General Education: A Brief History
Until the year 2000, the general education requirements were distributed across five areas: composition, health and physical education, humanities, social sciences, and science/mathematics. With the exception of the two composition courses and the single health education course, students could choose from literally hundreds of courses to satisfy these distribution requirements. Students' general education experiences shared very few commonalities.
In 1993 the dean of Arts and Sciences appointed a committee to study the general education program. After examining the issues extensively, the committee forwarded a set of general-education goals to the Academic Standards Committee of the Academic Senate. After modification by the committee, the goals were approved by the Senate.
In 1994 the Senate, in conjunction with the provost, appointed a General Education Requirements Task Force to develop a program based on the approved goals. For the next three years, members of the task force studied the literature on general education, attended national meetings, and reviewed the programs of several dozen other universities. They visited academic departments, developed surveys, analyzed student transcripts, held open hearings, and made periodic reports to the Senate.
In fall of 1997 the task force submitted its recommendations to the Academic Standards Committee of the Academic Senate. After lengthy and lively debate the amended program was passed in spring of 1998. The university switched to the new requirements in the fall of 2000 and simultaneously from quarters to semesters.
General Education Requirements: The Model
General education requirements (GER) are those courses or groupings of courses which each student, regardless of major or degree, must take in order to graduate. The purposes of GER include the acquisition and development of skills and knowledge deemed essential to living as productive and responsible citizens. The GER at YSU are founded in 13 goals adopted by the YSU Academic Senate in May 1994, enumerated on pp. 52-53 of the 97-98 or subsequent undergraduate bulletins.
Students in continuous enrollment will be expected to complete the General Education Requirements described in the undergraduate bulletin in use when they entered the University, although they may choose to adhere to the new requirements if they wish. All incoming students in the fall of 2000, whether freshmen, transfer or re-enrolling students, will follow the new requirements. They are described below.
Baccalaureate Degree
A. Essential Skills (There are changes in the writing, speaking, and critical thinking sections that reflect Senate action taken 9/13/00).
1) Writing
To learn the skills of effective writing, students will take two courses: Writing 1 - - the standard introductory writing course, and Writing 2 - - a course in which students investigate a thematic topic, gather evidence from the library, Internet, or other appropriate sources, and write a research paper using a computer. Students may be placed into Writing 2 based on the Composition and Reading Placement Test (CRPT) or receive credit for Writing 1 and/or Writing 2 through AP testing. The approved Writing 1 and Writing 2 courses are ENGL 1550 and 1551, as well as ENGL 1550H and 1551H.
Additionally, students must take two courses with a writing intensive component. Any upper division course, except for a capstone, may qualify as writing intensive, whether it is a GER course or not, as long as it has been certified as writing intensive. Any lower division course with a prerequisite of English 1551 may also be certified as writing intensive, provided it meets the criteria for a writing intensive course. Students must take at least one writing intensive course at the upper division level. Any faculty member may propose a writing intensive course, and writing coordinators will offer training courses.
The writing-intensive courses may be satisfied in a foreign language, provided that other criteria established in the general education program are met.
Writing intensive courses have a “W” appearing after the course code in the schedule of classes.
2) Speaking
To become effective speakers, students will take an introductory Oral Communications course. The approved courses are COMM 1545 and 1545H, Communication Theory and Practice.
In addition, students must take at least one oral communication intensive course which is not a regular speech course; rather it includes speaking assignments. Any course, except for a capstone, may qualify as oral communication intensive, whether it is a GER course or not, as long as it has been certified as oral communication intensive. The oral ommunication-intensive courses may be satisfied in a foreign language, provided that other criteria established in the general education program are met.
Oral communication-intensive courses have a “O” appearing after the course code in the schedule of classes.
3) Critical Thinking
To meet Goal 3, students must take at least two critical thinking- intensive courses. Any course, except for a capstone, may qualify as critical thinking intensive, whether it is a GER course or not, as long as it has been certified as critical thinking intensive. Critical thinking-intensive components may be included in general education courses, in the major, in the minor, or in elective courses. They may be lower division or upper division courses.
Critical thinking-intensive courses have a “T” appearing after the course code in the schedule of classes.
4) Mathematics
Students must take one course that teaches mathematical and statistical skills. A student may satisfy this requirement by passing an approved course, by passing a mathematics placement exam, or by passing a higher level mathematics course.
B. Knowledge Domains
Students must take two or three courses from domains 1 (natural science), 2 (artistic and literary perspectives), and 3 (societies and institutions) for a total of eight courses; two courses from personal and social responsibility; one course from selected topics and electives, and a capstone course. A list of approved courses will be available in the Student Schedule of Courses, the Advisor's Guide and the University Bulletin, and on General Education Web Pages.
1. Natural Science
Students must take a minimum of two, and no more than three, courses from a list of approved courses that address goal 13 and, in addition, goal 6 or 7. At least one course must have a laboratory component.
2. Artistic and Literary Perspectives
Students must take a minimum of two, and no more than three, courses from a list of approved courses that address goal 8 and, in addition, goal 4,7,9,10,12, or 13.
With reference to satisfying goal 8 in the context of goal 10, it is understood that courses on European or non-European history, culture, societies, etc., without specific inclusion of the relationships to western societies would satisfy the intent of general education goals.
3. Societies and Institutions
Students must take a minimum of two, and no more than three, courses from a list of approved courses, that meet goal 11 and, in addition, goal 10 or 12 It is not expected that courses meeting goal 11 have to cover all of the areas mentioned. The intent of goal 11 is not confined to the context of the contemporary world or contemporary societies.
4. Personal and Social Responsibility
Students must take two courses from a list of approved courses that meet either goal 4 or 9 in combination with one other goal from 3 through 12.
