ReimaginingGeneralEducation:
TowardaNewAUCoreCurriculum
DraftofNov.30th,2015
OurgoalatAmericanUniversityistoeducatethoughtful,responsiblehumanbeingsbyofferingthemachallenging
yetsupportiveacademicexperience.Throughourcommitmenttoarobustliberaleducationcore,weteachour
studentstoengagewithcomplexity,valuediversity,andunderstandchange.Thefollowingproposalseeksto
reimagineliberaleducationbyforegroundingthespecificskillsandhabitsofmindthatareattheheartofliberal
education.Ourproposal,whileuniqueinitsspecifics,isinspiredbycurrenttrendsingeneraleducation:an
emphasisonlearningoutcomes(ratherthan,orinconjunctionwith,contentareas),adevelopmentalarcthatstarts
withafirst-yearexperienceandculminatesinacapstone,andsustainedattentiontoissuesofequity,diversity,and
inclusion.
OurcurrentGeneralEducationprogram,designedin1989andrevisedagainin2009,exposesstudentstoabroad
baseofknowledge.Thataim,however,hasbeenunderminedbyextensivegrantingofGeneralEducationcreditto
studentswithhighAPscoresandwidespreaddoublecountingofcoursestowardbothGenEdandthemajors.The
resultisthatourstudentsexperienceourGeneralEducationprograminwildlydifferentways—sometakingallten
courses,otherstakingasfewasfour.Whilethenumberofcoursesstudentstakevaries,theirattitudestowardthe
programcoherearoundonecentralidea:GenEdisanobstacle,alistofrequirementstotickoffbeforetheycan
takecoursesintheirmajors.
Inrevisingtheprogram,ouraimistocreateanintellectualcorethatallstudentsparticipateinequally—onethat
highlightsmetacognition,thatis,makingstudentsawarethatlearningisarecursiveprocessthathappensover
time.OurworkcomplementstheRiSEproject,whichaimstofocusandimprovestudents’experiencesduringtheir
timeatAU.(Thefourdevelopmentalstagesinthe
graphatrightderivefromtheRiSEproject’sstudent
life-cyclemap.)Wealsoseektoaddresscurrent
deficitsinbothquantitativeliteracy,writing,and
informationliteracytraining.Byreducingthe
numberofoverallcreditsandcreatingmore
flexibilityastowhenstudentstaketheircore
courses,weaimtoexpandstudents’abilityto
pursuedoublemajorsandminors,aswellasto
studyabroad.Tosignaladecisivebreakwiththe
content-areaapproachtogeneraleducation,we
proposerenamingtheprogram,withthefinalname
tobedeveloped.(Eachofthetwoworkingtitlesto
date—UniversityCollegeandTheAUExperience—
hassignificantdrawbacks.)
Althoughtheproposedmodelisholisticindesign,trackingourstudents’intellectualdevelopmentfrom
matriculationtograduation,itishelpfultothinkofthecoursesthatitcomprisesinthreebroadcategories:
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Asequenceofcoursesmostlytakenoutsidethemajor,fromComplexProblemsthroughthefiveHabitsof
Mindcourses(describedbelow),alongwithQuantitativeLiteracyI,WrittenCommunicationand
InformationLiteracyI,andtheAUExperience.Thissequencetotals29-33credits(asmallnumberofwhich
maybecountedtowardthemajororminor,asdiscussedbelow);
Asetofcourses,oftenwithinthemajorandtotaling9credits,leadingtoaCapstone;and
Anoptionalsetofone-creditprofessionalskillsmodules.
ThisdrafthasbeentheworkofanadhoctaskforceandtheGeneralEducationCommittee(listedbelow).Overthe
summer,thetaskforcemetbi-weeklytostudycurrentscholarshipinliberaleducation,examineprogramsfrom
acrossthecountry,meetwithoutsideexperts,andwriteafirstdraftoftheproposal.Thisfall,theGeneral
EducationCommittee,comprisingfacultyfromAU’sprimaryundergraduateschools,metrepeatedlytodiscussand
furtherrevisethedraft.Theco-chairsofthetaskforcehavealsometwithrepresentativesofmanycampusoffices,
withaneyetowardanticipatingpossibleimplementationissues,andhavebegunmeetingswithstudentleaders.
