ࡱ> oqlmna jbjb,, %NN548@ eee8e,f 3Di`i.iiippp\^^^^^^,IR4pkpkp@ppu44iiLuuup4i4i\uT@44p\uu448i &eWqrl,tH3P%u%Xu8 d0 DOtYD 0 tYProposal for a New General Education Requirement 㽶ֱ March 2007 Task Force on General Education Peter Meiksins, CLASS, Co-Chair Robert Bast, College of Science, Co-Chair Mittie Olion Chandler, College of Urban Affairs John Donoghue, College of Engineering Mekki Bayachou, College of Science Thomas Frew, COEHS Elizabeth Lehfeldt, CLASS Kenneth Mayer, College of Business Vijay Konangi, Vice -Provost Glenda Thornton, Library Director Past Members Gregory Lupton, College of Science Brian Mikelbank, College of Urban Affairs Helen Takacs, College of Business Julie Powell, Student Representative INTRODUCTION In the Fall of 2004, President Michael Schwartz catalyzed the current discussion of general education at 㽶ֱ when he challenged the faculty to consider what a graduate of 㽶ֱ ought to know. Faculty Senate subsequently created the Task Force on General Education with representation from each of the undergraduate colleges. The task force was charged with reviewing existing general education requirements and recommending changes. The current General Education Requirement was developed contemporaneously with the switch from quarters to semesters in Fall, 1998. After almost nine years of experience it is appropriate to consider improvements to the original design and its implementation. At present, many students, faculty, staff and administrators at 㽶ֱ perceive the first- and second-year General Education Requirement not as a positive, formative experience, but as a hurdle over which each student must jump, a hurdle that stands in the way of the real purpose of the students major program of study and should be surmounted by the path of least resistance. After meeting with various constituencies within the university, considering national discussions of general education, and investigating approaches to general education at other universities, the task force identified the following priorities for a revised general education requirement at 㽶ֱ: clearly articulated objectives for general education ongoing assessment linked to key learning objectives course clusters offering students a more cohesive general education experience and the opportunity to develop learning communities links between general education and major programs, including a capstone experience and collaboration between instructors and departments teaching general education courses and the programs whose students take them a simple, clear set of general education requirements improved mechanisms for overseeing and reviewing the general education requirements The Task Force also identified a set of basic skills, particularly writing and quantitative skills, as a high priority for general education at 㽶ֱ. Many students do not seem to have the writing and/or quantitative skills appropriate for college-level study. The Task Force agrees with those who emphasize the importance of a students first two years of university education. During these years, students should acquire basic knowledge on which the rest of their education builds, explore the disciplines and develop an attachment to the institution they are attending. Following the lead of the American Association of Colleges & Universities (AAC&U) and other educators, we see general education (interpreted broadly and including components such as Writing Across the Curriculum and a capstone experience) not as competing with the major but as complementary to and supportive of it. A slightly smaller set of credit hour requirements together with articulated goals and objectives should make the general education curriculum more meaningful and useful to students. It will also make advising of students more straightforward and make assessment of the program feasible. The Task Force on General Education submits this document, which details the proposed replacement for the current General Education Requirement at 㽶ֱ. The core of this proposal consists of a set of requirements to be met by every undergraduate student with the following additional elements: it places the credit hour requirements in a broader context of support and structure; it provides objectives for the requirements; it identifies assessable student outcomes that should result from a students completing the requirements; and it encourages the development of course clusters through which a student may complete some, or all, of the new requirements. The cluster option, in particular, should help promote student recruitment and retention and stimulate cross-disciplinary efforts by both faculty and students. The revised set of general education requirements proposed by the Task Force is outlined in the report that follows. The Task Force believes that the success of the new requirements lies in providing improved support for general education at 㽶ֱ. This includes, but is not limited to: Enhanced and improved orientation Enhanced and improved placement of entering students into appropriate courses Close attention to advising, not only at orientation, but also at strategic points during a students career (e.g. at the ends of first and second years) A newly-established Director of General Education position Increased involvement of full-time faculty in teaching general education courses and a reduced dependence on part-time instructors Increased resources for general education to allow for smaller class experiences, pedagogical approaches that go beyond the large class lecture, and more involvement of full-time faculty in teaching general education Revamping the Introduction to University Life course Finally, the Task Force recognizes that a large percentage of undergraduate students at 㽶ֱ are, and will continue to be transfer students who take some or all of their general education courses elsewhere. The revised requirements will not complicate the transfer process for most students, and may actually simplify it. The new requirement incorporates the states transfer module structure, eliminates the need for complicated double and triple hits (courses that satisfy multiple requirements), reduces slightly the number of general education hours required of students, and improves flexibility in several areas of the curriculum (encouraging students to take general education courses linked to their major programs). OBJECTIVES OF GENERAL EDUCATION The foremost objective of both liberal and professional types of higher education should be to produce well-educated, enlightened citizens who can reason cogently, communicate clearly, solve problems, and lead satisfying, productive lives. Following the lead of The American Association of Colleges and Universities (AAC&U), 㽶ֱ is committed to the idea that general education should help students to become informed learners. This requires