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Approval Process

Future changes to KU's General Education program must follow an approval process that takes into account all constituencies. Major structural changes to the General Education Program (such as adding another category, removing a sub-category, adding a new sub-category, adding/removing a required course(s), etc.) would constitute a significant change in the General Education program. Because the current structure was approved by APSCUF-KU Representative Council, University Senate, and the University Curriculum Committee, any major changes to the structure should receive the approval of all three bodies.

   2018 General Education Course Approval Process  

*Faculty teaching a First Year Seminar or a Course in Categories A-D are required to submit assessment material for the required SLOs when requested by the General Education Assessment Committee. Failure to submit assessment material may result in a course being pulled out of the General Education Program.* 

Categories A, B, C and D (the description and SLOs for each category can be found below)

  • All proposals must go through the college curriculum committee (COB, COE, VPA, or LAS) before being considered by the General Education Committee.
  • All proposals should send one original to Brian Meares in the office of the Associate Provost with a scanned copy to the sharepoint site.
  • All submissions for category A, B, C, and D will require the following for a complete proposal. All CMP classes must be approved by the General Education Committee before being considered by UCC.
  • There are specific guidelines for the Composition, Writing Elective and Speaking courses that must be addressed. Quantitative guidelines are currently being developed and will be linked once they are finalized.

1.     UCC Cover sheet Each submission must include a UCC cover sheet with a college routing number and the appropriate General Education box checked. Courses for categories A.2 and A.3 should also check the box for A.4. All other writing courses should only check box A.4. This is the only case when more than one box should be checked. 

2.     Assessment Agreement. Each proposal must include the following phrase with the appropriate section checked: "Do you agree to provide the General Education Assessment committee appropriate student work product for assessment? Criteria for each SLO assessment is available on the GEAC website. ______ yes  ______no"

3.     Summary of Request. The summary of a request must provide a detailed description of the course (more than just the course description on the master syllabus) and include the reason a course fits into a category based on the description (see below) and rubrics for the two required SLOs. Specific note of instructional time given to elements of the category and SLOs is required. If a course currently carries a competency (CD, WI QL, etc.), it should be noted here or on the UCC cover sheet.  

This section must also include specific examples of assignments (classroom activities, assignments, assessments, etc.) that will be used in the course to accomplish the required SLOs for the selected category. This should include assessment activities that can be sent to GEAC when assessment material is requested. In some cases, one assignment may be enough to fulfill both SLOs. Descriptions of the assignments/activities must be included. More than one assignment may be listed if a course is shared among many members of a department, such as a CMP 100 level course. The assignment(s) must be clearly linked to an SLO. The two SLOs also need to be clearly stated before the assignment(s) (ex: SLO 5. Demonstrate the ability to retrieve, interpret, and evaluate information).

4.     Master Syllabus. All proposals must include a master syllabus.  

5.     Sample first-day handout. A sample first-day handout is required for categories A and C.2. A sample first-day handout must also be included in categories B, C.1, and D if the master syllabus does not have a detailed course outline. The sample first day handout should include a schedule for the course by week. The General Education Committee may request one for the approval of courses in other categories if necessary.

General Education Category Descriptions and Related Student Learning Outcomes
Category Description Student Learning Outcomes

A1 (CMP 100 level) and

A.2 (CMP 200 level)

Communicating with and about the World

CMP course - Attention and adaptation to audiences are highlighted as necessary for successful communication of general as well as specific content. Courses in this category help students develop skills in reading and writing and include writing instruction and specific achievement guidelines and criteria.

1. Communicate clearly and effectively in writing.

5. Demonstrate the ability to retrieve, interpret, and evaluate information.

A.3 (Speaking)

Communicating with and about the World  

Speaking course - Attention and adaptation to audiences are highlighted as necessary for successful communication of general as well as specific content. Courses in this category help students develop skills in speaking and listening and include speaking instruction and specific achievement guidelines and criteria.

1. Communicate clearly and effectively orally.

5. Demonstrate the ability to retrieve, interpret, and evaluate information.

A.4 (Speaking and Writing Elective)

Communicating with and about the World

This category can be met with any course in A. 1, 2, or 3; and have significant writing or speaking practice designed in the course. A course that meets the requirements for a writing elective may also receive separate approval to count in this section.