WenowfeelwehaveadraftthatisreadytobesharedanddiscussedacrosstheentireAUcommunity.
EachandeverymemberofthetaskforceandGeneralEducationCommitteerecognizesthecomplexitiesinvolvedin
redesigningaprogramthataffectsstudents,facultyandstaffalike.Wearededicatedtoacareful,deliberativeand
transparentprocess,attentivetotheideasandconcernsoftheentireAUcommunity.Tothatend,wehave
scheduledtwofocusgroupswithstudentleadersandwillholdseveralstudenttownhallsinJanuary.Townhallsfor
facultyandstaffwillbeheldon
• Dec.2nd1:00-2:30intheBattelleAtrium;
• Dec.8th10:00-11:30intheSISFoundersRoom;and
• Jan.11th10:00-11:30intheButlerBoardRoom.
Ourgoalwillbetoimplementanewcoreprogramforallundergraduatestudents,includingtransfers,whoarrive
oncampusinfall2017.Studentswhoarrivepriortothatdatewillbesubjecttocurrentrequirements.Weplanto
runsixsectionsofComplexProblemsandtheAUExperienceasapilotinthe2016-2017academicyear.As
directionsemergefromthecampus-wideconversation,theProvost’sOfficeandschoolswillcontinuallyassessthe
financialviabilityoftheproposedcurriculum.
Welookforwardtohearingyoursuggestionsandconcerns.
GeneralEducationTaskForceMembers
CindyBairVanDam,GeneralEducationCommitteeChair,co-chair
PeterStarr,Dean,CollegeofArtsandSciences,co-chair
JesseBoeding,AssistantDeanforUndergraduatePrograms,Kogod
SchoolofBusiness
LauraBonDurant,AssociateDeanofAcademicServices,Schoolof
Communication
MaryClark,DeanofAcademicAffairsandSeniorViceProvost
MaryFrancesGiandrea,GeneralEducationCommittee,History
BradGilligan,Manager,GeneralEducationProgramandAssessment
JenGumbrewicz,GeneralEducationCommittee,Justice,Lawand
Criminology
PatrickThaddeusJackson,AssociateDeanforCurriculumand
Learning,SchoolofInternationalService
SarahFrancesKnight,GeneralEducationCommittee,Biology
Celine-MariePascale,AssociateDeanforUndergraduateStudies,
CollegeofArtsandSciences
LynStallings,ViceProvostforUndergraduateStudies
JessicaWaters,AssociateDeanforUndergraduateEducation,School
ofPublicAffairs
GeneralEducationCommitteeMembers
CindyBairVanDam,HurstSeniorProfessorialLecturer,College
WritingProgram,Chair
EllenFeder,Professor,PhilosophyandReligion
MaryFrancesGiandrea,AssistantProfessor,History
BradGilligan,Manager,GeneralEducationProgramandAssessment
LindseyGreen-Simms,AssistantProfessor,Literature
JenGumbrewicz,ProfessorialLecturer,Justice,LawandCriminology
JaneHall,AssociateProfessor,SchoolofCommunication
MattHartings,AssistantProfessor,Chemistry
JillKlein,ExecutiveinResidence,KogodSchoolofBusiness
SarahFrancesKnight,ProfessorialLecturer,Biology
TeresaLarkin,AssociateProfessor,Physics
MaryMintz,AssociateLibrarian,UniversityLibrary
MirjanaMorosini,Instructor,SchoolofInternationalService
WilliamQuirk,ProfessorialLecturer,WorldLanguagesandCultures
TomRatekin,AssistantProfessor,Literature
JenniferSteele,AssociateProfessor,SchoolofEducation
E.AndrewTaylor,AssociateProfessor,PerformingArts
JohnWilloughby,Professor,Economics
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CoursesPrimarilyOutsidetheMajor
Typicallytakeninthefirstyear
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ComplexProblems(3credits):A1st-yearspecialtopicsseminar,typicallytaughtinfallsemesterbyfull-time
facultyfromacrosstheuniversityandcappedat19students.Allstudents,includingtransferstudents,must
takeaComplexProblemsseminar.AsignaturegatewaytotheUniversityCollegecurriculum,thesecourses
willintroducestudentstotheprocessofacademicinquirythroughanalysisofoneormorecomplexproblems.
AlthoughmanyComplexProblemscourseswilldrawheavilyonthesocialsciences(intheanalysisofsuch
issuesasinequality,socialviolenceandhealthcareaccess),otherswillbegroundedinthesciences(climate
change,dementia)orartsandhumanities(artandpolitics,post-colonialexpression).
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Beyondintroducingstudentstothestandardsofuniversity-levelinquiry,ComplexProblemscourses
willdemonstratethevalueofapproachingimportantproblemsandissuesfromavarietyofperspectives:asa
markerofinterdisciplinarity,tobesure,butalsoasademonstrationofwhytheUniversityplacessuchvalue
onfosteringafullydiverseandinclusivecommunity.Asthetopicandfacultyinterestwarrant,Complex
ProblemscoursesmayincludeaDC-basedexperience.ComplexProblemscoursesmaycountasfreeelectives
inthestudent’smajorbutmaynotserveasfoundationcourseswithinthemajor.
AUExperienceI(1credit):Aone-creditrequiredcourse,takenbyallAUstudentsinthefirstsemesteroftheir
matriculation,toassistthemwiththesocial,cultural,andpsychologicaladjustmenttouniversitylife.This
team-taughtcoursewillbeofferedinahybridformatandtaughtbyfacultyinsociology,psychology,orrelated
fields.Discussionsectionsoverseenbystaffspecialistsinthecollegeexperiencewillbelimitedto19students.
Topicscoveredmightinclude:stressmanagementandcopingbehaviors;timemanagement;behaviorand
senseofriskinearlyadultdevelopment;deeplearningandtheroleoffailure;introductiontorace,culture,
andsociety;publicpolicyandsexuality;sex,gender,andsexualorientation;historicandcurrentperspectives
ongenerationalcohortsandtheuniquestrugglestheyface;lonelinessanddepression;socialadjustmentand
independence.Theclasswillalsoengageinacademicplanning,self-assessmentandexplorationofcareer
goals.
AUExperienceII(1or3creditsTBD):Athree-creditrequiredcourse,takenbyallAUstudentsintheirsecond
semester,normallywiththesamediscussionleaderandstudentsandinthesamehybrid,discussion-intensive
modeasAUExperienceI.AUx2willdelvemoredeeplyintothesociologicalandpsychologicalaspectsofthe
individualandsocietyintroducedinAUx1,withspecialattentiontoissuesofdiversity,inclusion,and
community.Readingsandassignmentswillincludehistoricandcontemporaryliterature,film,anddataon
oppressionandresistance.Studentswillexplorehowhistoricalviolence,suchastheearlyslavetradeand
genocidalconquests,shapethecontemporaryexperiencesofmarginalizedgroupsandstrugglesforhuman
rights.Classmaterialswillconsiderhowentrenchedsystemsofinequalitymarginalizesomegroupsand
privilegeothers.Studentswillbeencouragedtoapplywhattheylearntotheirindividualandcollective
situationinthemulti-culturalenvironmentthatisAU.
Ifbudgetallows,thecommitteesrecommendthatallstudentslivingoncampusbehousedwiththeirComplex
Problemscohort.SeparateAUxcohortswillbenefitfromtheworkofupper-classpeermentors,whowill
contributetothegroupwhiletakingathree-credit400-levelpeermentoringclass.Assumingthatongoing
discussionsaroundtheRiSEprojectleadtocreationofstudentsupportteamsforstudentsintheirinitial
semesters,theseteamswillbeassignedtospecificAUxcohorts.
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FoundationsI
WrittenCommunication&InformationLiteracyI(3-6credits):SatisfiedbyWRTG-100and101orWRTG-106.
AllstudentsmustcompletetheWRTG-100andWRTG-101sequence,unlesstheyearna4orhigherontheAP
ora5orhigherontheIB,inwhichcasetheymaytakeWRTG-106.Thiscoursesequencefocusesonlearning
howtomakeeffectivewritingchoices,includingformulatingoriginalthesesandwell-supported,effectively
organizedarguments.Studentswilllearnhowtowriteinseveralacademicgenresandhowtoproduceerrorfreeprose.Inaddition,theywillacquiretheconceptualknowledgeneededtonegotiateacomplex
informationecosystem,whichincludeswebsites,socialmedia,databases,visualmedia,andothersourcesof
information.Studentswilllearnabouttheirroleandresponsibilityincreatingnewknowledge,in
understandingchangingdynamicsintheworldofinformation,andinusinginformation,data,andscholarship
ethically.
QuantitativeLiteracyI(3-4credits):NormallysatisfiedbyanintroductoryQ-suffixedcourse,suchasMATH15x,MATH-211,STAT-150,orSTAT-202.Asatpresent,studentsmaytestoutofthisrequirementthrough
strongperformanceonAP,IBorSATexams.Studentswhosepreviousstudieshaveintroducedthemtosome,
butnotall,ofthecontentinintroductoryQcoursesmaymeettherequirementbytakingoneormore1-credit
modules(tobedeveloped)thatgivethemcumulativetrainingequivalenttoanexistingQ1course(typically,
FiniteMath).MoststudentswillsatisfytheQuantitativeLiteracyrequirementinyearone,althoughunitsthat
scaffoldajuniorresearch-methodscourseontopofSTAT-202mayprefertheirstudentstakethisrequirement
inthesophomoreyear.
Typicallytakeninthefirstthreeyears
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HabitsofMind(16credits):HabitsofMindcoursesformtheheartoftheproposedcorecurriculum.This
distributionemphasizesGeneralEducationlearningoutcomesyetpreservesexposuretoabroadrangeof
disciplinesbylimitingtoonethenumberofHOMcoursesastudentmaytakeinanygivendepartment.
StudentsmaycountoneHabitofMindcourse–requiredorelective—towardeachmajororminorthey
pursue.EnteringstudentsmaynotapplyAPcredittowardtheirHabitsofMindrequirements.(Notethatthe
restrictionsabovedonotprecludeastudentfromtakingaHabitsofMindcourseinthesamedepartmentasa
ComplexProblemscourseand,ifapplicable,applyingoneorbothformajorcredit.)
NewcoursesfortheHabitsofMindwillfollowacourseapprovalprocesssimilartotheonealreadyinplacefor
generaleducationcourses.TheGeneralEducationCommitteewilldesignanewproceduretoeasethe
transitionofexistingGenEdcoursesintotheHabitsofMinddistribution.
FacultywhoseHOMcoursesexaminethesametopicwhileemployingcomplementaryhabitsofmindmayopt
totandemteachandofferperiodiccommonprogramming.Thisoptionmightincludeworkingwithfacultyat
AUAbroadinstitutions.
ThefollowingdescriptionsofeachHOMaretemporary,meanttoofferasenseofwhateachHOM
encompasses.OncewehavedeterminedafinalHOMstructure,theGeneralEducationCommitteewilldevelop
preciselearningoutcomesforeachcategory.Similarly,thecourseexampleslistedbelowaresolelyintendedto
illustratetherangeofcoursesthatmightfitwithineachHOM.
• CreativityandAestheticSensibility(3credits):
o Understandingtheintention,context,audience,andmodesofartisticexpression;
o Expressinganappreciationfororunderstandingoftheartsthrougheitherconsiderationof,or
engagementwith,thecreativeprocess.
o CourseExamples:
§ Art:TheStudioExperience(ART)
§ RethinkingLiterature:LiteraryHauntings(LIT)
§ VisualLiteracy(COMM)
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CriticalInquiry(3credits):
o Understandingtheimportanceofexploringissues,ideas,artifactsoreventsbeforeacceptingor
formulatinganopinionorconclusion;
o Analyzingthecontext—political,cultural,environmentalorcircumstantial—thatcomplicatesthe
considerationofissues,ideasorevents.
o CourseExamples:
§ Gender,Politics,andPower(WGSS)
§ GlobalSociology(SOCY)
§ TheConstitution,PresidentialPower,andtheWaronTerror(GOVT)
EthicalReasoning(3credits):
o Understandingcorebeliefsandtheirorigins;
o Recognizingdifferentethicalconcepts,perspectives,andcomplexethicalissues.
