General Education Handbook Approved by Gen Ed Committee: 20 January 2016 Approved by Curriculum Committee 22 February 2016 Approved by Faculty Senate 21 March 2016 Section Page 1. General Education Overview 2 2. Scope of the General Education Committee’s Responsibility 2 3. Composition of the General Education Committee 3 4. Operation of the General Education Committee 5 5. Considerations and Criteria for Courses Seeking General Education Designation 10 6. Learning Outcomes and Best Practices 11 7. Purpose and Implementation of the ePortfolio 12 Appendices A. General Education Course Criteria 14
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GeneralEducationHandbookApprovedbyGenEdCommittee:20January2016
ApprovedbyCurriculumCommittee22February2016ApprovedbyFacultySenate21March2016
Section Page1.GeneralEducationOverview 22.ScopeoftheGeneralEducationCommittee’sResponsibility 23.CompositionoftheGeneralEducationCommittee 34.OperationoftheGeneralEducationCommittee 55.ConsiderationsandCriteriaforCoursesSeekingGeneralEducationDesignation 106.LearningOutcomesandBestPractices 117.PurposeandImplementationoftheePortfolio 12
Appendices A.GeneralEducationCourseCriteria 14
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1.0 GeneralEducationOverview
GeneralEducationisanessentialcomponentofaliberaleducationbroadlydefined,andtheGeneralEducationCommitteeisguidedbyseveralgeneralprinciplesinitsongoingeffortstounderstandandaddresstheissuesandpracticesofourGeneralEducationprogram.
• TheGeneralEducationCommitteeaffirmsitscommitmenttoinformedandevidence-based
decision-makingbasedoncurrentliteratureinthefield,particularlytheworkslistedontheGeneralEducationresourcespage(link).
• Inlinewiththetheoriesandbest-practicesofgeneraleducation,aswellastheUtahSystemof
HigherEducation’spolicyonGeneralEducation(R470)(link),weaffirmthatcollege-educatedpeopleshouldpossessacommon,generalknowledgebasebeyondtheirmajor.College-educatedpeopleshouldbefamiliarwiththeknowledgesandthe“waysofknowing”encompassedbyavarietyoffieldsandmethodologies,includingAmericaninstitutions,composition,quantitativeliteracy,finearts,humanities,socialandbehavioralsciences,lifesciences,physicalsciences,andotherspecifiedareas.
• Weaffirmthateffectivelearningandproblemsolvingtranscendsdisciplinaryboundaries.
GeneralEducationshouldhelpstudentsintegrateandapplyknowledgeacrossthedisciplinesbecausetheproblemsfacedbylocal,national,andglobalcommunitiesdonotconfinethemselvestosolutionsstemmingfromonedisciplinealone.
• Inadditiontoimpartingsubstantiveknowledgeacrossmultipledisciplines,weaffirmthatour
generaleducationcoursesshouldhelpstudentstodevelopawiderangeofimportantskills,particularlythoseechoedinourCollege-WideLearningOutcomes:effectivecommunication,quantitativeliteracy,criticalandcreativethinking,civicengagement,professionallyandconstructivelyworkingwithothers,andcomputerandinformationliteracy.
Ultimately,GeneralEducationshouldconsistofcoursesthatareintegratedtohelpstudentsexploreknowledge,developskills,andmakeconnections.Itaimstodevelopwell-roundedindividuals,engagedcitizens,andlifelonglearners.
Thefollowinghandbookdescribesthescope,compositionandproceduraloperationsoftheGeneralEducationCommittee,andalsoofferstofacultyseekinggeneraleducationdesignationsanoverviewofsomebestpracticesforGeneralEducationcourses.Additionally,thishandbookprovidestheproceduralinstructionsanddesignationcriteriatohelpdepartmentsandschoolssuccessfullymoveGeneralEducationcoursesandotherrelevantmattersthroughtheGeneralEducationaspectsofthecurricularprocess.2.0 ScopeoftheGeneralEducationCommittee’sResponsibility
2.1 TheGeneralEducationCommitteeshallbeasub-committeeoftheSenateCurriculumCommitteeandisresponsiblefor:
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• ReviewinganddevelopingGeneralEducationcriteriawithinputfromrepresentativefaculty.
• Discussing,considering,anddevelopingproposalsregardingthevision,effectiveness,andothermattersrelatedtoGeneralEducation.
• ReviewingallsubstantiveproposalsinvolvingnewcoursesdesignatedasGeneralEducationandreportingtotheSenateCurriculumCommitteeandFacultySenate.
• ReviewingallsubstantiveprogramchangesthatinvolveGeneralEducationrequirementsandreportingtotheSenateCurriculumCommitteeandFacultySenate.
• ReviewinginstitutionalproposalsimpactingGeneralEducationandreportingtotheSenateCurriculumCommitteeandFacultySenate.
• Schedulingandconductingregularreviews,aminimumofeveryfiveyears,ofallcoursesdesignatedasGeneralEducationandreportingtotheSenateCurriculumCommitteeandFacultySenate.
• Updatingprocedures,policyandformsinatimelymanner.• Providingfullandfairconsiderationofallproposalsbroughtbeforethecommittee.
2.2 DecisionsoftheGeneralEducationCommitteetaketheformofrecommendationsthatneedtobeconfirmedbytheSenateCurriculumCommitteeandFacultySenatebeforegoingintoeffect.
2.3 TheGeneralEducationCommitteeisnotresponsibleforapprovingnon-substantivechangestoCourseCurriculumOutlines(CCOs),CourseLearningOutcomes,orProgramCurriculumOutlines(PCOs),andwillfollowthedefinitionofnon-substantivechangessetbytheSenateCurriculumCommittee.TheGeneralEducationCommitteeisalsonotresponsiblefordeliberatingnon-GeneralEducationmattersthataretheprerogativeoftheSenateCurriculumCommittee.However,suchchangesshouldcometothecommitteeasinformationitemsviathefacultyChairoftheGeneralEducationCommittee.
3.0 CompositionoftheGeneralEducationCommittee3.1 TheGeneralEducationCommitteeshallbecomposedofthefollowingmembers:
• FacultyChair(memberofFacultySenateLeadership;votesonlyincaseofatie)• AcademicadministratorforGeneralEducation(non-voting)servesasco-chairuponannual
ratificationbytheGeneralEducationcommittee• Eachschoolwillhavefacultyrepresentationonthecommitteeequivalenttothenumber
ofacademicdivisionsorprogramswithGeneralEducationrequirementsandwithanAssociateDeanorProgramDirectorwhoreportsdirectlytotheDeanoftheschool.
• ePortfolioCoordinator(voting)• TworepresentativesfromStudentAffairs(voting)• TworepresentativesfromAcademicSupport(non-voting)• Onerepresentativefromarticulation(non-voting)• AdministrativeAssistanttosupporttheGeneralEducationCommittee(non-voting)
3.2 AllfacultyontheGeneralEducationCommitteeshallbechosenbytheirschoolandratifiedby
theirrespectiveschoolcurriculumcommittee.Deansareexpectedtofillanticipatedvacancies
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attheendoftheSpringterm,andwillinformthefacultyandadministrativeChairsoftheGeneralEducationCommitteeoftheirschool’sfacultyrepresentativespriortocommencement.ThepurposeofthisprovisionistoimprovethepracticeofmatchingupmentorswithcoursesthatwillbecomingupforreviewintheFall.Termsshallbethreeyears;membersmayservemultipletermsatthediscretionoftheschool.Non-facultywillbechosenbytheorganizationthattheyrepresentandshallserveathree-yearterm;membersmayservemultipletermsatthediscretionofthedepartment.
3.3 ThefacultyChairoftheGeneralEducationCommitteeshallbeelectedbyamajorityofthevotingmembersofthecommitteeitself.TobeelectedChairafacultymembermusthaveservedaminimumofoneyearontheGeneralEducationCommitteeinthepastthreeyears.ThetermforthefacultyChairpositionisthreeyears,andtheChaircanstandforre-electiontoasecondterm.Howeverafterservingtwoterms,s/hemaynotserveasfacultychairforatleastathreeyearperiod.3.3.1 ThefacultyChairdoesnotvoteintheGeneralEducationCommitteemeetings,except
incaseofatievote.