that, through both general education and study in major programs, students should acquire intellectual and practical skills, most importantly the ability to: write effectively use quantitative analysis to describe and solve problems think critically interpret, evaluate, and use information from a variety of sources work well in groups, including those of diverse composition communicate orally effectively Students should also have the opportunity to learn about: the human imagination, expression, and the products of many cultures the interrelations within and among global and cross-cultural communities the means of modeling the natural, social, and technical worlds The proposed revised General Education Requirement at 㽶ֱ is designed to ensure that, in their first two years of college, students acquire skills and knowledge essential to their becoming informed learners and succeeding in their major program of study. The new requirement is also designed to ensure that this process continues in their major programs, so that general education and education in the major are complementary, not conflicting processes. OUTLINE OF REQUIREMENTS On page 5 is a schematic outline of the proposed new General Education Requirement. In all cases, requirements are stated as multiples of three-hour courses, on the assumption three-hour courses will continue to exist and/or that Senate will adopt the proposal to require that all general education courses be three-hour courses. If the university were to mandate that all courses were 4-hours, these proposed requirements would have to be revisited, as the total number of required hours would increase significantly. With the exception of the Writing and Speaking Across the Curriculum courses and Capstone experiences, an individual course may be used to satisfy only ONE area of the General Education Requirement. Courses may not be listed in more than one area of the General Education Requirement (except Writing Across the Curriculum/Speaking Across the Curriculum and Capstone experiences) AreaCourse/credit RequirementMin CreditsFurther RequirementsBasic FoundationIntro to Univ. Life1 course1Must be completed in first year.Writing/composition2 courses6Must be completed in the first year or prior to completion of the first 30 hours of coursework.Mathematics/QL2 courses6First course must be completed in the first year or prior to completion of the first 30 hours of coursework.Breadth of Knowledge RequirementsNatural Sciences2 courses plus 1 hour of lab7Each course must be a minimum of 3 hours.Social Sciences2 courses (from 2 different departments)6Each course must be a minimum of 3 hours. A. One introductory-level social science course. B. One introductory-level social science course focused on a society other than the US.*Arts and Humanities2 courses (from 2 different departments)6Each course must be a minimum of 3 hours. A. One introductory-level course in the arts or humanities. B. One introductory-level arts or humanities course focused on a society other than the US.*Social Diversity2 courses6Each course must be a minimum of 3 hours. A. One course must be African-American. B. One course must be U.S. diversity course.Additional ComponentsWriting Across the Curriculum (including Speaking Across the Curriculum)3 coursesAt least 1 credit for each courseOne course must be in the major program. Students may substitute one approved Speaking Across the Curriculum (SPAC) course for one of the WAC courses. Individual courses cannot be used to earn BOTH WAC and SPAC credit. Transfer students must take at least one WAC course at 㽶ֱ. The formula for pro-rating the WAC requirement for transfer students will remain unchanged.Capstone Experience1 course or equivalent1Within major program.* At least one of these courses must be focused on Africa, Asia, Latin America or the Middle East. Total: minimum of 38 hours, assuming Writing Across the Curriculum/Speaking Across the Curriculum courses and Capstone are double hits.  METHODS OF COMPLETING REQUIREMENTS CLUSTER OPTION Students have the option of completing course Clusters to satisfy some or most of the new General Education Requirement. Course Clusters would be groupings of at least 3 thematically related courses from different disciplines. Each Cluster would satisfy at least three general education requirements. SINGLE-COURSE OPTION Students can complete some or all of the requirements by completing individual courses from a list of approved courses in each of the areas of the revised General Education Requirement. DETAILED DESCRIPTION OF REQUIREMENTS General Education Clusters Rationale The general education Clusters embrace an interdisciplinary approach to a students first two years of university education. Overall, the Cluster experience encourages students to regard their university education as an integrative experience, not a series of isolated courses. Interdisciplinary Clusters of courses allow students to see problems and questions from multiple perspectives and promote the development of the intellectual skills valued in todays job market: critical thinking, synthesis, and adaptability. Since the same group of students will enroll in all courses in the Cluster, Clusters also will promote the development of learning communities of students who share similar experiences. Students who develop friendships with other students and who have the opportunity to interact directly with faculty are more likely to remain at 㽶ֱ and to have a positive educational and social experience. What is a Cluster? A Cluster is composed of three or four courses linked to a particular theme, question, topic, or problem. Courses in a Cluster must be drawn from at least two of the general education breadth of knowledge categories: Natural Science, Social Science, Arts and Humanities, and Social Diversity. Although not required, a Cluster may include ENG 101, ENG 102 or a general education Math course. In this case, there must be collaboration between the substantive courses and the Writing or Math course so that the work done in the latter is directly related to the substantive concerns of the Cluster. A Cluster may also include a section of ASC 101 as a fourth course in the Cluster. In all cases, instructors in the courses that make up a Cluster will be required to communicate with one another regularly and to provide students with opportunities to synthesize materials from the various courses within the Cluster. Clusters may be concentrated in a single semester or spread out over two semesters. Each Cluster will be labeled so that students will know which general education requirements it satisfies. Students electing to complete a Cluster or Clusters as part of their general education experience must do so within the first 64 hours of coursework. First-year students, in particular, are encouraged to elect