List of Sections

Diversity Emphasis
Information Literacy
Honors Accommodations
Learning Outcomes
Requirements & Rubric
Syllabus Template
Tier 1 Study Areas
Tier 2 Study Areas
Who Can Teach?
Writing Requirement

Diversity Emphasis

Diversity Emphasis courses were originally identified as either Gender, Race, Class, and Ethnicity, or Non-Western Cultures.

GUIDELINES FOR GENDER, RACE, CLASS AND ETHNICITY.
A course proposed to meet the gender, race, class and ethnicity requirement must involve at least two, and should, whenever possible, involve all three, of the following:

Explicit representation of gender, sexual orientation, ethnicity, race or social class in course material.
Contain the systematic use of gender, sexual orientation, social class, race or ethnicity as analytical categories.
Require a substantial quantity of materials written or interpreted by members of the targeted group or groups.

GUIDELINES FOR NON-WESTERN CIVILIZATION
Broadly-defined, non-Western means non-European. Beyond this general guideline, the term points to cultural perspectives, behavior, and influences delimited less by geographical location than by their contrast with those shaped by the dominant thoughts and economies of western Europe and America. Courses may be designated "non-Western" if they involve at least two, and when possible all four, of the following:

Explicit representation of non-Western civilizations (institutions, perspectives, patterns of behavior, and cultural products) in course materials:

Systematic exploration of non-Western modes of thought and analysis;
Consideration of the nature of contacts between traditions;
Materials written, created, or interpreted by non-Westerners

Information Literacy

Approved by the University-wide General Education Committee on 5/9/18

Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.

The Framework is organized into frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. For General Education proposals, you can identify a single frame or several (depending on your course). Each frame as well as sample student learning outcomes are provided below. Additional knowledge practices can be accessed here: Information Literacy Frames

Frames and Sample Student Learning Outcomes:

Sample Outcomes:

Students will:

develop a research question that will evolve over time as they conduct research with conflicting viewpoints, and from different contexts, or time periods.
synthesize ideas gathered from multiple sources.
draw reasonable conclusions based on their analysis and interpretation of information.

Authority is Contextual

Sample Outcomes:

Students will:

use research and evaluation to build criteria for assessing the authority and credibility of formal and informal sources.
engage with resources within the discipline that are created by acknowledged authorities such as well-known scholars and publications.

Scholarship is a Conversation:

Sample Outcomes:

Students will:

gain a greater understanding of course related topics by examining the connections and ongoing narratives between different scholars, researchers, writers and schools of thought.
cite the contributing work of others in their own information production.

Information is Power and has Value:

Sample Outcomes:

Students will:

recognize what constitutes plagiarism.
cite a source correctly and understand the reason for doing so.

Searching as Strategic Exploration:

Sample Outcomes:

Students will:

match information needs and search strategies to appropriate search tools.
refine needs and search strategies as necessary, based on search results.

Foundations, Tier One, and Tier Two classes should introduce students to important sources of information related to the content of the course. Instructors who require use of library resources, including online resources through the libraries, are strongly encouraged to consult with librarians in designing assignments. Students should also be informed about legal and ethical implications of using information, especially plagiarism.

Guidelines on Accommodations for Honors Students

Approved by the University-wide General Education Committee on 7-23-1997

The content of Honors academic work can include:

Introduction to research methodologies and theories in the field
Exploration of primary sources such as major monographs, treatises, journals
Discussion of the nature and scope of current and past controversies among scholars
Experience using critical, analytic skills unique to the subject matter
Introduction to major contributors to the historical and current development of the field
Hands-on experience in the creative, scholarly process appropriate to the field
Practice and critique of written and oral communication skills

Information about Honors contracts may be obtained from the Honors College.

Guidelines for Instruction of Honors Students

Approved by the University-wide General Education Committee on 4-21-1999

The Honors component of Tier One and Tier Two courses must provide students with an enhanced learning experience, different qualitatively, rather than quantitatively, when compared to the experience of non-Honors students. Honors assignments should be different in kind, but comparable in number, to assignments given other students.

