The Mission of General Education

The mission of the General Education program and curriculum at William Paterson University is to prepare students for meaningful and satisfying participation and productive citizenship in an increasingly global and technological world. Courses in General Education foster critical and creative thinking by exposing students to a broad range of academic disciplines and modes of inquiry and by providing opportunities for inter-disciplinary study. Effective writing and communication across the curriculum and the formation of humanistic values are emphasized throughout the curriculum. The program maintains the uniquely American tradition of a college education by engaging students in concepts and methods that grow out of the major fields of knowledge. Students link their academic specialization or professional career aspirations with an appreciation of literature and the arts and an understanding of the natural world. General Education provides an essential foundation for more advanced and specialized study. The program helps each student develop a sophisticated understanding of interdisciplinary learning modes and an awareness of commonalities across different disciplines and professional practices. Capacities for lifelong learning are strengthened through experimental and experiential pedagogy.

GOALS OF GENERAL EDUCATION

The goals of individual courses in General Education and the program as a whole include the intentions to:

1. enhance fundamental learning skills;
2. foster effective written and oral communication;
3. foster critical and creative thinking;
4. foster student engagement in the learning process through experimental and experiential pedagogy;
5. foster an understanding of interdisciplinary learning modes and an awareness of commonalities across disciplines;
6. develop the individual for meaningful and satisfying participation and productive citizenship in an increasingly global economy and technological world;
7. develop a commitment to diversity, equity and multiculturalism;
8. encourage the development of humanistic values through an understanding of their history, current problems and applications;
9. introduce fundamental concepts and methods a variety of disciplines to non-majors;
10. encourage an appreciation of arts and literature;
11. encourage an understanding of the physical and natural world and our complex society;
12. develop the capacity for lifelong learning and healthful living.

STUDENT LEARNING OUTCOMES IN GENERAL EDUCATION

The expected Student Learning Outcomes of the General Education Program, in the form either of knowledge or skills, are listed below. Outcomes of individual General Education courses, which are necessarily more specific and more highly focused, are indicated on the approved Course Outline and should be reflected in the content of the instructor’s syllabus for each class.

Knowledge

1. Students will be able to analyze major concepts and evaluate methodologies in a variety of disciplines.
2. Students will be able to evaluate and apply the following modes of inquiry:
   1. Experimental Method - The empirical verification of hypotheses.
   2. Historical Method - An analysis of what has been written in the past and about the past with attention to remnants and traces of handiwork surviving from the past. (from the International Encyclopedia of the Social Sciences)
   3. Aesthetic Mode - A study of the behavior and experiences in creating art, in perceiving and understanding art and in being influenced by art. (from the International Encyclopedia of the Social Sciences)
   4. Observation Method - The acquisition of knowledge through exploration and observation. (from The International Encyclopedia of the Social Sciences)
   5. Rational Mode - The exploration of the logical implications of a priori assumptions, and, in particular, the formal manipulation and application of abstract models.
   6. Intuitive Mode - The use of non-linear/non-sequential thought processes (e.g., speculation, cogitation and serendipity) to develop insights as well as create new paradigms and discoveries.
3. Students will be able to analyze and interpret works of literature and the arts.
4. Students will be able to analyze and interpret contemporary global issues.
5. Students will be able to describe and evaluate technology and its impact on the environment and society.
6. Students will be able to demonstrate awareness of various cultural traditions and commitment to diversity and equity in society.
7. Students will be able to illustrate and define connections between the major concepts and issues in the humanities, social and behavioral sciences, and the physical and natural sciences.
8. Students will be able to analyze and evaluate political and economic principles and their relationship to the development of a diverse international community.
9. Students will be able to describe and interpret major health and social issues as they relate to physical fitness and wellness.

Skills

As an outcome of study in General Education courses and the Program as a whole the student will demonstrate the ability to:

1. Accumulate and examine information. This general skill includes the ability to
   1. Plan the search.
   2. Use various methods (e.g. print, computer or web-based, oral, etc.) for gathering information.
   3. Understand and extract relevant and credible information.
   4. Sort, read critically and evaluate information.
2. Analyze information and data This general skill includes the ability to:
   1. Formulate hypotheses and strategies for analysis.
   2. Specify information which might confirm or challenge those hypotheses.
   3. Apply techniques, rules, models and/or quantitative skills to solve a variety of problems.
   4. Use technology to analyze information and data.
   5. Critically evaluate the interpretations presented by others in terms of their assumptions, logical inferences and empirical evidence.
   6. Draw conclusions based on all of the above.
3. Present information to varied audiences and for varied purposes This general skill includes the ability to:
   1. Organize information and effectively use information technology.
   2. Express one’s own ideas in written, oral, quantitative and graphic forms which will be intelligible, correct and persuasive to a variety of audiences.
   3. Communicate basic information in at least one additional language.
4. Work collaboratively This general skill includes the ability to:
   1. Use the interpersonal skills necessary to be an active and effective participant in a group.
   2. Contribute through involvement to achieving the goals of the group.

