G E N E R A L E D U C A T IO N C U R R I C U L U M
COMMITTEE
COMMITTEE RESPONSIBILITIES
The General Education Committee is responsible for reviewing and recommending to the Academic Council all
courses proposed for inclusion in the General Education Curriculum and for monitoring the effectiveness of all
courses included in the General Education Curriculum. The committee is also responsible for reviewing and
recommending to the Academic Council the approval or non-approval of all program-specific requests from
college curriculum committees for the substitution or exception of course and credit hours required for the various
curricular components of the General Education Curriculum.
G E N E R A L E D U C A T IO N C U R R I C U L U M
A S S E S S M E N T C O MM I T T E E
COMMITTEE RESPONSIBILITIES
The purpose of the General Education Curriculum Assessment Committee (GECAC) shall be to engage in the
annual and periodic evaluations of the General Education Curriculum (GEC). The GECAC is responsible for
systematic assessment and evaluation of courses within the GEC. The Committee will provide feedback and
guidance to the university about the effectiveness of courses in the GEC in meeting GEC Student Learning
Outcomes.
WEBSITE
https://info.usm.edu/group/849/page/gec
2014-2015 OFFICERS
General Education Committee Chair ▪ Emily Yowell ▪ Department of Psychology
emily.yowell@usm.edu
General Education Curriculum Assessment Committee Chair ▪ Kathy Masters ▪ College of Nursing
kathleen.masters@usm.edu
ADMINISTRATIVE SUPPORT
Julie Howdeshell, Director of Quality Enhancement
julie.howdeshell@usm.edu
Chairs & Directors Desk Reference
Top Ten Things You Should Know About General Education
One – It matters.
It’s important for faculty to promote the knowledge and skills that are essential to being an educated person. As
chairs and faculty, we naturally tend to focus on the degree programs in our own departments. Research indicates
that many college graduates will likely engage in careers unrelated to their major. As a result, general education
skills are valued by alumni and employers.
Two – We, the faculty, are responsible.
SACS Comprehensive Standard 3.4.12 states that “the institution places primary responsibility for the content, quality,
and effectiveness of its curriculum with its faculty” (SACS Resource Manual for the Principles of Accreditation:
Foundations for Quality Enhancement, 2005). The General Education Curriculum Committee is a sub-committee of
Academic Council and is a faculty body. By-laws for Academic Council include policies related to the General
Education Curriculum Committee.
Three – It’s not just for freshmen and sophomores.
The current General Education Curriculum went into effect in 2003 and extends from freshman through senior year.
This model serves to reinforce general education skills and to provide intentional integration of general education
competencies with specialized content knowledge.
Four – Writing is not just in English; speaking is not just in Communication
Studies, and resources are available to help with both.
Fluency in communication is the hallmark of an educated person. Therefore, the General Education Curriculum
emphasizes the development of college-level communication skills of all students across the curriculum. Writing.
Courses in the first five GEC categories, with the exception of Mathematics, require students to write a minimum of
2500 words. In addition, English 102 requires students to write at least 5000 words. Each degree plan specifies: (1)
an upper-level course that is writing-intensive and (2) a capstone. In each of these courses, students are required to
write a minimum of 5000 words. Speaking. Each degree plan specifies: (1) an oral communication course and (2) a
Capstone. At least one of these courses requires the successful completion of two graded speeches. The other course
may substitute two appropriate graded oral communication equivalents.
Writing and Speaking Resources for Students and Faculty. As part of the University’s Quality Enhancement Plan
(QEP), students have access to individualized assistance with writing and speaking assignments for any course through
the University’s Writing Center and Speaking Center on both the Hattiesburg and Gulf Coast campuses. The centers
offer free, personalized assistance at any stage of the process with the goal of helping students become more
effective writers and speakers. The Speaking Center also includes a presentation rehearsal studio with the tools and
space to rehearse, record, and view a presentation. Faculty members have the opportunity to participate in a faculty
development seminar designed to enhance student learning outcomes in oral and written communication across the
curriculum.
Five – We need to know what’s working and what’s not – and act on what we
learn.
Assessment of the general education curriculum takes place through (1) annual assessment of courses that address
GEC learning outcomes, (2) periodic assessment of GEC categories (current focus on capstone), and (3) an annual
assessment by standardized test (the Measure of Academic Proficiency and Progress is administered to freshman in
the fall and seniors in the spring).
Page 1
Chairs & Directors Desk Reference
Six – Changes and modifications must be approved.
Any course designated as meeting the writing-intensive requirement, oral communication requirement, computer
competency, or capstone requirement is part of the GEC; therefore, the GEC must approve the establishment of any
course (newly added or modified) for that designation before it goes to Academic Council for approval. All GEC
courses (including GEC 06-09) require GEC/AC approval to be taught in an alternative format, including online
delivery and mini-session.
Seven – Read the Bulletin Narrative.
A detailed description of the University’s General Education Curriculum is in the Undergraduate Bulletin online: and
can also be found at this link: http://www.usm.edu/undergraduate/general-education-curriculum. The description
includes syllabi requirements, learning outcomes, requirements regarding final projects and exams, enrollment caps,
and much more.
Eight – Faculty Resources are available
The GEC Committee developed several resources to address commonly asked questions. The following resources can
be found on the GEC page of the Academic Council Website:
 Advisement from a GEC Perspective
 Capstone Course Best Practices
 Meeting the Writing Requirement - Potential Writing Assignments & Alternative Grading Ideas
Nine – Spread the word.
It’s important to establish processes within your departments to ensure all faculty members, adjunct instructors, and
graduate assistants know what’s required of general education courses including learning outcomes, syllabi
requirements, and assessment requirements, especially when course teaching assignments are made.
Ten – Assessment Due Dates
Annual assessment reports were due June 30 for all general education courses. Periodic reports were due July 30 for
GEC 01– Written Communication, GEC 04 – Aesthetic Values, and GEC 07 – Writing Intensive. Periodic Categories
due next summer include GEC 02 – Natural Science and Mathematics, GEC 05 – Social and Behavioral Sciences, and
GEC 08 – Speaking-Intensive.
Page 2
Chairs & Directors Desk Reference
GENERAL EDUCATION CURRICULUM NOTES
Page 3