The Honors component should involve a high level of faculty involvement. If a department is able to demonstrate that an advanced GAT can provide an enhanced experience, then the GAT may serve as the leader of an honors discussion section or an honors lab provided that there is periodic faculty involvement in meetings with the Honors students and in supervision of the GAT.

The policy of the Honors College is that GATs cannot be the instructors of record in Honors courses at Tier One or Tier Two, nor can they sponsor Honors contracts.

Learning Outcomes

In the Course Evaluation Rubric, this information can be found in Appendix B. At the end of their General Education program, students will be able to:

Think critically

Exercise synthetic, analytic and/or computational reasoning as needed to solve problems.
Raise salient questions about the evidence, inferences, and conclusions of inquiries, including one’s own inquiries.
Infer and assess the ambiguities, assumptions, values, and purposes at issue in inquiries, including one’s own work.

Communicate effectively

Interpret and clearly present information in varied formats, including graphs, charts, and multimedia projects.
Compose correct and clear written material in multiple formats such as research logs, researched reports, exam answers, and reflective essays.
Improve written and visual documents in response to feedback.

Understand and value differences

Assess how different modes of inquiry and expression are appropriate in varied cultural and disciplinary contexts.
Examine how differences in cultural and individual viewpoints expand our understanding of human experience.

Use information effectively

Access and evaluate the reliability of information from varied sources, including internet and library resources.
Use information sources ethically and responsibly.

Overall Learning Goals & Objectives for the University-wide General Education Program Approved by the UWGEC May 17, 2006

Learning Outcome Alignment Example

COURSE LEARNING OUTCOME	GENERAL EDUCATION PROGRAM STUDENT LEARNING OUTCOMES
COURSE LEARNING OUTCOME	THINK CRITICALLY	USE INFORMATION EFFECTIVELY	UNDERSTAND AND VALUE DIFFERENCES	COMMUNICATE EFFECTIVELY
Students will demonstrate knowledge of social perspective differences			Assessment: Assignment on social differences
Students will be able to communicate in writing on topics related to politics				Assessment: Term Paper on a topic based on political theory
Students will apply information learned in class critically in a case study	Assessment: Case Study

Note: Not all course learning outcomes will align with the GE Program outcomes, however, at least one of your outcomes should align with Communicate Effectively, as all General Education courses are writing emphasis courses.

Philosophy Statement

The University-wide General Education Curriculum emphasizes breadth of knowledge and development of academic skills to complement the depth of knowledge that students will acquire in their major fields.

Upon completion of the General Education Curriculum, a student should have had the opportunity to:

learn how different disciplines define, acquire and organize knowledge;
be provided with a basis for the examination of values;
develop analytic, synthetic, linguistic and computational skills useful in lifelong learning;
be provided with a common foundation for wide-ranging dialogue with peers on issues of significance

Taken together, the experiences of General Education encourage students to develop a critical and inquiring attitude, an appreciation of complexity and ambiguity, a tolerance for and empathy with persons of different backgrounds or values and a deepened sense of self.

Tier One Study Areas introduce students to fundamental issues and concepts in three study areas, or strands: Natural Sciences, Individuals and Societies, and Traditions and Cultures. Tier One courses should help develop critical thinking skills, provide opportunities for analysis and synthesis, competency in basic skills, and a foundation of knowledge in the sciences, humanities, and social sciences. Tier One instructors are encouraged to employ active learning methods that support student opportunities to work collaboratively, and to provide exposure to computer/multimedia applications.

Tier Two Study Areas are organized into four study areas: Humanities, Natural Sciences, Individuals and Societies, and Arts. Tier Two courses provide a more in-depth examination of topics/concepts introduced in Tier One courses. Tier Two courses should only be taken upon the completion of the relevant Tier One strand. Tier Two courses can serve as an introductory course for a minor, but it must be a first course so that students not minoring in the area are not at an academic disadvantage.

Requirements & Rubric

The requirements for proposing a general education course are outlined in the Course Evaluation Rubric shown below. It is helpful to download the rubric (docx) and use the document as a guide when writing a proposal and/or as a checklist before submitting a proposal to the committee.