o CourseExamples:
§ MoralPhilosophy(PHIL)
§ PhilosophicalProblemsintheLaw(JLC)
§ GlobalCorporateCitizenship(MGMT)
HistoricalUnderstanding(3credits):
o Examiningdiverseperspectivesofpasteventsandideasinhistoricalcontext,anddevelopingthe
abilitytowriteaboutthemcritically.
o Placingcontemporaryeventswithintheirhistoricalcontext.
o CourseExamples:
§ SocialForcesthatShapedAmerica(HIST)
§ StoriesofSouthAsia(RELG)
§ ArtoftheRenaissance(ARTH)
Natural-ScientificInquiry(4credits,withlab):
o Participatinginscientificinquiryandcommunicatingtheelementsofthescientificprocess;
o Understandingthatscientificinquiryisbasedoninvestigationofevidencefromthenaturaland
physicalworld,andthatscientificknowledgeandunderstanding:a)evolvesbasedonnew
evidence,andb)differsfrompersonalandculturalbeliefs.
o CourseExamples:
§ PhysicsfortheModernWorld(PHYS)
§ TheChemistryofCooking(CHEM)
§ PsychologyasaNaturalScience(PSYCH)
CoursesFrequentlyOfferedintheMajor
Typicallytakeninthesophomore,juniororsenioryears
Whereverpossible,thefollowingrequirementsmaybesatisfiedbycourseswithinthemajor,eitherbyexisting
coursesthatfullymeettherelevantlearningoutcomes(TBD),existingcoursesthataremodifiedtomeetthose
outcomes,orbysubstantiallynewcourses.
§ DiverseExperience:a3-creditD-suffixedcourseofferedinthemajororminor,inaHabitofMindcourseorin
afreeelective.Thesecoursesattendtoissuesofpower,privilegeandinequalitythatareembeddedinsocial,
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cultural,and/oreconomichierarchies,including(butnotlimitedto)thosearoundrace,class,genderand
sexualexpression,andability.ThesecoursesshouldbuildontheintellectualskillsdevelopedinComplex
ProblemsandthediversitycontentintroducedinTheAUExperience.
o CourseExamples:
§ RootsofRacismandInterracialHarmony(ANTH)
§ GenderinTransnationalPerspectives(SOCY)
§ ContemporaryIssuesinAmericanLawEnforcement(JLC)
FoundationsII
WrittenCommunicationandInformationLiteracyII:a3-creditW-suffixedcourse.W2courseswillbuildon
thewritingandinformationliteracyfoundationsofferedinCollegeWritingseminarsbytrainingstudentsin
thewritingconventions,researchexpectations,andtechnologicalresourcesmostcentraltotherelevant
discipline.Morespecifically,studentswillrefinetheirargumentation,organization,andproofreadingskills
whilelearningthedisciplinaryorprofessionalconventionsoftheirfield.Studentswilllearntorecognizethe
roleofresearchandinformationinmakingnewdisciplinaryknowledge,thinkingcriticallyabouthow
informationiscreated,valued,stored,andsharedinspecificdisciplinaryconversations.Studentsinthe
(relativelyrare)majorswithnoappreciablewritingcomponentmaypursuethiscreditinarelatedfieldor
throughcustom-madecourses(e.g.,WritingfortheArts).Althoughmostmajorswilldesignateaspecific
courseorcoursesinthemajorasarequiredW2,anyW2maybeappliedtowardtheuniversity’sgraduation
requirement.Unlessotherwisespecifiedbythemajor(s)orminor(s),studentswhopursueanycombinationof
majorsandminorsneedonlycompleteasingleW2.
QuantitativeLiteracyII:alternatively,a3-creditQ-suffixedcourseinthemajororrelatedarea,ora
combinationof3one-creditmodules(tobedeveloped,manyinahybridorintensiveformat)pertinenttothe
student’sfieldofstudy.Inthecaseofmajorswhoseresearch-methodscoursesareonlypartiallyquantitative,
thesecoursesmaybesupplementedbyoneortwo1-creditmodules(onsuchtopicsasmodeling,algorithms,
GIS,etc.).IntheabsenceofaQcourseinthemajor(e.g.,intheartsandhumanities),studentsmaysatisfythe
Q2requirementbytakingaQcourseinarelatedfieldoraQcoursespecificallydesignedtoplaytotheir
strengths.