the Cluster option. To register for a course in a Cluster, students MUST enroll in all of the courses in a Cluster. Students may complete more than one Cluster during their tenure at 㽶ֱ. How Will Clusters Be Organized? One faculty member will play the leading role in each Cluster. S/he will be designated as the Cluster Director and will receive one credit as compensation. The Cluster Director will be the primary administrative contact for the Cluster and will provide necessary oversight of faculty (e.g., by ensuring that participating faculty communicate and collaborate), students, and curriculum involved in the Cluster. Cluster Directors must be full time tenured or tenure track faculty. While Clusters may be composed of existing course offerings, faculty are encouraged to work collaboratively to develop new courses that could be part of the Cluster Experience. Examples of Clusters The Task Force has not designed or solicited any Clusters as yet. Below are some examples of Cluster themes in use at other universities: The Global Environment: A Multidisciplinary Perspective Interracial Dynamics in American Culture, Society and Literature Inside the Performing Arts: Interdisciplinary Explorations of Performance in Society and Culture Politics, Society and Culture in East Asia The United States, 1963-1974: Politics, Society and Culture Biotechnology and Society Frontiers in Human Aging: Biomedical, Social and Policy Perspectives Engineering Frontiers: Infrastructure and the Environment Exploring the Mind The Genome Revolution and Its Impact on Society Global Health: Disease in Time and Space Global Islam Visions of Freedom Introduction to University Life Entering first-year students must complete a one-credit Introduction to University Life course. Ideally, this course will be completed in the first semester, but all entering students MUST complete it prior to beginning their second year at 㽶ֱ. Students who transfer to 㽶ֱ with more than 30 hours of credits earned elsewhere, or who have taken a similar course at another college or university, are exempt from this requirement. Programs or colleges are encouraged to seek University Curriculum Committee approval for their own, discipline-specific versions of the course (as long as they meet the basic objectives of the standard course syllabus). The University Life course will focus on providing students with an orientation to the university and its facilities, assisting them in developing solid academic skills (study skills, time-management, note-taking, test-taking, finding and evaluating information resources, etc), making them aware of cultural and other resources in the surrounding community, and helping them adjust to life as independent university students. In addition, the instructor of a University Life course could identify students who have particular educational needs. For example, a student who has been admitted to 㽶ֱ without basic computer literacy skills could be referred to an appropriate computer literacy course in the University. The Task Force believes that it is essential that full-time faculty be involved in the design and delivery of the Introduction to University Life course. The director of the course should work together with the University Curriculum Committee to develop both a new, stronger syllabus for the course and strategies for involving faculty in the course (either as instructors or as guest lecturers). Furthermore, this collaboration should produce a recommendation regarding incentives for faculty participation. Writing Requirements Since clear expository and argumentative prose stand at the core of a university education and play an essential role in virtually all university coursework, the new General Education Requirement mandates that all students complete the ENG 101-ENG 102 sequence (or its equivalent) in order to demonstrate a command of the basic skills and mechanics of writing. While the new General Education Requirement retains the current two-semester first-year writing sequence, the General Education Task Force makes several recommendations to strengthen these courses: It is very important that there be consistency across sections of ENG 101. A standard syllabus should be developed and individual instructors should be required to use it. The standard syllabus should allow for some flexibility, especially regarding assigned readings and individual assignments. However, it must be designed to further the learning outcomes identified below and require that students in all sections of the course acquire the basic skills of college-level writing. ENG 102 must be clearly focused on writing about research, not narrative writing. Since there are significant differences across disciplines in what writing about research involves, the Task Force encourages the development of discipline-specific sections of this course and also encourages departments, schools and programs, to seek approval for their own, in-house equivalents. To ensure stronger oversight of the first-year Writing courses, the Task Force recommends that a tenured or tenure-track Director of First-year Writing be hired as soon as possible. In addition, the Task Force recommends that the Director of General Education play a significant role in overseeing the program. The Director of General Education should work with the English department, the Director of First-year Writing, the Writing Center, and others to ensure that the goals of the program are being met, that regular assessment occurs, that there is consistency across sections, and that there are adequate resources to support the program. The Task Force believes that the staffing of the first-year Writing program largely by part-time instructors is undesirable. While part-time instructors often do an excellent job, it is difficult to involve them in the university community and to ensure that they are knowledgeable about the overall goals of the general education program. Developing strong links between students and faculty and between students and the university is made more difficult by the fact that instructors in required first-year courses are not themselves strongly linked to the university. The Task Force recommends that efforts be made to involve more full-time faculty in the teaching of first-year writing courses. One possible strategy for doing so would be the creation of a number of full-time clinical writing positions which would allow for the hiring of a number of faculty whose responsibilities would be focused on the teaching of writing (the College of Law has adopted a version of this strategy for its writing program). More term positions in the Writing program would be another option. Because these courses are the foundation for the writing that occurs in virtually all other university courses, students should take these writing courses as early in their academic career as possible, and must complete them within their first 30 credit hours. Transfer students who enter 㽶ֱ without having completed the writing requirement should complete it immediately upon entering 㽶ֱ. ENG 101 WRITING I This course instructs students in the basic skills of expository and argumentative writing. Course Goal: Students passing 101 should demonstrate adequate ability to read a text critically and to write a clear, coherent expository or argumentative college-level essay that ideally is free of mechanical and grammatical error. Student Learning Outcomes: After completing this course, students should be able to: write effective argumentative and expository prose. read, understand, analyze, and respond to expository and argumentative prose. develop a thesis as well as unity and coherence in a piece of writing. write appropriately for the intended audience choose appropriate diction, develop sentence structure and style, and understand the meaning of connotations and denotations. structure a paragraph, make transitions, and provide logical development. revise, edit, and proofread. ENG 102 WRITING II ENG 102 continues to cultivate and hone the skills acquired in ENG 101, but also incorporates research and information literacy skills. ENG 102 may be offered as specific to a discipline (e.g. engineering) or major program. Programs are encouraged to develop their own approved equivalents of ENG 102 and/or to work with the English Department, the Writing Center and the University Library to develop sections of ENG 102 designed for majors in particular disciplinary areas. Whatever specificity is added by this, however, the course must still facilitate the following goal: Course Goal: Students will demonstrate their ability to write expository and argumentative prose resulting from research. Student Learning Outcomes: In addition to the competencies required in ENG 101, students in ENG 102 will develop: the ability to develop a research question. the ability to identify relevant resources. the ability to evaluate these resources critically and utilize them successfully. an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own. the ability to select an appropriate documentation style and uses it consistently to cite sources. the ability to communicate effectively the results of this research in written form consistent with the practices and skills of college-level English (see ENG 101). Quantitative Literacy Requirement In keeping with the recommendations of the Mathematical Association of America, the proposed General Education Requirement will include a Quantitative Literacy (QL) requirement. Along with writing skills, quantitative skills are at the core of a University education. The kinds of employment to which most college graduates aspire typically require quantitative literacy (e.g., the ability to deal intelligently with probabilistic and statistical information). Students who continue their education at graduate or professional schools frequently find that quantitative literacy skills are required by those programs. The objective of the QL requirement at 㽶ֱ is to ensure that students are prepared for both employment and further education through the acquisition of the ability to reason quantitatively and to link quantitative principles and procedures to concrete problems. The General Education Task Force recommends that the QL requirement be flexible enough to accommodate the needs of different disciplines. There should be a basic requirement that would ensure the overall level of quantitative literacy required of the typical college-educated adult. However, students pursuing majors that require higher levels of quantitative literacy should be able to satisfy the QL requirement by taking more advanced courses identified as relevant to their major program (see below for details on this approach). Because quantitative literacy skills are the foundation for many advanced courses in the university, students should complete at least one of the quantitative literacy courses within their first 30 hours. Since the quantitative literacy requirements will vary from program to program, students should seek advice on which method of satisfying the QL requirement would be most appropriate for them. As with the First-Year Writing requirement, the General Education Task Force makes several recommendations for strengthening the core requirement in quantitative literacy: It is very important to ensure consistency across sections of MAT 116 and 117. A standard syllabus should be developed for each course and individual instructors should be required to use it. The standard syllabus should allow for some flexibility, especially regarding assigned texts and individual assignments. However, it must be designed to further the learning outcomes identified below and require that students in all sections of the course acquire the basic college-level quantitative literacy skills. It also is important to promote communication between the Mathematics department and the departments that depend on the general education courses in Quantitative Literacy. The Task Force was impressed by the collaboration between the Math department and several other units (notably the College of Education and Human Services and the College of Science) on courses for their students. A similar type of collaboration needs to be encouraged with other programs. The Director of General Education should play an important role in overseeing the General Education requirement in Quantitative Literacy. The Director should collaborate with the Mathematics Department and others involved in the teaching of quantitative literacy, ensure that regular assessment occurs, that there is consistency across sections, and work to promote collaboration between the Mathematics Department and other programs in the University. As with first-year Writing courses, first-year QL courses are often taught by part-time instructors. For the same reasons indicated in the discussion of the Writing requirement, the Task Force recommends that efforts be made to increase the participation of full-time faculty in the teaching of general education Quantitative Literacy (including exploring an expanded use of term faculty or the development of faculty lines specifically devoted to the teaching of these courses). Goals and Student Outcomes Every college graduate should be able to apply simple mathematical methods to the solution of real-world problems. A quantitatively literate college graduate should be able to: Interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. Represent mathematical information symbolically, visually, numerically, and verbally. Use arithmetical, algebraic, geometric, and statistical methods to solve problems. Estimate and check answers to mathematical problems in order to determine reasonableness, identify alternatives, and select optimal results. Recognize that mathematical and statistical methods have limits. Requirements Each student must complete a six-credit Quantitative Literacy requirement. This requirement may be met in one of three ways: A student may take two mathematics courses, MTH116 and MTH117. MTH116 should be a prerequisite for MTH 117. These new courses, designed for the needs of the general student population, will be designed by the Mathematics Department and approved by the UCC. The Mathematics Department should consult with departments whose students are likely to take these courses and also should incorporate into the courses the basic quantitative literacy standards developed by national Mathematics associations. A student may take two alternate courses offered by the Department of Mathematics and numbered above MAT 117, as specified by their major program. A student may take a single mathematics course (MTH 116 or suitable substitute) and then complete the QL requirement by taking a QL Continuation course. Departments would identify (with UCC approval) which courses qualify as QL Continuation courses (Q courses). Q courses are courses required by the students major program (or approved for its students by the major program), which contain a substantial quantitative or mathematical component. These courses are to be approved by UCC, with advice from the Department of Mathematics. Substantial means equivalent to at least two credit hours of work focused on quantitative literacy. Any Q course would have a Q-value of 24 associated with it, to identify the amount of math credit. The Department of Mathematics can work with other departments to develop such components or to evaluate the Q-value of a course. Note: the last option is intended to allow programs the flexibility to strengthen the quantitative or mathematical experience of their students, beyond what would be expected from a generic QL course such as the intended MTH116/117. This can be done in two ways: first, a program may provide its students with deeper exposure to those quantitative or mathematical topics specific to the particular subject; second, a program may demonstrate to its students ways in which quantitative or mathematical skills are important for their particular subject, in the concrete setting of a discipline-specific course. Courses approved for this option should meet these strengthening criteria, thereby reinforcing the notion that quantitative skills are important across a range of disciplines. Under any option, the total number of math and Q-value credits must be at least six. Under any option, every student must complete at least three credits of QL coursework within the first 30 credit hours. Existing University policies concerning placement into Gen Ed mathematics courses will remain in effect. Breadth of Knowledge Requirements Students are required to take two courses in each of the following areas (a minimum of six hours in each area, with an additional hour of lab in Natural Sciences): Natural Sciences, Social Sciences, Arts and Humanities. This portion of the general education requirement is designed to ensure that students will: be exposed to a variety of disciplinary perspectives. acquire skills with which to analyze the natural, social, and cultural worlds. have a basic familiarity with the differences between the United States and at least one other society. acquire the six basic general education skills (see p. 4, first item). Natural Sciences, Social Sciences, and Arts and Humanities courses must be at the 100 or 200 level. To be approved as general education courses in any of these three areas, courses must be designed to help students achieve at least two of the following objectives of the general education curriculum: writing quantitative literacy critical thinking information literacy working in groups oral communication Natural Sciences: Two courses in natural or physical science (6 hours) plus one lab (1 hour) The courses in this category make clear the fundamental nature of the scientific endeavor, emphasize that science is the acquisition of reliable but not infallible knowledge of the natural world, and demonstrate how this knowledge is used to explain real-world phenomena. Students should learn that scientific knowledge is gained through research using controlled experiments or verifiable observations. Courses in this area will be 100/200-level courses in the natural or physical sciences. The laboratory component of a course must carry at least one credit hour and meet an average of at least two class hours per week. Courses should have as a goal the development of an understanding of the fundamental nature of the scientific endeavor, including methods that distinguish science from other approaches to gaining knowledge, and that science is empirical, relying on verifiable observation and reproducible experience. Remedial or developmental courses, upper-division courses, and technical or pre-technical courses are excluded.  SEQ CHAPTER \h \r 1Natural Sciences Goals Students will develop an understanding of the fundamental nature of the scientific endeavor. Students will learn that science is empirical, relying on verifiable observation and reproducible experience. Students will appreciate how scientific knowledge is used to explain real-world phenomena. Students will be able to interpret and evaluate data obtained through controlled experiments or verifiable observation. Social Sciences: Two courses in the social sciences from two different disciplines (6 hours) These courses introduce students to the ways in which human beings organize, structure, and govern their diverse societies over time and to the approaches adopted in different social science disciplines. In addition to learning about societies themselves, students will learn how researchers collect and analyze data on social issues and how understandings of social phenomena are developed and evaluated. One of the two courses taken to satisfy this requirement must be a broad introductory level social science or history course. To ensure that students understanding of social issues is not based purely on their own society, one of the courses used to satisfy this requirement must be focused on a society or societies other than the United States. Social Sciences Goals Students will understand the ways in which human beings organize, structure, and govern their diverse societies. Students will be familiar with data collection methods used by social scientists and historians. Students will be familiar with basic concepts employed in two social science disciplines. Students will be aware of the differences between the organization of American society and that of at least one society outside the United States. Arts and Humanities: Two courses in the arts and humanities from two different disciplines (6 hours) These courses provide students with the basic means to appreciate and think critically about the human condition, cultural heritage, creativity, and history. They examine how human beings interpret, translate, and represent diverse experiences of the world through language, literature, the historical record, philosophical systems, images, sounds, and performances. One of the two courses taken to satisfy this requirement must be a broad introductory level course on the humanities or the fine arts. To ensure that students understanding of the arts and humanities is not based purely on their own society, one of the courses used to satisfy this requirement must be focused on a society or societies other than the United States. As stipulated by OBOR, courses in performing arts, studio arts, creative writing, and skill courses (e.g., English grammar, first-year foreign language) and topical courses are excluded Arts and Humanities Goals: Students will understand how human beings interpret, translate, and represent diverse experiences of the world through language, literature, the historical record, philosophical systems, images, sounds, and performances. Students will learn about how different disciplines approach the interpretation and analysis of the arts and humanities Students will understand how human beings in a culture outside the United States interpret, translate, and represent diverse experiences of the world through language, literature, the historical record, philosophical systems, images, sounds, and performances. Non-US Requirement: As indicated above, students will be required to take at least one Social Science course and one Arts and Humanities course whose primary focus is the study of a society outside the United States. Of these two courses, at least one must focus on an aspect of Asia, Africa, Latin America, or the Middle East. Social Diversity Requirement The university has an obligation to prepare students for responsible citizenship in an increasingly pluralistic and diverse society through the study of human differences. This new requirement acknowledges the impact that increasing diversity has on life in the United States and on this region and seeks to educate people to appreciate the complexity of life in a multicultural society. Courses offered under the Social Diversity requirement promote an understanding of the range of human experiences in the United States and provide students with an opportunity to broaden their cultural awareness. The intent of this requirement is to promote an understanding of the potential resources and conflicts arising from human differences in contemporary America. Students will gain exposure to analytical frameworks within which these issues are to be understood and addressed, including economic, social, political, and cultural analyses. Diversity Requirement Goals Courses fulfilling this requirement will: provide students with the background knowledge and analytical skills needed to understand and respect differences between groups of people. explore research and approaches for dealing with social diversity. provide an opportunity for students to understand the nature and origins of disparate social, economic, and political conditions. expose students to elements of social stratification including the concepts of bias, inequality, and discrimination and their consequences. explore the relationship between past and present social, economic, and political inequities. impart a greater understanding of diversity and the ability to communicate regarding matters of diversity. enhance students' ability to think critically about significant social differences. It is understood that not every course will address all of these objectives. To be approved as general education courses in this area, courses must be designed to help students achieve at least two of the following goals of the general education curriculum: writing quantitative literacy critical thinking information literacy working in groups oral communication African-American Experience Course One course shall focus upon one or more aspects of the experiences of African-American people in the United States. In historical and current terms, the experience of African-American people in the United States has been distinct from that of other population groups. Race relations remain a prominent theme especially in Cleveland and other major cities where African-Americans constitute the majority population. The status of African-Americans in the social structure is unique and it informs the study and understanding of race and pluralism in contemporary life. Courses that provide theoretical and empirical frameworks that form the basis for understanding about the past and/or present issues related to African-Americans as a racial group will qualify for inclusion. U.S. Diversity Course One course shall focus upon another aspect of social diversity reflecting the disparate social, economic, and political status occupied by groups within the United States. This part of the requirement encourages the study of the causes and consequences of the unequal access to economic, social, and political opportunity experienced by distinct groups. The ability to think critically about one area of difference may be generalizable into thinking about other differences and allow students to analyze inequalities that are manifested based upon racial, gender, disability, age, or sexual orientation. Eligible courses are those that explore the concept of diversity as a contemporary phenomenon addressing the experiences of specific groups. These groups shall have experienced injustice which affects their current social, political, and/or economic status and include Native-Americans, Hispanic-Americans, Asian-Americans, women, gays and lesbians, and persons with disabilities. Writing and Speaking Across the Curriculum 㽶ֱ has in place a Writing Across the Curriculum requirement (WAC), designed to encourage writing in the disciplines (i.e., writing specific to different disciplinary standards) and to extend students education in college-level writing beyond a brief first-year experience. The Task Force supports the continuation of this requirement, particularly because it is consistent with the view that education in the major and general education are inextricably linked. The requirement should continue to be three credit-bearing courses. The formula for pro-rating the requirement for transfer students should remain in effect: students transferring with 60 or more hours of credit must take two WAC courses; students transferring with 90 or more hours of credit must take one WAC course. In addition, the Task Force believes that developing students skills in oral presentation and oral communication is important. Including