COURSE CONTENT	SELECT:
Does the content of the course meet the identified study area and, if Tier One, the category?	Yes	No
Appendix A: Definitions of General Education Tier One Study Areas

STUDENT LEARNING OUTCOMES	SELECT:
Does the course have clearly stated learning outcomes?	Yes	No
These outcomes should reflect what the student will be able to do by the end of the course
Note: How do the course outcomes align with the Gen Ed program outcomes? (Not all course outcomes will align with program outcomes.) Then, what assessments are you using to measure whether your students have met the expected learning outcomes? (Refer to the General Education Student Learning Outcomes and the definitions of Tier One Study Areas and Tier Two Study Areas for examples)

WRITING REQUIREMENTS	SELECT:
Does the course meet the writing policy requirements?	Yes	No
The University-Wide General Education Committee will look for specific detail with respect to the writing policy when evaluating course proposals; sample assignments are helpful. Writing assignments, both formal and informal, are integrated in the course requirements through more than one means. Writing assignments emphasize critical inquiry. Writing assignments are evaluated for format, organization, style, grammar, and punctuation, as well as content and participation in the scholarly conversation. At least one writing assignment involves a revision process in which students receive instructor and/or peer feedback on a first draft and make substantive revisions before submitting a subsequent draft for grading. Writing assignments may vary in number and length but must add up to a minimum of 10 pages or 2500 words over the term. One or more writing assignments of at least 750 words must be done outside of the class session.
Note: The Writing Requirement policy was approved by academic committees and Faculty Senate in 2015.

COURSE MECHANICS	SELECT:
Does the course meet the 40% rule?	Yes	No
For Tier One and Tier Two courses, 40% of the grade points should be completed by the 8th week of classes (or the mid-point of shorter terms) so that students have ample feedback on their performance prior to the 10-week deadline to drop a course.

HONORS COMPONENT	SELECT:
Does the course include a component for Honors students?	Yes	No

INFORMATION LITERACY	SELECT:
Does the course address at least one of the Information Literacy Standards?	Yes	No
As defined by the Association of College and Research Libraries, information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." "Information literacy forms the basis for lifelong learning. Information literacy is common to all disciplines, to all learning environments, and to all levels of education." The expected information literacy outcomes for the General Education Program are in Appendix C.

Other Areas of Review

DOES THE PROPOSED COURSE:	SELECT:
Require sufficient readings (in terms of volume and content) to provide fundamental knowledge?	Yes	No
Emphasize critical and evaluative thinking?	Yes	No
Foster independent, creative, and interactive learning (i.e. group work, research projects, library work requiring use of printed and electronic sources)?	Yes	No
Provide students with opportunities to discuss course topics and material?	Yes	No
Identify multiple faculty members who can teach the course?	Yes	No

GENERAL COMMENTS:

Tier 1 Study Areas

This section includes the definitions of general education study areas for Tier One courses. Click on the tabs below to view the guidelines, learning outcomes, and subcategories for Tier One: Individuals and Societies, Traditions and Cultures, and Natural Sciences courses.

