and graded material incorporates the relationships between the assumptions of the probabilistic and statistical models discussed and the conclusions drawn. Please add relevant information from the syllabus indicating how this requirement is being met.

The Quantitative Reasoning II requirement may be met in any one of the three following ways.

2.2.1 The Quantitative Reasoning II requirement can be satisfied by completing a second course that has been approved to satisfy the Quantitative Reasoning I requirement.

2.2.2 The Quantitative Reasoning II requirement can be met by completing a course from the areas of mathematics, computer science, statistics, or formal logic that builds upon and expands a prerequisite course taken to meet the Quantitative Reasoning I requirement.

2.2.3 The Quantitative Reasoning II requirement can be met by an approved course in any department at the 100, 200 or 300- level in which at least 25 percent of the course material and graded material require the use of mathematics, computer science, probability and statistics, or symbolic logic consistent with the Quantitative Reasoning II guidelines, as described below.

2.2.3.a. The Quantitative Reasoning II requirement may be met by a course that incorporates mathematics. The course should include one of the following: (a) the use of calculus or mathematics for which calculus is a prerequisite; (b) mathematics which involves logical thought processes and places little emphasis on memorization and manipulation of mathematical formulas. Clear organization and exposition of mathematical thought is to be expected in a course in Category (b). A course in Category (b) should not cover, but may be based on, material included in high school courses in algebra, geometry, and trigonometry used to meet the Campus’ entrance requirements.

2.2.3.b. The Quantitative Reasoning II requirement may be met by a course that incorporates the following computer science principles: problem formulation; algorithm development; coding in a programming language; and the application of computer programs to the solution of problems.

2.2.3.c. The Quantitative Reasoning II requirement may be met by a course that incorporates probability and statistics. Approved courses should emphasize the relationships between the assumptions of the probabilistic and statistical models presented and the conclusions drawn. The material should not be primarily “cookbook” in nature and must require that students understand when it is appropriate and inappropriate to apply particular models.

2.2.3.d. The Quantitative Reasoning II requirement may be met by any course that incorporates philosophy which emphasizes the forms and methods of symbolic logic and scientific reasoning including: formal logic, including truth- functional logic and quantification theory; methods for the evaluation of scientific evidence; and the use of scientific information in decision making. The material must: (a) include the translation of verbal arguments into their symbolic counterparts (b) cover the relationships between premises and conclusions, and thus foster critical thinking; and (c) involve the manipulation of symbols.

4.3 Courses that are approved for General Education credit in the Natural Sciences and Technology category may focus primarily on technology and its application to the Natural Sciences. However, these courses must be submitted for approval in either the Physical Sciences or Life Sciences and satisfy the requirements listed above. Courses with an emphasis on technological application (a) should emphasize the applications of the sciences to the solution of human and societal problems; (b) should be comprehensive enough to give a broad perspective on the implications of technology to society; and, (c) should emphasize the problem-solving nature of technology by involving the student in such activities rather than being simply descriptive and requiring only memorization of facts.

Does this course focus primarily on technology and its application to the natural sciences?

Briefly describe how the course presents the fundamentals of the science or has as a prerequisite a college course in the fundamentals of the science. Please add relevant information from the syllabus indicating how this requirement is being met.

Briefly describe how the course emphasizes the scientific method, including making observations, evaluating data, and solving problems. Please add relevant information from the syllabus indicating how this requirement is being met.

If Selected “Yes” for Technology, the below questions will also appear:

Briefly describe how the course emphasizes the applications of the sciences to the solution of human and societal problems. Please add relevant information from the syllabus indicating how this requirement is being met.

Briefly describe how the course is comprehensive enough to give a broad perspective on the implication of technology to society. Please add relevant information from the syllabus indicating how this requirement is being met.

Briefly describe how the course emphasizes the problem-solving nature of technology by involving the student in such activities rather than simply being descriptive and requiring only memorization of facts. Please add relevant information from the syllabus indicating how this requirement is being met.

• Is introductory in nature and presents (or has as a prerequisite a college course that presents) the fundamentals of the physical science.
• Emphasizes scientific methodology by involving the student in making observations, evaluating data, and solving problems.