3.3.2 ThefacultyChairoftheGeneralEducationCommitteeisresponsibleforrepresentingthecommitteetotheSenateCurriculumCommittee,theFacultySenate,FacultySenateleadership,andtheUSHEGeneralEducationTaskForcewithvotingprivilegesoneachofthosecommittees.
3.3.3 ThefacultyChairoftheGeneralEducationCommitteeisresponsibleforassigning
mentorsforfive-yearreviewsandnewcourseproposals.
3.3.4 WithapprovaloftheirAssociateDean,thefacultyChairshallreceiveappropriatereleasetimefromtheirnormalteachingloadasnecessarytofulfilltheresponsibilitiesofleadingthecommittee.
3.4 EachyeartheGeneralEducationCommitteemayelectaVice-Chairfromtheexistingfaculty
membershipwhowillconductmeetingsandrepresenttheGeneralEducationCommitteeintheabsenceofthefacultyChair.ThetermfortheVice-Chairisoneyearandcanstandforre-electiontoadditionalterms.
3.5 TheadministrativeandfacultyChairsoftheGeneralEducationCommitteearejointlyresponsibleforcreatingmeetingagendasandensuringthatallmattersbeforethecommitteereceiveafullandfairhearing.
3.6 TheofficeoftheadministrativeChairoftheGeneralEducationcommitteeisresponsibletotrackallproposalsontheCurriculumSharePointsite,preparemeetingagendas,keepallmeetingminutes,recordallactions,anddistributematerialsinatimelymannertothecommitteemembersfortheirreview.
4.0 OperationoftheGeneralEducationCommittee
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TheGeneralEducationCommitteeisresponsibleformakingdeterminationsregardingnewGeneralEducationcourseproposals,GeneralEducationcoursesupforfive-yearreview,programchangesthataffectGeneralEducation,andlargerinitiativesthataffectorarecontainedwithinGeneralEducation.Robert’sRulesofOrdergoverntheoperationoftheGeneralEducationCommittee.
4.1 TheGeneralEducationCommitteeshallmeettwicemonthlyduringtheschoolyear,unless
demandforcourseandprogramreviewsorothersubstantiveissueswarrantsotherwise.
4.2 TheCommitteeshallfollowRobert’sRulesofOrderformeetingproceedings,underthedirectionofthefacultyChair.
4.3 AquorummustbepresentinorderfortheGeneralEducationCommitteetovoteonmotionsandproposals.Aquorumconsistsofatleast51%ofthefacultycommitteemembersbeingpresent,havinggrantedtheirproxytoanothervotingmemberofthecommittee,orhavingbeenreplacedbyanotherfacultymemberfromtheabsentmember’sschool.
4.4 Grantsofproxymustbedocumentedinwritingpriortotheproxyvotebeingcast.This
documentationmaytaketheformofanemailfromtheabsentcommitteemembertotheproxyrecipient,withcarboncopiestothechairandadministrativeassistantofthecommittee.Itmayalsotaketheformofatypedorhandwrittensignedletterthatthemissingcommitteemembergivestotheproxyrecipient,whobringsthelettertothecommitteemeeting.Grantsofproxymaybeblanketorspecific—ablanketproxyallowingtheproxyrecipienttovotehisorherconscience,andaspecificproxydirectingtherecipienttovoteincertainwaysoncertainmotions.Thewrittendocumentationofproxymustspecifythenatureoftheproxygrant.
4.5 DecisionsoftheGeneralEducationCommittee—includingwhetherandhowtoupdatethis
handbook—shallbemadebymajorityvoteofthevotingmembersorproxies/replacements.
4.6 CourseproposalsandprogramsfallingundertheresponsibilityoftheGeneralEducation
Committeewillonlybereviewedafterthedepartmentandthehomeschoolcurriculumcommitteeapprovesandsendsthemforward.1SchoolcurriculumtechsmustuploadtherelevantdocumentstothecurriculumSharePointsite.NoticeoftheproposalneedstobesenttotheadministrativeassistantfortheGeneralEducationCommitteeatleastoneweekbeforethenextGeneralEducationCommitteemeeting.
4.7 BecauseofthebroadlyintegrativenatureofourGeneralEducationprogram,GeneralEducationDesignationsarenotunderstoodtobehousedsolelyunderanyspecificschools,departmentsordisciplines.ThatmeansthattheremaybecourseswhoseGeneral
1The“homeschoolcurriculumcommittee”referstothecurriculumcommitteeoftheschoolinwhichtheCCOoriginated.
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EducationDesignationsaremoretypicallyassignedtocoursesinschoolsotherthantheirs(e.g.acoursefromtheschoolofBusinesswithaSSdesignation,acoursefromtheschoolofHealthScienceswithaHUdesignation,oracoursefromtheschoolofHumanitiesandSocialScienceswithaLSdesignation).Becauseofthecross-disciplinarynatureofGeneralEducation,courses(newand5-yearreview)thatseekadesignationforwhichthemajorityofsubjectmatterexpertsresideinanoutsideschool,mustfollowcertainadditionalprocedures:
4.7.1EachcoursemustbereviewedbyallrelevantoutsideschoolcurriculumcommitteesbeforeitcomestotheGeneralEducationCommittee,andpreferablybeforeitisbroughttothecourse’shomeschoolcurriculumcommittee.
4.7.1.1 Reviewsbyeachschoolshouldbeperformedinareasonabletimeframe,butshouldbesubstantive,notcursoryorceremonial.CoursesshouldbeputonSchoolCurriculumCommitteeagendaswithsufficienttimetoaddresssubstantiveissuesraised,beforebeingputontheGeneralEducationCommitteeagenda.SuchcourseswillnotbeputontheGeneralEducationCommitteeagendauntilthecoursehasbeenreviewedbyallrelevantSchoolCurriculumCommittees.
4.7.1.2 Suchschoolcurriculumcommitteescannotassumetheroleofvetoingthecourseandhaltingthecurricularprocess.
4.7.2IncaseswhereSchoolCurriculumCommitteescometoconflictingconclusions,thecoursewillbeplacedintoaprocessofmediation.Theco-chairsoftheGeneralEducationcommitteewillassembleanad-hocmediationcommittee,comprisedofrelevantfaculty,theDeansandkeyAssociateDeansofeachrelevantschool,andatleastoneofthementorsassignedtothecoursebytheGeneralEducationcommittee,andwillselectanimpartialfacultymembertochairthecommittee.Othermemberswillbeselectedasneededorappropriate.
4.7.2.1 Themediationcommittee’srolewillbetosetatimelineandtoworkwiththeaffectedschoolstoresolvetheconflict,soaseithertoallowthecoursetomoveforwardortoresolvetowithdrawthesought-designation.
4.7.2.2 Inordertokeepthegroupsmallenoughformeaningfuldiscussion,themediationcommitteeshouldaimtonotexceed10members.
4.7.3 Oncetheaboveprocedureshavebeenmet,thecoursemaybebroughttotheGeneralEducationcommitteeforitsreviewandrecommendationtotheSenateCurriculumCommittee.Inthecaseofcross-schoolagreementorsuccessfulmediation,theGeneralEducationcommitteewillreviewthecourseaccordingtostandardreviewprocessesoutlinedinsections4.11–4.12.Incaseswherenoagreementorresolutioncanbereachedbetweentheaffectedschools,theGeneralEducationcommitteewillreviewthecoursewiththeseadditionalprocedures:
4.7.3.1 Thechairofthemediationcommitteewillpresenttheprimaryissuesassociatedwiththecourse,andexplainthefactorsthatledtoanimpasse.
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4.7.3.2 Aspokespersonfromeachaffectedschool(facultyoradministration)willhaveanopportunitytosupplementthemediationreportwithadditionalargumentorclarification.
4.7.3.3 Thesetwoadditionalprocedureslaidoutin4.7.3.1-2shallbeconsideredasextendedinvitationstospeakinlinewithRobertsRulesofOrder,whichgovernsthisprocessasitdoesallotherGeneralEducationCommitteebusiness.
4.7.3.4 Ifanunsuccessfully-mediatedcourseisapprovedbysubsequentvoteoftheGenEdCommittee,asummary-sheetwillbecompiledbythemediationcommitteechairandGeneralEducationCommitteeco-chairs,tobesubmittedtotheSenateCurriculumCommittee,alongwiththeCCOmaterials.
4.8 Forgroupsoflikecourses(e.g.,HLACcoursesthataresimilar)theGeneralEducation
CommitteemaychoosetoreviewoneCCOandsyllabusbasedupontheassertionoftheAssociateDeanthatthecoursesare,indeed,nearlyidentical.
4.9 GeneralEducationcoursesmustbereviewedandreapprovedeveryfiveyears,or
theyloseGeneralEducationdesignation.Courseswhodonotcompleteareviewatfiveyearswillbenotifiedandwarnedthatthereviewhasnotbeencompleted.IfthereviewisnotcompletedtheGeneralEducationCommitteemaytakeactiontoremovethecoursesGeneralEducationdesignation(s).TheacademicadministratorresponsibleforGeneralEducationshallregularlypublicizelistsofcoursesandtheirfive-yearreviewdates.
4.10 Assooninthecurriculumprocessaspossible,preferablybeforethecourseproposal
orreviewcomesbeforeanyschoolcurriculumcommittee,thefacultyChairoftheGeneralEducationCommitteewillassigneachnewcourseproposaltwomentorsandeachfive-yearreviewtwomentorsfromtheGeneralEducationCommittee.Onementorshouldcomefromthesameschoolandoneshouldcomefromoutsidetheschool.Foracourseseekingadesignationforwhichthemajorityofsubjectmatterexpertsresideinanoutsideschool,onementorshallbeselectedfromthatschool.Thesementorswillofferassistanceandfeedbacktothefacultyordepartmentthatisbringingforwardtheproposalorreview.Saidofferofassistancemaybeacceptedorrefusedatthediscretionofthefacultyordepartmentbringingforwardtheproposalorreview.
4.11 Newcourseproposals
4.11.1 NewcourseproposalsmustincludethecurrentCourseCurriculumOutline
(CCO),theGeneralEducationRationale,andarepresentativesyllabus.Thesedocumentsandarequestformentorsmustbesubmittedtothecommitteeaminimumoftwoweekspriortothedesiredmeetingdate.
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4.11.2 Fornewcourseproposals,twomentorswillscorethecourse,usingtheGeneralEducationrubricbeforeattendingthemeetingatwhichthecourseproposalwillbediscussed.TheywillsharetheircompletedrubricswiththefacultybringingtheproposalandtheGeneralEducationCommitteememberspriortothecommitteemeetingscheduledforthereview.
4.11.3 PriortotheGeneralEducationCommitteemeeting,memberswillreadthe
documentationrequiredin4.11.1andthescoredrubricsfromthementors.Atthemeetingthecommitteewillhearapresentationfromthefacultymember(ordesignee)responsibleforthereview.ThepresentationwillincludeadescriptionoftheproposedsignatureassignmentsandePortfoliointegrationforthecourse.
4.11.4 Committeememberswilldiscusstheproposalandaskquestionsofthe
responsiblefacultyordesignee.Thecommitteewillthentakeaformalvoteoneachproposal.Thecommitteemaydecidetoaccepttheproposal,askthefacultytoreviseandresubmit,orrejectit—andinthelastinstance,thefacultymaydecidetorevisetheproposedcourseandre-startthecurriculumprocess.
4.11.5 TheGeneralEducationCommitteewillnotconsiderincompleteproposals
fornewGeneralEducationcourses.ThecompleteCCO,theGeneralEducationRationale,andsamplesyllabusmustbesubmittedtothecommittee.TheCommitteemaypassaproposalonlyifeithernochangesareneeded,oronlyminorchangesareneeded.
4.11.6 Newcourseproposalscanonlybepassedbyaformalvote.
4.12 Forcoursesupforfive-yearreview
4.12.1 Five-yearreviewsmustincludeanupdatedCourseCurriculumOutline
(CCO)onthecurrentform,theGeneralEducationRationale,arepresentativesyllabus,andthecoversheetdescribedbelow.Inaddition,theCommitteewillassessePortfoliointegration,signatureassignments,andreflectioninthecourse.
4.12.2 Thecoversheetincludes:• Changes(ifany)tothecoursesinceitsapprovalorlastreview,anda
rationaleforthosechanges.• Astatementthatthesamplesyllabusisrepresentativeoftheothersyllabi
usedinthecourse.• Adescriptionofanyassessmentresultscollectedfromthiscoursesincethe
lastreview,andanyactionstakenorprofessionaldevelopmentimplementedbasedonthoseresults.
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4.12.3 Forfive-yearcoursereviews,thetwomentorswillscorethecourseusingtheGeneralEducationrubric.TheywillsharetheircompletedrubricswiththefacultysubmittingtheproposalandtheGeneralEducationCommitteememberspriortothecommitteemeetingscheduledforthereview.
4.12.4 PriortotheGeneralEducationCommitteemeeting,memberswillreadthe
documentationrequiredin4.12.1andthescoredrubricsfromthementors.Atthemeetingthecommitteewillhearapresentationfromthefacultymemberresponsibleforthereview.ThepresentationwillincludeexamplesofsignatureassignmentsandreflectionastheyappearinstudentePortfolios.TheePortfoliocoordinatorwillpresenttheirassessmentofePortfoliointegration,signatureassignments,andreflectioninthecourse.
4.12.5 Committeememberswilldiscusstheproposalandaskquestionsofthe
responsiblefacultyortheirdesignee.Thecommitteewillthentakeaformalvoteoneachproposal.Thecommitteemaydecidetoaccepttheproposal,askthefacultytoreviseandresubmit,orrejectit—andinthelastinstance,thefacultymaydecidetorevisethefive-yearreviewandre-startthecurriculumprocess.
4.12.6 TheGeneralEducationCommitteewillnotconsiderincompletefive-year
coursereviewproposals.ThecompleteCCO,theGeneralEducationrationale,samplesyllabus,andcoversheetmustbesubmittedtothecommittee.Thecompletedmentorrubricsmustalsobesubmittedpriortothemeeting.TheCommitteemaypassaproposalonlyifeithernochangesareneeded,oronlyminorchangesareneeded.
4.12.7 Five-yearcoursereviewproposalscanonlybepassedbyaformalvote.
4.13 Forexistingcoursesgoingthroughsubstantivechanges,includingdesignation
changes,significantmodificationtothecurriculum,orsimilar,thecoursewillgothroughthefive-yearreviewprocess,evenifithasbeenlessthanfiveyearssincethelastreview.
4.14 ForsubstantiveprogramchangesaffectingGeneralEducation
4.14.1 Proposalsforprogramsgoingthroughsubstantivechangesmustinclude
anupdatedProgramCurriculumOutline(PCO).
4.14.2 TheGeneralEducationCommitteewillreviewthePCOandhearfromtheappropriateDean,AssociateDean,and/orfacultybeforemakingitsdecision.
4.15 Fordevelopmentorreviewsofdesignationcriteria
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4.15.1 TheGeneralEducationCommitteewill,onceayear,lookatcurrentdesignationcriteriaanddeterminethoseinneedofrevieworrevision.
4.15.2 Forthosedesignationsinneedofreview,thefacultyChairoftheGeneral
EducationCommittee—inconsultationwithhis/heradministrativeco-chair,andwiththeDeanoftheschoolinwhichthemajorityofthesubjectmatterexpertsreside—willcreateasub-committeetoreviewandrevisethedesignation.
4.15.3 ThissubcommitteewillbecomprisedofGeneralEducationCommittee
membersandrepresentatives(administrativeandfaculty)fromareasaffectedbythedesignation.Two-thirdsofthecommitteeshouldbefaculty,primarilythosewithsubjectmatterexpertiseinthedesignationarea.Inordertokeepthegroupsmallenoughformeaningfuldiscussion,thiscommitteeshouldaimtonotexceed10members.
4.15.4 Thissubcommitteewill,inatimelymanner,reviewandrevisethe
designationcriteriaasneeded,andbringtheproposedcriteriatotheGeneralEducationCommitteeforreview.
4.16 ForchangestoGeneralEducationprograms,designations,assessments,orother
matters,thatwillhaveimpactscollege-wide
4.16.1 Allfacultywillhavetheopportunitytobeinvolvedinproposaldevelopmentandbeabletoprovidecommentsandsuggestionsonproposals.
4.16.2 Allschools,throughtheircurriculumcommittees,willhavethe
opportunitytoreview,discuss,andprovidecommentsonproposals.
4.16.3 PriortobeingvotedonintheGeneralEducationcommittee,membersmustensurethattherehasbeensufficientcollege-wideinvolvementinthedevelopmentandreviewofproposals.
5 ConsiderationsandCriteriaforCoursesSeekingGeneralEducationDesignationInadditiontothespecificcriteriaforeachGeneralEducationcoursedesignation,otherimportantconsiderationsforcoursesseekingGeneralEducationdesignationareasfollows:
5.1 TheGeneralEducationCommitteewillnotacceptanycourserequestingGeneralEducationdesignationthatissolelyanintroductiontoadiscipline.GeneralEducationcoursesshouldemphasizebroad,integrativelearningacrossdisciplinesandfulfillcollege-widelearningoutcomesinadditiontodisciplinarylearningoutcomes.
5.2 GeneralEducationshouldbeintegrativeinnatureandemphasizeconnectionsbetweenandrelevancetootherdisciplines.Thesecoursesshouldprovideinsightsintohowknowledgein
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onefieldisapplicabletoproblemsfacedbysociety.Bylearningproblemsolvingskillsindifferentdisciplines,studentswillbemorecreativeinpersonalproblemsolvingandmoreperceptivetotheworldaroundthem.
5.3 GeneralEducationcoursesshouldemphasizeunderstandingtheunderlyingprinciplesoftherelevantcore,institutional,ordistributionareadesignation.Thisshouldbereflectedinthecoursesyllabusandassessmentpractices.TheseunderlyingprinciplesareindicatedwithinthespecificcriteriaforeachGeneralEducationdesignation.CoursesshouldadditionallyadequatelyrepresenttheroleoftheirdesignationintheGeneralEducationprogramasawhole.
5.4 GeneralEducationcourserequirementsvarybyprogramcredentialanddiscipline.SpecificrequirementscanbefoundintheSLCCGeneralCatalogandontheGeneralEducationwebpage.
5.5 GeneralEducationcoursesshouldnothaveprerequisitesexceptinthecasesgrantedbytheSenateCurriculumCommitteeuponrecommendationbytheGeneralEducationCommittee.
5.6 GeneralEducationcoursesshouldholdhighexpectationsforstudentlearningandshouldexhibitcollege-levelrigor.TheyshouldintegratehighimpactpracticesrecognizedintheparticulardesignationtowhichthecourseisassignedinadditiontoameaningfulePortfolioassignmentthatemphasizesdeepreflection.TheoverallcoursegrademustrewardstudenteffortontheePortfolioassignment;however,eachdepartmentistodeterminetheweightofthisassignmentonthecoursegrade.
5.7 InaccordancewithR470,GeneralEducationcoursesshouldalignwithotherUSHEinstitutions
wherepossible.
6.0 LearningOutcomesandBestPractices6.1 LearningoutcomesforGeneralEducationcoursesshouldaddressdesignationcriteria,
program/disciplinerequirements,aswellastheCollegeWideLearningOutcomes.
6.2 Inlinewiththecurrentliterature,weaffirmthatGeneralEducationcoursesshouldhelpstudentsmakeconnectionsbetweencoursesanddisciplines,anddevelopskillsforstudentstobecomeactiveandmotivatedintheirlearning.TeachingmethodsinGeneralEducationcoursesshouldactivelyengagestudentsanddevelopnotonlyknowledgebuthigherorderthinkingskills;shouldfocusonintegrationandapplicationofbothknowledgeandskills.Inusingactivelearningmethods,instructorsshouldhelpstudentssynthesizeconceptsfrommultipledisciplinesandviewpoints,andconceptualizetheinterdisciplinarynatureofrealworldproblemsolving.Activelearningshouldpromotesuchcriticalthinkingskillsasanalysis,interpretation,synthesis,problemsolving,argumentation,andevaluationofclasscontent.
6.3 WeaffirmthatGeneralEducationcoursesshouldconnectlearningoutcomestoteachingmethods,andfollowbestpracticesinteaching.Inparticular,theliteraturehighlightstheuseofhighimpactpracticesandactivelearningmethodssuchas:
• Casestudies• Groupproblemsolving• Peerteaching• Role-plays• Multi-stepgroupprojects• Servicelearning• Hands-onexperimentation
• Inquirybasedlearning• Simulations• Argumentation/debate• Individual/grouppresentations• Interactivelecture• Classdiscussion• Studentresponsesystem
6.4 TheliteratureonGeneralEducationbestpracticesalsoaffirmsthatassessmentsshouldbe
broadandshouldassessnotonlycontentknowledge,butalsothecourse’sstatedlearningoutcomes.Facultymightconsiderassessmentssuchas:• Demonstrations• Experiments• Videos• Oralpresentations• Panels• Blogposts• Multi-mediaprojects• Criticalreflections• Artpieces
• Posters• Brochures/flyers• Publicserviceannouncements• Maps/charts/graphs• Research/argument/critique
papers• Slidepresentations• Exams
6.5 Instructorsshouldselectoneormoreoftheircourseassessmentsasasignature
assignmentthatstudentswillshowcaseintheirePortfolioasdocumentationoftheirGeneralEducationlearning,asdescribedinsection7.3.
6.6 Inadditiontostandardsyllabirequirements,syllabiforGeneralEducationcoursesmustincludethefollowing:• GeneralEducation/ePortfoliostatement• Descriptionofsignatureassignment(s)andcourse/assignmentreflection• HowcourselearningoutcomesalignwithCollegeWideStudentLearningOutcomes
7.0 PurposeandEffectiveImplementationoftheePortfolio
7.1 TheGeneralEducationePortfoliocontainssignificantartifactsfromallGeneralEducationcoursesaswellasreflectiononthoseassignmentsand/orcourses.TheePortfolioalsoallowsstudentstodocumenttheiracademicorprofessionalgoals,relevantextra-curricularactivities,andprofessionaldocumentssuchastheirresume.FacultyteachingGeneralEducationcoursesshouldhelpstudentsusetheePortfoliotocohesivelyshowcasetheiracademicwork,theirreflections,andtheircomputerliteracyastheymoveontoafour-yearschoolorintotheworkforce.FacultyshouldalsoknowthattheePortfolioisusedasacollege-wideassessmentoftheGeneralEducationLearningOutcomes.
7.2 TheePortfolioisarequirementforallGeneralEducationcoursesandshouldbe
introducedtostudentsearlyeachsemesterasanintegralpartofthecourseratherthanas
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anadd-on.Thereareonline(link)andin-personresourcesforstudentsandfacultywhoneedassistanceinsettingupandeffectivelyimplementingtheePortfolio.
7.3 Asignatureassignment(link)isareal-worldapplicationofknowledgethataddressestwo
ormoreoftheGeneralEducationLearningOutcomes.IndevelopingsignatureassignmentsinstructorsshouldconsiderhowtheyshowapplicationofGeneralEducationLearningOutcomesaswellashowtheyallowstudentstobeexpressive,creative,andengaging,whiledemonstratingcontentmasteryofthecourse.Signatureassignmentsshouldbesignificant,meaningful,andsynthesizemultipleconceptsfromthecourselearningoutcomes.Signatureassignmentsshouldallowstudentstoshowcasetheirbestworkandbeanassettotheminthefuture.TheGeneralEducationcommitteeisespeciallyinterestedinsignatureassignmentsthatgobeyondmerelyuploadingadocument,andinsteadpreferstoseeassignmentswherestudentsareactivelyconstructingand/ordemonstratingknowledgeintheePortfolioitself.
7.4 Inadditiontoasignatureassignmentforeachcourse,studentsarealsorequiredto
completeareflectiononaspecificassignmentorthewholecourse.Intentionalreflectioncantakeonmanyforms:memoirs,personalessays,reflectionessays,videodiaries,documentaries,labreports,researchjournals,etc.Regardlessofthenameorform,reflectionrequiresthethinker/writer/creatortothinkcriticallyaboutlearningandconnectionstheymakeamongexperiences.Thereareresourcesonline(link)andin-personforinstructorsontheuseofreflectionanddevelopingeffectivereflectionpromptsorassignments.
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AppendixA:GeneralEducationCourseCriteria
Thecriteriabelow,organizedbyGeneralEducationdesignation,aretobeusedincoursedevelopment,revision,andreviewtoensurethatthecoursesaremeetingthegoalsoftheGeneralEducationprogram.ThedesignationcriteriabelowshouldbelookedatyearlyandbereviewedandrevisedatthediscretionoftheGeneralEducationCommittee.AMERICANINSTITUTIONS(AI)SaltLakeCommunityCollege’sAmericanInstitutions(AI)requirementismeanttoensurethatinaccordancetotheBoardofRegentsPolicy470andtheUtahStateCode53B-16-103(b),priortoreceivingabachelor’sdegreefromaUSHEinstitution,allstudents“shalldemonstrateareasonableunderstandingofthehistory,principles,formofgovernment,andeconomicsystemoftheUnitedStates”.Thefundamentalobjectiveofthisrequirementistoprovidestudentswiththeknowledgeandskillsnecessaryforinformedandresponsiblecitizenship.LEARNINGOUTCOMES:UponcompletinganAIcourse,studentswillbeableto:
• demonstrateabasicunderstandingofthefoundingandpolitical,socialandeconomicdevelopmentoftheUnitedStates;
• demonstrateanunderstandingofthemeaningandimplicationsofparticipatorydemocracy;• writeeffectivelyaboutthehistory,principles,formofgovernmentandeconomicsystemof
theUnitedStates;• analyzeandcontextualizeprimarysourcedocuments;• engageadiversityofviewpointsinaconstructivemanner;• applyknowledgeandanalysistocontributetocontemporarysocialdialogue;• demonstratecomputerandinformationliteracyskills.
PEDAGOGICALINSTRUCTIONS:EachAmericanInstitutionscoursewill:
• relyuponacoherentthemeorananalyticalframeworktoprovidecontinuity.• requirestudentstocompletesignificantwritingassignments.• requirestudentstoengageinclassdiscussionsand/orothercollaborativeactivities.• engagestudents—throughthee-portfoliosignatureassignment—inthemethodsusedinthe
disciplineaswellasinsomeaspectofthefundamentalobjectiveoftheAIrequirement(seeIntroduction).
• requirestudentstoworkwithprimarysourcedocuments.• requirestudentstoreflectandthereby
o makeconnectionsbetweentheirworkinthecourseandotheracademicworkthey’vedone
o makeconnectionsbetweentheirworkinthecourseandtheirownliveso makeconnectionsbetweentheoreticalandpracticalapplicationsoftheworkthey’ve
doneinthecourseo relatetheworkthey’vedoneinthecoursetoSLCC’sGeneralEducationlearning
outcomes.
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COMMUNICATION(CM)[DesignationupdatedSpring2017]Communication(CM)coursesfocusonthestudyandapplicationofprinciplesandskillsinverbal,nonverbal,written,visualand/ormulti-modalformsofcommunication,focusingontheconstructionofsharedmeaning.CMcoursescombinethestudyofcommunicationtheoryand/ordisciplinaryepistemologieswithhands-onpractice.Thesecoursesengagestudentsintheproductionofcriticalthinkingandanalysis,argumentation,andothercommunicativeactsthatenrichhumanrelationships,andthatgroundtheepistemologieswithinourprofessions,disciplinesand/orthepublicsphere.WhileallGeneralEducationcourseshavecommunicativeandreasoningelements,CMcoursescenterspecificallyonthesystematicstudyandproductionofcommunicationandreasoningasgeneralizablehumanactivitiesorwithinepistemologiesspecifictoadiscipline.LEARNINGOUTCOMES:UponcompletingaCMcourse,studentswillbeableto:
• Criticallyconsumecommunicativepracticesbyanalyzingtheirproduction,reception,circulation,contexts,andmethods.
• Recognizeanduserhetoricalstrategies.• Identifyandevaluatethenatureofcommunicationandreasoningdistinctivetothecourse’s
discipline,professionorsphereofinquiry.• Competentlyreasonandcommunicateinthemodalitiescentraltothecourse.• Effectivelyadaptcommunicationandreasoningpracticestodifferentaudiencesand
disciplinarydiscursivenorms• Recognizecommunicativeandreasoningbiasesandassumptions(theirownandothers’),and
theireffectsonpersonal,professional,andciviccommunicationpractices.• Criticallyandeffectivelyproduceextended,in-depthcommunicativework.
CRITERIA:CoursesseekingCMdesignationmustaddressthefollowing:
• Thecoursetitle/descriptionmustrevealthecommunicationand/orepistemologicalfocusofthecourse.
• Curriculumdocumentsmustcombinetheoreticalstudyofcommunicationorepistemologiesalongwithintensiveapplicationofthosehumanactivities.
• Curriculumdocumentsmustarticulaterhetoricalandepistemicelementsofcommunicationsuchasproductionandreception,modesofreasoning(e.g.scientific,technical,humanistic,legal,ethical),biasrecognition,credibilityanalysis,contextualawareness,ordesignanddatavisualization.
• Curriculumdocumentsmustdemonstraterichapplicationofcriticalthinkingpractices,suchasgenerative,comparative,interpretive,evaluative,qualitative,and/orsyntheticanalysis;logical,sequential,ethical,scientificand/orcreativereasoning;analyticalandholisticproblemsolvingstrategies;andapplyinginformationliteracybestpractices.
• Curriculumdocumentsmustdemonstratethatstudentsparticipateinsustainedindividualandcollaborativeengagementwithmeta-cognitiveanditerativeprocessesrelatedtogeneration,revisionandproductionofcommunicationmodalitiescentraltothecourse.
PEDAGOGICALGUIDELINES:CMcoursesshouldemphasize:
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• Readinganddiscussionoftextsthattheorizecommunicationmodalitiesorepistemologies
centraltothecourse.Thismayinclude,butnotbelimitedto,theoriesofproblem-solving,teamdecision-making,conflictmanagement,knowledge-makingandcirculation.
• Activitiesthatcenteronactivelearning—e.g.simulations,casestudies,role-plays,peerreview,collaborativework,situationanalysis,mini-projects,dialogpractice,presentations,interactivediscussions,etc.
• Reflectionforconnection-makingacrossdisciplines,tothewiderworld,andtostudents’ownlives.
DIVERSITY(DV)First:TheproposedcoursemustmeetGeneralEducationDistributionAreacriteria.Second:Thecourseproposalmustdemonstratethefollowing:COURSECONTENT:Theproposedcoursemustembodyatleastamajorityofthefollowingdiversitytopics:
• FocusontopicsofdiversitywithinthecomplexsystemofU.S.society.• FocusonagroupwhichfacesuniquechallengesinrelatingtoU.S.societyasawhole,
includingsuchtopicsasacculturation,stereotypes,bigotry,inequitabletreatment,etc.• Defines,analyzes,andchallengessocialstructureswhichcauseproblemsforgroupsinU.S.
society.• Appliesconceptsindiversityand/ormulticulturalismspecificallytotraininginaparticularfield
ofacademicinterest/study.• Exploresthedynamicsofsuchsocialissuesassocialorethnicdiscrimination(e.g.,racism,
sexismorcross-culturalinteraction,etc.).• Methodsofmovingtowardamoretolerantsocietyareexaminedcritically.Experiencesand
relationsoftopicgroupsandtheirrelationswithU.S.societyareusedtoassesstheproblemsandbenefitsofamulticulturalsociety.
• Theconceptofdiversityisexploredanditsdefinitionschallenged,withstudentsexaminingitsapplicationtotheirlivesandtoU.S.society.
METHODS:Allofthefollowingshouldbeinherentinthedidacticstructureoftheproposedcourse:
• Thecourseisdesignedtobeanopenforumfortheexpressionofideas.• Studentswithviewsthatarecontrarytothebeliefofthefaculty(oreventheintendedresult
ofthecourse)areexpectedtosupporttheirviewswithinformationgainedinthecourse,butarenotacademicallypunishedorrewardedfortheirviews.
• Thecourseisbasedoncriticalanalysis,ratherthanopinionandfactualknowledge.• Thecoursepresentsfactsfrommultipleandopposingperspectivessothatstudentscan
formulateeducatedopinions.• Studentsshouldhaveopportunitytosynthesizeinformationandopinionsformedbydrawing
parallelstotheirownlives/experience.MISCELLANEOUS:Allofthefollowingshouldbemet,whereapplicable:
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• Acourseincludingboththestudyofnon-dominantgroupsandglobalcircumstancesmustsystematicallylinkthetwowiththeglobalperspectivesofferedtoenhanceunderstandingofU.S.socialdynamics.
• Acoursestudyingartisticproductionofnon-dominantculturesshouldincludethestudyoftherelationsbetweenartandthecultureofthegroup.
• Ifthemainfocusofthecourseishistoricalinnature,thecourseshouldexplorecurrentsocialcircumstancesofthegroupasaresultofhistoricalevents.
• Coursesstudyingonespecificculturalgroupshouldnotallowanunderstandingofthatspecificgroupanditscircumstancestobeanendinitself,butatoolwithwhichtoexaminethegreaterU.S.socialdynamic.
COMPOSITION(EN)[DesignationupdatedSpring2017]SaltLakeCommunityCollege’sComposition(EN)requirementprovidesstudentswithtransferableknowledgeaboutreadingandwriting,anddevelopsstudents’metacognitiveawarenessofthemselvesasreadersandwriters.ENdesignatedcoursecurriculaconstructafoundationofknowledge,skills,andpracticesthatstudentsapplyastheyencounterwritingexperiencesacrossthecollegecurriculumandintheworkforce.ThisrequirementisinaccordancewithUtahStateBoardofRegentsPolicy470-3.2.1.LEARNINGOUTCOMES:UponcompletionoftheComposition(EN)requirement,studentswillbeableto:
• Userhetoricalanalysistoflexiblyandeffectivelyrespondtothepurposes,audiences,andcontextssurroundingdiversewritingtasks.
• Criticallyaccess,interpret,develop,and/orutilizeappropriate,relevant,andcompelling contentthroughtheongoingpracticeofanalyzing,synthesizing,interpreting,andevaluatingideas,information,situations,andtextsacrossdiversereadingandwritingtasks.
• Demonstratedetailedattentiontoandsuccessfulexecutionofgenreconventionsparticulartospecificwritingtasks,includingorganization,content,presentation,formatting,andstylisticchoices.
• Makeskillfulinformationliteracychoicesintheirselection,interpretation,anduseofsourcesrelevanttotheirwritingtasks.
• Developwrittentextsthatsuccessfullycommunicatemeaningtoreaders.• Understand,analyze,navigate,andadapttheirowniterativereadingandwritingprocesses
andpractices(e.g.generation,revision,production)inindependentandcollaborativewritingtasks.
CRITERIACoursesseekingENdesignationmustaddressthefollowing:
• Thecoursetitle/descriptionmustrevealthewrittencommunicationfocusofthecourse. • Themeta-cognitivedevelopmentofemergingwritersistheprimarytopicofthecourse,
thoughitmayfollowspecificthemeorfocus. • Curriculumdocumentsmustdemonstrate:
o Thetransferabilityofwritingknowledgeacquiredinthecoursetootherwritingtasks/situations.
o Richapplicationofcriticalthinking,readingandwritinglearningpractices.o Theiterativenatureoflearningandscaffoldedinstructioninreadingandwriting.
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o Variedformsofformativeandsummativeassessment.o Multipleandlayeredopportunitiesforpost-evaluativerevisionofassignments.o Robustopportunitiestodevelopmetacognitionandreflectionuponstudents’thinking
andlanguageuseasreadersandwriters.PEDAGOGICALINSTRUCTIONS:ENcourseswillemphasizethefollowing:
• Providearobustvarietyofdiversereadingandwritingassignmentsthatengagestudentsinmultiplewritingprocesses,includingheuristics,drafting,feedback,revision,andediting.
• Engagestudentsinclosecriticalreadingoftextsasoccurringwithrhetoricalsituationsandwithingenres.
• Engagestudentsinextendedpracticenegotiatingnewanddiversereadingandwritingsituationsandtasksthatrequiretheiradaptationtoshiftingexpectationsanddemands.
• Includemultiple,multi-stagewritingassignmentsthatrequiredrafting,feedback,revisionandediting.
• Individuallyadaptinstructionandpedagogiestothevarieddiscursiveneedsofdifferentstudentsastheydevelopaswriters.
• Provideindividualized,multi-layered/multi-modal,formativeandsummativeinstructorfeedbackandevaluationonallassignments.
• Predominantlyuseactivelearningpractices–e.g.Classdiscussion,Interactivelecture,Inquirybasedlearning,Argumentation/debate,Groupproblemsolving,Multi-stepgroupprojects,PeerReview,Collaborativework.
• Includesubstantialsustainedindividualandcollaborativeengagementwithmeta-cognitiveanditerativeprocessesrelatedtogeneration,revisionandproductionofwrittencommunication.
• Incorporatereflectivewritinganddiscussionforconnection-makingacrossdisciplines,tothewiderworld,andtostudents’ownlives.
• Engagestudents—throughthee-portfoliosignatureassignment—inreflectionuponthetransferabilityofwritingknowledgesdevelopedinthecoursetootherwritingsituations/tasksintheirothercoursesandintheirownlives.
FINEARTS(FA)Coursesshowtheconnectionbetweentheartsandsociety,whichwillprovideavenuesforunderstandingandrespectingdifferentculturesandtheirartisticexpressions.Studentswillusetheartisticprocessandformsofartisticexpressiontodepictandexpresshumanexperience,emotionsandthoughtbymeansofverbal,visualandauralimages,metaphorsanddesign.HUMANRELATIONS(HR)HumanRelationscoursestakeabroadviewofhumaninteraction.Allstudentshaveresponsibilitiestothemselves,theirfamilies,theiremployersandco-workersandtheircommunities.Everystudent,regardlessofprogramofstudy,ispartofonegreatsocialweb.HumanRelationscoursespresenttheoriestoexplaintheconnectionsofandtheskillsneededtofunctionwithinthesocialweb.Theywillpracticetheseskillsinreal-lifescenarios.CRITERIA:
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• TheoreticalSubstance–Studentswillstudyabroadrangeoftheoriesabouthumaninteractionincludingtheoriesfromsociology,psychology,professionalethics,systems(mayincludefamily,organization,professional,regulatorysystems).
• Intrapersonal&InterpersonalSkills–Studentswilllearnstrategiesforleadership,mentoring,goalsetting,teamwork,negotiation,understandingpersonalvalues,networking,conflictresolution,empathy,groupdynamics,self-evaluation,andworkvs.personalconflict.
• SocialWeb–Studentswillgainagreaterunderstandingoftheiractiveroleinsocietybeyondtheworkplaceincludingpluralism,civics,ethicsandvalues,social/politicalimplicationsofknowledgeandactions,emphasizingtheworthoftheindividual,understandingsocietal/ethicalimplicationsofchange,appreciationofmulti-culturalismandbenefitsofdiversityinsociety.
• Diversity–Studentswillcriticallyexaminethehistoricalcontexts,contributionsofandchallengesconfrontingdiversegroupswithinourmulticulturalsocietyoftheUS;inclusioninsocietyandtheworkplaceofallgroups:including,butnotlimitedto,race,ethnicity,gender,sexualorientation,ageandreligion.
• Criticalthinking–Studentswilllearncomparative,constructive,ethicalthinking;holisticproblem-solvingstrategies;evaluatingevidenceandsoundjudgment;quantitativeandqualitativeanalysisandscientificandcreativethought;synthesis;logic;sequentialreasoning.Studentswilllearntorecognizetheirownbiasesandhowtheyaffectjudgment.
APPLICATION:Exerciseswillbedisciplinespecific,withmaterialappliedtostudentcareerinterestMETHODS:
• workwithpeople—servicelearning,orcooperativeeducation,etc.• role-plays,groupwork,etc.• experientialcomponent—job-shadowing,interviews,professionalorganizationmeetings,etc.• readinganddiscussionoftexts;writtenassignments.• teamteachingisencouraged,oratleastteamdevelopmentofcurriculumandshared
oversighttoensureGEandCTEneedsarebeingmet.
HUMANITIES(HU)[DesignationupdatedSpring2017]Humanitiescoursesfocusonthestudyofhowpeopleunderstandandexpresshumanexperience,andhowhumanexperienceshapesourunderstandingsofourselvesandtheworld.Focusingontheliterary,philosophical,artistic,religiousand/orlinguisticexpressionsofindividuals,pastandpresent,theHumanitiesexploretheunderlyingqualityofculturalproducts,andwhatthatqualitytellsusaboutthevalues,ideas,andmeaning-makingpracticesofindividualsandtheirculture,aswellasourown.CoursesintheHumanitiesprimarilyusethetoolsofinterpretation,criticalanalysisandevaluationofprimarysources:texts,performances,artsymbols,culturalandhistoricalsystems,and/orotherformsofexpression.Theirmethodsemployhistoricalinterpretation,rhetorical,literary,aestheticandphilosophicalanalysis,aswellasthecultivationofstyle,creativityandimaginationaspartofananalyticalframework.LEARNINGOUTCOMES:UponcompletinganHUcourse,studentswillbeableto:
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• Deriveevidencefromprimarysourcesregardingthecomplexitiesandchangesinhumanexperienceandunderstandingsthroughanalyticalreadingandcriticalreasoningandevaluation.
• Describeandcriticallyanalyzehowhumanexperience,valuesandunderstandings,andconceptualframeworksregardingselfandworldareshapedbyhumanagencyalongwithsocial,cultural,linguistic,technological,and/orhistoricalcircumstances;andviceversa.
• Demonstrateattentivenesstothewayslanguage,images,oracousticmediacommunicatemeaning.
• Demonstrateappropriateuseofverbal,perceptual,orimaginativeskillswhenorganizingmeanings,developingasenseofself,andbalancingpotentiallydisparatevalues.
CRITERIA:CoursesseekingHUdesignationmust:
• Focusonculturalandintellectualexpressionsthroughhistorical,philosophicalhermeneutic,culturaland/oraestheticinvestigations.
• Situatetheevents,customs,valuesandsymbolsofpeoplethroughouttimeintheirappropriateculturalcontexts.
• Attendtothedevelopmentofcriticalanalysisskills:thetoolstoassayessentialfeaturesandqualitiesofculturalproductsinordertoanalyzeandevaluatethehistorical,cultural,literary,moral,and/orlinguisticforcesthatshapeandareshapedbythem.
• Furtherthedevelopmentofverbal,perceptual,andimaginativeskillsneededfororganizingandunderstandingourworldincommunicableways.
• Cultivateattentivenesstowrittenwords,auditoryandvisualexpressions,carefulconsiderationofmultipleperspectives,thoughtfulbalancingofcomplementaryandsometimescontradictoryvalues,coaxingforthofdisparatemeanings,andresponsivenesstothecomplexitiesofsense.
PEDAGOGICALGUIDELINES:HUcoursesshouldemphasize:
• Closereadingandinteractingwithprimarymaterials–texts,performances,artsymbols,auditorymaterials,etc.–ratherthanonlyreadingatextbookorlisteningtolecture.
• Classroomdiscussion,withstudentsexpectedtoparticipateactivelyintheclassroomanddeveloptheircriticalthinkingskills.
• Comparison,analysis,andaconcernwithconnectionsbetweenparticulartextsandtheirsocialandhistoricalcontexts,withrelationshipsamongthevariousarts,andwithlinkstootherdiscplinesthatexplorethehumancondition.
• Theuseoflanguageandevidenceeffectivelyforpurposesofcriticallyevaluatingformsofreasoningandconstructinganargument.
• Acomplex,honestengagementwithideasanddeepquestioning.• Writtenassessments,bothofthecoursematerialsandofstudents’ownthinking
(metacognition).
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INTERDISCIPLINARY(ID)Coursesaredesignedtostudytopicsfrommorethanonedisciplinaryapproachorframework.Forpracticalreasons,collegestendtodividestudyintocategories,suchastheoneslistedabove.Inreality,allfieldsofstudyareconnected.Interdisciplinarycourseshelpmaketheseconnectionsapparentandenrichstudentunderstandingofthecomplexityoftheworldandourknowledgeofit.Studentswillunderstandtheintersectionsandconnectionsoftwoormoredifferentdisciplines,includingdifferingvaluesandethics,opposingandcomplementarytheories,andsocial/ethicalimplicationsoftheintersectionofthesedisciplinesforthefuture.TheCourseCurriculumOutlineandCourseSyllabusmustclearlydemonstratehowthecontentcrossestwoormoredisciplinesandhowthetopicswillbestudiedusingmorethanonedisciplinaryapproachorframework.TheGeneralEducationCommitteeencouragescollaborationandteamteachingacrossdisciplinesandschoolsinthedevelopmentofthesecourses.INTENSIVE(IN)INTERNATIONALANDGLOBALLEARNING(IG)[DesignationaddedSpring2017]InternationalandGlobalLearning(IG)coursesfocusontheworldbeyondtheUnitedStates.Thetermsinternationalandglobaladdressdifferentaspectsofwhataredistinct,butofteninterrelatedobjectsofsocialcomplexity.
• Internationalcoursesprovideabroadbaseofknowledgeabouttwoormorecountriesinacomparativeand/orinterpretivecontext,andmayfocusontheirinteractions,exchanges,relations,perspectives,cultures,communications,historicaldevelopments,politicaland/oreconomicsystems,geography,educationalprocesses,etc.
• Globalcoursesfocusontheinterconnectedandinterdependentissuesthattranscendallnationalbordersandfunctionworldwide,suchasnaturalandenvironmentalmatters,socialissues,culturally-createdphenomena,andtechnology.
LEARNINGOUTCOMES:UponcompletinganIGcoursestudentswillbeableto:
• Useacomparativeand/orinterpretiveframeworktoexaminethedynamicsofpowerandhowitshapessuchissuesasknowledge,privilege,gender,economies,religion,environmentand/orracerelations.
• Usequantitativeand/orqualitativeanalyticalskillstounderstandtheinterconnectedness,interdependenceand/orcomplexityofinternationalandglobalsystems.
• Employdisciplinespecificapproaches/methodsincriticallyexamininginternationaland/orglobalissues,processes,trends,events,structures,etc.
• Analyzeatleastoneoftheworld'smostpressingissuesthroughcriticalreasoningandcreativethinking,withanemphasisondevelopingcollaborativeandequitablesolutionsandprocesses.
• Demonstrateanunderstandingofthecomplexitiesofidentity,includinghowdeeplyrootedidentityisinculture,language,religion,race/ethnicity,geographyand/orrelationshiptopower.
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• Communicateeffectivelyinoraland/orwrittenformabouttopicsbeyond—ortranscendentof—thebordersoftheUnitedStates,orabouttheUnitedStatesinacomparativeand/orinterpretiveframework.
• Makeskillfulinformationliteracychoicesintheselection,interpretation,anduseofsourcesrelevanttothecourseassignmentsandactivities.
CRITERIA:CoursesseekingIGdesignationmustaddressthefollowing:
• Thecoursetitleand/ordescriptionmustrevealtheinternational/globalnatureofthecourse.• CurriculumdocumentsforeachIGcoursemustbeexplicitwithregardtothespecificfocus
demonstratedbetweenandamonginternationalandglobalphenomena.Forexample,thecoursesyllabusshouldspecifyifthecourseisglobal,internationalorbothincontent.
• Curriculumdocumentsmustdescribeandexplainhowthecoursereadings,teachingmethods,andassignmentsaddtostudentknowledgeregardingtheinternational/globaltopicsaddressedbythecourse.
• AninternationalcoursethatfocusesinpartontheUnitedStatesmustincludetwoormoreadditionalcountries,andcannotallotmorethanone-thirdofitstimeandotherresources[i.e.,readingsandassignments],totheU.S.
PEDAGOGICALGUIDELINES:IGcoursesshouldemphasize:
• Relianceuponcoherentthemes,theoreticalperspectives,and/oranalyticalframeworkstoprovidecontinuitythroughoutthecourse.
• Substantiveknowledgebasedassignmentsorprojects. • Classdiscussionsand/orothercollaborativeactivities.• Workwithprimarysourcedocumentsand/orauthentictexts.• Reflectioninoraland/orwrittenformthatmakescrossdisciplinaryconnectionsand/or
explorestherelevanceofcoursecontenttothewiderworldandstudents’personallives.• Opportunities,whenpossible,forstudentstobecomeengagedoutsideofclasswith
internationaland/orglobalcommunitiesorissues.Thismayinclude,butisnotlimitedto,service-learningactivities.
LIFELONGWELLNESS(LW)TheLifelongWellnessdesignatedcoursesarethephysicalcomponentofthemind/bodyconnectionofthestudent.Goodhealthiscriticaltoaperson’squalityoflife.Theinstructiongiveninthesecoursesemphasizetheconnectionbetweenbeingphysicallyactiveandgoodhealth.Thesecoursesrequireactiveparticipationsostudentswilldevelopskillsinthevariousfitness,sport,orleisureactivitiesthatwillbeusedforlife.CRITERIA:
• Studentswilllearntheimportanceofphysicalactivityanditsconnectiontolifelongwellness.
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• Studentswilllearnandexperiencethatparticipationinafitness,sportorleisureactivityresultsindailybenefitsincluding:stressreduction,endorphinrelease,asenseofwell-being,etc...
• Communication–Studentswillpracticespeakingandlisteninginunderstanding,practicingandrefiningmotorskills.
• CriticalThinking–Studentswilllearntoanticipate,strategize,andproblemsolveastheyparticipateinthephysicalactivity.
• PersonalGrowtho Studentswilllearnself-disciplinefrompushingthroughchallengingactivities.o Studentswilllearntosetgoalsandstrivetoachievethosegoals.o Studentswillgainunderstandingofthemselvesinhowtheyreacttodemandsplaced
ontheminasportsetting.o Studentswilllearnskillsinethics,etiquette,andteamwork
METHODS:
• Eachcourseisanactivityclasswhichrequiresmotorskillpractice.• Eachcoursehasarequiredtextwhichwillbeusedinstudentevaluation.• Eachcourserequireseitherawrittenlogrecordingthestudent’sworkout• Informationforthefitnessactivity,orawrittenjournalchroniclingthestudent’sprogressin
masteringtheleisureactivityorsport.LIFESCIENCES(LS)TheLifeSciences(LS)comprisethescientificfieldsinvolvedwiththestudyoflivingorganisms.Thegoalofalifesciencescourseistoprovidestudentswithanunderstandingandappreciationofthenaturalworldfromascientificperspective.SaltLakeCommunityCollege’sLifeSciencerequirementismeanttoensure,inaccordancewiththeBoardofRegentsPolicyR-470thatstudentsarepreparedforthe21stcenturyhavinggainedknowledgeandproficiencyaboutthenaturalworld.Thefundamentalobjectiveofthisrequirementistoprovidestudentswiththeknowledgeandskillsnecessaryforinformedandresponsiblecitizenship.Specifically,studentsshalldemonstrateareasonableunderstandingofthescientificprocess,theunifyingprinciplesofthelifesciencesandthehumanconnectiontothenaturalworld.LIFESCIENCESLEARNINGGOALS1.UponcompletingaLifeSciencesgeneraleducationcourse,studentsshouldbeabletodemonstrateareasonableunderstandingofthegeneralprinciplesofscience:•Scientificknowledgeisbasedonevidencethatisrepeatedlyexaminedthroughthescientificmethodandcanchangewithnewinformation.•Allnaturalphenomenaareinterrelated;hencescientificexplanationsobtainedfromdifferentdisciplinesshouldbecohesiveandintegrated.•Sciencereliesonempiricaldata,andsuchdatamustbeanalyzed,interpreted,andgeneralizedinarigorousmannerandthencommunicatedeffectivelyusingdisciplinerelatedterminology.2.UponcompletingaLifeSciencesgeneraleducationcourse,studentsshouldbeabletodemonstratesubstantiveknowledgeofthefollowingunifyingprinciples:
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•Theorganizationoflifethatisbasedonmoleculesandcellsandextendstoorganismsandecosystems.•Thechemicalandphysicalnatureoflifeandtheapplicabilityofphysicallaws.•Theinheritanceandcontinuityoflife.•Theinteractionsandinter-dependencyoforganismsuponeachotherandtheirenvironment.•Thepatternsandprocessesofevolutionthatexplaintheunityanddiversityoflife.3.UponcompletingaLifeSciencesgeneraleducationcourse,studentsshouldbeabletodemonstratehowscientificinquiryhasmadesignificantimpactsonandincreasedunderstandingof:•Society,includingtechnologicaladvancements.•Improvementstohumanlife.•Theconsequencesofinteractionsamongalllivingorganisms,includinghumans,andtheirenvironment.PHYSICALSCIENCES(PS)Courseshelpstudentstolearntorecognizethemanifestationsofphysicalphenomenaoftheeverydayworld.Studentswilllearnhowtoassessthecredibilityofscientificinformationandwillbegintouseconceptsofphysicalsciencetounderstandphysicaleventsandsolvedailyproblems.QUANTITATIVELITERACY(QL)
• Studentswillinterpretmathematicalmodelssuchasformulas,graphs,tables,andschematics,anddrawinferencesfromthem.
• Studentswillrepresentmathematicalinformationsymbolically,visually,numerically,andverbally.
• Studentswillusearithmetical,algebraic,geometricandstatisticalmethodstosolveproblems.• Studentswillestimateandcheckanswerstomathematicalproblemsinordertodetermine
reasonableness,identifyalternatives,andselectoptimalresults.• Studentswillrecognizethatmathematicalandstatisticalmethodshavelimits
QUANTITATIVESTUDIES(QS)Mathematicsforspecificcareerandtechnicalapplications.ThesecoursessatisfyGeneralEducationrequirementsforprogramsleadingtoAASdegrees,certificatesanddiplomas.CRITERIA
• CriticalThinking–Studentswilldemonstratereasoningandlogic;analyzesituations/problems/data;identifysolutionmethods;andevaluateresultsanderrorchecking.
• Communication-Studentswilldemonstrateadding,subtracting,multiplyinganddividingintegers,decimals,fractionsandexponents;solveproportionsandpercentages;solveforsimpleunknowns;anddemonstratespecificmemorizedprocesses.
• NumericalProblemSolving–Studentswilltranslateaproblemintoamathematicalmodel(settinguptheproblem),andachieveaccurateanswers.
• Technology–Studentswilllearntooperateappropriatemeasuringtools,equipment,ordevices.
• ConceptualTheory–Studentswillunderstandnumbersense,sequenceofoperations,estimatingvalue,recognizetheimportanceofmathematics,recognizehowtoapply
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mathematicstospecificfields,andgainabasicunderstandingofwhyspecificmemorizedprocesseswork.
• Substance–Studentswillcreate,readandinterpretcharts/graphs/symbolsbothgenerallyandasusedinspecificfields.
SOCIALSCIENCES(SS)Socialsciencecoursesviewhumanbehaviorthroughthelensesofbothempiricalandtheoreticalapproaches.Allclassesshouldincludetestablepropositionsthatseektodescribeandexplainsocialreality,includingbutnotlimitedto,interpretiveandsystematicanalyses.Asaresultstudentsshouldincrease:(1)theirunderstandingofthecomplexityofhumanexperienceand(2)theirawarenessofthevarietyofhumanbehaviorandtheinstitutionshumansconstructtoorganizethatbehavior.Thiswillallowstudentstheopportunitytogainagreaterappreciationforthediversityofhumanawarenessandpotential.SSCourseCCOswilldemonstrate:
• Studentsareexposedtotheories,concepts,andmethodsusedbytheSocialSciences.• Studentsareintroducedandallowedtoformulatebasicquestionsaboutsocialbehaviorand
phenomenathroughinterpretiveandsystematicanalyses.• Studentsarefamiliarwiththedynamicrelationshipsfoundin\amongindividuals,groups,
socialinstitutions,andthenaturalenvironment.• Studentsareexposedtothetoolsusedbysocialscientistswhenexaminingsocialissues,
includingethicalissuestheyfacewhenusingthesetools.Traditionallythesocialsciencesincludefieldsofpsychology,sociology,politicalscience,economics,anthropology,geography,socialpsychology,socialwork,andhistory.Allofthesedisciplinesrelyuponsystematicmethodsforunderstandingandexplaininghumanbehaviorinbothitsindividualandcollectivedimensions/manifestations.
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