General Course Guidelines for Individuals and Societies
Tier One courses in Individuals and Societies will: emphasize fundamental issues and concepts pertinent to the broad exploration of questions about human beings and their societies foster independent, creative, and interactive learning provide students with opportunities to discuss course topics and material inspire students to think about themselves, others, and social organizations in new insightful ways instill in students a love of learning, excite them about the university experience, and leave them with valuable skills and knowledge applicable to their lives focus on BOTH individuals AND societies, or on either Representative areas of study include, but are not limited to: basic human thought processes (e.g. conceptual systems, symbolic representation of the world, knowledge acquisition, judgment and decision-making, problem-solving); personal identity; group identity; family and kinship structure; religious, political, economic, and legal institutions; individual freedom and social control; ethical and moral principles; and ideas of social justice. This list is not meant to be exhaustive, and it is not expected that any single course will necessarily span all the areas above. Note: Tier One courses in Individuals and Societies do not conform to these guidelines if they do not avoid narrow parochialism.
Sub-Categories for Individuals and Societies
INDV 101 (150A) - Mind, Self and Language The focus is on the individual – areas of study include, but are not limited to, personal identity, basic human thought processes, perception, knowledge acquisition, judgment and decision-making, problem solving. XXXX 150A[XXXX denotes the offering department's prefix] e.g., LING 150A1 - Language INDV 102 (150B)- Social Interaction and Relationships* The focus is on interactions among groups – areas of study include, but are not limited to, family and kinship structure, group identity, gender and cultural diversity, development of ethical and moral principles within groups, issues of social justice, business transactions. XXXX 150B* e.g., GWS 150B1 - Gender & Contemporary Society INDV 103 (150C) - Societal and Institutional Systems The focus is on institutions and societies – areas of study include, but are not limited to, formation of political systems and states, legal and religious organizations, economic systems, globalization, health and human services systems. XXXX 150C* e.g., ECON 150C1 - An Economic Perspective
Learning Outcomes for Individuals and Societies
After taking Tier One courses in Individuals and Societies students will be able to: understand more clearly issues of self-identity, social difference and social status, and the effects of major institutions on individual experiences demonstrate knowledge of the formal and informal structures and processes that make social systems, governments, and economies work have an informed opinion about socio-cultural problems and issues, which can be expressed orally or in writing, and based on knowledge about social, cultural, political, economic, philosophical, and religious theory demonstrate a well-developed critical faculty for distinguishing among the various theoretical and ideological interpretations of world events as they are presented in the media

General Course Guidelines for Traditions and Cultures
Tier One courses in Traditions and Cultures will: study historical development and fundamental concepts in European or other world cultures provide an awareness that we, as historical beings, are shaped by the thoughts and actions of our predecessors and that we will influence the lives of those who follow us examine cultures as distinct heritages of ideas, values, and artistic expressions and view them as having undergone continual adaptation due to social changes have a broad sweep both in terms of chronology and in terms of geography engage in a rigorous exploration of fundamental knowledge that emphasizes interdisciplinary and cross-cultural analysis emphasize the assessment, evaluation, and critique of culture require significant essay assignments Tier One courses in Traditions and Cultures do not conform to these guidelines if they do not use the study of a specific culture as an exemplar of how traditions and cultures develop and change.
Sub-Categories for Traditions and Cultures
TRAD 101 (160A) - Non-Western Cultures and Civilizations areas of study include, but are not limited to, non-European and non-North American cultures, emerging regions of the world, native peoples and civilizations, prehistoric migrations and agriculture, non-Western modes of thought and religions, contacts between traditions. XXXX 160A* e.g., AIS 160A1 - Many Nations of Native America TRAD 102 (160B) - Western Cultures and Civilizations: Classical to Renaissance areas of study include, but are not limited to, historical development and fundamental concepts in Europe, the Western heritage of ideas, values, and artistic expressions and the ways these have evolved with social changes through the 16th Century. XXXX 160B* e.g., CLAS 160B1 - In the Beginning: Roots of Western Culture TRAD 103 (160C) - Western Cultures and Civilizations: Renaissance to Present areas of study include, but are not limited to, the historical development and fundamental concepts in Europe and North America from the 17th Century to the present, the continuing development of Western ideas, values, literature and fine arts, science and technology. XXXX 160C* e.g., GER 160C1 - German Speaking World TRAD 104 (160D) - Topics in Culture and Civilization areas of study include, but are not limited to, global studies, the interdisciplinary and cross-cultural analysis of societies, the assessment and critique of cultures, topics that cover a broad span of time and place/geography. XXXX 160D* e.g., PHIL 160D1 - Justice & Virtue
Learning Outcomes for Traditions and Cultures
After taking Tier One courses in Traditions and Cultures students will be able to: identify references and allusions to the periods, ideas, people, artifacts, and events generally felt to have been important in the past identify and define their own world view, compare and contrast their world view with other world views, and through written and oral communication present and defend their world view appreciate the art, history, politics, and philosophies of cultures other than their own, including non-western cultures analyze how perceptions, values, beliefs, and customs influence individual and societal behavior and to use these analyses before judging