5. Selected Topics and Electives
Students must take one course in this area from a list of approved interdisciplinary courses. Alternatively, a student may select one additional general-education approved course from mathematics, natural science, artistic and literary perspectives, and societies and institutions.
6. Capstone
Students must take one upper division capstone course in the major or from another area that satisfies general education criteria. Capstone courses are expected to incorporate writing, oral communication, and reasoning critically as appropriate in each discipline.
An upper-division general education course must have a general-education lower-division prerequisite.
Associate Degree
Students in associate degree programs must take a minimum of six general education courses, including Writing I and Writing II, and four additional courses selected from at least three of the following areas: mathematics, speech, natural science, artistic and literary perspectives, societies and institutions, and personal and social responsibility. No more than one course counted toward this requirement may be in mathematics.
SUMMARY OF GENERAL EDUCATION MODEL
I. Baccalaureate
Degree: 15 courses
Essential Skills
Writing I &
II 2 courses
Speech 1 course
Mathematics 1 course
Knowledge Domains
Natural
Science 2 - 3 courses
Artistic & Literary
Perspective 2 - 3 courses
Societies and
Institutions 2 - 3 courses
Personal & Social
Responsibility 2 courses
Selected Topics and
Electives 1 course
Total number of courses 15 courses
Writing-intensive courses are to be integrated in other courses at the upper-division level, except for lower-division courses with a prerequisite of ENGL 1551. Critical thinking-intensive and oral communication-intensive components may be integrated at the lower-division or upper-division level.
An upper division capstone course is required, and preferred in the major.
II. Associate Degree: 6 courses
Includes Writing I & II and four additional courses from at least three of the following areas: Mathematics, Speech, Natural Science, Artistic and Literary Perspectives, Societies and Institutions, and Personal & Social Responsibility.
No more than one course counted toward this requirement may be in mathematics.
GENERAL EDUCATION COMMITTEE MEMBERS
2008 to 2009
Julia Gergits, Coordinator and chair of committee
Matt O’Mansky, CLASS (2006–2009)
Huaiyu Chen, WCBA (2007–2010)
TBA, EDUC (2008–2011)
TBA, STEM (2008–2011)
Cary Horvath, F&PA (2006–2009)
Renee McManus, HHS (2007–2010)
Michael Crist (Artistic and Literary Perspectives)
Nicole Mullins (Personal/Social Responsibility)
Felicia Armstrong (Natural Sciences)
Roy Mimna (Math/Writing Skills)
Yaqin Wang (Societies and Institutions)
Susanne Miller (Advisors)
TBA, Student
TBA, Student
General Education: Frequently Asked Questions
Why do we have a new General Education program?
With the old distribution model, students’ general education experiences lack coherence and share very few commonalties. Since it is generally agreed nationally that there are important skills and knowledge bases that all students should master in order to be productive citizens, the new model and program will better ensure commonalties, coherence, and mastery of the basics.
When did the new General Education program begin?
In the fall of 2000 with the beginning of the semester calendar.
How will the new General Education program affect current students?
Current students will be expected to complete their degree programs following the General Education program that was in place when they entered YSU as freshmen. It will be possible for a current student to follow the new program instead. Check with your advisor for information.
What is a "writing-intensive" course?
It is a course that allocates a substantial portion (at least 30%) of the course grade to writing assignments of various kinds. Such courses will also include instruction on the writing process -- the interconnected activities of planning, drafting, revising, and editing writing.
What is a "communication-intensive" course?
It is a course that designates a substantial portion (at least 30%) of the course grade to various oral communication assignments. This course will also offer instruction on specific oral communication assignments that reinforce what students might learn in an introductory oral communication course.
What is a "critical thinking intensive" course?
It is a course that designates a substantial portion (at least 30%) of the course grade to various critical thinking assignments.
What happened to the General Education courses when the change to semesters was complete?
Courses approved by the General Education Committee as meeting the agreed to goals of general education have continued to be listed as part of general education. Unless approval is secured, they will be removed from the list. However, courses that presently count toward general education will continue to count for students who are following the old system.
Can students place out of any General Education courses?
Yes, they can place out of the Writing I or Writing II courses and the required math course by taking an exam provided either by the English or Math departments.
Can courses transferred from other schools be used to satisfy General Education requirements?
Yes, they can. The state has adopted a transfer module, which YSU has agreed to follow.
If a student receives a D in a General Education course, will it count or must a student retake it?
The grade will count, so the student does not have to retake it unless seeking a higher grade.
How will a student know that a particular course satisfies a General Education requirement?
If the student is following the old requirements, any courses offered by departments listed within the general education categories will satisfy. Confer with the catalogue of entry as freshmen. Course listings for each domain under the new general education requirements will be available on the Q2S and GER Web pages. They will also be in a student guide to General Education and in an advisor’s handbook for General Education.
Will there be assessment of whether students actually meet a specific General Education goal?
Yes, there will be a variety of means used to assess student achievement. The actual means and frequency thereof have yet to be determined by the General Education Committee.
Can departments submit a single course for more than one domain?
No. If a course crosses a number of domains, then it is a candidate for the Selected Topics and Electives category.
Can departments submit courses (in general) for more than one domain?
Yes, so long as they can clearly demonstrate that the goals of the domain are fully addressed in the course.
How can departments get advice on the submission of intensive proposals for courses in the major or in general education?
If you have any questions regarding intensive proposals,
contact Jay Gordon (1643) for writing, Dan O'Neill (3631) for oral
communication, and Tom Shipka (3447) for critical
thinking.
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Last updated: August 27, 2007
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Copyright 2007,