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Georgia Gwinnett College 1 General Education Program

General Education

Program Vision Georgia Gwinnett College will be a premier 21st century liberal arts college where learning will take place continuously in and beyond the confines of the traditional classroom. Its cornerstones will be innovative use of educational technology and a commitment to an integrated educational experience that develops the whole person. GGC will be a wellspring of educational innovation. It will be a dynamic learning community where faculty engagement in teaching and mentoring students will be the hallmark. It will be a model learning community where collaborative interactions across diverse populations occur. It will be a driving force for change in student success. As such, it will be a model for innovative approaches to education, faculty engagement with students, and highly efficient student, faculty, and administrative services. Mission Georgia Gwinnett College serves the baccalaureate needs of Gwinnett and surrounding counties in the Atlanta metropolitan region. It emphasizes the innovative use of technology and active-learning environments to provide its students enhanced learning experiences, practical opportunities to apply knowledge, increased scheduling flexibility, and a variety of course delivery options. Georgia Gwinnet’s vibrant faculty and staff actively engage students in various learning environments, serve as mentors and advisors, and assist students through programs designed to enhance their academic, social, and personal development.


GGC produces contributing citizens and future leaders for Georgia and the nation. Its graduates are inspired to contribute to the local, state, national, and international communities, and are prepared to anticipate and to respond effectively to an uncertain and changing world. General Education Learning Outcomes Georgia Gwinnett College’s General Education program will produce engaged and informed citizens who: • Clearly communicate ideas in written and oral form • Demonstrate critical and creative thinking • Demonstrate science literacy • Demonstrate a broad understanding of diversity • Understand and effectively use information technology • Understand global issues and perspectives • Understand the role of history in human development and national and world affairs • Understand human and institutional behavior from a political, social, and global perspective • Appreciate human endeavors in literature or the arts


GGC Graduates will Clearly Communicate Ideas in Written and Oral Form

Rationale

The mission of GGC to produce “leaders for Georgia and the Nation” is closely linked to this outcome of producing graduates that are effective communicators. Leaders must be able to communicate effectively in the workplace of the 21st Century as effective communication is a key characteristic of effective leadership. Graduates will likely spend over 75% of their time in interpersonal situations. Effective communication is an essential component of organizational success and thus it is no surprise to find that at the root of a large number of organizational problems is poor communications.

What Graduates Can Do

Graduates listen actively, read critically, and understand the communications of others. Graduates rely on critical thinking as the basis for clearly articulating their thoughts through writing and speaking. They produce well-organized written work that meets conventional standards of correctness, exhibits an appropriate style, and presents substantial material. They speak clearly, correctly and coherently. Graduates can choose appropriate media to convey their meaning. This outcome dealing with written and oral communication will set the expectation for GGC graduates in an information society.

The Learning Model

GGC students encounter planned experiences, the structure and content of which require them to engage in activities that, successfully completed, ensure that they achieve this outcome.

Structure of Student Experiences

Effective written communication has the following characteristics: • Content. Factual accuracy, appropriate and adequate evidence, pertinent research,

purposeful use of data, quality of ideas • Organization & Coherence. Coherent, intelligible, concise, orderly, sound and logical

relationships, persuasive, complete • Mechanics & Style. Fluency of language, precision of vocabulary, appropriateness of

tone, effectiveness of sentence structure, use of active verbs, imaginative use of language, observance of appropriate usage, grammar, spelling, punctuation, documentation format, and other conventions of educated discourse

Effective oral communication has the following characteristics: • Content. Factual accuracy, well organized, clear purpose, smooth transitions. • Organization & Coherence. Coherent, intelligible, concise, orderly, sound and logical

relationships, persuasive, complete


• Delivery. Appropriate language, topic and examples, and delivery style and appearance, engages the audience, answers questions clearly and competently, natural and confident delivery, clear articulation and pronunciation

Process of Student Experiences

• Faculty clearly articulate standards for students that are appropriate for the discipline. • Students meet a basic college-level standard of excellence in argumentative writing and by

the completion of two semesters of English composition establish their competence as writers ready to develop their skills in future assignments.

• Students write against increasingly demanding standards of content, organization, and mechanics.

• Students complete library research papers, essays, and examinations that bring various emphases to the three dimensions of written communication.

• Students engage the techniques necessary to use information technology effectively within the three dimensions of concern.

• Students demonstrate successful attainment of this learning outcome by reaching a level of performance in respect to the three dimensions of oral and written communication for a college graduate by the completion of the Core Curriculum.

• Students continue to raise their level of performance in respect to one or more of the three dimensions by the time of graduation.

• Students communicate orally often in formal presentations, under the guidance of instructors who attend to oral discourse with regard to the three dimensions.

Content of Student Experiences

• ENGL 1101 English Composition I and ENGL 1102 English Composition II deal exclusively with the three dimensions themselves and serve as the major content related to the accomplishment of this learning outcome.

• Numerous other courses in the Core Curriculum expect written assignments that require the application of skills learned in ENGL 1101 and ENGL 1102.

• Use of short answer and essay testing items require the application of skills learned in ENGL 1101 and ENGL 1102.

• The studies-in-depth (majors) build on these experiences to produce effective communicators in their respective disciplines.


GGC Graduates will Demonstrate Creative and Critical Thinking

Rationale

The creativity learning outcome at Georgia Gwinnett College is fundamental to the development of “leaders for Georgia and the Nation”. It supports, in many ways, the achievement of all the other academic goals. Creativity is the premier attribute needed to empower graduates to “respond effectively to an uncertain and changing world”. GGC’s conception of creativity includes an interrelated set of intellectual skills, personal characteristics, and values. Development in one area often supports development in the other areas. Intellectual skills include: creative thinking, critical thinking, and innovative problem solving. Creative thinking includes consideration of a broad range of new, sometimes abstract, ideas and establishes new connections and relationships among these ideas. Critical thinking involves careful and exact judgment, ultimately leading to a deeper analysis of an issue. Innovative problem solving combines knowledge with creative and critical thinking skills to produce solutions to a problem. Personal characteristics include: intellectual versatility, tolerance for ambiguity, willingness to take risks, open-mindedness, confidence, imagination, and curiosity. Values include: discipline, perseverance, integrity, responsibility, and humility.


Graduates who achieve this learning outcome willingly and confidently confront ambiguous situations. They apply their thinking skills and innovation to solve problems. They are active, independent, and self-directed thinkers and learners. They can transfer what they know in one context or discipline to another, as well as to new and different problems.

As innovative problem solvers, graduates respond successfully to intellectual challenges and situations that require creativity. When faced with complex problems, they are able to go beyond traditional approaches to devise more useful and favorable solutions. They are able to work in collaborative teams, as well as individually, to confront ill-defined problems, to generate new ideas, and to function successfully in different settings. By developing themselves and educating others in creativity, they are effective leaders with increased flexibility and adaptability.

The Learning Model

In our world of accelerating change, intensifying complexity, and increasing interdependence, thinking and acting creatively are requirements for success. From a curricular perspective, creativity is developed by teaching courses that require extensive reasoning and problem solving skills where the use of the students' imagination, versatility, and enthusiasm are required to produce effective ideas and solutions. Creativity is further developed through pedagogy where interactive and engaging teaching styles are used to develop the students' creative and critical thinking processes. The following framework shows these developmental aspects of creativity in the Georgia Gwinnett College General Education program.



Critical thinking is a complex activity and we should not expect that one method of instruction will prove sufficient for developing each of its component parts. While it is possible to teach critical thinking and its components as separate skills, they are developed and used best when learned in connection with a specific domain of knowledge. It is not expected that a "critical thinking course" will develop our students' competencies in this area. If students are not expected to use these skills in traditional courses, the skills will simply not develop properly. Instructors at all levels must require students to use these skills in every class and evaluate their skills accordingly. That is, students are not likely to develop these complex skills without specific, explicit expectations and their measurement in the form of important assessments. In today's rapidly changing context, it is solving real problems and making correct decisions that is valued, not simply demonstrating a narrow set of skills in a highly structured academic setting.


Students are educated and trained in an academic environment that supports and values curiosity, imagining, exploring, questioning, and risk taking. This environment fosters the development of creativity. Students are encouraged to take advantage of opportunities to present, discuss, and debate ideas in class and in other intellectual settings. Their environment contains both a broad-based core requirement and a study-in-depth requirement which together give students a variety of disciplinary and interdisciplinary perspectives. Academic resources, such as access to the Internet, availability of a variety of newspapers and journals, and our plans to develop a high-quality, undergraduate library, contribute to the supportive environment.


Creativity is developed in every discipline over the entire four-year experience. The curriculum demands students to develop new ideas and to create new products. Elements of the Core Curriculum make significant contributions to this learning outcome.

• The Core Curriculum which sparks the students' imaginations and develops their curiosity by exposing them to a wide variety of challenging subjects.

• The Core Curriculum contains courses wherein reasoning, writing, and/or problem solving require students to use imagination and innovation.

• Academic projects and laboratory requirements demand that students cope with ambiguity and explore alternatives to discover solutions or produce new products.

• The art and structure of technical problem solving are learned by students in a variety of disciplines including computer science, mathematics, science, and social science.

• Interdisciplinary projects and activities demand the application of intellectual versatility and curiosity to transfer students' learning from one context or discipline to another.

• The humanities and social sciences teach critical thinking and logic through the study and analysis of the different view-points of major philosophical, historical, and cultural issues.

The study-in-depth curricular requirement also develops creativity-related attributes by fostering confidence and innovation as students continue their study in a particular discipline. Elements of


the curriculum involving the study-in-depth make significant contributions to this learning outcome.

• Elective courses spark students' imaginations and develop their curiosity by exposing them to personally interesting and relevant subjects.

• Sequential learning in a discipline that leads students to more sophisticated understanding that encourages and requires leaps of the imagination to synthesize and apply their knowledge.

• Studies-in-depth require exposure to more than one perspective to understand the essential concepts in the subject of study.

• Some disciplines have a capstone (research) course that involves intellectual versatility and extensive critical thinking.


GGC Graduates will Demonstrate Science Literacy

Rationale

This learning outcome is linked to GGC’s mission of producing graduates that “anticipate and to respond effectively to an uncertain and changing world". Graduates who understand the quantitative, technological, and scientific issues of the "uncertainties of a changing world” are able to reason, formulate and solve problems. In addition, “contributing citizens” must be engaged and informed about the myriad of scientific and technological issues that impact our society. Science literacy means much more than just knowing science terms. It involves, at all levels, the ability to use and communicate science. It involves the ability to use science to negotiate the myriad of discourses that face us in the modern world.

Science is a process of systematic study of nature that involves the study of basic science, mathematics, and technology. A strong foundation in the physical, biological, information, and quantitative sciences provide the tools to better understand modern issues in society to serve human purposes. This foundation in quantitative and scientific reasoning also provides graduates proficiency and versatility in the technical disciplines, enabling them to be technically competent and informed in ways of thinking that are essential for all citizens in a world shaped by science and technology. The American Association for the Advancement of Science (AAAS) Project 2061 says, “Science, energetically pursued, can provide humanity with the knowledge of the biophysical environment and of social behavior needed to develop effective solutions to its global and local problems; without that knowledge, progress toward a safe world will be unnecessarily handicapped.”


Graduates who achieve this learning outcome can draw upon their knowledge and skills in mathematics and science to address important societal issues pertaining to decision-making and problem solving. Graduates are comfortable with quantitative and scientific issues, and ready to take full advantage of their ability to understand of complex issues, including moral-ethical concerns, in technology, social science, and humanities. Graduates are able to discuss scientific issues intelligently and form opinions that are personally relevant based on this knowledge. Graduates are ready to capitalize on the scientific advances that will be an integral component of the 21st Century.

The Learning Model

GGC students encounter planned experiences, the structure and content of which builds a strong foundation in mathematical and scientific concepts, processes, and structure through experimentation, discovery, discussion and problem solving and appreciate the value of building on this foundation as life-long learners.



GGC students acquire a knowledge base from math, basic science, and information technology courses that results in the acquisition of a body of knowledge and the development of thought processes that is essential to an understanding of the fundamental ideas and principles in mathematics, science, and technology. This foundation affords opportunities for graduates to progress in their development as life-long learners who are able to formulate intelligent questions, research answers, reach logical conclusions, and make informed decisions.


The following are the central themes contained in science and mathematics courses at GGC:

• Sequential acquisition of knowledge. Science is learned sequentially both within and between courses. Thus, GGC requires its students to take a two-semester sequence of basic science courses and not be allowed to study science as a collection of independent topics. This allows students to move from basic concepts to complex concepts and from complex concepts to interdisciplinary applications of these concepts.

• Problem Solving. Students internalize the unifying framework of mathematical and scientific concepts and learn the basic skills to apply these concepts to problem solving. Concepts are constantly interconnected and applied to representative problems from mathematics and the sciences. Solving problems promotes internalization of concepts and enhances the development of critical thinking skills. This growth of students' learning from basic knowledge through concepts, thinking, and problem solving enables the learning model to be progressive and hierarchical.

• Laboratory Experience. An indispensable component of the study of the basic sciences is the hands-on experience that students gain in the laboratory. Laboratory exercises promote retention of scientific concepts and acquaint students with the scientific process.


The AAAS Project 2061 published a report entitled Science for All Americans that contained recommendations for promoting science literacy. In deciding what science content is most important for all Americans they formulated “criteria for identifying a common core of learning in science, mathematics, and technology” that meant “favoring content that has had great influence on what is worth knowing now and what will still be worth knowing decades hence”. Project 2061 determined that the most important science content has to do with “human life and with the broad learning outcomes that justify universal public education in a free society” and have the following criteria:

Utility. Will the proposed content—knowledge or skills—significantly enhance the graduate's long-term employment prospects? Will it be useful in making personal decisions?

Social Responsibility. Is the proposed content likely to help citizens participate intelligently in making social and political decisions on matters involving science and technology?


The Intrinsic Value of Knowledge. Does the proposed content present aspects of science, mathematics, and technology that are so important in human history or so pervasive in our culture that a general education would be incomplete without them?

Philosophical Value. Does the proposed content contribute to the ability of people to ponder the enduring questions of human meaning such as life and death, perception and reality, the individual good versus the collective welfare, certainty and doubt?

GGC considered these criteria and determined that the basic science content that best meet these criteria is the physical and biological sciences. Thus, the content of the GGC Core Curriculum is composed of

• Mathematical sciences content: GGC student should see mathematics as an integral part of the scientific endeavor. Mathematics is the science of numbers. GGC students will be required to take algebra, pre-calculus, or calculus as part of Area A in the Core Curriculum.

• Basic science content: The general education science requirement is satisfied by a two course sequence of physical sciences or a sequence of biological sciences for non-science majors and a sequence of chemistry for science and technology majors in Area D of the Core Curriculum.

• Information science content: The importance of technology in the application of science requires students to understand and use information technology. Students must learn to collect, present and analyze data using information technology. All GGC students are required to take two courses in information technology which are contained in Area B and Area D.


GGC Graduates will Demonstrate a Broad Understanding of Diversity Rationale In today’s world it is imperative that graduates be able to function competently with individuals different from themselves. An Introduction to Human Diversity course will provide opportunities for students to develop self-knowledge and learn about individuals in their environment by exploring several areas related to diversity. This learning outcome, in part, relates to students receiving “an integrated educational experience that develops the whole person”. Moreover, recognizing that we differ and respecting human differences will ultimately lead to successful interactions among individuals representing diverse groups. These skills, in particular, will benefit graduates in their role as “future leaders for Georgia and the nation”. This course will allow students to approach other courses in the curriculum with an increased understanding of the importance diversity brings to their undergraduate education. What Graduates Can Do Graduates will understand that diversity goes beyond race. This increased knowledge will allow graduates to recognize that many factors related to diversity influence our thoughts and behaviors. In practice, graduates will be able to work with co-workers representing different social groups to complete a specified task. Further, while working with others, graduates will have the skills necessary to engage in perspective taking and critical thinking when addressing diversity issues. The Learning Model

GGC students encounter planned experiences, the structure and content of which require them to engage in activities that, successfully completed, ensure that they achieve this learning outcome.

Structure of Student Experiences At its core, the intent of this goal is to provide students with a basic understanding of human diversity. Students will be challenged to explore issues that relate to the diversity of our society and the world. Hence, this learning outcome is directly related to students being able to “understand global issues and perspectives”. Students will be introduced to key concepts, theoretical perspectives, historical context, and relevant research. Students must demonstrate their understanding of the content through application. Process of Student Experiences Curricular and co-curricular experiences are designed to be interactive learning experiences where students demonstrate an appreciation of diversity through class discussions. Students will complete specially designed experiential exercises, small group assignments, and/or projects. These essential learning experiences connect to the idea of students engaging in “collaborative interactions across diverse populations”. Collaborative work encourages perspective taking which is critical in the process of appreciating diversity. With a strong emphasis on student


interaction, this course lends itself to refining students’ verbal skills. Additionally, this course provides opportunities for service learning. Course components and content may vary, however the learning outcome remains the same. Content of Student Experiences A broad understanding of diversity is developed in GGC student through varied and various curricular and co-curricular experiences. Curricular learning experiences in the Core Curriculum make significant contributions to this learning outcome. • Courses intended to give students a global cultural understanding (foreign language, human

geography, world religions) also contain content toward the diversity learning outcome since some human diversity is rooted in cultural differences

• Courses in the social sciences (psychology, sociology) give students and understanding of human differences.

• Numerous embedded learning experiences throughout the Core Curriculum are designed to give student a broad understanding of diversity

• Co-curricular experiences such as group projects and interactions in student affairs programs are intended to encourage students to apply an understanding of diversity as they interact with a diverse faculty and student body.


GGC Graduates will Understand and Effectively Use Information Technology

Rationale

Graduates who “are prepared to anticipate and to respond effectively to an uncertain and changing world” must be able to understand and apply information technology (IT) concepts to acquire, manage, communicate and defend information, solve problems, and adapt to technological change. GGC students must be IT proficient, not just because GGC is a technology-rich campus, but also because our society and the world are becoming increasingly IT-rich. The call for college graduates to be “computer literate” is an important call. However, computer literacy means much more than how to use a computer. Ultimately, graduates should be able to use information technology as a tool for organization, communication, research, and problem solving. Computers and communication are versatile and powerful technologies, making IT understanding and proficiency critical for the success of graduates in the workplace of the 21st Century.


Graduates who achieve this learning outcome demonstrate understanding and proficiency in basic and applied information technologies. Graduates understand the ways in which IT systems function and how the components of information infrastructures work together to manage information. This understanding becomes personally relevant and provides students with the foundational skills and motivation to engage in lifelong learning as IT changes. Graduates develop appropriate capabilities, knowledge, and skills and become proficient in employing IT. They apply IT in creative ways to acquire, manage, and disseminate information essential to solving problems.

Learning Model

GGC students encounter a sequence of experiences throughout the General Education curriculum, the structure and content of which require them to engage in activities that, successfully completed, ensure that they achieve this learning outcome.


Throughout their first two years at GGC, students are exposed to a wide range of information technology concepts and applications. The structure of student learning experiences in IT can be viewed as progressive experiences that start with mastery of basic skills and concepts followed by an understanding of complex concepts. Students learn the effective use of IT to solve problems and make decisions. They recognize when, where, and to what degree IT can be applied effectively to solve a particular problem. In addition, concepts and applications of IT are addressed through courses in mathematics and the sciences. The IT-rich computing environment of GGC is an integral part of developing student understanding and proficiency in the use of IT. GGC incorporates IT in all aspects of education and student development and thus has developed


a cultural expectation that all students will use computers and other technologies daily for both work and communication.


Students achieve the IT learning outcome by engaging in a variety of activities, organized in a sequential and overlapping pattern to enable a logical progression of learning from an introduction of the material through advanced coursework, which addresses increasingly sophisticated applications and implications of IT.

• In introductory IT course, students acquire an initial conceptual framework and learn to use a variety of operating systems and applications, resolve basic software and hardware conflicts, and use an integrated PC-based communications network.

• An advanced IT-related course builds on students’ basic understanding from the introductory IT course to gain an understanding of programming or digital media.

• Throughout the general education program students learn to create and use graphics and multimedia to present ideas and concepts and to analyze critically the sources of web-based content in their research. Students also are compelled increasingly to use the Internet for research, and many courses involve web-based course materials and assignments.


The entire general education curriculum develops all students’ understanding and proficiency of IT, providing foundational instruction and a pervasive information environment. Throughout the general education courses, students learn to use, evaluate, and select appropriate computing system tools to solve real-world problems.

• They develop personal skills in the effective use of fundamental computing applications such as word processing, spreadsheet analysis, database management, presentation graphics, and computer security.

• The first year introductory course emphasizes hands-on learning. During the course, students learn how computers work and how they are used.

• Students learn how to solve problems with computers by using modern applications software.

• A combination of formal and informal learning experiences throughout the general education program enables students to understand and use information technology with increasing sophistication and success

The GGC Core Curriculum IT requirement is satisfied by a two course sequence. All students will take ITEC 1001 Introduction to Computing and ITEC 1001L Introduction to Computing Laboratory that satisfies four credit hours of Area B of the Core Curriculum. In addition, students select from two courses (ITEC 2110 Digital Media and ITEC 2120 Introduction to Programming) contained in Area D.


GGC Graduates Understand Global Issues and Perspectives

Rationale

GGC graduates will enter a workplace that is becoming increasingly global. Graduates who “are prepared to anticipate and to respond effectively to an uncertain and changing world” must be able to understand global issues and perspectives and apply this knowledge comprehend fully how people think, feel, act, and communicate, and consider the cultural context of that understanding. Graduates draw from an appreciation of culture to understand in a global context human behavior, achievement, and ideas. GGC “produces future leaders for Georgia and the Nation” who recognize that they must understand people to influence behavior and to operate effectively in different environments. Moreover, GGC graduates might experience a greater variety of cultural environments both at home and abroad.


Graduates are aware of global multicultural issues that enable them to meet the demands of the workplace of the 21st century. Graduates apply their understanding of global issues to learn about new cultures. An understanding of global cultures enables each graduate to become a more informed citizen. Graduates respect other people and appreciate similarities and differences in the way others think, act, and appear. Graduates develop skills in communicating with people from very different cultural backgrounds. Graduates are able to put global events in context and appreciate the effect of these events on the U.S.

The Learning Model



GGC will incorporate a global component in the classroom curriculum. Students will experience an increased awareness of global issues through classroom activities and outside involvements. Global and cultural issues will be raised in courses focused on developing a global perspective as well as other courses in the general education program. A two semester sequence of history teaches the concepts and applications which develop a global perspective in a historical context. In addition, there is a natural synergy between this learning outcome and the learning outcome where students will “demonstrate a broad understanding of diversity”. Students will learn to appreciate differences between people and thus gain a global perspective. As such, students are challenged within both domestic and international contexts, to develop their ability to examine and respect the elements of culture (i.e., beliefs, ideologies, aesthetics, institutions, social structures, technological manifestations, influencing factors, and change mechanisms).



In terms of the processes of learning, student experiences emphasize both professional application (leadership in a changing technological, social, political, and economic world) and personal growth (human fulfillment and respect for others). Students’ exposure to the curriculum offers several distinct experiences that each contribute to the accomplishment of this learning outcome:

• Students develop a broad knowledge and awareness of human culture by studying cultural elements in different cultural contexts.

• Students analyze historical events from different cultural perspectives. • Students participate in various aspects of culture (e.g., speak the language, interpret the

literature, and experience the culture). • Students transfer their understanding of specific cultures to the study of new cultures or

subcultures through methods developed in the academic study of cultural elements.


The general education program directly supports the learning model which outlines relevant applications of the global perspective learning outcome. Students’ education encompasses formal learning and cultural contacts that promote firsthand understanding of the variety and richness of human global culture that assist in their development as citizens in a global setting. Thus, the content of the GGC General Education program is composed of • Global issues from a historical perspective: Students choose from a sequence of history

courses (HIST 2111 and HIST 2112 (U.S. History I & II), HIST 1111 and HIST 1112 (World History I & II), or HIST 1121 and HIST 1122 (Western Civilization I & II)) that each will include a study of global issues from a historical perspective

• Global issues from a cultural perspective: Students may take one or two courses in Spanish, French, or Chinese or REL 1100 (World Religions) or GEOG 1101 (Human Geography). Chinese is important because of the growing economic importance of China and predictions by economists that it will be the leading economic power in the world by mid-century. The French language has a historical link to liberal arts education as well its role as the language of diplomacy. Spanish is important to GGC graduates as they meet the needs of the communities that we are serving.

• Global issues from a political perspective: Students take POLS 1101 (American Government) and gain an understanding of global issues from a U.S. political perspective.


GGC Graduates Understand the Role of History in Human Development and National and World Affairs

Rationale

This learning outcome is linked to GGC’s mission of producing graduates “who are inspired to contribute to the local, state, national, and international communities.” Graduates who understand historical perspective of human development are able to achieve this learning outcome. History in its broadest sense is the study of human beings and their ideas, societies, and institutions over time. The study of the past builds a base of knowledge that serves as the foundation for the humanities and social sciences component of the core curriculum. While providing that base of knowledge, the study of history also yields a broadened cultural perspective and cultivates insights vital to informed ethical choices. Students of history gain insights not only into the different ideas and experiences that comprise America's pluralistic society but also into those of a culturally diverse world.

The study of history also develops thinking skills. When students of history conduct historical analysis, they determine the more plausible causes among many possibilities of why historical events happened, and they must consider the relationship between ideas and actions. They must gather facts, evaluate conflicting evidence, determine possible causes for the event, and establish a link between cause and effect. In this analytical process, students of history must deal effectively with ambiguity and must recognize that clear cause-and-effect relationships for past events are not always discernible. As students of history learn how to analyze historical events, they gain a deeper understanding of the complexity and ambiguity of current and future events; they also develop their analytical reasoning abilities.

As engaged and informed individuals, graduates must have an understanding of the past and be sensitive to patterns of continuity and change in the evolution of societies. A historical perspective is especially important in today's rapidly changing world, for it enables leaders to discern broader patterns and to anticipate and shape change. An understanding of how societies have dealt with challenges in the past yields insights and ideas for leaders and enables them to address contemporary challenges more effectively.


Graduates who achieve the learning outcome can draw upon their understanding of history as they address various issues in the society. The choices they make as citizens are informed by their understanding of the historical context of contemporary ideas, events, and institutions. Such an understanding enables them to discern broader patterns of continuity and change, particularly in an era of increasingly rapid change, and to recognize the relationship between ideas and actions.

From their study of the past and their skills at historical analysis, graduates also have a deeper understanding of the complexity and ambiguity of current and future events. Awareness of broader patterns and of the complexity and ambiguity of events enables them to anticipate and


shape change. As they seek to shape this change, they draw on their knowledge of how individuals, organizations, and societies have addressed challenges in the past. They recognize, however, that the experience of the past offers insights and ideas and does not provide formulas to be applied blindly to current problems.

The Learning Model

GGC students move through a progression of experiences in historical analysis that develop in them an appreciation of how individuals, organizations, and societies have addressed the achievement of social, political, and economic goals over time and across cultures.


GGC students acquire an understanding of the role of history in human development and national and world affairs from the study of human beings and their political and socioeconomic experiences and systems over time. Within the GGC's curriculum, these experiences provide a foundation for and inform other efforts to pursue related curricular learning outcomes. The interdisciplinary use of historical examples and case studies exposes students to the evolution of ideas and institutions over time and across cultures.

Process of Student Experiences in Historical Perspective

Students first acquire a factual foundation and develop a facility with the elements of historical analysis and then refine and apply those elements in an increasingly sophisticated manner. Although the process is initially a sequential one, it quickly challenges students to deal simultaneously with different levels of historical analysis and synthesis.

Within core history courses, student understanding derives from the following experiences:

• Students acquire an understanding of the who, what, where, when, and why of selected historical developments and learn the basics of history-how to distinguish between facts, inferences and opinions.

• Students learn to evaluate evidence and establish causal relations between facts. • Students deal with conflicting points of view, analyze conflicting evidence, and learn to

make judgments on the basis of their analysis. • Students learn to identify and understand the assumptions and biases of others' historical

judgments and to advance beyond those judgments to a more balanced perspective. • Student experiences cumulatively enhance the quality and variety of student historical

knowledge. • Students consider a variety of historical frameworks or perspectives in their study of an

enhanced body of knowledge. As they progress through the core curriculum, they bring other intellectual frameworks to this effort and thus appreciate the value of an interdisciplinary perspective.

• Students synthesize sophisticated historical understanding from multiple perspectives in each of the core history courses.


• Students become increasingly more sophisticated and precise in presenting their historical analyses in discussion, formal presentations, essay examinations, and research papers.

The students' study of history provides insights useful to the accomplishment of other academic program goals, especially those related to human behavior, cultural perspective, and communicating effectively.


GGC students choose from three sequences of history: HIST 2111 and HIST 2112 (U.S. History I & II), HIST 1111 and HIST 1112 (World History I & II), HIST 1121 and HIST 1122 (Western Civilization I & II) in Area E of the Core Curriculum.

• While acknowledging the existence of many relevant historical sub-disciplines, GGC uses American, western and world history as its foundation courses in the core curriculum because of their relation to the American tradition, their contributions to American pluralism and multicultural perspective.

• The history core courses balance content (the factual breadth and depth of the human experience) and theory (the use of a variety of frameworks and perspectives to understand and explain the human experience).

• Students apply various perspectives (political, social, economic, cultural, sectional, world view, and threads of continuity, for example) to historical issues to develop a facility with a variety of intellectual frameworks.

• Students apply elements of historical analysis in other disciplines. • Study in the discipline seeks the goal of developing an ability to synthesize combinations of

these perspectives in order to understand more complex historical phenomena.


GGC Graduates Understand Human and Institutional Behavior from a Political, Social, and Global Perspective

Rationale

Leadership is ultimately a human endeavor; and understanding human and institutional behavior is critical to the intellectual development of GGC graduates. Graduates who “are prepared to anticipate and to respond effectively to an uncertain and changing world” must be able to understand how complex organizations operate to accomplish more complicated tasks so that they can be effective workers in the 21st Century. Graduates who are “engaged and informed citizens” understand the American political and system of government and understand their role as a participating citizen. Graduates will work at increasingly higher levels of responsibility and must understand how individuals, organizations, and societies pursue social, political and global goals. Understanding human and institutional behavior as it responds to continuous change is a fundamental competency of successful leaders in American society. This dimension includes an awareness of the constitutional structure and underlying values of the American political system through an understanding of the multi-level process and values by which decisions are made within the democratic, constitutional structure of the United States political system. This learning outcome provides an explicit link the learning outcomes of understanding history, global perspective, and human diversity.


Graduates understand the various motivations behind human and institutional behavior and can apply that understanding effectively as leaders to anticipate and respond to a variety of situations across multiple organizational levels. Graduates recognize and are able to explain the differences among social, political and economic decision-making processes at different levels, particularly how individuals, organizations, and societies make decisions to allocate scarce resources among competing demands. Graduates synthesize the systematic study of human and institutional behavior with knowledge of cultural differences to understand how culture affects decisions. Graduates understand the American political and system of government.

The Learning Model



Students are required to understand the American system politics and government. Thus, the achievement of this learning outcome requires students to complete and course in American government or demonstrate proficiency in this area. If they are able to demonstrate proficiency they are allowed to choose from a set of challenging and diverse experiences that develop their ability to examine behavior at different levels of analysis-individual, group, organizational, societal, and global-within different contexts social, political, and economic. Their experiences


emphasize purposive development in terms of both the processes of learning and of the content of different disciplinary perspectives.


• Students learn and demonstrate a comprehension of various theories of human and institutional behavior in order to develop a critical appreciation for the insights and limitations of these perspectives.

• Students apply theories to practical applications, moving from an initial emphasis on understanding to a greater emphasis on application and evaluation.

• Students analyze the complexity of human and institutional behavior across various contexts and levels of analysis. If a students is able, they move from solitary disciplinary perspectives to one analyzing behaviors within an interdisciplinary framework.


• Students complete a course in American Government (POLS 1101) or demonstrate a proficiency in this area that allows them to pursue other courses in human and institutional behavior

• Since a wide variety of disciplines enhance the understanding of human and institutional behavior, students may sample from those disciplines that provide the greatest insights into purposive behavior. Students may choose from the following: PSYC 1102 (The Psychological Experience), SOCI 1101 (Introduction to Sociology), ANTH 1102 (Introduction to Anthropology), ECON 2100 (Introduction to Economics)

• In addition, students complete an array of learning experiences in history, culture, literature and language courses that provide support for the accomplishment of this learning outcome.


GGC Graduates Appreciate Human Endeavors in Literature or the Arts

Rationale

Graduates who “are prepared to anticipate and to respond effectively to an uncertain and changing world” must understand the creative human endeavor. Artists, composers and writers are often sources of truth, order, harmony, and meaning. They can unlock our imagination and stir us to pause, think, and reflect. They raise questions and compel us to think and see things differently. Imagination and a sense of discovery are often as important as knowledge. Being able to think in different ways and to sense the possibilities may inspire the businessman, scientist, technologist and psychologist to see interconnections and hypothesize about variables in ways they may not have considered.


Graduates understand that creative expression is a fundamental and preliterate human activity. Graduates become self-aware through a process in which they appreciate the human endeavor and form opinions about it. Graduates understand concepts and vocabulary. Graduates understand creative styles from various artists, cultures and times. Graduates develop personal aesthetic criteria to communicate their choices. Graduates make connections within and across the arts, literature, and music to other disciplines, life, cultures, and work.

The Learning Model



This learning outcome is closely linked to the learning outcome that graduates must “clearly communicate ideas in written and oral form” because once human creativity is appreciated and understood that experience must be communicated, typically in written and/or oral form. The structure of learning about human creativity involves perception and reflection. Gaining perspective relies on both the senses and the imagination, and then perception coupled with reflection allows us to form opinions.


The course choices are designed to lead students on a discovery of the human creative endeavor by exploring the principles of art, music, or literature. The courses are inquiry-based and may involve readings, quizzes, journal entries, short papers and individual and team projects. Although each course choice varies in emphasis, the courses are designed to sensitize the student to the variety of creative endeavors and their importance in contemporary civilization.



Students choose from the following course to fulfill a requirement of Area C of the Core Curriculum: MUSC 1100 (Music Appreciation) ART 1100 (Art Appreciation) ENGL 2110 (World Literature) ENGL 2100 (English Literature)


Appendix 1 Summary of General Education Content Directed Toward Accomplishment of General Education Learning Outcomes

General Education Learning Outcomes

Content towards learning outcome accomplishment

Clearly communicate ideas in written and oral form

• ENGL 1101 and ENGL 1102 (English Comp I & II) • Learning experiences throughout Gen Ed program

Demonstrate critical and creative thinking

• Curricular and co-curricular learning experiences throughout Gen Ed and study-in-depth programs

Demonstrate science literacy • Mathematical sciences content: MATH 1111 (College Algebra) or MATH 1113 (Pre-Calculus) or MATH 2400 (Calculus for Scientists) or MATH 2200 (Calculus I) or higher math

• Basic sciences content: PHYS 1101-1101L and PHYS 1102-1102L (Physical Sciences I & II) or BIOL 1101-1101L and BIOL 1102 (Biological Sciences I & II) or CHEM 1211-1211L and CHEM 1212-1212L (Principles of Chemistry I & II)

• Information sciences content: ITEC 1001 (Introduction to Computing) and ITEC 2110 (Digital Media) or ITEC 2120 (Introduction to Programming)

Demonstrate a broad understanding of diversity

• Curricular and co-curricular learning experiences throughout Gen Ed program

Understand and effectively use information technology

• Mathematical foundation: MATH 1111 (College Algebra) or MATH 1113 (Pre-Calculus) or MATH 2400 (Calculus for Scientists) or MATH 2200 (Calculus I) or higher math

• ITEC 1001 (Introduction to Computing) and ITEC 2110 (Digital Media) or ITEC 2120 (Introduction to Programming)

• Curricular and Co-curricular learning experiences throughout Gen Ed program

Understand global issues and perspectives

• Global issues from a historical perspective: HIST 2111 and HIST 2112 (U.S. History I & II) HIST 1111 and HIST 1112 (World History I & II) HIST 1121 and HIST 1122 (Western Civilization I & II)

• Global issues from a cultural perspective: Language (Spanish, French, or Chinese) or REL 1100


(World Religions) or GEOG 1101 (Human Geography)

• Global issues from a political perspective: POLS 1101 (American Government)

Understand the role of history in human development and national and world affairs

• HIST 2111 and HIST 2112 (U.S. History I & II) or HIST 1111 and HIST 1112 (World History I & II) or HIST 1121 and HIST 1122 (Western Civilization I & II)

Understand human and institutional behavior from a political, social, and global perspective

• POLS 1101 (American Government) or PSYC 1102 (The Psychological Experience) or SOCI 1101 (Introduction to Sociology) or ANTH 1102 (Introduction to Anthropology) or ECON 2100 (Introduction to Economics)

• Curricular learning experiences throughout history and global sequence courses

Appreciate human endeavors in literature or the arts

• MUSC 1100 (Music Appreciation) or ART 1100 (Art Appreciation) or ENGL 2110 (World Literature) or ENGL 2100 (English Literature)


Appendix 2 GGC Core Curriculum

Area A – Essential Skills (9 hrs) ENGL 1101 and ENGL 1102 (English Comp I & II) and MATH 1111 (College Algebra) or MATH 1113 (Pre-Calculus) or MATH 2400 (Calculus for Scientists) or MATH 2200 (Calculus I)

Area B – Institutional Option (4 hrs)

• Information Technology (4 hrs) ITEC 1001 (Introduction to Computing)

Area C – Humanities/Arts (6 hrs)

• Arts/Literature (3 hrs) MUSC 1100 (Music Appreciation) or ART 1100 (Art Appreciation) or ENGL 2110 (World Literature) or ENGL 2100 (English Literature)

• Global Culture (3 hrs) REL 1100 (World Religions) or GEOG 1101 (Human Geography) or one semester of foreign language (2nd semester elementary course (1002) or higher in Spanish, French, or Chinese)

Area D – Science, Mathematics, and Technology (11 hrs)

• Science (7 hrs)

Choose one sequence: PHYS 1101-1101L and PHYS 1102-1102L (Physical Sciences I & II)BIOL 1101-1101L and BIOL 1102 (Biological Sciences I & II) CHEM 1211-1211L and CHEM 1212 (Principles of Chemistry I & II)

• Information Technology (4 hrs) ITEC 2110 (Digital Media) or ITEC 2120 (Introduction to Programming)

Area E – Social Sciences (12 hrs)

• History (6 hrs) Choose one sequence: HIST 2111 and HIST 2112 (U.S. History I & II) HIST 1111 and HIST 1112 (World History I & II) HIST 1121 and HIST 1122 (Western Civilization I & II)

• Human and Institutional Behavior (3 hrs)

POLS 1101 (American Government) If proficiency in American Politics and Georgia history and constitution is demonstrated choose one from the following: PSYC 1102 (The Psychological Experience) or SOCI 1101 (Introduction to Sociology) or ANTH 1102 (Introduction to Anthropology) or ECON 2100 (Introduction to Economics)

• 2nd semester of language or social science choice (3 hrs)

2nd semester of foreign language (1st semester intermediate course (2001) or higher in Spanish, French, or Chinese) or PSYC 1102 (The Psychological Experience) or SOCI 1101 (Introduction to Sociology) or ANTH 1102 (Introduction to Anthropology) or ECON 2100


(Introduction to Economics)

Area F – Program of Study (18 hrs)

• Biology BIOL 1107-1107L/1108-1108L (Principles of Biology I & II) (8 hrs) CHEM 2211-2211L/2212-2212L (Organic Chemistry I & II ) (8 hrs) CHEM 1212L (Principles of Chemistry II Lab) Leftover from math course in Area A (1 hr)

• Business ACCT 2101 (Principles of Accounting I) (3 hrs) ACCT 2102 (Principles of Accounting II) (3 hrs) BUSA 2105 (Communications in the Business Environment) (3 hrs) BUSA 2106 (The Environment of Business) (3 hrs) ECON 2105 (Principles of Macroeconomics) (3 hrs) ECON 2106 (Principles of Microeconomics) (3 hrs)

• Information Technology MGMT 3000 (Introduction to Management) (3 hrs) ITEC 1201 Introduction to Information Systems (3 hrs) ITEC 2150 (Intermediate Programming) (4 hrs) MATH 2100 (Probability and Statistics) (3 hrs) MATH 2300 (Discrete Math) (3 hrs) CHEM 1212L (Principles of Chemistry II Lab) (1 hr) Leftover from math course in Area A (1 hr)

• Psychology PSYC 1102 The Psychological Experience (3 hrs) PSYC 2010 Writing in Psychology (3 hrs) Two social science courses not chosen in Area E (6 hrs) Select One of the following: (3 hrs)

PSYC 2103 Introduction to Developmental Psychology PSYC 2104 Introduction to Cognition & Learning PSYC 2105 Introduction to Abnormal Psychology PSYC 2106 Introduction to Biological and Neuroscience Psychology PSYC 2107 Introduction to Social/Applied Psychology

A semester of foreign language (3 hrs)

In addition to the above 60 hour core curriculum all students will be required to take GGC 1000 First Year Experience Course. GGC 1000 is a course that will be designed to provide a foundation for students to achieve success in their total academic experience. All full-time students with fewer than 24 credit hours are required to sign up for GGC 1000 during Orientation.


Appendix 3 GGC Core Curriculum Requirements

Choose one or two courses from each of the following blocks:

ENGL 1101 and ENGL 1102 Take both

MATH 1111 (College Algebra) MATH 1113 (Pre-Calculus) MATH 2400 (Calculus for Scientists)

–(Prerequisite: MATH 1113) MATH 2200 (Calculus I)

–(Prerequisite: MATH 1113)

Choose one Business and Psychology majors take MATH 1111 or higher. Biology and Information Technology majors must take MATH 1113 or MATH 2200 or MATH 2400

ITEC 1001 (Introduction to Computing) or higher If testing indicates sufficient proficiency in introductory computing the student will take both ITEC 2110 and ITEC 2120 below

ITEC 2110 (Digital Media) ITEC 2120 (Introduction to Programming)

–(Prerequisite: ITEC 1001 or demonstrated proficiency)

Choose one or take both as indicated above

PHYS 1101-1101L and PHYS 1102-1102L (Physical Sciences I & II) BIOL 1101-1101L and BIOL 1102 (Biological Sciences I & II) CHEM 1211-1211L and CHEM 1212-1212L (Principles of Chemistry I & II)

Choose a sequence Business and Psychology majors take the physical or biological sciences sequence. Biology and Information Technology majors take the Principles of Chemistry sequence

HIST 2111 and HIST 2112 (U.S. History I & II) HIST 1111 and HIST 1112 (World History I & II) HIST 1121 and HIST 1122 (Western Civilization I & II)

Choose a sequence

POLS 1101 (American Government) PSYC 1102 (The Psychological Experience) SOCI 1101 (Introduction to Sociology) ANTH 1102 (Introduction to Anthropology) ECON 2100 (Introduction to Economics)

All students must take POLS 1101. If proficiency (including Georgia history and constitution) is demonstrated the student may choose one from PSYC 1102, SOCI 1101, ANTH 1102, or ECON 2100 Psychology majors do not take PSYC 1102 Business majors do not take ECON 2100

1st semester of language (2nd semester elementary course (1002) or higher in Spanish, French, or Chinese)

REL 1100 (World Religions) GEOG 1101 (Human Geography)

Choose one

2nd semester of language (1st semester intermediate course (2001) or higher in Spanish, French, or Chinese) –(Prerequisite: 1st semester of language)

Choose one Must choose 2nd semester of language if 1st semester of language was chosen above


PSYC 1102 (The Psychological Experience) SOCI 1101 (Introduction to Sociology) ANTH 1102 (Introduction to Anthropology) ECON 2100 (Introduction to Economics)

Business majors do not take ECON 2100

MUSC 1100 (Music Appreciation) ART 1100 (Art Appreciation) ENGL 2110 (World Literature) ENGL 2100 (English Literature)

Choose one

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