General Education Survey Results

The Special Senate Committee on Implementation of the General Education Reform
Proposed Revisions to the General Education Domain Descriptions and Criteria
October 2015 Survey and Follow Up
December 22, 2015

Introduction. On April 28, 2015, the University Faculty Senate overwhelmingly approved several modifications to Penn State’s General Education requirements. Senate Chair Mohamad Ansari then appointed a Special Senate Committee on Implementation of the General Education Reform, which began to meet in June 2015. The Special Committee, in considering how to implement the new Integrative Studies requirement that formed part of the April, 2015 legislation, decided to propose updates to the existing descriptions and criteria for each of the seven General Education categories: Writing and Speaking (GWS), Quantification (GQ), Arts (GA), Humanities (GH), Health and Wellness (GHW), Natural Sciences (GN), and Social and Behavioral Sciences (GS). In this process, the Special Committee drew upon the draft updates that had been prepared by working groups during the Spring Semester of 2015, and those working groups were consulted again as the draft updates continued to evolve during the summer and early fall of 2015.

The Survey. In October 2015, the Special Committee prepared and sent out a survey asking recipients to compare the existing descriptions and criteria with the proposed revisions. The survey was sent to all members of the Senate, to faculty who had recently taught General Education courses and to administrators in key roles related to General Education, inviting their input in order to arrive at proposed updates that would have widespread and current support.

The survey was sent to 2638 individuals, of whom 803 replied, a response rate of roughly 31%. The survey invited recipients to comment on each of the proposed new criteria for each of the seven categories of General Education requirements noted above: Quantification, Writing and Speaking, Arts, Humanities, Health and Wellness, Natural Sciences, and Social and Behavioral Sciences. The overall response was very strongly positive. For each of the proposed new criteria, the survey offered three choices. Choice (1) was “Keep as worded”; summing the data across responses to all criteria, 82% replied yes. Choice (2) was “Keep and reword”; summing the data across all questions, it received a response of roughly 14%. Choice (3) was “Delete and Remove”; it received a response of roughly 4%. Thus, 96% of the replies approved of the proposed domain revisions, either as-is or with suggested changes in wording.

At the same time, many of the survey respondents, and some additional colleagues, provided written suggestions. The committee incorporated many of them in the final text, which is now being distributed to all members of the Penn State community. Thus, we now have a fresh set of domain descriptions and criteria ready for the Senate to vote on later this year. If approved, these updated statements will be used, starting during the summer of 2016, to propose new and existing courses for the Integrative Studies requirement, which is the Special Committee’s charge, as well as for other course proposals relating to any of these General Education domains.

This Website. Three items are provided here: (1) the text of the October 2015 survey; (2) the numerical responses to the survey; and (3) the proposed updated domain descriptions and criteria, which will be submitted to the Faculty Senate for its vote during Spring 2016.

A Note of Thanks. The Special Committee extends its thanks to all who responded to the survey or sent other comments. We are very gratified that at the time of the survey, the proposed new descriptions received your widespread and deep support. Moreover, because of your further comments and contributions, we believe that the currently proposed version, item (3) on this website, will be even better.

John W. Moore
Associate Professor Emeritus of English and Comparative Literature
Chair, Special Senate Committee on Implementation of the General Education Reform
Current Criteria Proposed New Criteria


Text of the October Survey

Current CriteriaProposed New Criteria
Social and Behavioral Sciences (GS)

The objective of the Social and Behavioral Sciences is an understanding of the diverse personal, interpersonal, and societal forces which shape people’s lives and to approach these subjects through the concepts, principles and methods of scientific inquiry. The general goal is a theoretical understanding of the interrelationships of the determinants of the organization of human behavior. Students should be introduced to the scientific analysis of: (1) the forms, practices, and theories of politics; (2) the nature and operation of economic analysis; (3) the interrelationships of social institutions; (4) the dynamics of individual and group behavior and change; and (5) the processes and functions of human communication. Through the application of the methodologies of the Social and Behavioral Sciences, students should develop an understanding of the multiple nature of causality in social settings. The Social and Behavioral Sciences require a comprehensive, integrative, empirical and theoretical view of the social world. (Senate Agenda, 4-30-85)

In the review of the course proposals the General Education subcommittee will examine whether the proposal meets the General Education course criteria stated above and in addition shows how the course will:
1. broadly survey the existing knowledge in the discipline.
2. develop the student’s understanding of the scientific methodologies of social and behavioral sciences.
3. develop an understanding of the multiple nature of causality in social settings.
4. relate its specific field of study, where appropriate, to other areas in the social and behavioral sciences.
Social and Behavioral Sciences (GS)

In Social and Behavioral Science (GS) fields, students focus on analyzing the diverse personal, interpersonal, and societal forces that shape people’s lives, including their behaviors, values, habits, and attitudes. GS courses allow students to gain experience in analyzing the forces that have influenced their own development and become more aware of the multiple perspectives that need to be considered in analyzing the causes of complex social problems and in proposing solutions.

To help student achieve GS goals as they become familiar with multiple methods of inquiry in the social and behavioral sciences, the University provides students with resources and opportunities to:
• Explore the interrelationships of the many factors that shape human behavior
• Be introduced to the scientific analysis of the forms, practices and theories of politics, economics, social institutions
• Develop comprehensive, integrated, empirical, and theoretical views of their contemporary and emerging social worlds
• Expand their understanding of how social, political and economic influences and trends affect personal, group, organizational, local, national, and global contexts.
Upon successful completion of the General Education Social and Behavioral Science (GS) requirement, students should have increased their abilities to:
• Explain the methods of inquiry used in the social and behavioral sciences and describe how these fields interface with other spheres of intellectual thought
• Describe the multiple nature of causality in social settings
• Demonstrate the application of scientific data, concepts, and models in aspects of the social and behavioral sciences
• Recognize social and philosophical implications of discoveries in the social and behavioral sciences, as well as their potential to address contemporary problems

Upon successful completion of the General Behavioral and Social Sciences (GS) requirement, students should have increased their abilities to:

Explain the methods of inquiry used in the social and behavioral sciences and describe how these fields interface with other spheres of intellectual thought

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Describe the multiple nature of causality in social settings

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Demonstrate the application of scientific data, concepts, and models in aspects of the social and behavioral sciences

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Recognize social and philosophical implications of discoveries in the social and behavioral sciences, as well as their potential to address contemporary problems

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

This question asks whether all, or only some, of the proposed Social and Behavioral Science criteria must be fulfilled in order for a course to qualify for the General Education Social and Behavioral Science designation. The proposed criteria may be modified as a result of this survey, but at present, as shown on the previous page, they are:

  • Explain the methods of inquiry used in the social and behavioral sciences and describe how these fields interface with other spheres of intellectual thought
  • Describe the multiple nature of causality in social settings
  • Demonstrate the application of scientific data, concepts, and models in aspects of the social and behavioral sciences
  • Recognize social and philosophical implications of discoveries in the social and behavioral sciences, as well as their potential to address contemporary problems

How many of these objectives must a course target in order to be designated General Education Social and Behavioral Science?