oral communication as one of the core general education skills will encourage instructors to build oral communication into their general education courses. In addition, this revised General Education curriculum will allow students to substitute a Speaking Across the Curriculum (SPAC) course for one of the three required WAC courses (see below). Goals: College graduates should be able to write effectively for a variety of audiences at a professional level. Students who attain writing proficiency in WAC courses should be able to: use writing as a tool of exploration and learning. plan, draft, respond to expert feedback and revise (in ways modeled after how writers work). understand and craft forms of texts appropriate to their field of study. provide evidence appropriate to their field of study. integrate evidence using correct citation appropriate to their field of study. write in a style appropriate for the intended audience. edit texts for correct grammar and syntax. The Task Force does recommend several modifications of the existing requirement: At least one of the WAC courses should be taken in the students major program to strengthen the writing in the disciplines aspect of the requirement. The criteria used to evaluate the appropriateness of WAC courses should be re-examined by a group of knowledgeable faculty. The Task Force heard from numerous sources that there are concerns about the effectiveness of some WAC courses and about the types of assignments the WAC guidelines encourage. A group should be established to review the criteria in the light of best practices at other universities around the country. Since oral communication is a key skill students are expected to acquire prior to employment, the Task Force recommends that students be given more opportunities to improve their oral communication skills. In addition to encouraging oral communication in lower-level general education courses, students should have the option of taking one Speaking Across the Curriculum (SPAC) course (i.e., an approved course in which a substantial portion of the grade is based on the preparation and delivery of oral presentations) and substituting it for one of the required WAC courses. Transfer students with more than 90 hours of transfer credit (who are therefore required to take only one WAC course) may not substitute a SPAC course for their one required WAC course. Students must complete ENG 101 and 102 prior to enrolling in WAC or SPAC courses. Capstone Experience The capstone experience represents the culmination of a students learning in her or his discipline and a drawing together of the various aspects of her or his educational experiences. The purpose of a capstone is both to integrate the diverse and sometimes disparate knowledge acquired in the degree program and to provide an opportunity for students to synthesize their learning through a vehicle that allows them to see beyond their undergraduate degree. Definition of the capstone experience: Major programs of study must include capstone courses/experiences. Credits for the capstone course/experience should be part of the major requirements. The capstone should be a culminating course/experience in which students integrate concepts and information learned in their major and in their other general education courses. Approved capstone experiences must help students achieve at least three of the six general education skills (writing, quantitative literacy, critical thinking, information literacy, oral communication, working in groups). Capstone courses may be used to satisfy a WAC or SPAC requirement. Examples of appropriate capstone courses/experiences could be laboratory or literature research, creative writing, design and production, performance, internships, or clinical experiences. The capstone course/experience must result in some form of summation, closing project, or final product that brings scholarly reflection about the experience. Many majors currently have capstone experiences in their curricula. The Task Force believes that all or most of these could easily be made consistent with general education guidelines with little or no effort. A few majors do not yet have required capstone experiences for their students. This recommendation would require them to develop one. The Task Force recommends that programs be given sufficient time to do so as such, programs need to implement the requirement within three years of the implementation of the new general education requirements. Administration of General Education The General Education Task Force believes that a well-run, meaningful, and dynamic general education program requires continuous oversight and direction. While we endorse the view that the faculty (through the University Curriculum Committee and Faculty Senate) should have jurisdiction over curricular matters, we also believe that it is impractical for the UCC, an already busy committee with annually changing membership, to administer the general education requirement on a day-to-day basis. Most universities place their general education programs under the day-to-day management of some kind of faculty-administrator. We believe that 㽶ֱ should follow their lead. We propose the following: The UCC and Senate should continue to have responsibility for the development and approval of general education guidelines and the approval of general education courses. The University should create the position of Director of General Education to oversee the general education program approved by the UCC and Senate. The position should report directly to the Provost and should be occupied by a member of the 㽶ֱ faculty with experience in general education. The Director should receive an administrative stipend above and beyond his/her academic salary (at least comparable to what a department Chair would receive). The responsibilities of the Director should include: Teaching in the general education program Working with departments to ensure that sufficient numbers of general education courses are offered and that scheduling conflicts are minimized Working with and helping train advisors and orientation staff about the general education program Ensuring that faculty teaching general education courses are familiar with and abide by the general education guidelines governing their courses Orienting new faculty to the general education program Identifying staffing needs in general education and working with departments to help fill those needs Working with the Director of the Writing program to coordinate and assess the first-year Writing program Working with the Mathematics department to coordinate and assess the general education QL program Working with the Director of the Writing Center to provide support for writing in general education courses (including, but not limited to, WAC courses) Organizing