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General Education
Report from the Senate Planning Review Committee
February 9, 2002
To: Senate Steering Committee
From: Senate Planning & Review Committee
Re: General Education Learning Outcomes
The Senate Planning & Review Committee (SPRC) has reviewed the above named report from General Education Taskforce I and makes the following report.
General Observations
It is clear that the General Education Taskforce worked diligently to develop these learning outcomes. They are commended for the quality of the document and responsiveness to faculty input. It is hoped that the comments and suggestions put forth in this report by SPRC will further strengthen the document and help the university reach the ultimate goal – students who are well and liberally educated.
1. Most curricula are based on some philosophy or conceptual framework that explains the underlying tenets upon which course work and modules are based. That is, the Modules, and thus the course work, flow from the philosophy or conceptual framework. Such a statement of beliefs would identify the ultimate goals of the proposed coursework and provides direction for outcome assessment. The absence of this statement makes it difficult to determine what the university is ultimately attempting to achieve with general education. The matrix that includes the Skills, Values and Modules does not assist in understanding the basic construction and underlying philosophy of what OU wants to achieve through its general education requirements.
2. Foundations - Module One: Fundamentals of Written Expression.
The committee supports the inclusion of this Module as part of General Education. We are concerned that only one writing course is required and strongly recommend that the writing requirements at OU not be diminished. We also recommend that when a student tests into pre-freshman Rhetoric courses, those pre-freshman courses must be successfully completed before the general education Rhetoric course can be taken. Indeed, it is noted that there are other "foundation" skills that might also be included in this Module. One question to consider is whether or not students must successfully complete this Module before they progress to any general education courses.
3. Module 2: Impact of the Past and Its Relation to the Present
The committee supports the inclusion of this Module as part of General Education requirements. We recommend that bullet 2 from Module 9 A be moved to this Module.
4. Module 3: International Perspective and US Issues of Gender, Race and Ethnicity
The committee supports the inclusion of this Module as part of General Education requirements, with the following observations. Some bullet points are too specific, e.g., the second bullet appears micro in nature. There is also some redundancy in the bullet listed under B (Impact of gender, race and ethnicity on modern society). The last bullet under B should be broadened to include the global perspective as well. It is questioned whether bullet B.8 is necessary. This subsection needs to be broadened to include several issues that impact the status of women. Bullet 5 (correlate national and regional areas with major environmental zones and natural resources) could be shifted to Module 3. We are also recommending that bullet 4 from Module 10 should be moved to Module 3 B, and bullet 1 from Module 9 A be moved to Module 3 A.
5. Module 4: Language and Culture
This Module appears to be an attempt to avoid requiring a foreign language. It is the consensus of SPRC that it should be deleted.
6. Module 5: The Relationship of the Individual to Society and Culture
It is the consensus of SPRC to keep this Module as part of the General Education outcome requirements but the content needs to be more concise. We also recommend that: bullets 2, 3, and 5 from Module 10 be moved to Module 5 B and the bullets from Module 7 C should moved to Module 5 B. We also recommend that the following be added to this Module: "Understand the role of nutrition, exercise, stress management, and occupational and environmental impact on disease prevention and well-being."
7. Module 6: Politics, Economics and Responsibility in Democracy
It is the consensus that this Module is retained as part of General Education Learning Outcomes requirements. It needs to be more concise. There is some redundancy and overlap, which if eliminated, would make this module smaller. The last bullet on personal code of ethics should be placed under ethics in Module 7. We also recommend the deletion of bullet B. 1 (demonstrate civic responsibility toward one’s local community and society at large).
8. Module 7: Inquiry and the Creation of Meaning
This may make an excellent capstone course. SPRC makes the following recommendations for a new Module 7
Inquiry and the Creation of Meaning – Senior Capstone Module
A. Disciplinary Methods of Inquiry
-- Compare methods of inquiry in the social sciences, humanities, mathematics, sciences and professional fields
--Discuss the philosophical underpinnings of methods of inquiry
--Compare qualitative and quantitative methods and their appropriate use
--Identify ethical issues in research and ethical implications of major technological discoveriesB. The nature of interdisciplinary inquiry
--Describe the importance of intellectual curiosity, openness, and skepticism in the development of new knowledge
--Identify interconnections and interdependencies among areas of intellectual inquiry
--Describe how disciplines are interwoven to obtain new perspectives and solutionsC. Creating Meaning
--Demonstrate awareness of major creative inventions in world civilization
--Discuss the importance of creativity in human discovery
--Identify creative thinking as an integral part of managing change, growth and development in human intellectual endeavors
9. Exploring the Natural World – Modules 8, 9, 10
We recommend the deletion of Module 10 (Well Being) and the integration of Modules 8, 9 and 10. Bullets 2 and 4 under Module 8 are not learning outcomes, but skills. Most of the bullets under Module 9 should be moved to other modules. Module 10 does not make sense as a general education learning outcome. We recommend the following as a new Module 8
Module 8: Scientific Reasoning and Methods
A. Scientific Reasoning
--Base opinions on facts and observable evidence rather than prejudice or assumptions
--Be willing to change opinions based upon new evidence
--Understand cause and effect relationships
--Understand the role played by observation and experiment in establishing a scientific conclusion
--Know the meanings and distinctions between "scientific theory" and "scientific fact."B. Scientific Method (laboratory component)
--Create hypotheses and test them through hands-on laboratory, field and computer-based experiments
--Draw conclusions from experimental evidence
--Present experimental evidence and logical conclusions in oral, written, numerical, and graphical forms.C. The Physical World and Universe
--Demonstrate an understanding of a variety of fundamental concepts of the life and physical sciences from an interdisciplinary perspective
--Access, read and evaluate scientific articles written for the lay public
--Discuss the impact of science on daily life, the welfare of citizens, and our global environment.
10. Module 11: Mathematical Language of the Universe
The consensus of the committee is to retain this module as a General Education Learning Outcome requirement.
11. Module 12: Literary and Humanistic Heritage
We recommend the deletion of bullet 4; otherwise retain as a General Education Learning Outcome requirement.
12. Module 13: Art as Interpretation of Life
Delete bullet 4, as it will occur if the other three bullets are accomplished.
13. Module 14: Integration
The committee recommends that this module be merged with Module 7. The topics under Module 7 would be ideal for a capstone course.
14. Other Comments/Observations
It is not likely that general education courses alone will accomplish all of the skills identified in this document. Many of the outcomes are very specific at a high level, some of which cannot be measured until a student is an upper classman. SPRC also questions how we will measure or assess the values. It might be more helpful if a statement is included that the values and skills are the outcomes of general education and will not be measured directly.
SPRC Amended General Education Learning Outcomes Report
March 22, 2002
To: University Senate
From: Senate Planning Review Committee, Frances Jackson, Chair
SPRC has previously submitted a report and recommendations on the General Education Learning Outcomes. At its March 8 meeting, the following amendment to that report was adopted by SPRC:
