General Education Committee Annual Report, 2007-2008

MEMBERSHIP

G.G. Weix, Anthropology & ASCRC (Chair) 2008 

Douglas MacDonald, Anthropology 2010

 Don Morton, Computer Science 2010

 Kate Shanley, Native American Studies 2010

 Don Potts, Forestry 2010

 Frank Rosenzweig, DBS 2009

 Samantha Hines, Mansfield Library 2009

 Stephen Kalm, Music 2009

 Karen Hill / Debbie Sloan, College of Technology-Applied Arts & Sciences 2009
_________________, (Professional Schools) 2008

ADDITIONAL REPRESENTATIVES (Ex-Officio)

Arlene Walker-Andrews, Associate Provost

David Micus, Registrar

Planning

· Subcommittees were established to create criteria and learning goals for each of the requirements. Members are listed below.

Group II: Mathematics Dave Patterson, Mathematics (Chair) Debbie Sloan, COT-Math & Gen Ed Libby Knott, Math & ECOS Tim Manuel, Accounting & Finance Sharon O’Hare, Math	Group VII: Social Sciences Douglas MacDonald, Anth & Gen Ed (Chair) Lynn Macgregor, Sociology Margaret Beebe- Frankenberg, Psychology David Shively, Geography & Senate Samantha Hines, Library & Gen Ed
Group III:a Modern and Classical Languages Robert Acker, MCLL (Chair) Judith Rabinovitch, MCLL Michele Valentin, MCLL Jim Scott, MCLL Stephen Greymorning, Anthropology	Group VIII: Ethics and Human Values Tom Huff, Philosophy/Law (Chair) G.G. Weix, Anth, ASCRC & Gen Ed Ramona Grey, PSC Stephen Grimm, Philosophy (fall) Paul Meunch, Philosophy (spring) Liz Putnam, BioSci
Group IIIb Symbolic Systems Don Morton, CS & Gen Ed (Chair) Debbie Sloan, COT – Math & Gen Ed Wendy Shields, Psychology Merle Farrier, Ed Leadership Patrick Williams, Music Tully Thibeau, Linguistics	Group IX: American and European Perspectives Jim Lopach, Political Science & Senate (Chair) Linda Frey, History & Senate Paul Dietrich, Liberal Studies (fall only) James Randall, Music
Group IV: Expressive Arts Steven Kalm, Music & Assess (Chair) Sara Hayden, Communication Studies Kevin Canty, English & Senate Nicole Bradley-Browning, Dance David James, Art	Group X: Indigenous and Global Perspectives Kate Shanley, NAS & Gen Ed (Chair) Ulrich Kamp, Geography Judith Rabinovitch, MCLL Paul Haber, Political Science Tim Bradstock, MCLL Angelica Lawson, NAS Gyda Swaney, Psych
Group V: Literary and Artistic Studies Frank Rosenzweig, DBS & Gen Ed (Co-Chair) Casey Charles, English (Co-Chair) Ona Renner-Fahey, MCLL Rafael Chacon, Art	Group XI: Natural Sciences Don Potts, Forestry, Gen Ed & Senate (Chair) Barry Brown, Library David Freeman, Pharmacy/Biomedical Marc Hendrix, Geosciences Jim Jacobs, Physics Garon Smith, Chemistry
Group VI: Historical and Cultural Studies Wade Davies, NAS (Chair) Jim Scott, MCLL Richard Drake, History John Eglin, History

· Chair Weix researched enrollment for current general education courses and shared the data with the committee (appended). She attended a College of Arts and Sciences Chairs Meeting to prepare them for the upcoming review of general education courses. A tentative timeline was set in consultation with ECOS.

3/3/08 General Education Committee meeting to finalize criteria
3/11/08                Draft criteria to ASCRC for discussion
3/18/08              ASCRC continue discussion
3/20/08                Feedback from ASCRC on criteria

4/3/08                  Criteria to ECOS
4/4/08                 Criteria sent to senators and department chairs for consideration
4/10/08                Criteria discussed at Faculty Senate meeting
5/1/08                  Criteria voted on by Faculty Senate
5/8/08                  Deadline memo sent to all faculty
9/26/08    Curriculum review and general education review deadline  -

current general education courses will lose their designation if not submitted

General Education Criteria and Learning Goals

The Committee discussed the criteria and outcomes and made several revisions prior to submitting to ASCRC. ASCRC then made a few changes that went back to the General Education Committee. The draft went to the Faculty Senate as information on April 10^th and there was an open forum on April 16^th. There were concerns regarding the Ethics and Human Values criteria and the subcommittee was requested to revise the requirements. The Mathematics Subcommittee also made revisions after the draft went to the Faculty Senate. The addition of American Sign Language to the Modern and Classical Languages requirement caused concern by the MCLL department. These issues still need to be addressed. The final draft is appended.

General Education Form

The committee reviewed the form and made several changes. (Appended)

______________________________________________________________________________

General Education Criteria/ Outcomes 5/1/08

Group II Mathematics Mathematical literacy implies an appreciation of the beauty of mathematics, an ability to apply mathematical reasoning, and an understanding of how mathematics and statistics are used in many arenas. Mathematical literacy may be obtained through the study of topics such as the properties of numbers, mathematical modeling, geometry, data analysis and probability, with the overarching goal of learning mathematical reasoning and problem solving. Mathematical literacy cannot be achieved in a single course.  However, for the purposes of general education, the mathematical literacy requirement can be met by any one of the following: 1) achieving a grade of C-or better in one of the following courses which address different aspects of mathematical literacy: Math 107, 109, 111, 112, 117, 121, 130, or a mathematics course of 3 or more credits for which one of these is a prerequisite. 2) achieving a score of 50 or better on the CLEP College Algebra Test, the CLEP College Precalculus Test, or the CLEP College Mathematics Test. 3) passing the Mathematical Literacy Examination administered by the Department of Mathematical Sciences. To qualify to take the Mathematical Literacy Examination, a student must have achieved a score of 630 or better on the SAT Math exam or a score of 28 or better on the ACT Math exam. A student may only take the Mathematical Literacy Examination only once. Further details are available from the Department of Mathematical Sciences. Students must complete the mathematical literacy requirement by the time they have earned 30 credits; if not, they must register for a mathematical sciences course every semester until they have completed the requirement. Because many other courses at the university assume some mathematical literacy, it is strongly recommended that all students complete their mathematical literacy requirement as soon as possible.

Criteria Any course which satisfies the mathematical literacy requirement must have as its primary goal to teach mathematical reasoning and problem solving at a college level. Department of Mathematical Sciences approval is required.

Learning Goals: Upon completion of the mathematical literacy requirement, a student will be able to effectively apply mathematical or statistical reasoning to a variety of applied or theoretical problems.

Group III
Students are encouraged to complete their modern and classical language or symbolic systems courses early, so that they can apply those skills to upper division coursework.

Group III Modern and Classical Languages Courses must encompass the comprehensive study of a natural language other than written or spoken contemporary English.
Criteria: Courses must encompass the comprehensive study of a natural language, excluding written, spoken contemporary English, with the aim of achieving at least a basic functional competency in that language. The course should follow a rigorous and pedagogically sound methodology and practice. Language courses proposed outside of current MCLL offerings must be approved by the MCLL	Learning Goals: Upon completion of the Modern and Classical Languages sequence the student will have a basic functional knowledge of a second natural language sufficient to: 1. read and write if the language is classical, such as Latin; 2. speak and aurally comprehend, if the language does not have a written tradition, such as Salish; 3. perform all four skills (speaking, aural comprehension, reading, and writing) if the language is modern and has a written tradition, such as Japanese or French. 4. demonstrate both receptive (visual comprehension) and expressive (manual production) proficiency if the language is American Sign Language.
Group III Symbolic Systems These courses present the foundations of a symbolic system, defined as a relationship that maps real-world objects, principles and doctrines with abstractions of the real-world. These systems facilitate communication in specialized ways but do not comprise a spoken or written language by which members of a culture typically communicate with each other.
Criteria Courses: 1. rigorously present a mapping between a real-world system and a human abstraction of the system. 2. applies analysis, reasoning and creative thinking in the understanding and manipulation of symbolic codes. 3. utilizes alternative methods of communication, perception, and expression in order to encourage rigorous thinking.	Learning Goals Upon completion of this group, students will be able to: 1. demonstrate an understanding of the symbols and the transformations of the system 2. relay and interpret information in terms of the given symbolic system. 3. apply creative thinking using the symbolic system in order to solve problems and communicate ideas;

Group IV Expressive Arts Expressive Arts courses are activity-based and emphasize the value of learning by doing in an artistic context.
Criteria Courses guide students, whether in individual or group settings, to acquire foundational skills to engage in the creative process and/or in interpretive performance. Through direct experience (for example, attendance and involvement with live performance, exhibitions, workshops, and readings), they will engage in critical assessment of their own work and the work of others.	Learning Goals Upon completion of this perspective students will be able to: 1. express themselves in the making of an original work or creative performance; 2. understand the genres and/or forms that have shaped the medium; and 3. critique the quality of their own work and that of others.
Group V Literary and Artistic Studies In these courses, students develop familiarity with significant works of artistic representation, including literature, music, visual art, and/or performing arts. Through this experience, students enhance their analytical skills and explore the historical, aesthetic, philosophical, and cultural features of these works.
Criteria Courses cover a number of works in one or more of the various forms of artistic representation; they also establish a framework and context for analysis of the structure and significance of these works. In addition, these courses provide mechanisms for students 1) to receive instruction on the methods of analysis and criticism, 2) to develop arguments about the works from differing critical perspectives.	Learning goals Upon completion of this perspective, students will be able to: 1. analyze works of art with respect to structure and significance within literary and artistic traditions, including emergent movements and forms; and 2. develop coherent arguments that critique these works from a variety of approaches, such as historical, aesthetic, cultural, psychological, political, and philosophical.

Group VI: Historical and Cultural Studies These courses present the historical or cultural contexts of ideas and institutions, and examine cultural development or differentiation in the human past. They are foundational in that they are wide-ranging in chronological, geographical, or topical focus, or in that they introduce students to methods of inquiry specific to a particular discipline.
Criteria Courses teach students how to: present ideas and information with a view to understanding the causes, development, and consequences of historical events;  evaluate  texts or artifacts within their historical and/or cultural contexts; and analyze human behavior, ideas, and institutions within their respective historical and/or cultural contexts. The course justification should explain the approach and focus with respect to its chronological, geographical, and/or topical content. A methodological component (e.g. historiography or ethnography) must be apparent.		Learning Goals Upon completion of this perspective, a student will be able to: 1. synthesize ideas and information with a view to understanding the causes and consequences of historical developments and events; 2. evaluate  texts or artifacts within their historical and/or cultural contexts; 3. analyze human behavior, ideas, and institutions within their respective historical and/or cultural contexts.
Group VII Social Science Social science courses describe and analyze human social organization and interaction, employing social data at a broad scale with statistical relevance, experimental data on individuals or groups, or qualitative data based on observation and discourse.
Criteria Courses: 1. systematically study individuals, groups, or social institutions; 2. analyze individuals, groups, or social problems and structures; and/or 3. give considerable attention to ways in which conclusions and generalizations are developed and justified as well as the methods of data collection and analysis.	1. Learning Goals Students taking courses in the Social Sciences Perspective will be able to:  Describe the nature, structure, and historical development of human behavior, organizations, social phenomena, and/or relationships; 2. use theory in explaining these individual, group, or social phenomena; and/or 3. understand, assess, and evaluate how conclusions and generalizations are justified based on data

Group VIII Ethics and Human Values Description Ethics and Human Values courses familiarize students with one or more traditions of ethical thought. These courses rigorously present the basic concepts and forms of reasoning that define and distinguish each tradition. The focus of these courses may be on one or more of these traditions, or on a concept such as justice or the good life as conceptualized within one or more of these traditions, or on a professional practice within a particular tradition.
Criteria 1. Courses focus on one or more of the specific traditions of ethical thought (either Western or non-Western), on basic ethical topics such as justice or the good life as seen through the lens of one or more traditions of ethical thought, or on a professional practice within a particular tradition of ethical thought. 2. Courses provide a rigorous analysis of the basic concepts and forms of reasoning which define the traditions, the ethical topics, or the professional practices that are being studied.	Learning goals Upon completion of an Ethics and Human Values course, students will be able to: 1. correctly apply the basic concepts and forms of reasoning from the tradition or professional practice they studied to ethical issues that arise within those traditions or practices; 2. analyze and critically evaluate the basic concepts and forms of reasoning from the tradition or professional practice they studied.
Group IX: American and European Perspectives These courses present a critical introduction to the antecedents, principles, institutions, cultures, traditions and legacies of the United States and Europe.
Criteria Courses focus on either area and can be comparative in content or approach. The courses are broad in theme, geography, or chronology. They are foundational and prepare students for further study by raising core questions of an academic discipline.	Learning Goals Upon completion of this perspective, students will be able to: 1. Demonstrate informed and reasoned understanding of American and/or European historical and contemporary behavior, ideas, institutions, and culture; and 2. Analyze and evaluate what is distinctive and significant about the American and/or European experience and legacy.

Group X Indigenous and Global Perspectives This perspective instills knowledge of diverse cultures in comparative and thematic frameworks. Students are encouraged to cultivate ways of thinking that foster an understanding of the complexities of indigenous cultures and global issues, past and present. Students will learn how geographically and culturally separate parts of the world are linked by various, multiple interactions. Indigenous studies focus upon “first peoples” and their descendants who derive their cultural communal identities from their long-standing and/or historical habitation of particular places. These courses foster an appreciation for indigenous peoples, their histories and cultures, and their struggles both to maintain their ways of life and gain equal positions in world spheres of power and change. Global studies investigate how societies and nations interact through human endeavor and /or natural processes. These courses encourage students to relate their knowledge of particular parts of the world, with their individual identities, to larger trends and issues that affect multiple societies and environments. These include regional, national, and even transnational cultural flows, as well as a multiplicity of environmental processes and economic relationships.

Criteria Indigenous and/or global courses will familiarize students with the values, histories, and institutions of two or more societies through the uses of comparative approaches. Indigenous perspective courses address the longstanding tenure of a particular people in a particular geographical region, their histories, cultures, and ways of living as well as their interaction with other groups, indigenous and non-indigenous. Global perspective courses adopt a broad focus with respect to time, place, and subject matter and one that is transnational and/or multi-cultural/ethnic in nature. Whether the cultures or societies under study are primarily historical or contemporary, courses investigate significant linkages or interactions that range across time and space.

Learning Goals Upon completion of a course in this perspective, students will: 1. place human behavior and cultural ideas into a wider (global/indigenous) framework, and enhance their understanding of the complex interdependence of nations and societies and their physical environments; 2. demonstrate an awareness of the diverse ways humans structure their social, political, and cultural lives; and 3. analyze and compare the rights and responsibilities of citizenship in the 21^st century including those of their own societies and cultures.