pedagogical and enrichment activities for faculty teaching in the general education program Facilitating development/implementation and administration/organization of general education Clusters Working with the UCC to review general education courses and guidelines on a regular basis Working with the Director of Assessment to ensure regular, meaningful assessment of general education at 㽶ֱ Working with Student Affairs and academic advisors the help promote student retention and provide assistance to students Securing grants in support of general education Developing and distributing informational materials regarding general education at 㽶ֱ Establishing and maintaining links between 㽶ֱ and regional/national organizations involved with general education (e.g., accreditation groups, AAC&U, professional associations) The Director of General Education should have an office other than a regular faculty office so that students and faculty can communicate effectively with the Director. The Director should have administrative assistance preferably a full-time administrative assistant. The office of the Director should have a budget to cover the regular administrative costs of the office and to allow for the organization of developmental activities, the production and dissemination of informational materials, information gathering (e.g., conference attendance, purchasing published materials on general education, etc.), and the like. Staffing of General Education A recurring theme in discussions of general education at 㽶ֱ (and at many other campuses) is the problem of over-reliance on part-time faculty. First-year composition courses, Math courses, and many general education courses in other parts of the curriculum are staffed by poorly-paid, part-time instructors who often teach at multiple institutions and have only a tenuous connection to 㽶ֱ. General education courses are also, typically, large lecture courses in which the student has limited opportunity to interact with the instructor or to engage in active learning. The General Education Task Force recognizes that there are practical limits on what the University can do to address these problems. However, the Task Force believes strongly that making the first-year experience more enjoyable and rewarding, and thereby promoting student retention, depends on devoting more resources to general education courses. With this in mind, the Task Force recommends: The creation of course Clusters as described earlier in this report and the allocation of new resources to support this effort (course development incentives, rewards for cluster coordinators, etc.) Encouraging tenure-track, tenured and retired faculty to teach lower-division, general education courses on a regular basis Finding ways to reward faculty who teach large classes (e.g., by recognizing this in workload assignments) Encouraging departments to offer at least SOME smaller sections of general education courses Encouraging departments to consider the need to teach general education courses in hiring decisions/staffing priorities Replacing some part-time teachers with full-time faculty in term and/or practitioner positions that would create a deeper, longer-term relationship between those faculty and the institution and might also lead, in some cases, to tenure (as has happened with faculty in the legal writing program) Implementation of the New General Education Program Once the new requirement has been reviewed by the University Curriculum Committee and approved by Senate, the process of implementation will begin. There will need to be a transitional period during which new advising materials can be prepared, courses can be approved, and unforeseen problems can be addressed. It may be possible to implement portions of the requirement quickly (such as Clusters). Implementation of others (such as capstone requirements) might require more time. The Director of General Education and the University Curriculum Committee should work together to develop a timetable for implementation and disseminate it as widely as possible. Continuing students will have catalogue rights during the transitional period they may elect to complete the older set of general education requirements, or switch to the new one. The University Curriculum Committee will be responsible for approving all courses listed in the General Education Requirement and for maintaining a current, up-to-date list of courses that satisfy the various requirements. Once the transition period is complete, and lists of approved courses have been developed, the University Curriculum Committee will work with the Director of General Education to initiate a regular cycle of review for the General Education Requirement. Each area in the general education requirement shall be reviewed at least once every five years. The purpose of the review will be to assess the continued appropriateness of individual courses as well as to consider whether changes in a requirement may be needed. The Director of General Education will be responsible for ensuring that this review takes place, although the actual review itself will be conducted by the University Curriculum Committee. The Director of General Education will provide the UCC with assessment information and other materials that may assist the review.  SEQ CHAPTER \h \r 1Comparison of Current Gen. Ed., Proposed Gen. Ed., and Transfer Module Requirements AreaCurrent General Education RequirementsProposed General Education RequirementsTransfer Module# CoursesMin Credits# CoursesMin CreditsMin CreditsFoundation RequirementsIntro to Univ Life1111Writing/compositionENG 101 ENG 1024 2-3ENG 101 ENG 1023 33Mathematics/QL6263Breadth of Knowledge RequirementsNatural WorldAt least 1 laboratory8 -92 lectures 1 laboratory6 16Social World9266Art and Culture9266Non Western Cult & Civ13Western Cult & Civ13Social Diversity2626Additional RequirementsWriting Across the Curriculum (includes Speaking Across the Curriculum)33Capstone Experience1 Indicates not specified by or not included in requirement.  If 4-hour courses persist, and students choose to take them, the total number of hours would be higher.  The old General Education Requirement could be completed in a minimum of 42 hours (assuming maximum double hits), excluding the WAC requirement.  Parts of this section are based on documents produced by the Mathematical Association of America. Our recommendations here follow closely those promoted by the MAA concerning QL.  Departments and Programs are encouraged to develop requirements for their majors which, subject to approval by the UCC under advisement from the Department of Mathematics, may be substituted for MTH116 and/or MTH117. Students should consult with their major advisor to decide on a suitable substitute.     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