Approval Process for Category Proposals

*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.* 

All proposals must be uploaded to the appropriate meeting folder (assignments folder) on the GEC's D2L page by the deadline listed in the meeting dates/deadline information. The SLO rubrics can be found on the General Education Assessment Committee's website.

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.
  • The department should send one original proposal to Brian Meares in the office of the Associate Provost with a scanned copy to the D2L Assignments folder.
  • 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.
  • All submissions for categories A, B, C, and D will require the following for a complete proposal.
  • A template for the summary of the request sheet can be found here.

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 checkbox 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. (A sample template for the Summary of Request can be found here) 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). Proposals for the writing portion of category A4 should include a description of the assignment and expected minimum word count or length for the writing assignments (excluding rough drafts). The list of writing assignments are listed in the category guidelines.

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

5.     Sample first-day handout. A sample first-day handout is required for all category proposals submission. The sample first day handout should include a weekly or daily schedule for the course that shows how the category requirements (description, SLOs, and any guidelines) are being covered during the semester. All writing and speaking courses for category A4 must show how the writing or speaking instruction is covered in the semester schedule.

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 [or] 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 a 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 a local and global society.