  • 0
  • 1
  • 2
  • 3
  • 4

If you responded to the above question with less than the maximum objectives, a text box will appear for you to comment on your choice of objectives.


Current CriteriaProposed New Criteria
Natural Sciences (GN)

The goal of the Natural Sciences is to reveal the order, diversity, and beauty of nature and in so doing enable students to develop a greater appreciation of the world around them. The objective of the Natural Sciences is to understand the nature of science through exposure to the broad divisions of science–physical science, biological science, earth science, and applied natural science. The students should know how to acquire scientific factual information, to use scientific methodology and to develop an appreciation of the natural world.
All divisions of Natural Science employ inductive reasoning and establish theories and laws of nature based on observation, and deductive reasoning to draw conclusions based on these theories and laws. Such reasoning is applied to the study of both non-living and living matter. Students should gain an understanding of how scientists reason and how they draw conclusions. (Senate Agenda 4-30-85)

In the review of the course proposal the General Education committee will examine whether the proposal meets the General Education course criteria stated above and in addition shows how the course will:
1. broadly survey the existing knowledge in the discipline.
2. develop an understanding of the inductive reasoning process and develop a student’s ability to reason inductively.
3. develop an understanding of the deductive reasoning process and develop a student’s ability to reason deductively.
4. include, if appropriate, laboratory work.
5. relate its field of study to other fields of the natural sciences.
6. assess the degree to which its stated Natural Sciences General
Natural Sciences (GN)

In Natural Science (GN) fields, students develop the skills necessary to make informed judgments about scientific information and arguments. Along with building knowledge of foundational scientific principles, students expand their understanding of how and why science works, why it is an effective tool for knowledge generation, and how it can address contemporary questions and challenges.

To help students achieve GN goals and develop this scientific literacy, the University provides GN course-based, laboratory (where appropriate), and technological tools needed to:
• Encounter the order, diversity, and beauty of nature
• Sample some of the ways in which science offers an additional lens through which to view the human condition
• Engage with scientific material through discussion, exploration, data analysis, and experimentation
• Gain practice in recognizing the nature of scientific process and discovery, in identifying what science can and cannot achieve, and in analyzing why scientific arguments may lead to different conclusions than other forms of intellectual discourse
Upon completion of the General Education Natural Science (GN) requirement, students should have increased their abilities to:
• Explain the methods of inquiry in the natural sciences and describe how the natural sciences interface with other spheres of intellectual thought
• Construct evidence-based explanations of natural phenomena
• Demonstrate informed understandings of scientific claims and their applications
• Evaluate the quality of the data, methods, and inferences used to generate scientific knowledge
• Recognize social and philosophical implications of discoveries in the natural sciences, as well as their potential to address contemporary problems

Upon successful completion of the General Natural Science (GN) requirement, students should have increased their abilities to:
Explain the methods of inquiry in the natural sciences and describe how the natural sciences interface with other spheres of intellectual thought

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Construct evidence-based explanations of natural phenomena

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Demonstrate informed understandings of scientific claims and their applications

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Evaluate the quality of the data, methods, and inferences used to generate scientific knowledge

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Recognize social and philosophical implications of discoveries in the natural sciences, as well as their potential to address contemporary problems

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

This question asks whether all, or only some, of the proposed Natural Sciences criteria must be fulfilled in order for a course to qualify for the General Education Natural Science designation. The proposed criteria may be modified as a result of this survey, but at present, as shown on the previous page, they are:

  •  Explain the methods of inquiry in the natural sciences and describe how the natural sciences interface with other spheres of intellectual thought
  • Construct evidence-based explanations of natural phenomena
  • Demonstrate informed understandings of scientific claims and their applications
  • Evaluate the quality of the data, methods, and inferences used to generate scientific knowledge
  • Recognize social and philosophical implications of discoveries in the natural sciences, as well as their potential to address contemporary problems

How many of these objectives must a course target in order to be designated General Education Natural Sciences?

  • 0
  • 1
  • 2
  • 3
  • 4
  • 5

If you responded to the above question with less than the maximum objectives, a text box will appear for you to comment on your choice of objectives. (text box provided for your comments)


CURRENT CRITERIAPROPOSED NEW CRITERIA
Health And Physical Activity (GHA)

Courses will focus on the theory and practice of life span wellness and fitness activities, and on the knowledge, attitudes, habits, and skills needed to live well. Courses are expected to promote an active and healthful lifestyle and are understood to include such diverse topics as diet, exercise, stress management, the wise use of leisure time, alcohol consumption and drug use, sexual health awareness, and safety education. Courses may be knowledge-focused or practice-focused or integrated in any manner. Theory-focused courses are understood to emphasize the transmission of knowledge about some aspect of healthful living. Practice-focused courses are understood to emphasize attitudes, habits, and skills needed to engage in healthful living. Traditional dance, exercise, and sport activity classes are understood to meet the practice-focused criterion if they will promote healthful living across the life span.