If also seeking approval as a technology course:

• Emphasizes the applications of the sciences to the solution of human and societal problems.
• Is comprehensive enough to give a broad perspective on the implications of technology to society.
• Emphasizes the problem-solving nature of technology by involving the student in such activities rather than being simply descriptive and requiring only memorization of facts.

4.1 To be approved for General Education credit, a course in the Physical Sciences (a) must be introductory in nature and present (or have as a prerequisite a college course that presents) the fundamentals of the physical science; and (b) should emphasize scientific methodology by involving the student in making observations, evaluating data, and solving problems. The course may be one required for majors in the physical sciences and technology or a course designed for non-specialists; courses designed for non-specialists should include coverage of the relationship of the physical science to human and environmental problems.

Does this course focus primarily on technology and its application to the natural sciences?

Briefly describe how the course presents the fundamentals of the science or has as a prerequisite a college course in the fundamentals of the science. Please add relevant information from the syllabus indicating how this requirement is being met.

Briefly describe how the course emphasizes the scientific method, including how it incorporates making observations, evaluating data, and solving problems. Please add relevant information from the syllabus indicating how this requirement is being met.

If Selected “Yes” for Technology, the below questions will also appear:

Briefly describe how the course emphasizes the applications of the sciences to the solution of human and societal problems. Please add relevant information from the syllabus indicating how this requirement is being met.

Briefly describe how the course is comprehensive enough to give a broad perspective on the implication of technology to society. Please add relevant information from the syllabus indicating how this requirement is being met.

Briefly describe how the course emphasizes the problem-solving nature of technology by involving the student in such activities rather than simply being descriptive and requiring only memorization of facts. Please add relevant information from the syllabus indicating how this requirement is being met.

• Is introductory in nature and presents (or has as a prerequisite a college course that presents) the fundamentals of the life science, including genetics/speciation/evolution, growth/differentiation, metabolism/bio-energetics and ecology/ethology.
• Emphasizes scientific methodology by involving the student in making observations, evaluating data, and solving problems.

If also seeking approval as a technology course:

• Emphasizes the applications of the sciences to the solution of human and societal problems.
• Is comprehensive enough to give a broad perspective on the implications of technology to society.
• Emphasizes the problem-solving nature of technology by involving the student in such activities rather than being simply descriptive and requiring only memorization of facts.

4.2 To be approved for General Education credit, a course in the Life Sciences (a) must be an introductory course which presents (or has as a prerequisite a college course that presents) the fundamentals of biological science, including genetics/speciation/evolution, growth/differentiation, metabolism/bio-energetics and ecology/ethology; and (b) should emphasize scientific methodology by involving the student in making observations, evaluating data, and solving problems. The course may be one required for majors in the life sciences and technology or a course designed for non-specialists; courses designed for non-specialists should include coverage of the relationship of the life sciences to human and environmental problems. Introductory courses for majors in the life sciences that do not cover all the topics specified under (a) above may be certified for General Education credit by special permission of the General Education Board.

5.1 The Humanities and the Arts are those studies which foster skill in communication; discriminating judgment and the appreciation of ideas; an understanding of human cultural traditions; an appreciation of cultural, ethnic and national diversity; conceptions of literary, artistic, philosophical or historical criticism; and reflection on goals for human life. All courses approved for General Education credit in the Humanities and the Arts should fulfill these goals by (a) introducing students to the typical critical approaches and methods utilized in the discipline and to past accomplishments in the field; (b) relying substantially on primary texts and sources; (c) requiring substantial writing; and (d) approaching their subjects in ways that would be intellectually challenging for majors as well as non-specialists.

Is this course in literature or the arts?

Describe the reading requirements in this course and how they rely substantially on primary texts and sources. Please add relevant information from the syllabus indicating how this requirement is being met.

Describe the writing requirements in this course. Please add relevant information from the syllabus indicating how this requirement is being met.

How does the course introduce students to the typical critical approaches and methods of the discipline, and to past accomplishments in the field? Please add relevant information from the syllabus indicating how this requirement is being met.

How does the course foster the goals of humanistic study, including: skill in communication; discriminating judgment and appreciation of ideas; understanding of cultural traditions; appreciation awareness of cultural ethnic and national diversity; and reflection on the human condition? Please add relevant information from the syllabus indicating how this requirement is being met.

If the course contains elements of more than one category within the Humanities and the Arts (literature, the arts, historical perspectives, or philosophical perspectives), explain why this course is more appropriate for the category for which it is proposed. Please add relevant information from the syllabus indicating how this requirement is being met.

