General Education Models
General Education Reform
Committee
Lloyd Duman
Carol Lindsay
Sherry Simkins
Karen Ruppel
Bob Vogeler
Peter Zao
Bob Murray
Foundational and Integrative:
Defined
 Foundational courses are the ‘structure’ or initial learning
that makes for ‘applicability’ in other kinds of learning. Learning a
structure creates ‘a model for understanding other things that one
is likely to encounter’ and assists the student in ‘understanding in a
way that permits many other things to be related to it
meaningfully’. (From The Process of Education by Jerome S. Bruner)
 Written and oral communication, critical thinking, and
mathematical and symbolic reasoning, are the foundational means
by which students develop scientific reasoning, information
literacy, historical, cultural, environmental, and global awareness,
social responsibility and citizenship.
 The foundational emphases are the means by which students learn
and integrate the other learning outcomes.
Foundational vs. Integrative:
Foundational Outcomes
 Communication – Oral: Recognize, send, and respond to communications for varied
audiences both as speaker and listener. (State Board Core, Communication)

LEAP Value Rubric: Communication
 Communication – Written: Recognize, send, and respond to written communications for
varied audiences as both writer and reader. (State Board Core, English Composition)


LEAP Value Rubric: Communication
Critical/Creative Thinking and Analysis: Engage and demonstrate the ability to analyze
and evaluate information and arguments; select or design appropriate frame- works and
strategies to solve problems in multiple contexts individually and collaboratively.
(Across the curriculum)

LEAP Value Rubric: Critical and Creative Thinking
 Mathematical and Symbolic Reasoning:
Apply mathematical reasoning to investigate and solve problems. (State Board Core,
Mathematics)

LEAP Value Rubric: Quantitative Literacy
Integrative Outcomes
 Information Literacy: Access information for a given need, develop integrated set
of skills, and have knowledge of information tools and resources.

LEAP Value Rubric: Information Literacy
 Scientific Reasoning: Develop scientific reasoning to investigate and solve
problems. (State Board Core, Natural Science)

LEAP Value Rubric: Inquiry and Analysis
 Historical, Cultural, Environmental, and Global Awareness: Demonstrate the
ability to think globally and inclusively with a basic understanding of key ideas,
achievements, issues, diverse cultural views as they pertain locally, nationally,
and globally. (State Board Core, Social Science)

LEAP Value Rubric: Intercultural Knowledge and Competence
 Valuing and Ethical Reasoning: Demonstrate the ability to apply what one knows,
believes, and understands toward developing an empathetic and analytical
understanding of others’ value perspectives. (State Board Core, Humanities or
Social Science)

LEAP Value Rubric: Ethical Reasoning
Integrative Outcomes
 Aesthetic Response: Demonstrate the ability to recognize the elements of
design, the unifying elements, the context, the purpose, and the effect of
craftsmanship in artistic creations. (State Board Core, Humanities)

NIC Rubric: Aesthetic Response
 Wellness: Demonstrate an understanding of the factors that contribute to
physical, psychological, occupational, social and spiritual well-being, life-long
learning, and success.

NIC Rubric: Wellness
 Social Responsibility and Citizenship: The student will demonstrate awareness of
the relationships that exist between individuals and social groups, private/public
institutions, and/or the environment, the nature of these relationships, the rights
(State Board Core, Social Sciences)

Leap Value Rubric: Civic Knowledge and Engagement
Conceptual Model
Depth and Breadth
Example: Foundational
Degree Requirements
Communication - Oral: Recognize, send, and respond to
communications for varied audiences both as speaker and
listener. (LEAP Communication) (State Board Core,
Communication) (HS Language Arts - Speech)
Complete 3 credits
____ COMM 101
Critical/Creative Thinking and Problem Solving: Engage and
demonstrate the ability to analyze and evaluate information
and arguments; select or design appropriate frameworks and
strategies to solve problems in multiple contexts individually
and collaboratively. (LEAP Critical and Creative thinking)
(Across the curriculum) (HS Humanities/Fine
Arts/Interdisciplinary)
Complete 3 credits.
____ ENGL 175 Introduction to Literature 3
____ ENGL 257 Literature of Western Civilization 3
____ ENGL 258 Literature of Western Civilization 3
____ ENGL 267 Survey of English Literature 3
____ ENGL 268 Survey of English Literature 3
____ ENGL 271 Introduction to Shakespeare 3 (300 L)
____ ENGL 277 Survey of American Literature 3 (300 L)
____ ENGL 278 Survey of American Literature 3
____ ENGL 285 American Indian Literature 3 (400 L)
____ ENGL 295 Contemp. U.S. Multicultural Literature 3
____ FLAN 207 Contemporary World Culture 3
____ INTR 200 Interdisciplinary Seminar 3
____ PHIL 201 Logic and Critical Thinking 3
Communication – Written: Recognize, send, and respond to
written communications for varied audiences as both writer
and reader. (LEAP Communication and LEAP Information
Literacy) (State Board Core, English Comp) (HS Language Arts
- English)
Complete 6 credits
____ ENGL 101
____ ENGL 102
Mathematical and Symbolic Reasoning: Apply mathematical
reasoning to investigate and solve problems. (LEAP
Quantitative Literacy). (State Board Core, Mathematics) (HS
Mathematics) Complete 3-4 credits
____ MATH 123 Contemporary Mathematics 3
____ MATH 130 Finite Mathematics 4
____ MATH 143 College Algebra 3
____ MATH 144 Analytic Trigonometry 2
____ MATH 147 Pre-Calculus 5
____ MATH 160 Survey of Calculus 4
____ MATH 170 Analytic Geometry & Calculus I 4
____ MATH 175 Analytic Geometry & Calculus II 4
____ MATH 187 Discrete Mathematics 4
____ MATH 253 Principles of Applied Statistics 3
____ MATH 275 Analytic Geometry & Calculus III 4
Sample Rubric: Written
Communication
Sample Rubric: Math