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GenEd Program Course Criteria

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1. Alignment with General Education Learning Outcomes

听 听 听 a) Breadth of Knowledge:

• Courses should provide foundational knowledge, basic competencies, and skills in the principles, theories, and analytical methods and conventions used in diverse academic disciplines such as arts, humanities, social sciences, languages, natural sciences, and sports.
• Courses should promote interdisciplinary approaches and contextual understanding of key concepts.

听 听 听 b) Core Skills Development:

• Critical Thinking: Courses must integrate activities designed to enhance analytical and evaluative reasoning skills, enabling students to assess arguments, solve problems, and make well-informed decisions.
• Communication: Courses should prioritize the development and acquisition of both oral and written communication skills, ensuring students not only to articulate ideas clearly and persuasively in various contexts but also to synthesize acquired knowledge in creative ways that produce original perspective and innovative expressions.
• Qualitative and Quantitative Reasoning: Courses should provide opportunities to develop and apply reasoning skills and mathematical principles, focused on analyzing numerical and non-numerical data, interpreting patterns, and understanding complex systems through qualitative and quantitative methods.
• Information Competence: Courses must equip students with tools and skill sets to critique, evaluate, and cite reliable sources effectively, fostering their ability to pose questions, generate original ideas, analyze, and ethically and responsibly integrate information in their work. These courses should also enable students to understand and apply emerging technologies responsibly and ethically and how to incorporate traditional information into new ideological perspectives.

听 听 听 c) Civic and Ethical Engagement:

• Courses should include components that encourage students to engage with societal, ethical, and global challenges.
• They should foster values such as diversity, inclusivity, equity, and sustainability.
• Courses should enable students to demonstrate and act on the understanding of social responsibility and ethical behavior to others and contribute positively to the local and global community via leadership, collaboration, or other meaningful action.

2. Course Structure and Content

听 听 听 a) Introductory and Accessible:

• Courses should offer introductory and interdisciplinary content designed for students from various majors. These courses should foster broad perspectives and foundational knowledge across diverse subjects.
• Courses should be of 100- and 200- levels only. They should be designed for first- and second-year students without requiring prerequisites.
• 100- and 200-level major-specific courses cannot be counted as General Education courses if they focus on highly specialized content in specific areas.
• The list of the approved General Education courses is available .

听 听 听 b) Learning Goals and Objectives:

• Each course must have clearly defined learning objectives that align with the General Education Program's goals and learning outcomes in each area: Arts, Humanities, Social Sciences, Natural Sciences, Languages, and Sports.
• Courses in these areas cover and explore a wide range of subjects and themes, new areas of knowledge designed to develop a broader perspective and deeper understanding of the essence of knowledge. They promote cultural awareness and ethical understanding, providing a well-rounded educational experience and personal growth.

听 听 听 c) Interdisciplinary Relevance:

• Courses should, whenever possible, highlight the interconnectedness of disciplines to promote integrative thinking and broaden students鈥� perspectives and deepen intellectual horizons. Interdisciplinary approaches are vital for preparing students to tackle multifaceted problems that demand insights from multiple fields.
• Courses should cultivate critical thinking, adaptability, and the capacity to create innovative solutions by blending diverse knowledge and methodologies.

听 听 听 d) Relevance to Real-World Issues:

• Course content should incorporate examples or case studies addressing historical and current global and societal issues.

听 听 听 e) Focus on Foundational Skills:

• Courses should prioritize the development of essential skills such as argumentation, effective research, critical reading, and collaborative learning to enhance students' academic and professional competencies.

3. Teaching and Assessment

听 听 听 a) Active and Engaged Learning:

• Courses must integrate teaching methods that involve students actively, such as discussions, projects, and group activities.

听 听 听 b) Assessments:

• Assessment should measure students鈥� growth in critical skills and knowledge, including a mix of assignments like essays, exams, presentations, projects, and portfolios.
• Assessment methods and approaches should not only ensure course teaching efficiency and effectiveness but also measure students learning outcomes.

听 听 听 c) Feedback Mechanism:

• Courses should include regular, constructive feedback to guide student learning and improvement.

听 听 听 d) Diversity in Assessment:

• Use diverse assessment and evaluation methods to address varying student strengths (e.g., written assignments, oral presentations, creative projects), keep track of student progress and measure student learning.

4. General Education Program-Specific Requirements

听 听 听 a) Writing-Intensive Focus:

• Courses must incorporate structured writing assignments to develop academic writing skills.
• Assignments should emphasize the writing conventions and processes, including drafting, revising, and peer review.

听 听 听 b) Critical Reading Emphasis:

• Courses should prioritize developing the ability to interpret, analyze, and critique various texts.

听 听 听 c) Research Skill Development:

• Students should learn basic and foundational research skills, including crafting research questions, referencing, and presenting findings.

听 听 听 d) Collaboration and Communication:

• Courses should provide opportunities for group work, presentations, and collaborative problem-solving.

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5. Class Size Requirements

• AUCA General Education Program courses adopt the current rule on class size:

15-25 students for general education courses

10-15 students for language courses

This rule does not apply to sports and individual music courses.

6 . Course Evaluation and Continuous Improvement

听 听 听 a) Regular Assessment:

• Each course must undergo periodic evaluation to ensure alignment with General Education objectives and learning outcomes.

听 听 听 b) Student Feedback:

• Collect and incorporate student feedback to improve course design, conduct and delivery.

听 听 听 c) Adaptability:

• Courses should evolve to reflect advances in knowledge, pedagogy, and the needs of diverse learners.

7. Integration with the Broader AUCA Curriculum

听 听 听 a) Capstone Readiness:

• General Education courses should prepare students for more advanced coursework and capstone experiences within their majors.

听 听 听 b) Transferability:

• Courses must adhere to transfer credit guidelines and equivalency standards to support students moving between programs and institutions.

听 听 听 c) Cohesion Across Courses:

• General Education courses should collectively contribute to a well-rounded education, reinforcing skills and knowledge across disciplines.

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