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.