Scope and Structure of the Program

The GE Program provides a solid foundation of knowledge and skills in liberal studies for all WPUNJ undergraduate students. A total of 59-60 credits of general education courses are required for students in most majors. (Exceptions are degree programs from the College of Business, the Bachelor of Music and the Bachelor of Fine Arts degree.) The program consists of Core Area Requirements, Distribution Requirements, and General Education Electives.

CORE REQUIREMENTS

The Core Requirements for the General Education program at WPUNJ includes 21 credits of humanities foundations in Writing, Literature, World Language, History, and Philosophy. Currently, these requirements are satisfied by the following courses: Writing Effective Prose (3 credits), Introduction to Literature (3), History of Western Civilization (6), Language (6) and Introduction to Philosophy (3). Students transferring to William Paterson may present equivalent area courses under transfer articulation agreements and the Guidelines for General Education adopted by the Council of Presidents of New Jersey Colleges and Universities (see Appendix).

DISTRIBUTION REQUIREMENTS

Distribution requirements include courses that a student selects from among major domains of knowledge: Social Sciences (9); Mathematics (3-4) and Science (8); and Arts and Communication (6). In addition, students are required to take courses relating to issues of the social context of life in the United States, Racism and Sexism (3) and of health and wellness, Fitness/Health (3), that are important to the development of an understanding of self and society. The current menu of options is attached.

UPPER LEVEL GENERAL EDUCATION ELECTIVES

An additional six (6) elective credits in General Education are required to ensure that students encounter disciplines and perspectives outside the Major. A current list of options is attached.

[Note: The Non-Western requirement is a distinct component of the undergraduate curriculum. It can be fulfilled within the GE program, the major, or elective courses. Freshman Seminar is a requirement for incoming Freshmen.]

Student Curriculum Plan

Students are expected to complete General Education requirements in a timely fashion. Since the GE Program is designed to provide a broad foundation of knowledge and skills supporting more intensive study in the major, advanced courses and major requirements can and should rely on the development of those abilities in the core and distribution requirements. As such, a recommended curriculum plan envisions students completing most, if not all, of their GE requirements within the first 2 to 3 years of study.

For Bachelor of Arts programs:

• By the time a student reaches Sophomore status (32 credits), he/she is expected to complete a minimum of 24 credits in GE, plus Freshman Seminar (1-2 credits).
  
• By the time a student reaches rising Junior status (64 credits), he/she is expected to complete a minimum of 48 credits in GE.
  
• By the time a student reaches upper Junior status (80 credits), he/she is expected to complete 54 credits in GE.
  
• By the time a student reaches Senior status (96 credits), he/she is expected to have completed all GE requirements (59-60 credits).

For Bachelor of Science programs:

• By the time a student reaches Sophomore status (32 credits) he/she is expected to complete a minimum of 18 credits in GE.
  
• By the time a student reaches Junior status (64 credits) he/she is expected to complete a minimum of 36 credits in GE.
  
• By the time a student reaches Senior status (96 credits) he/she is expected to complete a minimum of 54 credits in GE, including all core and distribution requirements. (Only GE electives should be taken as a Senior.)

In order to graduate, a total of 59-60 credits of GE must be completed.

Departments/programs should develop a suggested sequence of courses that best fits the needs of each academic major and concentration and, where applicable, collaborate with the College of Education on plans for students pursuing teacher certification. A student who has not completed the expected number of GE credits according to GE Student Curriculum Plan must meet with his/her academic advisor in order to schedule the missing GE course(s).

(See Appendix I for GE Program for B.M. and B.F.A. Programs)

ASSESSMENT AND INNOVATION IN GENERAL EDUCATION

As with organized academic program, the success of the General Education program depends upon systematic assessment of content and method and the implementation of Abest practices@ in pedagogy (e.g., see Seven Principles) and maintenance of currency in the curriculum.

ASSESSMENT

The Office of the Director of General Education and the Office of the Provost, with guidance from of the Office of Planning, Research, and Evaluation, coordinate overall assessment of Student Learning Outcomes and instructional methods in General Education. OPRE conducts periodic surveys of the experience of first year students, graduating seniors, and alumni to provide overall information on student perceptions of the value and relevance of instruction. The Director of General Education regularly provides information to the University community on national trends, norms and initiatives in general education.