General Course Guidelines for Natural Sciences
Tier One courses in Physical Sciences will: demonstrate the importance of physical and chemical processes and their application to events in the everyday world cover the following major concepts: Newton's laws governing force and motion laws of thermodynamics governing energy and entropy the role of electromagnetism in nature the atomic structure of matter be interdisciplinary and cut across departments and disciplines and integrate them so that the commonality of the scientific approach can be exemplified. To insure this interdisciplinary perspective every offering must include course content that integrates two or more disciplinary or cross-disciplinary applications such as: Astronomy/Planetary Sciences: Formation and development of the Universe; cosmology, stellar evolution and planetary astronomy Geosciences: Formation, development of the earth; geophysical/geochemical processes of continents and oceans Engineering/Technological Sciences: The interplay between science and technology; applied science and everyday life Atmospheric sciences: Formation and development of the atmosphere; physical and chemical processes of the atmosphere, weather and climate Environmental Sciences: The interaction and interconnections between physical, chemical, and biological processes as they affect, and are affected by, human beings living in their environment.
Sub-Categories for Natural Sciences
NATS 101 - The Earth and Its Environment: areas of study include, but are not limited to, physical and chemical processes and their application to events in the everyday world; formation and development of the earth, continents and oceans; development of the atmosphere, weather and climate; soil and water sciences; the interplay between applied sciences and technology; interactions between the physical environment, resources and human beings. XXXX 170A* e.g., GEOG 170A1 - Earth’s Environment: Introduction to Physical Geography NATS 102 - Beyond the Earth in Space and Time: areas of study include, but are not limited to, astronomy and planetary sciences, formation of the universe, cosmology and stellar evolution, life and humanity in the universe. XXXX 170B* e.g., PTYS 170B1 - The Universe & Humanity: Origin & Destiny NATS 104 - Biological Sciences: areas of study include, but are not limited to, biological processes and their application to events in the everyday world, the evolution of diverse life forms, interdependence of plant and animal systems, conservation and preservation of diverse life forms, nutrition and processes contributing to good health and well-being. XXXX 170C*
Learning Outcomes for Natural Sciences
After taking Tier One courses in Natural Sciences students will be able to: understand the nature and application of physical and /or biological science apply ideas and processes beyond the classroom recognize the complexity of many scientific issues design experiments, generating and analyzing actual data, using abstract reasoning to interpret these, formulating and testing hypotheses with scientific rigor speak and write about scientific knowledge appreciate the relative scale of objects, rates of change, linear and nonlinear growth present data in tables, graphs and charts as well as performing appropriate mathematical calculations and data analysis read and understand scientific literature from popular sources such as magazines and newspapers

General Course Guidelines for Traditions and Cultures
Tier One courses in Traditions and Cultures will: study historical development and fundamental concepts in European or other world cultures provide an awareness that we, as historical beings, are shaped by the thoughts and actions of our predecessors and that we will influence the lives of those who follow us examine cultures as distinct heritages of ideas, values, and artistic expressions and view them as having undergone continual adaptation due to social changes have a broad sweep both in terms of chronology and in terms of geography engage in a rigorous exploration of fundamental knowledge that emphasizes interdisciplinary and cross-cultural analysis emphasize the assessment, evaluation, and critique of culture require significant essay assignments Tier One courses in Traditions and Cultures do not conform to these guidelines if they do not use the study of a specific culture as an exemplar of how traditions and cultures develop and change.
Sub-Categories for Traditions and Cultures
TRAD 101 (160A) - Non-Western Cultures and Civilizations areas of study include, but are not limited to, non-European and non-North American cultures, emerging regions of the world, native peoples and civilizations, prehistoric migrations and agriculture, non-Western modes of thought and religions, contacts between traditions. XXXX 160A* e.g., AIS 160A1 - Many Nations of Native America TRAD 102 (160B) - Western Cultures and Civilizations: Classical to Renaissance areas of study include, but are not limited to, historical development and fundamental concepts in Europe, the Western heritage of ideas, values, and artistic expressions and the ways these have evolved with social changes through the 16th Century. XXXX 160B* e.g., CLAS 160B1 - In the Beginning: Roots of Western Culture TRAD 103 (160C) - Western Cultures and Civilizations: Renaissance to Present areas of study include, but are not limited to, the historical development and fundamental concepts in Europe and North America from the 17th Century to the present, the continuing development of Western ideas, values, literature and fine arts, science and technology. XXXX 160C* e.g., GER 160C1 - German Speaking World TRAD 104 (160D) - Topics in Culture and Civilization areas of study include, but are not limited to, global studies, the interdisciplinary and cross-cultural analysis of societies, the assessment and critique of cultures, topics that cover a broad span of time and place/geography. XXXX 160D* e.g., PHIL 160D1 - Justice & Virtue
Learning Outcomes for Traditions and Cultures
After taking Tier One courses in Traditions and Cultures students will be able to: identify references and allusions to the periods, ideas, people, artifacts, and events generally felt to have been important in the past identify and define their own world view, compare and contrast their world view with other world views, and through written and oral communication present and defend their world view appreciate the art, history, politics, and philosophies of cultures other than their own, including non-western cultures analyze how perceptions, values, beliefs, and customs influence individual and societal behavior and to use these analyses before judging