Literature: 

Show that the course gives significant consideration to the aesthetic characteristics and the formal aspects of the works studied. Please add relevant information from the syllabus indicating how this requirement is being met.

What aspects of literature will this course emphasize? They may include authorship, audience, cultural attitudes or values, specific themes, stylistic and generic features, historical, socio-political and/or philosophical issues. Please add relevant information from the syllabus indicating how this requirement is being met.

Arts:

List or describe the art forms, genres or specific objects to be studied. Please add relevant information from the syllabus indicating how this requirement is being met.

How will the course concern itself with the characteristics of the medium and other appropriate issues, such as its social function, its means of conveying meaning, and the evaluation of the art forms? Please add relevant information from the syllabus indicating how this requirement is being met. 

• Introduces students to the typical critical approaches and methods of the discipline, and to past accomplishments in the field.
• Fosters the goals of humanistic study, including skills in communication; discriminating judgment and appreciation of ideas; understanding of cultural traditions; appreciation and awareness of cultural, ethnic, and national diversity; and reflection on the human condition.
• Relies substantially on primary texts and sources.
• Requires substantial writing.
• Intellectually challenging for majors as well as non-specialists.

Courses in Literature:

• Involves significant consideration to the aesthetic characteristics and formal aspects of the works studied.
• Addresses appropriate issues concerning the work’s authorship; audience; cultural attitudes or values; themes; stylistic and generic features; historical, socio-political, and/or philosophical issues.

Courses in the Arts:

• Studies art forms produced through written arts, music, architecture, dance, theatre, painting, sculpture, or other visual arts.
• Addresses appropriate issues concerning the characteristics of the medium.
• Addresses basic questions such as the social function of the art form, its means of conveying meaning, and how it and other art forms are to be evaluated.

5.2 Courses in literature approved for General Education credit (a) should involve study of texts, in prose or verse, that have exemplary style and express themes of more than temporary value; and (b) should address appropriate issues concerning the work’s author, structure and content, language and style, 261 historical context and audience, and expressed and implied cultural attitudes and values.

5.3 Courses in the arts approved for General Education credit (a) will study the art forms produced through the written arts, music, architecture, dance, theatre, painting, sculpture, other visual arts; (b) will address appropriate issues concerning the characteristics and essential qualities of the medium; (c) and will address such basic questions as the social function of the art form, its means of conveying meaning, and how it and other art forms are to be evaluated. Courses in the arts approved for General Education credit may involve the student in the experience of the actual doing of the art; to be approved for General Education credit, such courses must meet both the general criteria for all Humanities and the Arts courses as well as those detailed in this paragraph for courses in the arts.

Is this course in historical perspectives or philosophical perspectives?

Describe the reading requirements in this course and how they rely substantially on primary texts and sources. Please add relevant information from the syllabus indicating how this requirement is being met.

Describe the writing requirements in this course. Please add relevant information from the syllabus indicating how this requirement is being met.

How does the course introduce students to the typical critical approaches and methods of the discipline, and to past accomplishments in the field? Please add relevant information from the syllabus indicating how this requirement is being met.

How does the course foster the goals of humanistic study, including: skill in communication; discriminating judgment and appreciation of ideas; understanding of cultural traditions; appreciation awareness of cultural ethnic and national diversity; and reflection on the human condition? Please add relevant information from the syllabus indicating how this requirement is being met.

If the course contains elements of more than one category within the Humanities and the Arts (literature, the arts, historical perspectives, or philosophical perspectives), explain why this course is more appropriate for the category for which it is proposed. Please add relevant information from the syllabus indicating how this requirement is being met.

Historical Perspectives: 

What chronological and/or geographical aspect of human history is studied in this course? Please add relevant information from the syllabus indicating how this requirement is being met.

Show how the course addresses continuity and change in the human experience and elucidates the development of institutions, ideas, beliefs, and social structures. Please add relevant information from the syllabus indicating how this requirement is being met.

Show how the course familiarizes students with significant movements, persons, and events in their intellectual, social, economic, and political contexts. Please add relevant information from the syllabus indicating how this requirement is being met.