1. Communicate clearly and effectively orally and in writing.

5. Demonstrate the ability to retrieve, interpret, and evaluate information.

B. Understanding Self and Others Courses in this category explore self-reflection and human interaction as they relate to understanding our world and ourselves. Specifically, they focus on the influence of culture and the role of the individual on the understanding of the development, achievements, behavior, organization, or distribution of humanity.

3. Apply skills in critical analysis and reasoning for the interpretation of data.

6. Evaluate the role of values, ethics, diversity, and multiple perspectives in local and global society.

C.1 (Scientific Inquiry)

Understanding Science & Technology  

Courses in this category describe and understand the physical and natural world by employing or understanding scientific method in analyzing situations, problems, or discoveries. Additionally, it may use procedural skills and reason abstractly and quantitatively. Courses explore technology in ways to understand these concepts.  

2. Apply scientific reasoning to solve problems and increase knowledge.

3. Apply skills in critical analysis and reasoning for the interpretation of data.  

C.2 ( Quantitative Reasoning)

Understanding Science & Technology

Courses in this category model with mathematics, construct viable arguments, use appropriate tools strategically, and attain conceptual understanding. Courses explore technology in ways to understand these concepts.  

2. Apply quantitative reasoning to solve problems and increase knowledge.

3. Apply skills in critical analysis and reasoning for the interpretation of data.

D. Understanding and Creating Ideas Courses in this category capture the process of imagination in the creation of aesthetic objects, environments, or experiences influencing and affecting one or more of the senses, emotions, and intellect. They also apply universal ideas by focusing on meanings of events and their impact on society and exploring issues, artifacts and events before accepting or formulating a position or conclusion.

4. Engage critically with creative or artistic works.

6. Evaluate the role of values, ethics, diversity, and multiple perspectives in local and global society.  

First-Year Seminar Proposals

(for courses submitted for the Fall 2019 semester)


Learning Objectives for all First-Year Seminar Courses           

First-year Seminar Courses will be assessed by GEAC on SLOs 5 and 7.  

  • All proposals must be signed by the college dean (COB, COE, VPA, or CLAS) before being considered by the General Education Committee.

1.     Title. Provide the title of the class that will appear in all university literature and websites where the class is listed.

2.     Description. Course description should appear in MYKU and on the General Education Website. The course description should be brief (75-word max) and clearly describe a class focused on a single topic that is clearly understood in the description. Overall, it should make the course appeal to students as an "infomercial" would. Proposals will be given wide latitude in how the description is written. 

3.     Assessment Agreement. Each proposal must include the following phrase with the appropriate section checked: "Do you agree to provide the General Education Assessment committee appropriate student work product for assessment? Criteria for each SLO assessment is available on the GEAC website. ______ yes  ______no"

4.     Rationale. Because the description's main purpose is to attract a student to a class, the rationale should include more information on the academic content of the class and how it developed out of research, faculty interest, student interest, etc. Remember that FYS classes are open to any student. Therefore, the course should not focus on one major or population of students. The rationale should also include a separate section on how the professor intends to accomplish the official course learning objectives (including the two required SLOs) if this is not specified in the anticipated weekly schedule.

5.     Assessment Please provide specific examples of what assessment items (ungraded writing/class assignments, papers, critical essays, projects, etc.) will be used in this course to complete the two SLOs assessed by GEAC. (Criteria for the SLOs can be found on the GEAC website). The assessment materials should be clearly linked to the two SLOs.  The SLO also needs to be clearly stated before the assignment (ex: SLO 5. Demonstrate the ability to retrieve, interpret, and evaluate information).

6.     Anticipated Weekly Topics Please provide a brief schedule for the academic content over 14 weeks. If the schedule does not detail how the course will satisfy the required course objectives, please provide this information in the course rationale. Faculty members are not required to include quizzes, exams, or due dates for assignments (papers, essays, etc.) in this section.

2011 General Education Program

Approval Process for Competencies Across the Curriculum

  • Although there is a new general education program at Kutztown, the General Education Committee will still accept courses for the competencies in the 2011 program if a department chooses to submit a course for approval.
  • Approval of a course that meets a Competency Across the Curriculum would be considered a straightforward, regularly-occurring matter.
      • Each of the seven Competencies Across the Curriculum (CAC) have guidelines for determining if a given course qualifies for CAC designation. Requests for CAC designation are sent directly from the department to the GEC, which will review the application and make a recommendation to the UCC that will have final approval. Please refer to the Competencies page of this website for the guidelines and approval forms for Competencies Across the Curriculum.
      • Both the GEC and the UCC have representation from all four colleges.