Assessment is carried out by departments and coordinated at the college-level by the Assessment Coordinators and Associate Deans of the respective colleges. (See Appendix II for examples.) Feedback is used to encourage innovation in pedagogy and in the curriculum.

INNOVATION

Faculty Development Supports Innovation
Innovation in teaching in General Education is encouraged through faculty development activities sponsored by the Office of the Director of General Education and by the activities of the Center for Teaching Excellence, university-wide, and by Teaching Circles and other pedagogical groups, such as the Race and Gender Project, at the department and program level. In addition, the Cluster Program, with a separate coordinator (responsible for scheduling and placement, training activities, and assessment) offers the opportunity for faculty to teach together in a set of clustered courses (normally three) involving one group of students and meeting weekly in a plenary session. Faculty teaching in this program benefit from the interdisciplinary environment and from being able to discuss their teaching and interactions with students with other faculty who teach the same students in their individual linked courses and in the plenary session. (Students are encouraged to take at least one set of clustered courses in the process of completing General Education requirements.)

Curriculum Development Supports Currency
To ensure currency in the curriculum, a process must be in place for periodic review and revision of course offerings. Faculty and departments and programs are encouraged to develop new course offerings and revise existing courses to reflect their changing disciplines, modern pedagogical methods and the rapidly changing world. New courses may be offered within the GE areas listed above. The GE Director and Senate GE Committee will review new courses and make recommendations to the Provost regarding inclusion of new courses in the GE program. Effective Fall 2003, all currently existing GE courses fulfilling core, distribution and elective requirements will be reviewed by the originating department and by the GE Director and Committee to determine their congruency with criteria for Student Learning Outcomes GE courses described in this document (and updated on the recommendation of the faculty). The Director makes recommendations on revision of courses the Associate Provost and respective Deans. Courses that do not meet the goals and objectives of GE must be revised within two years of notification of a need to revise by the Associate Provost to remain current in the GE program.

Departments and programs may initiate the review and revision of a course, propose the substitution of an existing course with a new one, or propose an alternative to a course within their purview, at any time. Such changes, after approval up through the respective College Curriculum Committee, and reviewed by the Director of GE and GE Committee and recommendations are made to the Associate Provost and Deans.

GUIDELINES FOR GE COURSE DEVELOPMENT

Current and proposed General Education courses, at any level, should at a minimum display that they incorporate into the course of instruction work that emphasizes the following as appropriate or applicable to the subject or discipline:

1. critical thinking and research/scholarship methodologies;
2. use of information technology for research;
3. writing as a tool for learning and expression of knowledge and ideas;
4. issues of race, ethnicity, gender, class, and other diversity issues;
5. international, global, or multicultural perspectives.

In addition, General Education courses may incorporate an intensive focus on one or more of the following:

Focus on Writing: The Writing Across the Curriculum Program has developed models for incorporating writing intensive experiences into majors courses. Departments and major programs are encouraged to incorporate and implement these models so that every student will be expected to take at least one course that is writing intensive.

Focus on Oral Presentation skills: GE courses should incorporate opportunities for students to prepare and deliver oral presentations. We need to graduate students who are literate and articulate.

Focus on Information Literacy and Technology: The current environment makes information literacy and facility in the use of information technology an imperative for students. Blackboard (Internet-based) courses help increase information technology proficiency. Courses should include demonstrations of the use of library and information technology and incorporate these into assignments. All students should take at least one Blackboard course before graduation.

Focus on Service or Experiential Learning: The challenges of a complex world make it vitally important for students to engage in one significant learning experience outside the classroom before they graduate.

Focus on Global Issues: “It’s a small world after all.” The old Disney mantra could not be more true today. The challenge exists for us, as educators, to open students’ eyes to the diversity and complexity of the world.We must teach about the differences and also about the commonalities shared by people from all corners of the earth. Students should know the difference between Switzerland, Sweden and Swaziland; Indonesia, Indo-China and Indiana.

Focus on Interdisciplinary Experiences: The Cluster Program is one highly successful model for fostering interdisciplinary learning communities. (See attached current description in Appendix Individual courses may be developed, especially among upper-level GE electives, employing interdisciplinary methods. All students should participate in one set of "clustered" courses.

THE FUTURE

The work of the Director of General Education and the GE Committee, guided by this framework and with input from students, faculty, and other stakeholders in General Education, should continue to build on the established foundations of the curriculum at William Paterson, encouraging best practices in General Education, assessing the outcomes of the program, and pursuing academic excellence and student success for all William Paterson University students.