Upper Division GE Areas 2, 3, 4, and 5

In general, course proposals for courses submitted as satisfying specific general education requirements must provide:

Clear evidence that student learning outcomes specific to the area or GE requirement are being taught and assessed
Course content in outline that demonstrates adequate time devoted to teaching and assessing the outcomes
Evidence of specific training, currency and/or experience in the basic intellectual and pedagogic competencies in the specific or designated subject area

Proposal clearly demonstrates that the course

Requires the practice and evaluation of writing in English, including, where appropriate, library assignments
Provides ample opportunity for students to be active learners in their educational experience
Does not require a non-General Education prerequisite
Requires substantial writing consistent with general education policy

If the response to any of the GE governing principles above is No, the course will be returned unapproved.

Proposal clearly demonstrates that student learning outcomes are being taught and assessed sufficiently

Demonstrate basic skills of General Education, namely, oral and written communication, critical thinking, and where appropriate, mathematical skills, beyond the lower division level.
Demonstrate attainment at the upper division level of the outcomes identified under the breadth area requirements in Subject Area 2, 3, 4, and 5.
Demonstrate their mastery of the outcomes listed under the Civic Learning/ Community Engagement requirement in GE for courses so designated.

Area 2: Mathematical Concepts & Quantitative Reasoning

Use mathematical concepts and quantitative reasoning to solve problems, both in a pure mathematical context and in real-world contexts.
Interpret information presented in a mathematical form (e.g., equations, graphs, diagrams, tables, words) and convert relevant information into a mathematical form.
Draw appropriate conclusions based on the quantitative analysis of data, recognizing any underlying assumptions or limits of this analysis.
Use deductive reasoning in a pure mathematical context to draw conclusions and provide an irrefutable logical justification for them.
Formulate and communicate a position on a real-world question and use appropriate quantitative information in support of that position, and evaluate the soundness of such an argument.

Area 3: Arts and Humanities

Demonstrate an ability to respond subjectively as well as objectively to aesthetic experiences and develop an understanding of the integrity of both emotional and intellectual responses.
Demonstrate understanding of the interrelationship between the self and the creative arts and/or the humanities in a variety of cultures.

Area 4: Social & Behavioral Sciences

Demonstrate understanding of contemporary or historical events within political, social, cultural, or economic contexts with an emphasis on how these contexts are interwoven.
Demonstrate understanding of the diversity of cultures and communities in the United States or abroad.
Demonstrate understanding of the interconnectedness of individuals, communities, society, and/or the environment.

Area 5: Physical & Biological Sciences

Demonstrate an understanding of the value of science in developing a rigorous understanding of the natural world and of the impact of science on societal, environmental, political, economic, and/or technological contexts.
Describe elements of the natural sciences that are common to both the physical and the biological sciences.

Proposal or supplemental materials provide evidence of

Specific training, currency and/or experience in the basic intellectual and pedagogic competencies in the specific or designated subject area