Philosophical Perspectives: 

How does the course offer a critical inquiry into problems of human thought, value, or existence, and engage students in the study of philosophical issues? Please add relevant information from the syllabus indicating how this requirement is being met.

Show how the course involves either (i) study of philosophical works presenting perspectives on recurring intellectual, cultural, or social issues and problems, or (ii) study of an important institution, discipline or practice (e.g., law, religion, art, reasoning, science) that explores its place in life generally, its relation to other endeavors, and its claim to importance. Please add relevant information from the syllabus indicating how this requirement is being met.

• Introduces students to the typical critical approaches and methods of the discipline, and to past accomplishments in the field.
• Fosters the goals of humanistic study, including skills in communication; discriminating judgment and appreciation of ideas; understanding of cultural traditions; appreciation and awareness of cultural, ethnic, and national diversity; and reflection on the human condition.
• Relies substantially on primary texts and sources.
• Requires substantial writing.
• Intellectually challenging for majors as well as non-specialists.

Courses in Historical Perspectives:

• Addresses continuity and change in the human experience, elucidates how human institutions, ideas, beliefs, and social structures have developed.
• Surveys a broad chronological and/or geographic aspect of human history.
• Familiarizes students with significant movements, persons, and events in their intellectual, social, economic, and political contexts.

Courses in Philosophical Perspectives:

• Provides critical inquiry into problems of human thought, value, or existence.
• Engages students in the critical and/or historical study of philosophical issues.
• Involves either:
  • Attention to philosophical works presenting perspectives on recurring intellectual, cultural, or social issues and problems; or
  • Study of an important institution, discipline, or practice that explores its place in life generally, its relation to other endeavors, and its claim to importance

5.4 Courses presenting a historical perspective for General Education credit (a) should attend to questions of continuity in human experience and elucidate how human institutions, ideas, beliefs, and social structures have developed; (b) should facilitate individuals’ understanding of who they are and how their society came to be by promoting a fuller cognizance of human traditions; (c) should foster a “sense of the past” that allows individuals to learn from the successes and failures of their predecessors; and (d) should nurture social sensitivity and lessen provincialism. Courses with a historical perspective that are approved for General Education credit should (a) purse these goals by surveying a broad chronological and/or geographic aspect of human history; and (b) combat present-mindedness and deficiencies in historical knowledge by familiarizing students with significant movements, persons and events in their intellectual, social, economic, and political contexts.

5.5 Courses presenting a philosophical perspective for General Education credit (a) should involve critical inquiry into problems of human thought, value, or existence; (b) should engage students in the critical and/or historical study of philosophical issues; and (c) should involve either (i) attention to contemporary philosophical works presenting different perspectives on recurring intellectual, cultural, or social issues and problems; or (ii) study of an important institution, discipline or practice (e.g., law, religion, art, reasoning, science) that explores its place in life generally, its relation to others endeavors, and its claim to importance.

6.3 For courses that might involve some crossover between the Social Sciences and the Behavioral Sciences or between the Social Sciences and the Humanities, departments are responsible for proposing and defending courses as appropriate candidates for a particular General Education category.

If the course contains elements of both the Social Sciences and the Behavioral Sciences categories, show how the emphasis of the course makes it most appropriate for the Social Sciences category for which it is being proposed. Please add relevant information from the syllabus indicating how this requirement is being met.

What social groups, institutions, organizations, or processes are studied in this course? What is the chronological, geographical, or cultural area within the scope of the course? Please add relevant information from the syllabus indicating how this requirement is being met.

Show how the course emphasizes persons in relation to other persons and to their environment. Please add relevant information from the syllabus indicating how this requirement is being met.

Show how the course considers both methodological and substantive issues, and formulates and inquires into basic questions about the nature of social life. Please add relevant information from the syllabus indicating how this requirement is being met.

• Addresses methodological issues related to social/behavioral science.

Courses in Social Science:

• Provides opportunities for studying social groups, institutions, and organizations in their context.
• Has primary emphasis upon persons in relation to others and their environment.
• Formulates basic questions and inquiry about the nature of social life through both interpretive and systematic analyses.
• Addresses a broad area, chronologically, geographically, or culturally.
• Reflects concern for both methodological and substantive issues.

6.1 To be approved for General Education credit, a Social Science course (a) should provide opportunities for studying social groups, institutions, and organizations, and their context; (b) should have a primary emphasis upon persons in relation to others and their environment; (c) should formulate basic questions and inquiry about the nature of social life through both interpretive and systematic analyses; (d) should address a broad area, chronologically, geographically or culturally; and (e) should reflect concern both for methodological and substantive issues.

If the course contains elements of both the Social Sciences and the Behavioral Sciences categories, show how the emphasis of the course makes it most appropriate for the Behavioral Sciences category for which it is being proposed. Please add relevant information from the syllabus indicating how this requirement is being met.

Show how the course studies human behavior in an empirical approach. Please add relevant information from the syllabus indicating how this requirement is being met.

Discuss the attention given in the course to the general issues and the methods of the behavioral sciences. Please add relevant information from the syllabus indicating how this requirement is being met.

• Addresses methodological issues related to social/behavioral science.

Courses in Behavioral Science

• Concerns the empirical approach to the study of human behavior.
• Is broadly conceived.
• Gives appropriate attention to both the general issues and methods of the behavioral sciences.

6.2 To be approved for General Education credit, a Behavioral Science course (a) should concern the empirical approach to the study of human behavior; (b) should be broadly conceived; and (c) should give appropriate attention to both the general issues and methods of the behavioral sciences.

7.1 Courses approved as meeting the Cultural Studies requirement (a) should be concerned broadly with culture understood as the interaction among the intellectual, artistic, political, economic, and social aspects of a society or other cultural grouping; (b) should treat topics and issues that can be expected to promote a deepened understanding of the culture(s) focused upon; and (c) provide either (i) a broad description and analysis of the interaction of intellectual, artistic, political, economic, social, and other aspects of a society’s cultural life; (ii) an intensive investigation of the cultural life of a society or group in a particular time and place; (iii) a focused investigation of particular aspects of a society’s or group’s culture (e.g., its art, literature, and music); or (iv) a comparative investigation of cultural systems and the development of constructs for cross-cultural sensitivity and analysis.

Show how the course treats topics and issues that promote a deeper understanding of the culture(s) discussed. Please add relevant information from the syllabus indicating how this requirement is being met.

Show how the course provides at least one of the following: (i) a broad description and analysis of the interaction of intellectual, artistic, political, economic, social, and other aspects of a society’s cultural life; (ii) an intensive investigation of the cultural life of a society or group in a particular time and place; (iii) a focused investigation of particular aspects of the culture of a society or group (e.g., its art and architecture); or (iv) a comparative investigation of cultural systems and the development of constructs for cross-cultural sensitivity and analysis. Please add relevant information from the syllabus indicating how this requirement is being met.

If the course contains elements of the Western, U.S. Minority, and/or Non-Western categories, show how the emphasis of the course makes it more appropriate for the Western/Comparative Cultures category for which it is being proposed. Please add relevant information from the syllabus indicating how this requirement is being met.

Show how the course provides understanding and awareness of significant aspects of the cultural tradition evolved from the confluence of Greek and Roman philosophical thought and European religious traditions, i.e., the cultural traditions associated with European and North American countries; OR show how the course provides understanding and appreciation of significant aspects of the cultural traditions of both Western and Non-Western cultural traditions, and indicate the comparisons and contrasts drawn between the different traditions. Please add relevant information from the syllabus indicating how this requirement is being met.

• Is concerned broadly with culture understood as the interaction among the intellectual, artistic, political, economic, and social aspects of a society or other cultural grouping.
• Treats topics and issues in a manner that will promote deepened understanding of the culture(s) discussed.
• Provides either:
  • Broad description and analysis of the interaction of intellectual, artistic, political, economic, social, and other aspects of a society’s cultural life; or
  • Intensive investigation of the cultural life of a society or group in a particular time and place; or
  • Focused investigation of particular aspects of a society’s or group’s culture; or
  • Comparative investigation of cultural systems and the development of constructs for cross-cultural sensitivity and analysis.

Courses in Western Cultures:

• Provides deepened understanding and awareness of significant aspects of the cultural tradition evolved from the confluence of Greek and Roman philosophical thought and European religious traditions (i.e., the cultural traditions associated with European and North American countries).

Courses in Comparative Cultures:

• Provides deepened understanding and awareness of significant aspects of both Western and non-Western cultural traditions, and indicates the comparisons and contrasts drawn between them.

