GENERAL EDUCATION COMMITTEE MINUTES, 10/21/15
CALL TO ORDER / ROLL CALL
Members present: S. Bradford, M Cracolice, R. Fanning, J. Galloway, C. Greenfield, K. Reiser, T.
Shearer, C. Smith, G. Weix
Ex-officio members present: B. French, J. Hickman, N. Lindsay
Members Absent/ Excused: L. Ametsbichler, T. Ravas
Minutes: The minutes from 9/23/15 were amended and approved.
COMMUNICATION

The Diversity Advisory Council Co-Chair, Phyllis Ngai asked whether the Committee had any
further discussion regarding the possibility of a diversity requirement. Chair Reiser invited her
and the other Co-Chair Chelsey Porter to the meeting on November 4th to join the discussion of
the pos and cons of the Indigenous and Global perspective becoming a diversity perspective.

Chair Reiser is reviewing a draft policy for General Education course substitution for students
with verified disabilities. She is meeting this Friday with the ASCRC Chair and a representative
from Disability Services for Students. The final draft will be shared with the Committee soon.

Professor Bradford investigated using the Diverse U event as a platform to discuss general
education issues, but the options (short presentation or table) did not seem to fit the need for
dialogue.
BUSINESS ITEMS

Each workgroup reported on its review progress.
General Education Group
Course
Issue
Group III Exception
EDLD 486, Statistical Procedures in
Education
Needs justification for
level and assessment info
Natural Science
CSD 221N, Fundamentals of
Acoustics
Requested submit current
form.

Expressive Art
Dance 108, Dance Forms
Waiting for information on
assessment. Request
statement be added to
syllabus notifying students
that will need three credits
to satisfy requirement.
Literary & Artistic Studies
LIT 291, The American Novel for
Non-Majors and PreMajors
Withdrew
Literary & Artistic Studies
LIT 202, The Environmental
Imagination
Approved
American & European
& Criteria /Learning goals
LIT 291, The American Novel for
Non, -Majors and PreMajors
Withdrew
American & European
& Criteria /Learning goals
THTR 101, Introduction to Theatre
Follow-up clarification
requested
Indigenous & Global
& Criteria / Learning Goals
MART 307, Cinema of Latin America
Form requires revision
The revised language (copied below) for the American & European perspective drafted by
Professors Shearer and Volk was discussed. A possibility for this category is Democracy and
Citizenship. This title and corresponding description should resolve the tendency for
concentrate on geographic regions. The description should be specific about what students
should learn from exposure to these courses.
Removing the reference to America and Europe will allow the definition of Global to encompass
Europe. However, this group is still too broad with the inclusion of Indigenous. There should be
a comparative component which touches on an intention of diversity awareness.
Brian French hopes that Study Abroad can be incorporated as well to encourage students take
them. Study abroad courses will need to include learning outcomes that correlate to the
general education group. The courses don’t necessarily meet the criteria for a global course.

The Faculty Senate Chair has been asking various groups (Provost, Associate Provost, Council of
Deans, and ASUM) about whether general education reform is necessary. He will draft a
document with his findings for the Committee to consider. He cautions that the General
Education Committee should be at the center of the discussion. He would like to see the
framework simplified and more easily translated to the MUS Core.
A problem faced by Missoula College advisors is that Missoula College students should
matriculate to UM’s general education program, but if they struggle with statistics the MUS Core
is an easier option.
Listening sessions are needed at the department or discipline level. This is where the real
battles or possibilities will emerge. The Committee would like to give faculty the opportunity to
have their voices heard, but are hoping for helpful productive feedback. Is a well-known faculty
member needed for this charge, or can it emerge from the committee itself?
The conference will be a good resource for listening to concerns and ideas about general
education. The Keynote speakers will be recorded and there will be note takers at each session.
The questions must be framed in a way that does not trigger defenses. We need to be cautious
not to raise expectations of reform too soon. Any revisions will be challenging and must be
approached realistically.
It would be helpful to have data so we understand what courses students are taking to fulfill the
groups and whether the MUS core would capture most of these courses. The MUS Core
requires students to take Oral Communication and an American Indian Education for All course.
The MUS Core is designed to create an easier pathway for students transferring in their junior
year. It represents the minimum requirements that are common in most general education
programs. It is not a unique, quality program. The General Education Committee needs to
focus on a high quality program. There should be options for students to take courses for
exposure (Art for non-majors, for example) that are not designed for a foundation to the next
course.
A problem faced by Missoula College advisors is that Missoula College students should
matriculate to UM’s general education program, but if they struggle with statistics the MUS Core
is an easier option.
ADJOURNMENT
The meeting was adjourned at 5:30 p.m.
Current language
American and European Perspectives (Y)
These courses present a critical introduction to the antecedents, principles, institutions,
cultures, traditions and legacies of the United States and Europe.
Upon completion of an American and European Perspective course, students will be able to:
1. Demonstrate informed and reasoned understanding of American and/or European
historical and contemporary behavior, ideas, institutions, and culture; and
2. Analyze and evaluate what is distinctive and significant about the American and/or
European experience and legacy.
Revised language
United States and European Perspectives (Y)
These courses ground students in the traditions, institutions, thought, and cultures of Europe
and/or the United States. Knowledge gained through courses in the Y perspective prepare
students to be fully informed U.S. citizens and to assess the contributions and contradictions of
the history and cultures of Europe and/or the United States.
Upon completion of a United States and European Perspective course, students will be able
to:
1. Demonstrate informed and reasoned understanding of United States and/or European
historical and contemporary behavior, ideas, institutions, and cultures; and
2. Analyze and evaluate the significance and complexities of the United States and/or
European tradition.