University-wide General Education Structure: Expected Outcomes for Course Offerings

These guidelines are intended to provide measurable student outcomes and broad course goals for each of the main components of the General Education structure.








University-wide General Education Structure: Expected Outcomes Summary of Contents

  • All Tier One and Tier Two courses should be rigorous treatments of fundamental knowledge and methods of inquiry
  • All Tier One and Tier Two courses should emphasize critical and evaluative thinking
  • Insofar as possible, all Tier One and Tier Two courses should integrate into the course structure new technologies, including computer and multimedia applications
  • Writing or other forms of composition must be integral parts of every Tier One and Tier Two course and should include multiple formats
  • Requirements for the two Area Studies: Gender, Race, Class and Ethnicity and Non-Western Civilization
  • All Tier One General Education courses must include an honors component. The four segments of Tier Two (Natural Sciences, Individuals and Societies, Humanities, and Arts) must also offer honors experiences, but these could be localized to some courses rather than being required in all.

Overall Learning Goals & Objectives for the University-wide General Education Program

Approved by the UWGEC May 17, 2006

 At the end of their General Education program, students will be able to:

·         Think critically
1.     Exercise synthetic, analytic and/or computational reasoning as needed to solve problems.
2.     Raise salient questions about the evidence, inferences, and conclusions of inquiries, including one’s own inquiries.
3.     Infer and assess the ambiguities, assumptions, values, and purposes at issue in inquiries, including one’s own work.
·         Communicate effectively
4.     Interpret and clearly present information in varied formats, including graphs, charts, and multimedia projects.
5.     Compose correct and clear written material in multiple formats such as research logs, researched reports, exam answers, and reflective essays.
6.     Improve written and visual documents in response to feedback.
·         Understand and value differences
7.     Assess how different modes of inquiry and expression are appropriate in varied cultural and disciplinary contexts.
8.     Examine how differences in cultural and individual viewpoints expand our understanding of human experience.
·         Use information effectively
9.     Access and evaluate the reliability of information from varied sources, including internet and library resources.
10.   Use information sources ethically and responsibly.