In the review of the course proposal the General Education committee will examine whether the proposal meets the General Education course criteria stated above and in addition shows how the course will:
1. teach students to achieve and maintain good health.
2. promote an active and healthful lifestyle.
3. transmit knowledge about some aspect of healthful living, when emphasizing theory.
4. develop attitudes, habits, and skills needed to engage in healthful living and promote healthful living across the life span, when emphasis on practice (dance, exercise, and sport activity).
Health and Wellness (GHW)

In Health and Wellness (GHW) fields, students focus on the physical and psychosocial well-being of individuals and communities. They expand their theoretical and practical knowledge about health and wellness—concepts that are multidimensional and culturally defined.
University provides opportunities for students to study such diverse topics as nutrition, physical activity, stress, sleep, healthy leisure, alcohol, tobacco and other substance use, sexual health, and safety—all useful in maintaining lifelong health and wellness and in creating healthy work and community environments.
To help students achieve GHW goals, the University provides GHW courses and learning support to give students experiences with:
• Identifying and practicing skills, attitudes, and behaviors that should enable them to better maintain health and wellness across their lifespans
• Identifying wellness as a positive state of well-being, not merely the absence of disease or illness
• Recognizing the importance of social, emotional, and physical health and wellness for communities as well as for individuals.
Upon successful completion of the General Education Health and Wellness (GHW) requirement, students should have increased their abilities to:
• Explain the methods of inquiry in Health and Wellness fields and describe how these fields interface with other spheres of intellectual thought
• Describe alternative perceptions and multiple dimensions of health and wellness (emotional, spiritual, environmental, physical, social, intellectual, and occupational)
• Identify and explain ways individuals and/or communities can achieve and maintain health and wellness
• Describe health-related risk factors and explain changes in knowledge, attitudes, behaviors, activities or skills that have the potential of improving health and wellness
• Assess changes in their own and others’ health and wellness
• Disseminate knowledge about health and wellness and demonstrate behavioral practices needed to engage in healthy living across the life span.

Upon successful completion of the General Education Health and Wellness (GHW) requirement, students should have increased their abilities to:

  • Explain the methods of inquiry in Health and Wellness fields and describe how these fields interface with other spheres of intellectual thought
  • Describe alternative perceptions and multiple dimensions of health and wellness (emotional, spiritual, environmental, physical, social, intellectual, and occupational)
  • Identify and explain ways individuals and/or communities can achieve and maintain health and wellness
  • Describe health-related risk factors and explain changes in knowledge, attitudes, behaviors, activities or skills that have the potential of improving health and wellness
  • Assess changes in their own and others’ health and wellness
  • Disseminate knowledge about health and wellness and demonstrate behavioral practices needed to engage in healthy living across the life span
  • Upon successful completion of the General Health and Wellness (GHW) requirement, students should have increased their abilities to:

Explain the methods of inquiry in Health and Wellness fields and describe how these fields interface with other spheres of intellectual thought

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Describe alternative perceptions and multiple dimensions of health and wellness (emotional, spiritual, environmental, physical, social, intellectual, and occupational)

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Identify and explain ways individuals and/or communities can achieve and maintain health and wellness

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Describe health-related risk factors and explain changes in knowledge, attitudes, behaviors, activities or skills that have the potential of improving health and wellness

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Assess changes in their own and others’ health and wellness

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)

How many of these objectives must a course target in order to be designated General Education Health and Wellness?

  • 0
  • 1
  • 2
  • 3
  • 4
  • 5
  • 6

If you responded to the above question with less than the maximum objectives, a text box will appear for you to comment on your choice of objectives. (text box provided for your comments)


CURRENT CRITERIAPROPOSED NEW CRITERIA
Humanities (GH)

The objective of humanistic studies is to direct students toward interpretation and evaluation for the sake of a more significant form of participation in reality, rather than in the direction of methodologies for the technical manipulation of natural and cultural phenomena. Humanistic studies are divided into four categories: (1) literature, (2) history and culture, (3) advanced language, and (4) philosophy.
The study of the Humanities should develop competency in interpretive understanding of the human condition and of the values inherent in it. This interpretive understanding should evolve into the development of insights and a critical evaluation of the meaning of life, in its everyday details as well as in its historical and universal dimensions. Through this development students should acquire knowledge of and concern for the humanistic values which motivate and inform all humanistic studies.

In literature, students should achieve these objectives through the study of works in which the human condition is presented and evaluated through aesthetic means. In the study of Western and non-Western culture and history, the student should gain access to various human traditions and their changes through the course of time. In studies of the development, structure, and use of language, students will probe the foundations of communication and thought and become aware of the scope and limitations of human communication. In philosophical studies, students will encounter philosophical and religious concepts and traditions which attempt to bring ultimate sense to human existence. (Senate Agenda, 4-30-85)
In the review of the course proposal the General Education subcommittee will examine whether the proposal meets the General Education course criteria stated above and in addition shows how the course will:
1. develop broad, coherent overviews of major cultural or ideological currents throughout history.
2. develop emphases on important figures, ideas and events which influence the values of different societies.
3. develop competence in interpretive understanding of the human condition and of the values inherent in it.
4. lead the student to an appreciation of aesthetic values.
5. teach the student techniques for the objective evaluation of readings and the formulation of clear and valid responses.
6. assess the degree to which its stated Humanities General Education objectives are met.
Humanities (GH)

In humanities (GH) fields, students focus on exploring important works of literature, history, religion, philosophy, and other closely related forms of cultural expression, thereby broadening their understanding of diverse ways of seeing, thinking about, and experiencing the self and society. Students will enlarge their intellectual horizons and knowledge of the world through encountering humanistic representations of both lived experiences and imaginative or speculative constructions, past or present. Students thus become increasingly prepared to live as thoughtfully engaged members of multiple communities, whether local, regional, or global.

To help students achieve GH goals, the University provides opportunities through GH courses and learning support for students to:
• Engage in the qualitative study of the humanities
• Expand their knowledge of the variety of human experiences
• Gain access to various humanistic traditions and their changes through the course of time
• Probe the foundations of communication and thought and become aware of the scope and limitations of human communication
• Encounter concepts and traditions which attempt to bring ultimate sense to human existence
• Develop their competency in interpreting, and critically evaluating diverse ways of life, traditions, and shared or individual values, including their own.
Upon successful completion of the General Education Humanities (GH) requirement, students should have increased their abilities to:
• Explain the methods of inquiry in Humanities fields and describe how the Humanities interface with other spheres of intellectual thought
• Demonstrate competence in critical thinking about humanistic topics and texts through clear and well-reasoned responses
• Aesthetically evaluate humanistic texts, whether verbal, visual, or digital.
• Identify and explain moral or ethical dimensions within humanistic fields of study
• Demonstrate an expanded knowledge of important cultural issues and broad overviews through time, including humanistic material that stretches their intellectual range
• Describe important figures, ideas, or events that have influenced the lived experiences and values of different communities.