7.2 Courses approved as Western Cultures courses should provide deepened understanding and appreciation of significant aspects of the cultural tradition evolved from the confluence of Greek and Roman philosophical thought and European religious traditions (i.e., the cultural traditions associated with European and North American countries).

7.5 Departments may also wish to develop courses that treat western and non-western cultures comparatively in the same course. Such courses will count in the Western Cultures category.

7.6 In some instances, it will be difficult to ascertain whether cultures are Western or non-Western from purely geographical or group designations (e.g., Latin America or Middle East), and appropriate categorization will depend upon the emphasis of the particular course. Departments shall be responsible for designating and providing the rationale for proposed categorizations.

Show how the course treats topics and issues that promote a deeper understanding of the culture(s) discussed. Please add relevant information from the syllabus indicating how this requirement is being met.

Show how the course provides at least one of the following: (i) a broad description and analysis of the interaction of intellectual, artistic, political, economic, social, and other aspects of a society’s cultural life; (ii) an intensive investigation of the cultural life of a society or group in a particular time and place; (iii) a focused investigation of particular aspects of the culture of a society or group (e.g., its art and architecture); or (iv) a comparative investigation of cultural systems and the development of constructs for cross-cultural sensitivity and analysis. Please add relevant information from the syllabus indicating how this requirement is being met.

If the course contains elements of the Western, U.S. Minority, and/or Non-Western categories, show how the emphasis of the course makes it more appropriate for the Non-Western Cultures category for which it is being proposed. Please add relevant information from the syllabus indicating how this requirement is being met.

Show how the course provides understanding and appreciation awareness of significant aspects of cultural traditions that have their origins outside the Western cultural tradition. Please add relevant information from the syllabus indicating how this requirement is being met.

• Is concerned broadly with culture understood as the interaction among the intellectual, artistic, political, economic, and social aspects of a society or other cultural grouping.
• Treats topics and issues in a manner that will promote deepened understanding of the culture(s) discussed.
• Provides either:
  • Broad description and analysis of the interaction of intellectual, artistic, political, economic, social, and other aspects of a society’s cultural life; or
  • Intensive investigation of the cultural life of a society or group in a particular time and place; or
  • Focused investigation of particular aspects of a society’s or group’s culture; or
  • Comparative investigation of cultural systems and the development of constructs for cross-cultural sensitivity and analysis.
• Provides deepened understanding and appreciation of significant aspects of cultural traditions originating outside the Western cultural tradition.

7.3 Courses approved for the Non-Western Cultures category should provide deepened understanding and appreciation of significant aspects of cultural traditions originating outside the Western cultural tradition.

7.5 Departments may also wish to develop courses that treat western and non-western cultures comparatively in the same course. Such courses will count in the Western Cultures category.

7.6 In some instances, it will be difficult to ascertain whether cultures are Western or non-Western from purely geographical or group designations (e.g., Latin America or Middle East), and appropriate categorization will depend upon the emphasis of the particular course. Departments shall be responsible for designating and providing the rationale for proposed categorizations.

Show how the course treats topics and issues that promote a deeper understanding of the culture(s) discussed. Please add relevant information from the syllabus indicating how this requirement is being met.

Show how the course provides at least one of the following: (i) a broad description and analysis of the interaction of intellectual, artistic, political, economic, social, and other aspects of a society’s cultural life; (ii) an intensive investigation of the cultural life of a society or group in a particular time and place; (iii) a focused investigation of particular aspects of the culture of a society or group (e.g., its art and architecture); or (iv) a comparative investigation of cultural systems and the development of constructs for cross-cultural sensitivity and analysis. Please add relevant information from the syllabus indicating how this requirement is being met.

If the course contains elements of the Western, Non-Western, and/or U.S. Minority Cultures categories, show how the emphasis of the course makes it more appropriate for the category for the U.S. Minority Cultures category for which it is being proposed. Please add relevant information from the syllabus indicating how this requirement is being met.

Show how the course provides understanding and awareness of significant aspects of one or more U.S. racial minority cultures. Courses that focus on other socially significant U.S. minority identities (for example, relating to sexuality, gender, religion, or disability) or on theories of diversity, inequality, or discrimination are also appropriate for this requirement if the experiences, conditions, and perspectives of one or more U.S. racial minority populations are significantly and appropriately integrated into the course. Please add relevant information from the syllabus indicating how this requirement is being met.

