• Certified General Education Courses (domain and intensive)
  
• Forms for proposing GER courses (in Microsoft Word format)
• Criteria for GER Courses (Separate document)
• Committee Members
• Brief History of General Education
• General Education Goals (Separate document)
• The GER Model
• Summary of the GER Model
• Frequently Asked Questions
• General Education Advisory Manual
• Transfer Module and Transfer Credits

General Education: A Brief History

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

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

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.

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

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.

General Education: The Committee

Elected Members

                    Cary Horvath (3) Fine and Performing Arts

                    Matt O'Mansky (3) Arts and Sciences

                    Ram Kasuganti (1) Williamson College of Business Administration

                    Yaqin Wang (2) Societies & Institutions

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.

In the fall of 2000 with the beginning of the semester calendar.

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.

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.

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.

It is a course that designates a substantial portion (at least 30%) of the course grade to various critical thinking assignments.

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.

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.

Yes, they can. The state has adopted a transfer module, which YSU has agreed to follow.

The grade will count, so the student does not have to retake it unless seeking a higher grade.

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.

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.

No. If a course crosses a number of domains, then it is a candidate for the Selected Topics and Electives category.

Yes, so long as they can clearly demonstrate that the goals of the domain are fully addressed in the course.

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.