Upon successful completion of the General Education Humanities(GH) requirement, students should have increased their abilities to:

Explain the methods of inquiry in Humanities fields and describe how the Humanities interface with other spheres of intellectual thought

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Demonstrate competence in critical thinking about humanistic topics and texts through clear and well-reasoned responses

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Aesthetically evaluate humanistic texts, whether verbal, visual, or digital

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Identify and explain moral or ethical dimensions within humanistic fields of study

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Demonstrate an expanded knowledge of important cultural issues and broad overviews through time, including humanistic material that stretches their intellectual range

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Describe important figures, ideas, or events that have influenced the lived experiences and values of different communities

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove
    This question asks whether all, or only some, of the proposed Humanities criteria must be fulfilled in order for a course to qualify for the General Education Humanities designation. The proposed criteria may be modified as a result of this survey, but at present, as shown on the previous page, they are:
  • Explain the methods of inquiry in Humanities fields and describe how the Humanities interface with other spheres of intellectual thought
  • Demonstrate competence in critical thinking about humanistic topics and texts through clear and well-reasoned responses
  • Aesthetically evaluate humanistic texts, whether verbal, visual, or digital
  • Identify and explain moral or ethical dimensions within humanistic fields of study
  • Demonstrate an expanded knowledge of important cultural issues and broad overviews through time, including humanistic material that stretches their intellectual range
  • Describe important figures, ideas, or events that have influenced the lived experiences and values of different communities

How many of these objectives must a course target in order to be designated General Education Humanities?

  • 0
  • 1
  • 2
  • 3
  • 4
  • 5
  • 6

If you responded to the above question with less than the maximum objectives, a text box will appear for you to comment on your choice of objectives. (text box provided for your comments)


Current CriteriaProposed New Criteria
Arts (GA)

Students should understand and appreciate some of the more important creative works, traditions, literature and history of the arts and architecture. The student should recognize the comprehensive role of arts and architecture as an expression of the cultural values of a society and the need to preserve these expressions for the benefit of future generations.
Students should recognize aesthetic values as an integral part of society’s essential need and gain lifelong benefits through the acquisition and appreciation of arts-related skills. Students should be conversant with the terminology, techniques, attitudes, ideas and skills which comprise the arts areas so as to understand the approaches to human existence and distinguish among the arts. (Senate Agenda, 4-30-85)
In the review of the course proposal the General Education committee will examine whether the proposal meets the General Education course criteria stated above and in addition shows how the course will:
1. develop an understanding of creative works of arts and architecture.
2. develop an understanding of the historical developments in arts and architecture.
3. provide an opportunity for students to comprehend the role of arts and architecture as an expression of the cultural values of a society.
4. help students become conversant with the terminology, techniques, and ideas that comprise the Arts Area.
5. lead students to a recognition of aesthetic values.
6. relate its field of study to other arts disciplines.
7. assess the degree to which its stated Arts General Education objectives are met.
Arts (GA)

In arts-related (GA) fields, students focus on distinctive learning experiences based on creative processes. Further, as students engage the metaphoric, mutable, and subjective characteristics inherent in the arts, they become better able to understand and navigate the ambiguities they will inevitably encounter in a swiftly changing world. Through arts courses, students become more artistically literate and more fully understand the arts as a path to life-long inspiration, expressive voice, intellectual stimulation, and personal and cultural meaning.
To help students achieve GA goals, the University provides opportunities through GA course-based work and purposeful engagement with the arts and creative works in campus-based and community venues so that students may:
• Become increasingly knowledgeable about some of the important creative works, traditions, and history of the arts and architecture
• Appreciate the importance of imagination, improvisation, flexibility, and critical thinking in arts-related contexts
• Explore the central role of the arts as expressions of societal values in diverse contexts
• Develop the personal knowledge and confidence to help shape their own contemporary cultural milieus.
Upon successful completion of the General Education Arts (GA) requirement, students should have increased their abilities to:
• Explain the methods of inquiry in arts-related fields and describe how these fields interface with other spheres of intellectual thought
• Create and/or perform arts-related works that use various media, symbols, metaphors and methods of transformative engagement to express and communicate their ideas, experiences, and emotions to various audiences
• Demonstrate knowledge and understanding of details, elements, theories, and concepts regarding the arts from various historical periods and cultures
• Examine the role of the arts and aesthetic values as historic and contemporary agents of cultural and societal expression
• Critically assess creative work, their own or others’, through evaluative processes of analysis and interpretation.

Upon successful completion of the General Education The Arts (GA) requirement, students should have increased their abilities to:

Explain the methods of inquiry in arts-related fields and describe how these fields interface with other spheres of intellectual thought

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Create and/or perform arts-related works that use various media, symbols, metaphors and methods of transformative engagement to express and communicate their ideas, experiences, and emotions to various audiences

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Demonstrate knowledge and understanding of details, elements, theories, and concepts regarding the arts from various historical periods and cultures

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Examine the role of the arts and aesthetic values as historic and contemporary agents of cultural and societal expression

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Critically assess creative work, their own or others’, through evaluative processes of analysis and interpretation

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove
    This question asks whether all, or only some, of the proposed The Arts criteria must be fulfilled in order for a course to qualify for the General Education The Arts designation. The proposed criteria may be modified as a result of this survey, but at present, as shown on the previous page, they are:
  • Explain the methods of inquiry in arts-related fields and describe how these fields interface with other spheres of intellectual thought
  • Create and/or perform arts-related works that use various media, symbols, metaphors and methods of transformative engagement to express and communicate their ideas, experiences, and emotions to various audiences
  • Demonstrate knowledge and understanding of details, elements, theories, and concepts regarding the arts from various historical periods and cultures
  • Examine the role of the arts and aesthetic values as historic and contemporary agents of cultural and societal expression
  • Critically assess creative work, their own or others’, through evaluative processes of analysis and interpretation

How many of these objectives must a course target in order to be designated General Education The Arts?

