Grand Rapids Community College Academic Governing Council Team members: Steve Abid, Stephen Barton, Jennifer Batten, Erin Busscher, Dillon Carr, Laurie Chesley, Katie Daniels, Roland Gani, Daniel Gelder, Jodie Gee, Nora Neil, Lynnae Selberg, Patti Trepkowski, Ric Underhile, Bryan Vliem 1

   GRCC currently does not have a process to determine

where a course fits

into the General Education distribution system GRCC lacks a process to

determine if a course fits

into the General Education distribution The College does not

articulate the learner outcomes it expects students to achieve

as a result of satisfying the General Education distribution requirements 2

Criteria 1.The course is transferable to other institutions as a general education course.

2.The course ( or course sequence) provides a survey, overview, or introduction to a particular discipline or broad topic that is generally accessible to a non-major. 3. The course includes the general education outcomes associated with one of the distribution areas : Humanities, Social Science, Natural Sciences and Mathematics 4. The course develops knowledge and skills associated with at least one of the GRCC Institutional Learning Outcomes : Communication, Critical Thinking, Social Responsibility, Personal Responsibility Yes No 3

Each of the Distribution Areas is defined along with the criteria stating the outcomes necessary to be included in the category.

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Learning or literature concerned with human culture. A branch of study that deals with how people create the world in which they live, and how the world in which they live influences identity. Humanities is the study of the human condition in all its forms, including human interaction, expression, creativity, ideas, and values. 5

Upon completion of a General Education Humanities course at GRCC, students will be able to:  Analyze scholarly and creative artifacts and activities from the past and the present in order to understand the world and himself or herself from different points of view  Utilize the fundamental language and/or set of concepts associated with the scholarly and creative artifacts and activities being analyzed  Articulate and understand the commonalities and differences among human beings from different time periods, cultures, and demographics through the analysis of scholarly and creative artifacts and activities  Articulate and understand the ways in which various categories of human scholarship and creativity both shape and reflect cultural values  Understand the role that various categories of human scholarship and creativity play in inspiring innovation, preserving culture, and encouraging empathy for all of humanity 6

Learning and literature concerned with individual and societal relationships. A branch of science that deals with how people manage, interpret, or engage individuals, groups, institutions, societies, and cultures. Emphasis is on the factors that influence behaviors, the analysis of societal interaction, and promotion of intellectual curiosity. 7

Upon completion of a General Education Social Science course at GRCC, students will be able to:  Identify questions and hypotheses important to understanding social phenomena, individual behavior and/ or the operation of societal institutions.

 Articulate a theoretical perspective guiding the collection, analysis, and interpretation of data used to investigate social phenomena, individual behavior and/ or the operation of societal institutions.

 Comprehend how changing social conditions affect the behavior of individuals, the operation of societal institutions and/or the perception of social phenomena.

 Apply social and behavioral theory to explore their individual rights and responsibilities as part of a civil society  Use scientific evidence to describe the interplay of genes and the sociocultural context shapes the development of thoughts, emotions, and behaviors within individuals.

 Apply behavioral and social theory to understand alternative interpersonal or cultural perspectives.

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Learning, literature and experimentation concerned with laws of the natural and physical world. Branches of science and mathematics that deal with how people measure, interpret, explain, define, hypothesize, analyze, research, apply , observe and study the objects, phenomena or laws of the natural and physical world. 9

Upon completion of a General Education Natural Science course at GRCC, students will be able to:   Adapt and evaluate processes to find solutions to multistep or multi component problems.

Use calculation and measurement to solve problems, and use estimation to evaluate if the outcome to the problem is reasonable.

    Discern relevant and irrelevant information when seeking the solutions to problems.

Use experimentation or practice to experience and deepen understanding of scientific and mathematical theories.

Develop hypotheses and draw and express conclusions based on mathematical or scientific theory and/or experimentation.

Apply general science or mathematics principles to explain an observed phenomenon or the results of an experiment.

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 Wellness is the active process of becoming aware of and making choices toward a more successful existence. It is focused on the development of lifelong healthy habits, personal goals, and the ability to be physically active in order to create and sustain emotional, intellectual, spiritual, physical, social, and environmental health and increase one's quality of life.

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Upon completion of a wellness course, students will be able to:  Apply the six dimensions of wellness to their lives  The Six Dimensions of Wellness are: Emotional, Mental/Intellectual, Spiritual, Physical, Social, and Environmental  Develop a plan to incorporate lifelong healthy habits into their lives  Set personal goals for a healthy diet and safe/effective exercise training  Demonstrate the ability to be physically active by meeting the requirements of the chosen wellness course 12

Comment/Suggestion

Having transferability as the first criterion gives too much power to the transfer institutions.

Having transferability as the first criterion does not allow for development of new General Education

Response

We need our General Education to be credible and aligned with what is acceptable to four year colleges in order to facilitate transfer for our students.

As long as new courses meet the criteria, the definition, and the outcomes, they can be General Education.

Develop a list of outcomes for ILOs, similar to what we’ve done for General Education How will we, and who will, look at courses to check against these criteria Why is PS 110 a requirement for all?

This is in process.

Process will be developed once the General Education policy is passed.

This team was not charged with reconsidering graduation requirements. If there is a desire to do that, a new issue paper should be developed and brought to AGC.

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Comment/Suggestion

Do departments need to stay within one classification?

Do courses need to transfer to a number of institutions? Just Michigan colleges? Top transfer institutions?

History courses seem to meet criteria for both Humanities and Social Science Definition of Humanities is not reflected in the outcomes as much as it should be – review language How do the definitions and outcomes align with other universities?

Response

This policy does open the door for departments to offer courses in multiple distribution areas.

The process will define how the transfer judgment will be made. Probably some number of top transfer institutions.

Department can decide which best applies.

Team discussed – the outcomes are intended to be more specific.

They were based on the research cited and on benchmarking.

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Comment/Suggestion

We need a definition of Wellness For wellness – change to 3 of 4 Concerned about “Physically active” Why is wellness a separate category?

Response

Included in the revised document The Wellness Department discussed this and recommends keeping all 4 in order to be true to the purpose of the Wellness requirement .

There are multiple health benefits for all persons who engage in physical activities. A Wellness course must provide reasonable accommodations as would any other course.

It is a graduation requirement, and these definitions and outcomes will allow other departments to create and offer Wellness courses.

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We are ready to vote!

Should AGC adopt the General Education definitions, criteria and outcomes as proposed?

Thank you for your comments and feedback! Thanks also to the team for excellent work.

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