Transcript The Interdepartmental Studies Major: An Open Door

The General Education
Restructuring Project: History
Reaccreditation Subcommittee:
The Common Academic
Experience
Senior Associate Provost Tom Rocklin and Associate
Dean Helena Dettmer, Co-chairs
Erin Cavanaugh, student member
Toni Clow, Director, Nursing
Meredith DeBoom, student member
Peter Hlebowitsh, Education, Chair, Teaching and
Learning
Kelly Johnson, student member
Len MacGillivray, Chemistry
Dennis Moore, Rhetoric
John Nelson, Director, Honors
John Peters, Communication Studies
Stephen Wieting, Sociology
The General Education Advisory Committee
Jim Cremer, DEO, Department of Computer Science
Pat Folsom, Assistant Provost of Enrollment Services; Director, Academic
Advising
David Gier, School of Music
Thomas Gioielli, student member, Department of Psychology
Lisa Heineman, Department of History
Peter Hlebowitsh, College of Education; Chair, Teaching and Learning
Beth Ingram, Associate Dean, Henry B. Tippie Undergraduate Program
Brooks Landon, Department of English; Director, General Education
Literature Program
Dennis Moore, DEO, Department of Rhetoric
Alec Scranton, Associate Dean for Academic Programs, College of Engineering
Walter Seaman, Department of Mathematics
Caroline Tolbert, Department of Political Science
Helena Dettmer, Associate Dean, Chair
Educational Policy Committee
Mary Adamek (Music)
Susan Birrell (Health & Sport Studies)
Miriam Gilbert (English)
Anne Kvinge (student member)
Mercedes Niño-Murcia (Spanish/Portuguese)
Mark Reagan (Geoscience)
David Redlawsk (Political Science)
Alberto Maria Segre (Computer Science)
Roumyana Slabakova (Linguistics)
Gary Small (Chemistry)
with past members John Menninger (Biology),
Rex Honey (Geography), and Robert Ketterer
(Classics)
General Education Curriculum Committee
Paula Kempchinsky, Spanish and Portuguese,
Chair of GECC
Katherine Krick, student member
Philip Kutzko, Mathematics (for Fall 2008)
Tong Li, Mathematics (on leave Fall 2008)
Elizabeth Pelton, Health and Sport Studies
Wayne Polyzou, Physics and Astronomy
Sonya Ryang, Anthropology
Carol Severino, Rhetoric (for Fall 2008)
Mary Trachsel, Rhetoric (on leave Fall 2008)
Pat Folsom, Liaison from Academic Advising Center
Miriam Gilbert, Liaison from EPC, English
with Stephen Wieting, Sociology, past member
Current CLAS GE Requirements
Rhetoric
4-8 s.h. according to placement
Foreign Language
Fourth-semester proficiency
Interpretation of Literature
Minimum of 3 s.h.
Social Sciences
Minimum of 3 s.h.
Historical Perspectives
Minimum of 3 s.h.
Humanities
Minimum of 3 s.h.
Natural Sciences
Minimum of 7 s.h. with at least one lab
Quantitative or Formal Reasoning
Minimum of 3 s.h.
Distributed Area
Minimum of 6 s.h. with 3 s.h. taken
from two different categories:
Cultural Diversity
Fine Arts
Foreign Civilization and Culture
Health and Physical Activity
Historical Perspectives
Humanities
Social Sciences
I
Communication and Literacy
 Rhetoric
 Interpretation of Literature
 World Languages
II
Natural, Quantitative, and Social Sciences
 Natural Sciences
 Quantitative or Formal Reasoning
 Social Sciences
III
Culture, Society, and the Arts
 Historical Perspectives
 International and Global Issues
 Literary, Visual, and Performing Arts
 Values, Society, and Diversity
Comprehensive Criteria
 The General Education Program is designed to develop a student's critical
thinking, analysis, and communication abilities by the effective use of oral,
written, visual, and research skills appropriate to the liberal arts and
sciences.
 Formal and informal opportunities for improving understanding,
interpretation, and use of the various languages of the liberal arts and
sciences, including mathematics, natural and social science methods, music
and fine arts techniques, and new technologies of communication, are
possibilities for satisfying the criteria for critical thinking, analysis, and
communication.
 General Education courses typically teach research and inquiry skills
appropriate to the discipline of the course as an integral part of the course
content.
International and Global Issues
Courses examine contemporary international or global issues,
introducing students to the perspectives of other nations or cultures.
Outcomes
•Students develop knowledge of one or more contemporary global or
international issue.
•Students demonstrate a greater awareness of various perspectives
and a deeper appreciation of how differences arise.
•Students are better able to adapt to the complexity and diversity of
contemporary life through their understanding of international and
global contexts.
•Students know and are able to apply at least one method of analysis
and critical inquiry.
Course Approval Guidelines
Courses in this area help students to understand contemporary issues from an
international or global perspective by focusing predominately on countries or
issues outside of the United States.
Courses studying a single country or using a historical perspective must place
the subject within a contemporary international or global context.
See report for additional information.
Literary, Visual, and Performing Arts
Courses in literary, visual, and performing arts provide opportunities for
students to appreciate art, to analyze art in historical and theoretical
context, and in some courses to create works of art or performances.
Outcomes
• Students develop the analytic, expressive, and imaginative abilities needed
to understand and/or create art.
• Students recognize constituent parts of an artwork and the processes of
artistic production.
• Students recognize how aesthetic and critical meanings are attached to
artworks and to understand ways quality can be evaluated.
• Students relate art to the broader human context (e.g. historical, social,
ethnic, economic, geographic) in which it is created, including, for example,
how an artwork or form is linked to the artist’s culture and identity.
Course Approval Guidelines
Literary, visual, and performing arts courses may focus on artistic processes or
on analysis of finished works, whether created by professionals or by students
themselves. Courses emphasizing processes will provide ample opportunity for
students to engage actively in producing art; courses emphasizing analysis will
give students ample experience applying one or more methods of research and
critical inquiry.
See report for additional information
Values, Society, and Diversity
Courses explore fundamental questions regarding human experience
from a cultural, social, performative, philosophical, or spiritual perspective.
Outcomes
• Students gain knowledge of at least one approach to understanding
human experience.
• Students demonstrate a greater awareness of various perspectives
and a deeper appreciation of how differences arise.
• Students consider and apply their knowledge in relation to their own
values and actions.
• Students know and are able to apply at least one method of
analysis and critical inquiry.
Course Approval Guidelines
Courses focus on the ways individuals and cultures have interpreted and
understood themselves, others, and the world, exploring value systems
and expressions of human aspiration and belief. Courses may also
interpret and examine culture, community, identity formation, and the
human experience. Courses focusing on U.S. cultural diversity are
especially encouraged
See report for additional information.