  • 0
  • 1
  • 2
  • 3
  • 4
  • 5

If you responded to the above question with less than the maximum objectives, a text box will appear for you to comment on your choice of objectives. (text box provided for your comments)


CURRENT CRITERIAPROPOSED CRITERIA
Quantification (GQ)

The objective is for the students to work with numbers so as to measure space, time, mass, forces and probabilities; to reason quantitatively; and to apply basic mathematical processes to daily work and everyday living. (Senate Agenda, 4-30-85)
In the review of the course proposal the General Education committee will examine whether the proposal meets the General Education course criteria stated above and in addition shows how the course will:
1. teach students to reason quantitatively.
2. teach students to measure probabilities.
3. apply basic mathematical principles and processes to practical problems of day-to-day living.
4. provide opportunities for students to formulate informed judgments based on quantitative reasoning.
5. assess the degree to which its stated Quantification General Education objectives are met.
Quantification (GQ)

In quantification (GQ) fields, students practice and master basic mathematical and statistical skills of lifelong value in solving real world problems. Students should learn to apply mathematical skills appropriate to their discipline to adeptly to solve real world problems
and apply appropriate mathematical understanding to their relevant fields of study.

To help students achieve GQ goals, the university provides opportunities for students to master foundational quantification skills through GQ coursework, technological tools, and learning support services that will:
• Provide experience in assessing and interpreting quantitative data and information
• Ensure students can recognize patterns, establish relations, exercise conceptual thinking, and develop problem-solving skills; and think logically and critically
• Provide students with opportunities to measure probabilities
• Support students in their efforts to draw accurate and useful conclusions; make informed decisions based on quantitative analysis; and use basic mathematical and statistical skills to solve real-world problems.
Upon successful completion of the General Education Quantification (GQ) requirement, students should have increased their abilities to:
• Use mathematical, statistical, or computational models, principles, and processes to integrate, synthesize, generalize, and make judgments about information from authentic real world problems
• Recognize patterns, establish mathematical relations, perform conceptual thinking, apply problem-solving skills, and think logically and critically
• Develop, explore, analyze, and reason about multi-variable relationships using quantitative tools
• Reason probabilistically, especially in the context of the variability of real data and making judgments based on data
• Recognize quantitative concepts in different contexts, describe their essential features and relationships, and apply them in different settings
• Communicate and explain mathematical and statistical ideas orally and in writing.

Upon successful completion of the General Education Quantification (GQ) requirement, students should have increased their abilities to:

Use mathematical, statistical, or computational models, principles, and processes to integrate, synthesize, generalize, and make judgments about information from authentic real world problems

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Recognize patterns, establish mathematical relations, perform conceptual thinking, apply problem-solving skills, and think logically and critically

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Develop, explore, analyze, and reason about multi-variable relationships using quantitative tools

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Reason probabilistically, especially in the context of the variability of real data and making judgments based on data

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Recognize quantitative concepts in different contexts, describe their essential features and relationships, and apply them in different settings

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Communicate and explain mathematical and statistical ideas orally and in writing

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove
    This question asks whether all, or only some, of the proposed Quantification criteria must be fulfilled in order for a course to qualify for the General Education Quantification designation. The proposed criteria may be modified as a result of this survey, but at present, as shown on the previous page, they are:
  • Use mathematical, statistical, or computational models, principles, and processes to integrate, synthesize, generalize, and make judgments about information from authentic real world problems
  • Recognize patterns, establish mathematical relations, perform conceptual thinking, apply problem-solving skills, and think logically and critically
  • Develop, explore, analyze, and reason about multi-variable relationships using quantitative tools
  • Reason probabilistically, especially in the context of the variability of real data and making judgments based on data
  • Recognize quantitative concepts in different contexts, describe their essential features and relationships, and apply them in different settings
  • Communicate and explain mathematical and statistical ideas orally and in writing

How many of these objectives must a course target in order to be designated General Education Quantification?

  • 0
  • 1
  • 2
  • 3
  • 4
  • 5
  • 6

If you responded to the above question with less than the maximum objectives, a text box will appear for you to comment on your choice of objectives. (text box provided for your comments)


Current CriteriaProposed New Criteria
Writing/Speaking (GWS)

The objective is for students to communicate information clearly and set forth their beliefs persuasively both orally and in writing. In particular, they must be sufficiently proficient in writing, such that their expository prose meets the expectations of educated readers in both form and style. Gaining communication skills in a natural language or languages other than English may be incorporated as part of the objectives of communications. (Senate Agenda, 4-30-85.)
In the review of the course proposal the General Education subcommittee will examine whether the proposal meets the General Education course criteria stated above and in addition shows how the course will:
1. teach students to organize materials in a logical and clear manner.
2. teach students to write clearly.
3. teach students to write proficiently with respect to form and style.
4. teach students to express ideas orally in a logical and clear manner.
5. provide constructive criticism of the efforts of students to meet the General Education objectives of the Writing/Speaking Area.
6. assess the degree to which its stated Writing/Speaking General Education objectives are met. Writing/Speaking (GWS)
Writing/Speaking (GWS)

As students move through writing and speaking (GWS) courses, they do more than improve their abilities to communicate information clearly. They learn to set forth their beliefs persuasively and well both orally and in writing. Students should emerge from their GWS courses as more accomplished writers and speakers, comfortable and
competent in a wide variety of settings.

To help students achieve GWS goals, the university provides GWS course-based, technological tools, and learning support services that will:
• Provide opportunities for students to become increasingly effective writers and speakers and to be effective communicators as they enter new contexts and address new audiences
• Ensure students have opportunities to become increasingly accomplished in an expanding communication terrain as their academic experiences diversify along disciplinary, professional, and civic lines, and as they move into new settings where expected outcomes expand, multiply and diverge.
Upon successful completion of the General Education Writing/Speaking requirement, students should have increased their abilities to:
• Effectively and persuasively communicate to diverse audiences through speech and writing
• Demonstrate capacities in critical thinking, reading, listening, and generating ideas
• Demonstrate proficiency in composition processes
• Effectively employ the conventions of spoken and written communication.

Upon successful completion of the General Education Writing/Speaking requirement, students should have increased their abilities to:

Effectively and persuasively communicate to diverse audiences through speech and writing

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Demonstrate capacities in critical thinking, reading, listening, and generating ideas

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Demonstrate proficiency in composition processes

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)
  • Delete/Remove

Effectively employ the conventions of spoken and written communication

  • Keep as worded
  • Keep, and reword (please provide suggestion) (text box provided for your comments)

Delete/Remove

This question asks whether all, or only some, of the proposed Writing/Speaking criteria must be fulfilled in order for a course to qualify for the General Education Writing/Speaking designation. The proposed criteria may be modified as a result of this survey, but at present, as shown on the previous page, they are:

  • Effectively and persuasively communicate to diverse audiences through speech and writing
  • Demonstrate capacities in critical thinking, reading, listening, and generating ideas
  • Demonstrate proficiency in composition processes
  • Effectively employ the conventions of spoken and written communication

How many of these objectives must a course target in order to be designated General Education Writing/Speaking?

  • 0
  • 1
  • 2
  • 3
  • 4

If you responded to the above question with less than the maximum objectives, a text box will appear for you to comment on your choice of objectives. (text box provided for your comments)


Numerical Responses to the Survey

GWS Survey Results

Effectively and persuasively communicate to diverse audiences through speech and writing

Keep as wordedKeep, and rewordDelete/RemoveTotal
165 (76%)49 (22%)4 (2%)218 (100%)

Demonstrate capacities in critical thinking, reading, listening, and generating ideas

Keep as wordedKeep, and rewordDelete/RemoveTotal
168 (77%)46 (21%)4 (2%)218 (100%)

Demonstrate proficiency in composition processes

Keep as wordedKeep, and rewordDelete/RemoveTotal
161 (74%)48 (22%)9 (4%)218 (100%)

Effectively employ the conventions of spoken and written communication

Keep as wordedKeep, and rewordDelete/RemoveTotal
164 (76%)42 (19%)9 (4%)215 (100%)

How many of these objectives must a course target in order to be designated General Education Writing/Speaking?

1234Total
11456698220 (100%)

GQ Survey Results

Use mathematical, statistical, or computational models, principles, and processes to integrate, synthesize, generalize, and make judgments about information from authentic real world problems

Keep as wordedKeep, and rewordDelete/RemoveTotal
117 (79%) 29 (20%)2 (1%)148 (100%)

Recognize patterns, establish mathematical relations, perform conceptual thinking, apply problem-solving skills, and think logically and critically

Keep as wordedKeep, and rewordDelete/RemoveTotal
132 (89%)14 (10%)2 (1%)148 (100%)

Develop, explore, analyze, and reason about multi-variable relationships using quantitative tools

Keep as wordedKeep, and rewordDelete/RemoveTotal
117 (81%)18 (12%)9 (6%)144 (100%)

Reason probabilistically, especially in the context of the variability of real data and making judgments based on data

Keep as wordedKeep, and rewordDelete/RemoveTotal
114 (77%)25 (17%)8 (5%)147 (100%)

Recognize quantitative concepts in different contexts, describe their essential features and relationships, and apply them in different settings

Keep as wordedKeep, and rewordDelete/RemoveTotal
123 (85%)7 (5%)15 10%)145 (100%)

Communicate and explain mathematical and statistical ideas orally and in writing

Keep as wordedKeep, and rewordDelete/RemoveTotal
120 (82%)17 (11%)10 (7%)147 (100%)

How many of these objectives must a course target in order to be designated General Education Quantification?

123456Total
101648341923150 (100%)

GA Survey Results
Explain the methods of inquiry in arts-related fields and describe how these fields interface with other spheres of intellectual thought

Keep as wordedKeep, and rewordDelete/RemoveTotal
158 (71%) 51 (29%)14 (6%)223 (100%)

Create and/or perform arts-related works that use various media, symbols, metaphors and methods of transformative engagement to express and communicate their ideas, experiences, and emotions to various audiences

Keep as wordedKeep, and rewordDelete/RemoveTotal
120 (76%) 25 (16%)13 (8%)158 (100%)

Demonstrate knowledge and understanding of details, elements, theories, and concepts regarding the arts from various historical periods and cultures

Keep as wordedKeep, and rewordDelete/RemoveTotal
139 (90%)13 (8%)3 (2%) 155 (100%)

Examine the role of the arts and aesthetic values as historic and contemporary agents of cultural and societal expression

Keep as wordedKeep, and rewordDelete/RemoveTotal
133 (86%) 18 (12%)4 (2%)155 (100%)

Critically assess creative work, their own or others’, through evaluative processes of analysis and interpretation

Keep as wordedKeep, and rewordDelete/RemoveTotal
141 (90%)13 (8%)2 (1%)156 (100%)

How many of these objectives must a course target in order to be designated General Education The Arts?

12345Total
115256626158 (100%)

GH Survey Results
Explain the methods of inquiry in Humanities fields and describe how the Humanities interface with other spheres of intellectual thought

Keep as wordedKeep, and rewordDelete/RemoveTotal
158 (71%) 51 (29%)14 (6%)223 (100%)

Demonstrate competence in critical thinking about humanistic topics and texts through clear and well-reasoned responses

Keep as wordedKeep, and rewordDelete/RemoveTotal
192 (87%) 24 (11%)5 (2%)221 (100%)

Aesthetically evaluate humanistic texts, whether verbal, visual, or digital

Keep as wordedKeep, and rewordDelete/RemoveTotal
151 (68%) 51 (23%)20 (9%)222 (100%)

Identify and explain moral or ethical dimensions within humanistic fields of study

Keep as wordedKeep, and rewordDelete/RemoveTotal
186 (83%) 29 (13%)9 (4%)224 (100%)

Demonstrate an expanded knowledge of important cultural issues and broad overviews through time, including humanistic material that stretches their intellectual range

Keep as wordedKeep, and rewordDelete/RemoveTotal
163 (73%) 49 (22%)11 (5%)223 (100%)

Describe important figures, ideas, or events that have influenced the lived experiences and values of different communities

Keep as wordedKeep, and rewordDelete/RemoveTotal
184 (82%) 33 (15%)8 (3%)225 (100%)

How many of these objectives must a course target in order to be designated General Education Humanities?

123456Total
22033675116229 (100%)

GHW Survey Results
Explain the methods of inquiry in Health and Wellness fields and describe how these fields interface with other spheres of intellectual thought

Keep as wordedKeep, and rewordDelete/RemoveTotal
97 (76%) 19 (15%)12 (10%)128 (100%)

Describe alternative perceptions and multiple dimensions of health and wellness (emotional, spiritual, environmental, physical, social, intellectual, and occupational

Keep as wordedKeep, and rewordDelete/RemoveTotal
108 (82%) 17 (13%)6 (5%)131 (100%)

Identify and explain ways individuals and/or communities can achieve and maintain health and wellness

Keep as wordedKeep, and rewordDelete/RemoveTotal
113 (87%) 16 (12%)1 (1%)130 (100%)

Describe health-related risk factors and explain changes in knowledge, attitudes, behaviors, activities or skills that have the potential of improving health and wellness

Keep as wordedKeep, and rewordDelete/RemoveTotal
115 (88%) 12 (9%)4 (3%)131 (100%)

Assess changes in their own and others’ health and wellness

Keep as wordedKeep, and rewordDelete/RemoveTotal
112 (85%) 14 (11%)5 (4%)131 (100%)

Disseminate knowledge about health and wellness and demonstrate behavioral practices needed to engage in healthy living across the life span

Keep as wordedKeep, and rewordDelete/RemoveTotal
105 (79%) 17 (13%)10 (8%)132 (100%)

How many of these objectives must a course target in order to be designated General Education Health and Wellness?

123456Total
81341332120136 (100%)

GN Survey Results
Explain the methods of inquiry in the natural sciences and describe how the natural sciences interface with other spheres of intellectual thought

Keep as wordedKeep, and rewordDelete/RemoveTotal
139 (78%)35 (20%)4 (2%)178 (100%)

Construct evidence-based explanations of natural phenomena

Keep as wordedKeep, and rewordDelete/RemoveTotal
154 (87%)19 (11%)4 (2%)177 (100%)

Demonstrate informed understandings of scientific claims and their applications

Keep as wordedKeep, and rewordDelete/RemoveTotal
149 (85%)21 (12%)5 (3%)175 (100%)

Evaluate the quality of the data, methods, and inferences used to generate scientific knowledge

Keep as wordedKeep, and rewordDelete/RemoveTotal
161 (92%)14 (8%)0175 (100%)

Recognize social and philosophical implications of discoveries in the natural sciences, as well as their potential to address contemporary problems

Keep as wordedKeep, and rewordDelete/RemoveTotal
149 (84%)30 (11%)8 (5%)177 (100%)

How many of these objectives must a course target in order to be designated General Education Natural Sciences?

12345Total
821633851182 (100%)

GS Survey Results
Explain the methods of inquiry used in the social and behavioral sciences and describe how these fields interface with other spheres of intellectual thought

Keep as wordedKeep, and rewordDelete/RemoveTotal
139 (71%)49 (25%)8 (4%)196 (100%)

Describe the multiple nature of causality in social settings

Keep as wordedKeep, and rewordDelete/RemoveTotal
133 (67%)47 (24%)19 (9%)199 (100%)

Demonstrate the application of scientific data, concepts, and models in aspects of the social and behavioral sciences

Keep as wordedKeep, and rewordDelete/RemoveTotal
162 (82%)28 (14%)8 (4%)198 (100%)

Recognize social and philosophical implications of discoveries in the social and behavioral sciences, as well as their potential to address contemporary problems

Keep as wordedKeep, and rewordDelete/RemoveTotal
147 (74%)42 (21%)10 (5%)199 (100%)

How many of these objectives must a course target in order to be designated General Education Social and Behavioral Science?

1234Total
17546755195 (100%)

Proposed Updated Domain Descriptions and Criteria

GWS Writing and Speaking
In writing and speaking (GWS) courses, students do more than improve their abilities to communicate information clearly. They learn to set forth arguments persuasively and well, both orally and in writing. Students should emerge from their GWS courses as more accomplished writers and speakers, competent in a wide variety of settings.

To help students achieve GWS goals, the university provides GWS courses and an appropriate learning environment that will:

  •  Provide opportunities for students to become increasingly effective communicators as they enter new contexts and address new audiences
  • Provide opportunities for students to become increasingly accomplished in written, oral, digital, and visual communication

Upon successful completion of the General Education Writing and Speaking requirements, students will have increased their abilities to:

  •  Demonstrate rhetorical and analytical skills as they explore, compose, interpret, and present a variety of texts
  • Communicate effectively and persuasively to a range of audiences
  •  Demonstrate capacities for critical thinking, listening, and generating ideas
  •  Demonstrate proficiency in composing processes

Employ the conventions of both spoken and written communication with sensitivity to context and venue


GQ Quantification
In Quantification (GQ) fields, students practice and master basic mathematical and statistical skills of lifelong value in solving real world problems. Students should learn to apply mathematical skills appropriate to solve such problems.To help students achieve GQ goals and master foundational quantification skills, the university provides GQ coursework and an appropriate learning environment that will:

  • Provide experience in assessing and interpreting quantitative data and information
  • Guide students to recognize patterns, establish relations, exercise conceptual thinking, develop problem-solving skills, and think logically and critically
  • Provide students with opportunities to measure probabilities
  • Support students in their efforts to draw accurate and useful conclusions; make informed decisions based on quantitative analysis; and use basic mathematical and statistical skills to solve real-world problems. Upon successful completion of the General Education Quantification (GQ) requirement, students should have increased their abilities to:
  • Use mathematical, statistical, or computational models, principles, and processes to integrate, synthesize, generalize, or make judgments about real world problems
  •  Recognize patterns, establish mathematical relations, apply problem-solving skills, and think logically and critically
  • Develop, explore, analyze, and reason about multi-variable relationships using quantitative tools
  • Use probability to reason and make judgments based on data that exhibit variability
  • Communicate and explain mathematical and statistical ideas.