General Course Guidelines for Natural Sciences
Tier One courses in Physical Sciences will: demonstrate the importance of physical and chemical processes and their application to events in the everyday world cover the following major concepts: Newton's laws governing force and motion laws of thermodynamics governing energy and entropy the role of electromagnetism in nature the atomic structure of matter be interdisciplinary and cut across departments and disciplines and integrate them so that the commonality of the scientific approach can be exemplified. To insure this interdisciplinary perspective every offering must include course content that integrates two or more disciplinary or cross-disciplinary applications such as: Astronomy/Planetary Sciences: Formation and development of the Universe; cosmology, stellar evolution and planetary astronomy Geosciences: Formation, development of the earth; geophysical/geochemical processes of continents and oceans Engineering/Technological Sciences: The interplay between science and technology; applied science and everyday life Atmospheric sciences: Formation and development of the atmosphere; physical and chemical processes of the atmosphere, weather and climate Environmental Sciences: The interaction and interconnections between physical, chemical, and biological processes as they affect, and are affected by, human beings living in their environment.
Sub-Categories for Natural Sciences
NATS 101 - The Earth and Its Environment: areas of study include, but are not limited to, physical and chemical processes and their application to events in the everyday world; formation and development of the earth, continents and oceans; development of the atmosphere, weather and climate; soil and water sciences; the interplay between applied sciences and technology; interactions between the physical environment, resources and human beings. XXXX 170A* e.g., GEOG 170A1 - Earth’s Environment: Introduction to Physical Geography NATS 102 - Beyond the Earth in Space and Time: areas of study include, but are not limited to, astronomy and planetary sciences, formation of the universe, cosmology and stellar evolution, life and humanity in the universe. XXXX 170B* e.g., PTYS 170B1 - The Universe & Humanity: Origin & Destiny NATS 104 - Biological Sciences: areas of study include, but are not limited to, biological processes and their application to events in the everyday world, the evolution of diverse life forms, interdependence of plant and animal systems, conservation and preservation of diverse life forms, nutrition and processes contributing to good health and well-being. XXXX 170C*
Learning Outcomes for Natural Sciences
After taking Tier One courses in Natural Sciences students will be able to: understand the nature and application of physical and /or biological science apply ideas and processes beyond the classroom recognize the complexity of many scientific issues design experiments, generating and analyzing actual data, using abstract reasoning to interpret these, formulating and testing hypotheses with scientific rigor speak and write about scientific knowledge appreciate the relative scale of objects, rates of change, linear and nonlinear growth present data in tables, graphs and charts as well as performing appropriate mathematical calculations and data analysis read and understand scientific literature from popular sources such as magazines and newspapers

Tier 2 Study Areas

To be completed after Tier One, Tier Two courses offer more in-depth examination of particular disciplines. The Tier Two study areas are broadly defined and include a wide range of courses to meet students' varied interests. Tier Two courses are organized into the four study areas below. Click on each one to learn more about guidelines and learning outcomes.

General Course Guidelines for Tier Two Individuals & Societies
Tier Two courses in Individuals & Societies study human behavior and the cognitive models and societal constructs that humans create. These courses may have a disciplinary focus (e.g. anthropology, linguistics and economics), so long as they are designed broadly enough to address the needs of students who may take only a single course within this area. Tier Two Individuals & Societies courses should focus on self-contained topics that develop one or more of the theories or to which student were exposed at the Tier One level.
Learning Outcomes for Tier Two Individuals & Societies
After taking Tier Two courses in Individuals and Societies students will be able to: understand more clearly issues of self-identity, social difference and social status, and the effects of major institutions on individual experiences demonstrate knowledge of the formal and informal structures and processes that make social systems, governments, and economies work have an informed opinion about socio-cultural problems and issues, which can be expressed orally or in writing, and based on knowledge about social, cultural, political, economic, philosophical, and religious theory demonstrate a well-developed critical faculty for distinguishing among the various theoretical and ideological interpretations of world events as they are presented in the media

General Course Guidelines for Tier Two Humanities
Humanities courses explore aspects of human culture such as religion, history, philosophy, literature and languages. In general, these courses will deal with these aspects in an interdisciplinary fashion, rather than as discrete phenomena. All Humanities courses ask students to develop critical thinking and interpretive approaches to culture and cultural productions.
Learning Outcomes for Tier Two Humanities
After taking Tier Two courses in Humanities, students will be able to: identify and analyze the impact of cultural and historical factors on the creation and reception of artistic and literary works relate arguments and ideas from literature and historical documents to the circumstances under which they were written; read primary documents and be able to place them in their historical context; identify disparate ideas from the evidence of these documents describe how the development of philosophical and religious thought has influenced human civilization use appropriate vocabulary for written and oral descriptions and analyses of literary works

General Course Guidelines for Tier Two Arts
Art courses emphasize verbal, visual, musical, spatial or kinesthetic forms of expression. Components of these courses will either emphasize student creativity, expression, and production or require students to identify and analyze the impact of cultural and historical factors on the creation and reception of artistic works. All Arts courses ask students to develop critical thinking and interpretive abilities.
Learning Outcomes for Tier Two Arts
After taking Tier Two courses in Arts, students will be able to: identify and analyze basic formal elements, principles and compositional structures in the fine arts of cinema, dance, music, theater, and the visual arts identify and analyze the impact of cultural and historical factors on the creation and reception of artistic works evaluate the significance of artistic works both metaphorically and in larger cultural contexts in writing and speaking use appropriate vocabulary to describe and analyze artistic works identify and analyze similarities, differences, and interrelationships among the arts

General Course Guidelines for Tier Two Natural Sciences
Tier Two Natural Sciences courses must build on concepts developed in Tier One Natural Science courses. Tier Two courses may be discipline-based (e.g. chemistry or molecular and cellular biology or integrate physical and biological sciences). A Tier Two course need not advance all concepts from Tier One physical and biological sciences, but proposals must make clear which concepts are being advanced. Tier Two natural sciences courses should be designed for non-science majors.
Learning Outcomes for Tier Two Natural Sciences
After taking Tier Two courses in Natural Sciences students will be able to: read and understand scientific literature from journals and other scholarly works.

General Course Guidelines for Tier Two Humanities
Humanities courses explore aspects of human culture such as religion, history, philosophy, literature and languages. In general, these courses will deal with these aspects in an interdisciplinary fashion, rather than as discrete phenomena. All Humanities courses ask students to develop critical thinking and interpretive approaches to culture and cultural productions.
Learning Outcomes for Tier Two Humanities
After taking Tier Two courses in Humanities, students will be able to: identify and analyze the impact of cultural and historical factors on the creation and reception of artistic and literary works relate arguments and ideas from literature and historical documents to the circumstances under which they were written; read primary documents and be able to place them in their historical context; identify disparate ideas from the evidence of these documents describe how the development of philosophical and religious thought has influenced human civilization use appropriate vocabulary for written and oral descriptions and analyses of literary works