Typicallytakeninthesenioryear
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Capstone:3-creditcapstoneproject/course,likelyinmajor,drawingonmanyoftheHOMspreviously
acquired.Inmajorswithoutcapstonecourses,independentstudies,signaturework,orotheralternativesmay
becreated.
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Optional‘Toolkit’Courses
Thefollowingcoursesareoptionalandmeanttobetakenbystudentsatanytime.
ToolkitCourses:one-creditcourses,designatedinthecataloguebyaTsuffixandofferedinavarietyofformats
(includingonline,hybridandintensive).Toolkitcourseshelpstudentstoacquireanddemonstratebothemployerrelevantcompetenciesandgenerallifeskills.WiththeexceptionoftheFinancialLiteracysequence,whichis
specificallydesignedforfirst-andsecond-yearstudents,toolkitcoursesareintendedforjuniorsandseniors
seekingtobuildupontheirliberalartstrainingastheymoveintocareersandsubsequenteducation.
Mosttoolkitcourseswillnothaveprerequisites.Exceptionsmaybemadeinthecaseofprerequisites(suchas
STAT-202orSTAT-203)thatlargenumbersofundergraduateswilllikelyhavetaken.Weexpectthemajorityof
thesecoursestobeofferedforagrade,thoughsomewillnaturallylendthemselvestobeingofferedpass/fail.
Inadditiontotoolkitcourses,theuniversitywillofferaseriesofoptionalnon-creditCareerEdgeworkshops,on
topicstobedeterminedindialoguewiththeCareerCenter.
Thefollowingareexamplesofpotentialtoolkitcourses.Toolkitofferingswillevolveovertime,largelyasafunction
ofstudentdemand.
FinancialLiteracy
FinancialLiteracyI:FinancialPlanningandtheTimeValueofMoney(currentFIN-197)
FinancialLiteracyII:Debt,InsuranceandSavings(currentFIN198;FIN-197isprerequisite)
FinancialLiteracyIII:PersonalInvesting(currentFIN199;FIN-197isprerequisite)
CommunicationandInterpersonalProductivity
PublicSpeaking
EffectiveInterpersonalOralCommunication
Collaboration:TheArtofTeamwork
TheArtofMediation
StepUP!Training
UnconsciousBiasTraining
ResearchandAnalysisSkills
SurveyResearch:Design,DataCollection,Analysis
SPSSStatisticsFundamentals(currentSTAT-396)
StataFundamentals
NvivoFundamentals
DigitalSkills
TheArtofOnlinePresentation(currentUGST-196)
FundamentalsofWebDesign
VideoEditing
DesigningMobileApps(hasbeenofferedasKSB-132)
Programming(hasbeenofferedasKSB-132)
DataVisualization
SocialMediaSkills(hasbeenofferedasKSB-132)
MicrosoftCertification
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OrganizationSkills
ProjectManagement
AccountingFundamentals
Entrepreneurship
Ecommerce(hasbeenofferedasKSB-132)
CareerPlanning
CareerExploration(currentUGST-100)
FoundationsofCareerDevelopment(currentKSB-200)
PersonalBrandingandtheCareerCampaign(currentKSB-300)
TransferStudents:StudentswhotransfertoAUwillberequiredtotakeComplexProblemsandAUExperience,in
non-residentcohortsdesignedspecificallyfortransferstudents.Becausetransfer-creditarticulationstandardsare
difficulttoapplytoHabitsofMindcourses,thenumberofHabitofMindcoursestransferswillberequiredtotake
willdependonhowmanycreditstheybringwiththem.Studentswhotransferwith0-14creditsmusttakeallfive
HOMcourses;thosewhotransferwith15-29musttakefourHOMcourses;thosewhotransferwith30-44credits
musttakethreeHOMcourses;thosewhobringin45+creditsmusttaketwoHOMcourses.
AUAbroad:Asiscurrentpolicy,studentswillbeexpectedtocomplete80%oftheirUniversityCollegecourses(not
includingW2,Q2,DandCapstonecourses)priortostudyingabroad.Studentsmayapplyuptosixcreditsofcourse
workabroadtowardtheirUniversityCollegerequirements,assumingthosecoursesaredeemedtoarticulate.
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