GA Arts
In arts fields (GA), students focus on exploring or creating works of art. Students should become familiar with the importance of significant creative works, the traditions and history associated with those works, and the important role that the arts play as expressions of the cultural values of society and the human condition.
To help students achieve GA goals, the University provides GA courses and an appropriate learning environment with purposeful engagement with the arts and creative works for students to:

  •  Encounter and become conversant with the terminologies, techniques, practices, knowledge, and skills employed by the arts
  •  Gain a comprehension of the role that the arts play as expressions of the cultural values of society and the human condition
  •  Expand their knowledge of the variety of expressions and experiences that are provided through the arts
  •  Develop competencies in interpreting and critically evaluating diverse expressions in the arts

Upon successful completion of the General Education Arts (GA) requirement, students should be able to:

  •  Explain the methods of inquiry in arts fields and describe how the contributions of these fields complement inquiry in other areas
  •  Demonstrate an expanded knowledge and comprehension of the role that the arts play in various aspects of human endeavor
  •  Demonstrate competence in the creation of works of art and design
  •  Demonstrate competence in analysis, critical thinking and interpretive reasoning through the exploration of creative works
  • Identify and explain the aesthetic, historic, social, and cultural significance of important works of art and critically assess creative works, their own or others’, through evaluative processes of analysis and interpretation

GH Humanities
In humanities (GH) fields, students focus on exploring important works of literature, history, religion, philosophy, and other closely related forms of cultural expression, thereby broadening their understanding of diverse ways of seeing, thinking about, and experiencing the self and society. Students will enlarge their intellectual horizons and knowledge of the world through encountering humanistic representations of both lived experiences and imaginative or speculative constructions, past or present. Students thus become increasingly prepared to live as thoughtfully engaged members of multiple communities, whether local, regional, or global.

To help students achieve GH goals, the University provides GH courses and an appropriate learning environment for students to:

  • Engage in the qualitative study of the humanities
  • Expand their knowledge of the variety of human experiences
  • Gain access to various humanistic traditions and their changes through time
  • Probe the foundations of communication and thought and become aware of the scope and limitations of human communication
  • Encounter concepts and traditions that attempt to bring ultimate sense to human existence
  • Develop their competency in interpreting, and critically evaluating diverse ways of life, traditions, and shared or individual values, including their own.

Upon successful completion of the General Education Humanities (GH) requirement, students should have increased their abilities to:

  • Explain the methods of inquiry in humanities fields and describe how the contributions of these fields complement inquiry in other areas
  •  Demonstrate competence in critical thinking about topics and texts in the humanities through clear and well-reasoned responses
  •  Critically evaluate texts in the humanities– whether verbal, visual, or digital– and identify and explain moral or ethical dimensions within the disciplines of the humanities
  •  Demonstrate knowledge of major cultural currents, issues, and developments through time, including evidence of exposure to unfamiliar material that challenges their curiosity and stretches their intellectual range
  • Become familiar with groups, individuals, ideas, or events that have influenced the experiences and values of different communities

GHW Health and Wellness
In Health and Wellness (GHW) fields, students focus on the physical and psychosocial well-being of individuals and communities. They expand their theoretical and practical knowledge about health and wellness—concepts that are multidimensional and culturally defined. The University provides opportunities for students to study such diverse topics as nutrition, physical activity, stress, sleep, healthy leisure, alcohol, tobacco, and other substance use, sexual health, and safety—all useful in maintaining lifelong health and wellness and in creating healthy work and community environments.

To help students achieve GHW goals, the University provides GHW courses and an appropriate learning environment for students to:

  • Identify and practice skills, attitudes, and behaviors that should enable them to better maintain health and wellness across their lifespans
  • Identify wellness as a positive state of well-being, not merely the absence of disease or illness
  • Recognize the importance of social, emotional, and physical health and wellness for communities as well as for individuals.Upon successful completion of the General Education Health and Wellness (GHW) requirement, students should have increased their abilities to:
  • Explain the methods of inquiry in Health and Wellness fields and describe how the contributions of these fields complement inquiry in other areas
  • Describe multiple perceptions and dimensions of health and wellness (emotional, spiritual, environmental, physical, social, intellectual, and occupational)
  • Identify and explain ways individuals and/or communities can achieve and maintain health and wellness
  • Describe health-related risk factors and explain changes in knowledge, attitudes, behaviors, activities or skills that have the potential of improving health and wellness

Disseminate knowledge about health and wellness and demonstrate behavioral practices needed to engage in healthy living across the life span.


GN Natural Sciences
In Natural Science (GN) fields, students develop the skills necessary to make informed judgments about scientific information and arguments. Along with building knowledge of foundational scientific principles, students expand their understanding of how and why science works, why it is an effective tool for knowledge generation, and how it can address contemporary questions and challenges.To help students achieve GN goals and develop this scientific literacy, the University provides GN courses and an appropriate learning environment for students to:

  • Encounter the order, diversity, and beauty of nature
  • Sample some of the ways in which science offers an additional lens through which to view the human condition
  • Engage with scientific material through discussion, exploration, data analysis, and experimentation
  • Gain practice in recognizing the nature of scientific process and discovery, in identifying what science can and cannot achieve, and in analyzing why scientific arguments may lead to different conclusions than other forms of intellectual discourse.Upon successful completion of the General Education (GN) requirement, students should have increased their abilities to:
  • Explain the methods of inquiry in the natural science fields and describe how the contributions of these fields complement inquiry in other areas
  • Construct evidence-based explanations of natural phenomena
  • Demonstrate informed understandings of scientific claims and their applications
  • Evaluate the quality of the data, methods, and inferences used to generate scientific knowledge
  • Identify societal or philosophical implications of discoveries in the natural sciences, as well as their potential to address contemporary problems

GS Social and Behavioral Sciences
In Social and Behavioral Science (GS) fields, students focus on analyzing the forces that influence behaviors, values, habits, attitudes, and institutions. GS courses allow students to explore the multiple perspectives and methodologies useful in analyzing and addressing complex social issues.
To help students achieve GS goals, the university provides GS courses and an appropriate learning environment for students to:

  • Explore the interrelationships of the many factors that shape behavior
  • Be introduced to methodological analyses of the forms, practices, and theories of politics, economics, and social institutions
  • Develop comprehensive, integrated, reasoned, and theoretical views of their contemporary and emerging social worlds
  • Expand their understanding of how social, political, and economic influences and trends affect individual, group, organizational, local, national, and global contexts.Upon successful completion of the general Education Social and Behavioral Sciences (GS) requirement, students should have increased their abilities to:
  • Explain the various methods of inquiry used in the social and behavioral sciences and describe how the contributions of these fields complement inquiry in other areas
  • Identify and explain major foundational theories and bodies of work in a particular area of social and behavioral sciences
  • Describe the ways in which many different factors may interact to influence behaviors and/or institutions in historical or contemporary settings
  • Explain how social and behavioral science researchers use concepts, theoretical models and data to better understand and address world problems
  • Recognize social, cultural, political and/or ethical implications of work in the social and behavioral sciences.