General Course Guidelines for Tier Two Arts
Art courses emphasize verbal, visual, musical, spatial or kinesthetic forms of expression. Components of these courses will either emphasize student creativity, expression, and production or require students to identify and analyze the impact of cultural and historical factors on the creation and reception of artistic works. All Arts courses ask students to develop critical thinking and interpretive abilities.
Learning Outcomes for Tier Two Arts
After taking Tier Two courses in Arts, students will be able to: identify and analyze basic formal elements, principles and compositional structures in the fine arts of cinema, dance, music, theater, and the visual arts identify and analyze the impact of cultural and historical factors on the creation and reception of artistic works evaluate the significance of artistic works both metaphorically and in larger cultural contexts in writing and speaking use appropriate vocabulary to describe and analyze artistic works identify and analyze similarities, differences, and interrelationships among the arts

General Course Guidelines for Tier Two Natural Sciences
Tier Two Natural Sciences courses must build on concepts developed in Tier One Natural Science courses. Tier Two courses may be discipline-based (e.g. chemistry or molecular and cellular biology or integrate physical and biological sciences). A Tier Two course need not advance all concepts from Tier One physical and biological sciences, but proposals must make clear which concepts are being advanced. Tier Two natural sciences courses should be designed for non-science majors.
Learning Outcomes for Tier Two Natural Sciences
After taking Tier Two courses in Natural Sciences students will be able to: read and understand scientific literature from journals and other scholarly works.

Who Can Teach Courses?

The philosophy behind the guiding principles of the original Faculty-Senate approved plan for the new University-Wide General Education program was that experienced faculty have an increased role in the education of lower-division students. Early contact with such faculty is a hallmark of the new General Education program and is critical to providing students the enriched educational experience implied in the guidelines for Tier One and Tier Two course proposals. Based on this principle, the following policy establishes who can teach approved Tier One and Tier Two courses.

Primary instructors (or instructors of record) in General Education courses must be faculty members, as defined by the Arizona Board of Regents policy 6-201 and have the required credentials to teach as determined by the Higher Learning Commission. Graduate Assistants in Teaching and Graduate Associates in Teaching may serve as secondary instructors - e.g., leaders of labs and discussion sections - provided that they receive preparation and supervision as mandated by the Graduate College. GATs may serve as instructors of record during a Summer Session or Winter Session, under guidelines set forth separately.

Tier One courses (INDV, NATS, TRAD) are constructed so that a number of faculty members can teach them in different semesters.

Tier Two courses (Individuals & Societies, Natural Sciences, Humanities, Arts) are constructed so that one or more faculty members can teach them.

Approved by UWGEC 4/19/00 | Revised by the Policy Subcommittee 9/12/01 | Approved by UWGEC 1/23/02

Writing Requirement

The General Education Writing Policy was approved by academic committees and Faculty Senate in 2015.

The faculty recognizes that writing is a basic way of learning, as well as a means of ordering and communicating knowledge. In General Education courses, writing engages students actively with the body of facts, ideas, and theories they encounter in the disciplines. Writing helps students develop a critical appreciation of the ways in which knowledge is acquired and applied. To this end, writing assignments are relevant to the discipline and the course.

Tier Two course instructors may assume that students have taken First-year Composition, but Tier One course instructors should assume that most students have not completed this requirement.

The following policies for integrating writing assignments are applied during approval and re-approval evaluations of Tier One and Tier Two courses. The University-wide General Education Committee will look for specifics when evaluating course proposals; sample assignments are helpful during course evaluation.

Writing assignments, both formal and informal, are integrated in the course requirements through more than one means. Some examples are written papers, laboratory reports, abstracts, quizzes, examinations, journals, ungraded writing assignments, writing during the class session, and writing in small groups. Examinations and quizzes alone are not enough, even though they may include essay questions.
Writing assignments emphasize critical inquiry – including skills of gathering, interpreting, and evaluating information appropriate to the area of study – through attention to the process of writing. Practice of various strategies, such as focusing ideas, drafting, revising, critical reading, and research using outside sources, support the writing process.
Writing assignments are evaluated for format, organization, style, grammar, and punctuation, as well as content and participation in the scholarly conversation.
At least one writing assignment involves a revision process in which students receive instructor and/or peer feedback on a first draft and make substantive revisions before submitting a subsequent draft for grading.
Writing assignments may vary in number and length, but must add up to a minimum of 10 pages or 2500 words over the term. One or more writing assignments of at least 750 words must be done outside of the class session.