• Is concerned broadly with culture understood as the interaction among the intellectual, artistic, political, economic, and social aspects of a society or other cultural grouping.
• Treats topics and issues in a manner that will promote deepened understanding of the culture(s) discussed.
• Provides either:
  • Broad description and analysis of the interaction of intellectual, artistic, political, economic, social, and other aspects of a society’s cultural life; or
  • Intensive investigation of the cultural life of a society or group in a particular time and place; or
  • Focused investigation of particular aspects of a society’s or group’s culture; or
  • Comparative investigation of cultural systems and the development of constructs for cross-cultural sensitivity and analysis.
• Provides deepened understanding and appreciation of significant aspects of the cultural tradition of a socially-significant, non-dominant population of the U.S.

If focuses on a racial minority population:

• The experiences, conditions, and perspectives of that population are appropriately and substantially addressed.

or

If focuses on socially-significant, non-racial minority identities or broadly on diversity, inequality, or discrimination:

• U.S. racial minority populations’ experiences are significantly represented.

7.4 Courses approved for the U.S. Minority Cultures category should provide deepened understanding and appreciation of significant aspects of the cultural tradition of a socially-significant, non-dominant population of the United States. Courses that focus on a racial minority should appropriately and substantially address the experiences, conditions, and perspectives of that population. Courses that focus on socially-significant, non-racial minority identities (for example, sexuality, gender, religion, and disability) or broadly on diversity, inequality, or discrimination should significantly represent the experiences of U.S. racial minority populations.

3.1 To have its language course sequence approved as meeting the General Education requirement, each language department must develop a statement of competencies expected of a student satisfactorily completing the third-semester level course. These competencies should be stated as a range of skills in reading, writing, speaking, and listening that demonstrate general language proficiency and contribute to cultural understanding. These competencies will vary from one language department to another.

3.2 Courses approved as meeting the Language Other Than English requirement should have well designed systems for the preparation and ongoing supervision of teaching assistants by faculty.

3.3 Courses approved as meeting the Language Other Than English requirement should be taught with section sizes small enough to promote development of a substantial working knowledge of the language.

The only category where there is specific guidance is Advanced Composition (see information below). Gen Ed courses in all other categories should follow the guidance from the Gen Ed policy (EP.17.74) and will be evaluated by the Gen Ed Board to determine if the instructor to student ratio seems sufficient to meet the Gen Ed and course objectives, learning outcomes, and goals.

Gen Ed Policy (EP.17.74) relevant to enrollment capacity and instructor to student ratio:

1.4 General Education courses stress the importance of the students’ ability to communicate. Appropriate means of developing and assessing the students’ skills of communication relevant to the area, its data, and its methods should form a significant component of all General Education courses. Thus, where appropriate, General Education courses should include one or more of the following as graded exercises: writing assignments, moderated discussion, oral presentations, visual or artistic expression, or written exercises involving mathematical or other modes of formal symbolic expression.

2.6 Departments are responsible for assuring adequate staffing of General Education courses to be able to provide students the appropriate graded feedback on their work necessary to meet the disciplinary thinking and communication skill development objectives of General Education, as outlined in 1.4 above.

2.8 Departments are responsible for developing appropriate instructional formats for courses proposed for General Education. The course format should not only be appropriate to the discipline and course content, but also should be consistent with the aims of General Education. In most instances the goals of General Education as set forth in these guidelines will not be met by instruction with mass lectures as the sole means of delivering instruction.

Advanced Composition:

• Show that the course is taught in section sizes consistent with the goals of students’ receiving thoughtful appraisal of their writing and a substantial portion of the course grade being based upon evaluation of written work. Please add relevant information from the syllabus indicating how this requirement is being met.
• Student-instructor ratio permits the thoughtful appraisal of written assignments.
  • Guidance: Large lecture courses are not appropriate for the Advanced Composition requirement, nor are courses with higher than a 1:24 instructor-student ratio.

Units offering Gen Ed courses are responsible do regular assessments and evaluations of the courses to ensure they follow the Gen Ed guidelines. Course should also align with Gen Ed Learning Outcomes and participate in the Gen Ed Program Learning Outcome Assessment.

Gen Ed Policy (EP.17.74) relevant to assessment: