|
|
 |
| GE
2001: Standards, Objectives, Criteria |
At
Cal Poly, we believe that General Education is central
and vital to each student's university experience. GE
courses provide essential skills and knowledge which help
students succeed in their chosen field, advance successfully
in a profession, adapt to the changing workplace of the
twenty-first century, be good citizens in their future
communities, and become life-long learners.
Cal
Poly's GE Program seeks to promote connections between the
various areas so students and faculty will perceive GE courses
as interrelated rather than as isolated fragments. By placing
basic knowledge in a larger context, each course in the
program should provide a vision of how its subject matter
is an important component of GE 2001. Students should understand
the value of a discipline being studied as well as its relationship
to other disciplines.
Students
are encouraged to complete foundational courses as early
as possible. Lower-division coursework in Areas A-D has
been designed to give students the knowledge and skills
to move to more complex materials. The three-course Communications
sequence, for example, provides instruction and practice
in the kinds of skills in writing, speaking, and critical
thinking that students will need in later courses. (Consequently,
students are expected to complete this sequence during their
freshman year, and by no later than the end of their sophomore
year.) By the end of the sophomore year, students should
also complete lower-division courses in Science and Math,
Arts and Humanities, and Society and the Individual.
All
General Education courses must have a writing component.
In achieving this objective, writing in most courses should
be viewed primarily as a tool of learning (rather than a
goal in itself as in a composition course), and faculty
should determine the appropriate ways to integrate writing
into coursework. While the writing component may take different
forms according to the subject matter and the purpose of
a course, at least 10% of the grade in all GE courses must
be based on appropriate written work.
Writing
Intensive courses are located in Areas A1, A3, C1, C2, C4,
and D5. These courses include a minimum of 3000
words of writing and base 50% or more of a student's grade
on written work. Faculty teaching Writing Intensive
courses will provide feedback to students about their writing
to help them grasp the effectiveness of their writing in
various disciplinary contexts. A significant selection of
writing-intensive upper-division courses will be made available.
The
GE Program is committed to providing the resources to support
both the required writing component and Writing Intensive
coursework. The kind and amount of writing will be a factor
in determining class sizes, and a Writing IN Generally
Every Discipline (WINGED) program will provide support and
training for faculty.
| INTERDISCIPLINARY
AND LINKED COURSES |
All
lower-division coursework is considered foundational and
is meant to ground students in various disciplines. Consequently,
interdisciplinary courses will not ordinarily be offered
at the lower-division level. The opportunity for interdisciplinary
study will occur primarily at the upper-division level,
with lower-division exceptions developing from specific
programmatic needs.
However,
faculty are strongly encouraged to create linked courses.
(Linked courses occur when students concurrently enroll
in courses from two areas of the GE curriculum-e.g. a course
in composition linked to a course in social science.) Academic
disciplines are encouraged to cooperate in designing coursework
which, when linked, enhances the study of more than one
foundational area. Linkages can be thematic or can contribute
to a core curriculum.
Linked
courses are especially encouraged as a way to provide subject
matter for courses in writing and speaking, and for courses
which connect the arts and humanities with the social sciences,
and the liberal arts/sciences with polytechnic and professional
curricula.
Linked
courses provide options for students. Because many students
fulfill part of their GE requirements at community colleges
or other four-year institutions, however, all students cannot
be required to take linked courses. In addition, conflicts
in students' course scheduling often prevent them from enrolling
in courses taking more than one term to complete. Courses
offered for GE must normally allow students to complete
a four-unit requirement in a single quarter. The value of
a coherent, integrated program is clear, however, and packages
of linked courses should, where possible, be developed as
alternative tracks to fulfilling GE requirements.
Information
Competency is an educational goal of the university curriculum,
and the GE Program affirms the goals established by the
Information Competence Committee:
According
to its Mission Statement, Cal Poly aims to teach students
"to discover, integrate, articulate, and apply knowledge"
and to provide students "with the unique experience
of direct involvement with the actual challenges of their
disciplines." To meet these goals, Cal Poly must help
students acquire the skills necessary to master the challenges
of an information-based society. As the amount of information
proliferates and information technology becomes more sophisticated,
it is especially imperative that college graduates be "information
competent." They must possess the information-management
skills necessary for independent and lifelong learning and
the tools required being informed and productive citizens.
GE courses
are expected to provide relevant guidance in information
retrieval, evaluation of information, and appropriate citation
of information.
While
many lower-division GE courses are necessarily specified
as support courses (especially in the sciences), students
should be able to choose upper-division courses in Arts
and Humanities, Society and the Individual, and Technology.
The upper-division electives in these areas are seen as
opportunities for students to explore an interest in depth
beyond their majors. Consequently, courses from the student's
Major Department may not be used to fulfill upper-division
electives in Areas C4, D5 or F.
USCP
is a university requirement, and faculty are encouraged
to develop GE courses which also meet the USCP requirements.
Cal
Poly seeks to provide its students with an education rich
in diverse experiences and perspectives. Such an education
is intended to provide students with knowledge and perspectives
fostering adaptability and flexibility in a changing world,
as well as enhancing students' understanding of, and tolerance
for, differences among people. The General Education Program
affirms the university's commitment to diversity as a value
central to the education of Cal Poly students.
All
GE courses are expected to address issues of gender and
diversity within the context of the material presented in
the course. Effective general education creates an awareness
of those figures, male and female, who have made a significant
impact on our society or a major contribution to science,
mathematics, philosophy, literature, the arts, history,
economics, and other areas of human endeavor. Students completing
Cal Poly's GE Program should have a clear sense of the intellectual
roots creating and contributing to American society and
of the ways that various cultures, and both women and men,
have contributed to knowledge and civilization and to transforming
American society over time.
A service-learning
component is encouraged in courses where it may be appropriate.
Faculty
teaching General Education courses should meet the following
minimum qualifications or their equivalent:
- An
understanding and appreciation of the educational objectives
of Cal Poly's GE Program;
- For
teaching lower-division courses, a master's degree in
a related field (or, for teaching associates, appropriate
training and supervision by an expert in the field);
- For
teaching upper-division courses, a doctorate or an appropriate
terminal degree in a related field is not required but
is strongly expected;
- A
professional commitment to the subject, as demonstrated
by teaching experience, scholarly contributions, or continuing
professional education.
| MISSION,
OBJECTIVES, AND CRITERIA |
Cal
Poly's General Education mission is to provide students
with fundamental knowledge set in a framework that will
enhance their understanding of various basic disciplines
as well as the significance of these disciplines in the
larger world. To achieve this goal, the structure of the
program and the content of its courses are designed to encourage
an appreciation of the complexity of all knowledge and of
the interrelationships among the various branches of knowledge.
Lower-division
courses focus on the fundamentals of knowledge provided
by foundation disciplines; upper-division courses provide
depth while at the same time making clear the connections
among the disciplines. All courses are intended to prepare
students to appreciate intellectual diversity and to function
effectively within the complex cultural environment of society
in the twenty-first century.
Consistent
with Executive Order 595, Cal Poly's General Education Program
is designed to assure graduates have made noteworthy progress
toward becoming truly educated persons and to provide means
whereby graduates will have
- The
ability to think clearly and logically, to find information
and examine it critically, to communicate orally and in
writing, and to reason quantitatively;
- Appreciable
knowledge about their own bodies and minds, about how
human society has developed and how it now functions,
about the physical world in which they live, about the
other forms of life with which they share the world, and
about the cultural endeavors and legacies of their civilizations;
- An
understanding and appreciation of the principles, methodologies,
value systems, and thought processes employed in human
inquiries.
In addition,
Cal Poly's GE program strives to enhance the ability of
graduates to live and work intelligently, responsibly, and
cooperatively in a multicultural society and in an increasingly
global environment. While anchored in the western intellectual
tradition, the curriculum integrates contributions to knowledge
and civilization made by diverse cultural groups and by
both women and men.
The
three lower-division courses in Area A provide a
foundation in the skills of clear thinking, speaking, and
writing. Courses in this area provide extensive practice
in the principles, skills, and art of reasoning in both
oral and written communication. Writing and speaking are
fundamental modes of expression that rely on the principles
of rhetoric and clear reasoning, and instruction in logic
is an essential support for these modes. The sequence assumes
that the mastery of reasoned communication must be developed
and practiced over time and that this mastery is crucial
to students' success at the university and beyond. By placing
basic skills in a larger context, these courses also provide
a vision of why this area is an important component of general
education.
Lower-division
courses in A1 must fulfill EACH
of the following objectives:
After completing the first foundation course in writing,
students are expected to have achieved facility in expository
writing and should have an enhanced ability to:
| A1:
Lower-Division Educational Objectives |
| EO
1 explore and express ideas through
writing; |
| EO
2 understand all aspects of the
writing act--including prewriting, drafting, revision,
editing, and proofreading--and their relationship
to each other; |
| EO
3 assess the writer's audience and
apply the appropriate organizational approaches
and language; |
| EO
4 recognize that writing and rewriting
are necessary to the discovery, clarification, and
development of a student's ideas; |
| EO
5 write essays that are clear, unified,
coherent at all levels, and free of significant
errors in grammar and spelling; |
| EO
6 read critically to derive rhetorical
principles and tactics for the student's own writing; |
| E7
understand the importance of ethics in written communication. |
Lower-division courses in A1 must
meet EACH of the following criteria:
The course proposal and expanded course description
must clearly indicate how the course will include at least
4,000 words of original writing for evaluation and provide
both instruction and practice in:
| A1:
Lower-Division Criteria |
| CR
1 the writing process (including prewriting,
drafting, revising, editing, and proofreading); |
| CR
2 structuring effective paragraphs which
focus on a single issue and reflect both unity and
coherence; |
| CR
3 the major organizational approaches
to expository writing (e.g. comparison and contrast,
process, classification and division); |
| CR
4 writing expository essays (which incorporate
narration and description) that are appropriately
adjusted to the writer's audience; |
| CR
5 precise and concrete usage with the
appropriate levels of diction, voice, imagery, and
figures of speech adapted to the intended audience; |
| CR
6 the use of standard grammar and punctuation; |
| close
critical reading; |
| CR
7 critically assessing students' own and
others' papers; |
| CR
8 writing both in- and out-of-class analytic
essays (with approximately one-third of the course
exercises involving "speeded" writing). |
Lower-division courses in A2 must
fulfill EACH of the following objectives:
After completing a course in this area, students should
have achieved skill in oral communication (including listening,
speaking, and critical attention to language use), and have
an enhanced ability to:
| A2:
Lower-Division Objectives |
| EO
1 hear and understand what is said, formulate
relevant responses in complete sentences free of
slang, and construct spoken messages in a variety
of rhetorical contexts, including brief messages,
conversations, group discussions, and oral presentations; |
| EO
2 understand the place, function, and
ethical use of oral communication; |
| evaluate
spoken messages critically, especially for their
clarity, informative value, and use or abuse of
rhetorical devices in oral persuasion; |
| EO
3 recognize that writing and speaking
are closely related, and that each is an effective
act of rehearsal for the other; |
| EO
4 locate, retrieve, evaluate, and incorporate
material appropriate to oral presentation, and cite
such material accurately; |
| EO
5 recognize the common fallacies of thinking; |
| EO
6 practice writing skills related to the
subject matter of the course. |
Lower-division courses in A2 meet
EACH of the following criteria:
The course proposal and expanded course outline must clearly
indicate how the course will include appropriate writing
activities of not less than 2500 words related to the content
and the logic of oral presentations, provide an activity
environment allowing four or more original oral presentations
of 5-7 minutes (at least one must be a speech to inform
and one a speech to persuade), and provide both instruction
and practice in:
| A2:
Lower-Division Criteria |
| CR
1 applying techniques for attentive listening
and accurate comprehension of spoken messages; |
| CR
2 the skills appropriate for a variety
of oral presentations; |
| CR
3 the principles of outlining appropriate
to various speaking situations; |
| CR
4 using organizational patterns appropriate
to various speaking situations; |
| CR
5 evaluating the uses of language, including
the abuses of language, in persuasive speaking; |
| CR
6 locating, retrieving, reporting, evaluating,
integrating, and accurately citing research material; |
| CR
7 identifying the common fallacies of
thinking, and understanding their implications in
both written and oral forms. |
| A3:
Reasoning, Argumentation, and Writing |
Lower-division courses in A3 must fulfill EACH of the following objectives:
After completing this course, students should be able to
understand, recognize, and apply principles of reasoning
in argumentation to their own and others' written and oral
communications; in achieving this objective, students should
have an enhanced ability to:
| A3:
Lower-Division Educational Objectives |
| EO
1 recognize lines of reasoning and the
precise issues they address; determine the relevance
of argument to issue and the relevance of premises
to conclusion; and evaluate the strength of an argument
by accurately applying principles of both formal
and informal logic; |
| EO
2 write out-of-class argumentative essays
that are well composed, demonstrating a clear sense
of issue and developing cogent lines of reasoning; |
| EO
3 develop rhetorical awareness that will
allow them to adapt their arguments to various audiences; |
| EO
4 recognize the moral, as well as logical,
dimensions of rational discourse; |
| EO
5 write in-class analytical and argumentative
essays typical of the critical-thinking component
of "speeded" standardized graduate or
professional-program admissions tests. |
Lower-division courses in A3 must
meet EACH of the following criteria:
Because both the Expository Writing and the Oral Communication
courses prepare students for this course, enrollment requires
satisfactory completion of (or receiving credit by examination
in) both Expository Writing and Oral Communication. The
course proposal and expanded course outline must clearly
indicate how the course will include at least 3,000 words
of original writing for evaluation and provide both instruction
and practice in:
| A3:
Lower-Division Criteria |
| CR
1 the principles of organizing and writing
argumentative essays for various rhetorical situations; |
| CR
2 identifying issues; recognizing, analyzing,
evaluating and constructing arguments (including
treatment of deductive validity and soundness, inductive
argument strength, and common deductive and inductive
fallacies); |
| CR
3 criticizing the written arguments of
others; |
| CR
4 discerning the relevance of premises
to conclusions and the relevance of arguments to
issues; |
| CR
5 recognizing the uses and abuses of language
in written argument; |
| CR
6 finding, evaluating, and incorporating
research materials, as well as attributing and documenting
them accurately; |
| CR
7 applying principles of fair-minded argument
(including how to identify and respond to bias,
emotion, and propaganda); |
| CR
8 writing both in- and out-of-class argumentative
essays. |
| |
| Area
B: Science
and Mathematics |
| Lower-Division foundation courses
in Area B1 - B4 |
provide
a basic understanding of the nature, scope, and limitations
of mathematics, statistics, and the physical and life sciences,
as well as an understanding of their breadth of application
to other disciplines. Foundation courses in this area teach
fundamental concepts in mathematics, science, and statistics,
including the scientific method; consequently, these courses
should not be interdisciplinary in nature. They also provide
a vision of why this area is an important component of general
education by placing basic knowledge in a larger context.
(This might be accomplished by providing some historical
perspective that includes great achievements in the discipline
and their impact and/or by the examination of important
contemporary issues and problems from the discipline.) Courses
in this area should include an appropriate writing component
to further students' understanding of basic scientific,
mathematical, and statistical concepts.
Lower-division courses in B1 - B4 must
fulfill FOUR of the
following objectives:
After completing the foundation Area B courses, students
should have an enhanced ability to:
| B1
-B4 Lower-Division Educational Objectives
|
| EO
1 understand and appreciate the scientific
method and its role in scientific inquiry; |
| EO
2 understand the abstract logical nature
of mathematics, as well as the applications and
limitations of mathematics and statistics to other
disciplines; |
| EO
3 analyze problems in a structured way
and to develop strategies for solutions using scientific,
mathematical, or statistical principles; |
| EO
4 understand and examine critically the
scientific and mathematical aspects of issues and
problems which arise in daily life; |
| EO
5 articulate fundamental scientific concepts
using appropriate vocabulary; |
| EO
6 articulate fundamental mathematical
and/or statistical concepts using appropriate vocabulary; |
| EO
7 advance, with the necessary preparatory
skills, to study the wider-ranging, cross-disciplinary
Area B topics to be presented at the upper-division
level. |
Lower-division courses in B1 - B4 must meet EACH
of the following criteria:
The course proposal and expanded course outline must clearly
indicate how the course:
| B1
- B4: Lower-Division Criteria |
| CR
1 emphasizes fundamental concepts and
principles, leading to an understanding of
the nature, scope, and limitations of science, mathematics,
or statistics; |
| CR
2 facilitates the achievement of at least
four of the desired educational objectives for Area
B ; |
| CR
3 promotes an understanding of the breadth
of application of science, mathematics, or statistics
to other disciplines; |
| CR
4 examines great achievements, considers
important contemporary issues, or provides a context
that establishes the importance of the discipline; |
| CR
5 develops problem-solving and reasoning
skills; |
| CR
6 incorporates a writing
component. |
Courses in the Physical and Life Sciences should also:
| CR
7 emphasize the methods of science, including
systematic observation and experimentation; |
| CR
8 emphasize essential concepts and ideas
of one of the physical or life sciences; |
| CR
9 include techniques and procedures for
the design of experiments, data collection, and
analysis, if the course incorporates a laboratory. |
Courses in Mathematics and Statistics should also:
| C10
emphasize essential concepts, ideas, and problem
solving in mathematics or statistics; |
| C11
have significant mathematical or statistical content; |
| C12
promote understanding rather than merely providing
instruction in basic computational skills. |
| B5
GE Elective (for students in the College of Liberal
Arts): |
Lower-division
courses suitable for Area B5 satisfy the same educational
objectives and criteria as listed above for Areas
B1-4, but are not foundational courses. As such, they
are appropriate as second courses in science and mathematics.
Upper-division
courses in B5 must be integrative in nature, requiring
application and generalization of basic scientific or mathematical
knowledge from foundation Area B courses to new settings
and problems. B5 courses may be interdisciplinary in nature,
and could provide a capstone experience in science, mathematics,
or statistics for students majoring in the Liberal Arts.
Courses in this area also include writing as an integral
part of the process of learning and discovery.
Upper-division courses in B5 must fulfill EACH
of the following objectives:
After completing the upper-division elective, students
should have an enhanced ability to:
| B5:
Upper-division Educational Objectives |
| EO
1 integrate the concepts from foundation
courses; |
| EO
2 apply the fundamental scientific, mathematical,
or statistical concepts from the foundation courses
to solve problems in new or more advanced areas |
Upper-division courses in B5 must meet EACH
of the following criteria:
The course proposal and expanded course outline must clearly
indicate that the course is at the 300 level and has one
or one or more prerequisites from the Area B foundation
courses, as well as how the course:
| B5:
Upper-Division Criteria |
| CR
1 integrates concepts from foundation
courses; |
| CR
2 applies fundamental scientific, mathematical,
or statistical concepts from the foundation courses
to solve problems in new or more advanced area; |
| CR
3 includes an appropriate writing
component. |
In addition to the above criteria, the following are strongly
encouraged:
| CR
4 courses that are interdisciplinary in
nature; |
| CR
5 courses that include a significant writing
component; |
| CR
6 courses that examine contemporary issues
in the discipline. |
| B6
Upper-Division courses for the Engineering Template |
must
require the application and generalization of basic scientific
or mathematical knowledge from lower division Area B courses.
Upper-division courses in B6 must fulfill the following
objective:
After completing an upper division Area B course, students
should have an enhanced ability to:
| B6:
Upper-Division Educational Objective |
| EO
1 apply the fundamental scientific, mathematical,
or statistical concepts from Area B foundation courses
to solve problems in new or more advanced areas. |
Upper-Division
courses in B6 must meet EACH
of the following criteria:
The course proposal and expanded course outline must clearly
indicate that the course is at the 300 or 400 level and
has one or more prerequisites from the Area B foundation
courses, as well as how the course
| B6:
Upper-Division Criteria |
| CR
1 builds on concepts from foundation courses; |
| CR
2 applies fundamental scientific, mathematical
or statistical concepts from the foundation courses
to solve problems in a new or more advanced area; |
| CR
3 includes an appropriate writing component. |
| |
| Area
C: Arts and
Humanities |
| Lower
Divison Courses in Areas C1-C3 |
provide
a basic understanding of the traditions, values, and achievements
found in literature, philosophy, and the fine and performing
arts. Courses in this area foster, encourage, and improve
students' ability to understand and respond--cognitively
and affectively--to cultural achievements in both verbal
and non-verbal forms.
Foundation
courses in the arts and humanities prepare students to see
achievements within their broad historical and cultural
context. These courses seek to improve and encourage students'
ability to read with critical judgment and write with clarity,
emphasizing writing as an integral part of the process of
learning and discovery. They also cultivate an awareness
of language and the arts as forms of expression valuable
both in themselves and for developing critical awareness.
By placing basic knowledge in a larger context, these courses
provide a vision of why this area is an important component
of general education.
Lower-division courses in C1 - C3 must fulfill EACH of the following objectives:
After completing the foundation courses in Area C, students
should have an enhanced ability to:
| C1
- C3: Lower-Division Educational Objectives |
| EO
1 understand the possibilities and limitations
of language as a symbolic and expressive medium;
differentiate between formal and metaphorical language; |
| EO
2 read with insight, engagement, detachment,
and discrimination; sustain an extended line of
reasoning through both narrative and thematic development; |
| EO
3 recognize crucial historical developments
within the arts and humanities; appreciate the significance
of major literary, philosophic, and artistic works; |
| EO
4 understand the historical development
of issues in the humanities in significant periods
prior to and including the twentieth century; understand
the ways that historical context can illuminate
current problems and concerns; |
| EO
5 grasp relevant aspects of the relationship
of the arts and humanities to science and technology; |
| EO
appreciate non-verbal forms of understanding
and expression; appreciate the aesthetic and historical
development of one or more of the visual or performing
arts; understand the relationship between form and
content; |
| EO
7 understand currently accepted critical
standards; understand the advantages and limitations
of various schools of reasoning; |
| EO
8 appreciate the relative cultural significance
of canonical and non-canonical works of literature,
philosophy, and the arts. |
| |
|
C1:
Lower division courses in Literature |
Lower-division
courses in C1 must meet EACH
of the following criteria:
The expanded course proposal and course outline must clearly
indicate how the course:
| C1:
Lower-Division Criteria |
| CR
1 provides broad historical perspective
on several significant literary periods (usually
covering two or more centuries); |
| CR
2 encourages a comprehensive understanding
of literary achievements and their relationship
to other literary achievements and to the social,
cultural, and historical context in which they were
written; |
| CR
3 considers works from more than one genre
and provides perspective on literary classification
and conventions; |
| CR
4 develops the skills of reading with
insight, engagement, discrimination, and detachment; |
| CR
5 develops the skills to analyze and evaluate
a variety of literary approaches; |
| CR
6 focuses on significant accomplishments
by diverse writers from various world cultures; |
| CR
7 serves as a writing-intensive
course in GE; |
| CR
8 completion of Area A. |
| |
| Courses
in a language other than English |
must
clearly indicate how the course meets the above criteria
as well as:
| Criteria
for Courses in a Language other than English |
| CR
1 cultivates language skills that are
advanced rather than basic; |
| CR
2 emphasizes critical thinking and cultural
understanding of a language other than English; |
| CR
3 includes a significant amount of culture
specific to the language being studied; |
| CR
4 emphasizes an in-depth understanding
of language, to include the difference between formal
and metaphorical uses of the language being studied; |
| CR
5 emphasizes a significant amount of literature
in the language being studied, and focuses on these
literary readings as the primary source of the in-depth,
metaphorical understanding of the language being
studied. |
| |
|
C2:
Lower-division Courses in Philosophy |
Lower-division
courses in C2 must meet EACH
of the following criteria:
The course proposal and expanded course outline must clearly
indicate how the course:
| CR2:
Criteria for Lower-Division Courses in Philosophy |
| CR
1 provides broad historical perspective
on philosophy (including at least one ancient or
medieval work, at least one modern work, and no
more than one work from the twentieth century); |
| CR
2 encourages an expansive understanding
of philosophic achievements and their relationship
to other philosophic achievements; |
| CR
3 provides perspective on the implications
of holding a particular philosophical position; |
| CR
4 develops the skills of reading with
insight, engagement, discrimination, and detachment; |
| C5
develops the skills to analyze and evaluate a variety
of philosophical positions; |
| C6
relies upon primary texts for readings; |
| C7
focuses primarily on major, recognized accomplishments
in philosophy; |
| C8
serves as a writing-intensive
course in GE. |
| |
|
C3:
Lower-Division Courses in Fine and Performing Arts
|
Lower-division
courses in C3 must meet EACH
of the following criteria:
The course proposal and expanded course outline
must clearly indicate how the course:
| C3:
Criteria for Lower-Division Courses |
| CR
1 provides broad historical perspective
on one or more of the fine or performing arts; |
| CR
2 applies critical standards to the aesthetic
appreciation of art; |
| CR
3 includes critical analysis in the evaluation
of the artistic endeavor; |
| CR
4 presents the ways in which the art form
has had an impact on cultural development; |
| CR
5 applies appropriate learning strategies
to the understanding of art forms; |
| CR
6 provides perspective on the relationship
of technology to the arts; |
| CR
7 incorporates a significant amount of
material from world cultural achievements; |
| CR
8 provides practice in a specific art
form, if the course includes an activity or a laboratory
in studio or performance art; |
| CR
9 provides assignments in writing that
will form at least 25% of the students' total grade. |
|
C4:
Upper-Division Elective courses |
in
C4 must be integrative in nature, requiring the application
and generalization of knowledge and/or understanding from
foundation Area C courses (as appropriate) to the advanced
study of a subject or to new, but related, areas of inquiry
within the arts and humanities. These courses may be interdisciplinary
in nature, and should focus on achieving depth rather than
breadth. Courses in this area also emphasize writing as
an integral part of the process of learning and discovery.
Attention to relevant issues of gender and diversity is
encouraged.
Upper-division courses in C4 must fulfill EACH of the following educational
objectives:
After completing an upper-division course in the arts or
the humanities, students should have an enhanced ability
to
| C4:
Upper-Division Educational Objectives |
| EO
1 apply knowledge and understanding acquired
in lower-division coursework in the arts or the
humanities to the advanced study of a subject or
to new, but related, areas of inquiry; |
| EO
2 respond in depth to the kinds of arts-or-humanities
issues approached in lower-division study; |
| EO
appreciate the implications of a focused
area of study; |
| EO
4 appreciate the way in which relationships
between one area of study and another provide perspective
on knowledge. |
Upper-division courses in C4 must meet EACH
of the following criteria:
The course proposal and expanded course outline must clearly
indicate that the course is at the 300 level, and have as
prerequisites the completion of Area A and at least one
or more foundation courses from Area C. The course proposal
and expanded course outline should also clearly indicate
how the course:
| C4:
Criteria for Upper-Division Courses |
| CR
1 explores in depth a subject in the arts
or humanities; |
| CR
2 provides perspective on the subject's
relationship to other cultural achievements and
to relevant issues of gender and diversity; |
| CR
3 serves as a Writing Intensive
course in GE.
|
Area
D/E: Society and the Individual |
| |
| Lower-division
foundation courses in Area D1- D4 |
provide
students with a basic understanding of humans, their institutions,
and their social achievements in both contemporary and historical
contexts. Courses in this area prepare a student for the
demanding tasks of civic participation, life-long learning,
the understanding of self and of the human community, and
the achievement of perspective in time, space, and human
diversity. Consequently, courses in this area should encourage
students to see themselves in context with others, and to
see the human experience as something that is both uniquely
individual and communally comparable. By placing basic knowledge
in a larger context, these courses provide a vision of why
this area is an important component of general education.
Courses in this area also emphasize writing as an integral
part of the process of learning and discovery.
Lower-division courses in D1 - D4 must meet THREE of the following objectives:
After completing the foundation courses in Area D/E, students
should have an enhanced ability to understand:
| D1
- D4: Lower-Division Educational Objectives |
| EO
1 physiological, psychological, and social
influences on thinking and behavior; how the mind
and body work in concert; issues of "nature"
versus "nurture"; personal development;
and the importance of maintaining physical and mental
health; |
| EO
2 how human beings act in concert; historically
how communities have grouped together; basic interpersonal
relationships (social, economic, political, and
legal); the constant interplay in human society
between the protection and elevation of the individual
and the welfare of the community; how individual
actions affect the whole; |
| EO
3 organizations of public order, of commerce
and labor, and of society (family, education, government,
religion, and economy) and their origins; how humans
create institutions and what they expect from them;
and how institutions function to first reflect then
shape human society; |
| EO
4 the impact of history on the present
and the future; how history affects the study of
history; the importance of mythology; historical
development in multidisciplinary terms (economic,
political, sociological, institutional, intellectual,
legal, and scientific); and the development of both
western and non-western cultures; |
| EO
5 how the environment affects human behavior;
the human impact on the environment; the importance
of geographic and environmental factors on the historical
evolution of human society and economy; the interconnectedness
of the planet, its natural resources, and its population; |
| EO
6 the human experience in comparative
terms by examining the diversity of experience from
both individual and group perspectives with special
attention to the issues of gender, ethnicity, and
racial diversity on our planet; |
| EO
7 the importance of empirical information
and appropriate methodologies. |
| D1:
The American Experience |
Lower-division
courses in D1 must meet EACH
of the following criteria:
The course proposal and expanded course outline must clearly
indicate how the course:
| D1:
Criteria for Lower-Division Courses |
| CR
1 meets the requirements for Title 5 Section
40404 which provides for the comprehensive study
of American history and American Government; |
| CR
2 outlines the impact of social, political,
legal, and economic forces and events in the historical
development of the US; |
| CR
3 considers the rights and obligations
of citizens in the political and legal system established
by the US Constitution; |
| CR
4 defines the political philosophies of
the framers of the Constitution, the nature and
operation of American political institutions and
processes, and the system of jurisprudence which
operate under that Constitution, as amended and
interpreted; |
| CR
5 explores the complex issue of gender
in the United States; |
| CR
6 explores the complex issues of race
and ethnic diversity in the United States; |
| CR
7 outlines the relationship between and
among such factors as geography, history, religion,
economics, cultural diversity, politics, and the
rule of law in the development of the American nation; |
| CR
8 covers the principles and practices
of the political process, including political parties,
interest groups, legislative politics, campaign
practices, and the interrelationship between the
executive, legislative, and judicial branches of
the US government, over time; |
| CR
9 encourages the fundamental assumption
of the responsibilities of citizenship; |
| CR
10 makes use of primary source material; |
| CR
11 includes an appropriate writing
component. |
Courses
in lower-division D2 must meet EACH
of the following criteria:
The course proposal and expanded course outline must clearly
indicate how the course:
| D2:
Criteria for Lower-Division Courses |
| CR
1 focuses on resources, production, consumption,
and market exchange, seen in the context of one
another and of other forms of human activity over
time and space; and gives a broad view of economic
activity without specialized attention to only one
aspect; |
| CR
2 is comparative in nature, putting economic
institutions in the context of the other four basic
social institutions (family, government, religion,
and education); stresses broad aggregates of economic
activity rather than one particular sector; and
discusses more than one single economic system; |
| CR
3 covers international, including non-western,
as well as domestic economic issues; |
| CR
4 uses primary source material as appropriate; |
| CR
5 blends the theoretical and the practical
to make the material relevant to current issues; |
| CR
6 includes an appropriate writing component. |
| D3:
Comparative Social Institutions |
Courses
in lower-division D3 must meet EACH
of the following criteria:
The course proposal and expanded course outline must
clearly indicate how the course:
| D3:
Criteria for Lower-Division Courses |
| CR
1 provides an understanding of basic human
social institutions in the context of the present
and the past: family, government, economy, education,
and religion, including their origins, structures,
functions, patterns of change, and integration; |
| CR
2 includes western and non-western societies
in a cross-cultural, global perspective, and recognizes
the growing interdependence of the global community
and its environmental/geographic context; |
| CR
3 develops an appreciation of cultural
and social diversity, both domestically and globally,
which includes an understanding of ethnic, gender,
and class inequality; |
| CR
4 introduces students to relevant methodologies; |
| CR
5 includes an appropriate writing component. |
| D4:
(CSU Area E): Self Development. |
Lower-division
courses in D4 must meet each of the following criteria:
The course proposal and expanded course outline must clearly
indicate how the course:
| Criteria
for Area D4: (CSU Area E: Self Development) |
| CR
1 provides an understanding and appreciation
of the self as an integrated physiological, psychological,
and social being; and addresses issues relevant
to the physical, emotional, intellectual, and social
aspects of well-being; |
| CR
2 presents the theories and methodologies
used to examine the self, their contexts, and their
advantages and disadvantages; |
| CR
3 provides an understanding of the commonalties
and individual differences among humans, and how
these are expressed across the human life span and
in a social or cultural context; |
| CR
4 provides an opportunity for students
to see practical application of classroom material
for enhancing their own personal development; |
| CR
5 includes an appropriate writing component. |
| D5:
Upper-division elective courses |
in
D5 must be integrative in nature, requiring application
and generalization of knowledge and understanding from foundation
Area D/E courses to the advanced study of a subject or to
new, but related, areas of inquiry. These courses may be
interdisciplinary in nature, and should focus on achieving
depth rather than breadth. Courses in this area also emphasize
writing as an integral part of the process of learning and
discovery. Attention to issues of gender and diversity is
encouraged.
Upper-division
courses in D5 must fulfill EACH
of the following objectives:
After completing an upper-division course in this area,
students should have an enhanced ability to:
| D5:
Upper Division Educational Objectives |
| EO
1 apply knowledge and understanding acquired
in lower-division coursework in the area to the
advanced study of a subject or to new, but related,
areas of inquiry; |
| EO
2 respond in depth to the kinds of issues
approached in lower-division study in the area; |
| EO
3 appreciate the implications of knowledge
in a focused area of study; |
| EO
4 appreciate the way in which relationships
between one area of study and another provide perspective
on knowledge. |
Upper-division
Courses in D5 must meet EACH
of the following criteria:
The course proposal and expanded course outline must clearly
indicate that the course is at the 300 level and
has two or more prerequisites from the Area D/E foundation
courses. (Although some courses may require specific prerequisites,
most courses should require only the completion of coursework
in two or more of the four sub-areas.) The course proposal
and expanded course outline should also clearly indicate
how the course:
| D5:
Upper-Division Criteria |
| CR
1 draws upon and utilizes the perspective
of one or more of the multiple fields in the social
and behavioral sciences and human life development; |
| CR
2 makes an explicit connection between
the perspectives of two or more of the Foundation
Courses in Area D/E; |
| CR
3 serves as a Writing Intensive
course in GE. |
In addition, upper-division courses should, where appropriate,
should:
| CR
4 include consideration, both past and
present, of the social, economic, political, legal,
and commercial institutions and behavior that are
inextricably interwoven in either the US or international
contexts; |
| CR
5 cover the social, political, legal,
and economic forces that influence the creation,
development, evolution, and implementation of practical
public policies in the American or international
contexts; |
| CR
6 examine the psychological, physiological,
and social influences on the development of the
self that influence and determine the quality of
one's life as related to one's environment.
|
| |
The
upper-division technology elective should be integrative
in nature, requiring the application and generalization
of basic scientific and mathematical knowledge from foundation
Area B courses. This elective should integrate the study
of particular technologies with the critical examination
of technology from multiple perspectives, which may include
ethical, social, ecological, political, or economic viewpoints.
By
placing knowledge in a larger context, these courses provide
a vision of why this area is an important component of general
education. Faculty from all Colleges are encouraged to participate
in this area. Courses satisfying the technology elective
must include an applied component and cannot be entirely
theoretical. Consequently, courses in this area must include
instruction on how the technology works, and not simply
the use of the technology as a tool. Courses in this
area also emphasize writing as an integral part of the process
of learning and discovery.
| Area
F: Upper-Division Courses |
Upper-division courses in Area F must fulfill
EACH of the following objectives:
After completing the technology elective students should
have an enhanced ability to:
| Area
F: Upper-Division Educational Objectives |
| EO
1 understand the relationship between
technology and its scientific basis; |
| EO
2 understand and be able to articulate
the considerations (which may include scientific,
mathematical, technical, economic, commercial, and
social) that are necessary for making rational,
ethical, and humane technological decisions. |
Upper-division Courses in Area F must meet EACH
of the following criteria:
Since courses satisfying the technology elective are integrative
in nature and build on an Area B foundation, they must be
upper-division and, as a minimum, require junior standing
and have as a prerequisite the completion of Area B. If
necessary, specific Area B foundation courses (e.g. Math
141, BIO 151, etc.) may be listed as prerequisites. Since
GE technology elective courses should be designed to be
accessible to a wide range of students, the prerequisites
may not be overly restrictive. The course proposal and expanded
course outline must clearly indicate how the course is accessible
to a broad audience, as well as how the course:
| Area
F: Upper-Division Criteria |
| CR
1 builds on the Area B foundation; |
| CR
2 will instruct students about one or
more areas of technology having a coherent theme,
with an emphasis on how the technology works. |
| CR
3 develops an awareness of how basic scientific
and mathematical knowledge is used to solve technical
problems; |
| CR
4 develops an awareness of the methods
used and difficulties inherent in applying technology
to solve social, economic, scientific, mathematical,
artistic, and/or commercial problems; |
| CR
5 addresses the ethical implications of
technology; |
| CR
6 includes critical examination of technology
from multiple perspectives; |
| CR
7 provides students with an historical,
contemporary, and future-looking perspective of
the technology; |
| CR
8 incorporates a writing component. |
In
addition to the above criteria, the following are strongly
encouraged:
|
|
