FAQ's - Administrative Issues

These FAQ's address administrative issues related to the General Education Program that are primarily a concern for faculty and staff, rather than for students. Those FAQ's that are more general are presented in a related web page: Frequently Asked Questions (FAQ's)   —   General.

      Part I: Assessment Issues

• Is assessment a necessary part of the General Education Program?
  
  A: Assessment is a critical and integral component of the General Education Program. It will provide feedback on the relative success of the General Education Program and illustrate, over time, the need for change. But it is necessary not only for these reasons Ç it is a requirement for accreditation by the Higher Education Commission of the North Central Association.
  
  
• Why must we be ready for Assessment by Spring 2005?
  
  A: The first students required to fulfill the General Education Program will graduate in spring 2005.
  
  
• If we have until spring 2005, why the tight time line in terms of developing the assessment vehicles?
  
  A: The Discipline-Specific Rubrics should be in place by the end of February 2004 so there will be sufficient time to develop all of the assessment vehicles prior to the pilot assessment in spring 2004. Although the actual assessment might not occur until the latter part of spring quarter, information on each capstone, including information on assessment, needs to be in place at the beginning of the quarter, which is March 29, 2004.
  
  The pilot assessment will generate information on the assessment process, thereby assuring that each program/major is ready to assess all baccalaureate students in its capstone in spring 2005, when the first cadre of baccalaureate students required to complete the General Education Program will graduate. In addition, the pilot in spring 2004 will provide baseline data on students who have graduated prior to the full implementation of the General Education Program.
  
  
• How does a program/major develop the assessment rubrics (i.e., Discipline-Specific Rubrics)?
  
  A: The General Education Assessment Process Manual for Faculty, which is provided to all faculty in baccalaureate programs and is posted on the web, clearly presents the procedures entailed in developing Discipline-Specific Rubrics.
  
  
• What if there are questions about the assessment process, where can we get help?
  
  A: The college representatives on the College-Based Committee of the General Education Task Force should be able to answer general questions on the assessment process. However, if additional help is needed, please contact Wayne Hall (wayne.hall@uc.edu) for assistance. Wayne or another member of the Coordinating Committee are willing to guide academic units as they implement the assessment process.
  
  
• How will a program/major know if its Discipline-Specific Rubrics are acceptable?
  
  A: Each program/major is to submit its Discipline-Specific Rubrics to the General Education Coordinating Committee by the 5th week of winter quarter 2004. While this is essentially only for confirmation purposes, the Committee will review the Rubrics and, if they appear to be significantly out of line, the Committee will make recommendations back to the program/major. However, the real test of the Rubrics will occur through their application, first in the pilot in spring 2004 and in subsequent use.
  
  
• What do faculty members teaching the Capstone have to do?
  
  A: Faculty members teaching the Capstone are primarily responsible for developing the Discipline-Specific Rubrics and to use them to rate each student on the four Baccalaureate Competencies during the Capstone course/experience.
  
  
• What if students don't do well when assessed? Are there any penalties?
  
  A: No. There are no penalties in General Education assessment. Assessment of the Baccalaureate Competencies is designed to help programs/majors, units/departments, colleges, and the university address how to better prepare students. Poor student performance should be viewed as an indication that there is need for program improvement.
   
  
   Part II: Program Clarification
  
  
• Are all undergraduate programs/majors required to participate in the General Education Program?
  
  A: All undergraduate programs/majors which lead to a baccalaureate degree must participate in the General Education Program. This is not only supported by general faculty consensus, but it is a requirement of the Higher Learning Commission of the North Central Association that all UC baccalaureate programs/majors be part of the General Education Program.
  
  All students entering UC in fall 2001 or later and graduating in spring 2005 or later must fulfill the requirements of the General Education Program. However, students enrolled prior to the 2001-02 academic year need not fulfill the General Education Program if they complete their baccalaureate degrees by spring 2008. Following this date, except for extraordinary circumstances related to certain extended programs, all candidates for a baccalaureate degree must fulfill the requirements of the General Education Program.
  
  In mid-November 2000, a majority of faculty in every college at UC voted to approve the General Education Program. The UC Board of Trustees approved the Program on January 23, 2001. 
  
  
• What if an academic unit doesn't have a program leading to a baccalaureate degree, does that unit still have to participate in the General Education Program?
  
  A: While the requirements of the General Education Program must be completed by all baccalaureate students, those academic units that do not offer a baccalaureate degree program/major are not required to fully participate in the Program. However, since all academic disciplines can contribute to the undergraduate experience, if not specifically in terms of addressing one of the Breadth of Knowledge areas, then through their courses or experiences that help develop at least one of the four Baccalaureate Competencies, all academic units are encouraged to participate in the Program.
  
   
• What constitutes a course that fulfills a Breadth of Knowledge distribution requirement?
  
  A: To fulfill a Breadth of Knowledge (BoK) distribution requirement, a course:
  
  1) has to be at least 3 credit hours has to be at the 100 level or above
  2) has to address in a substantial manner a BoK area
  3) has to contribute to the development of at least one of the four Baccalaureate Competencies
  
   
• If a course doesn't carry 3 credit hours, can it contribute towards fulfilling a Breadth of Knowledge distribution requirement?
  
  A: If a course meets the above listed criteria for a course that fulfills a BoK requirement except for carrying 3 credit hours, it can still contribute towards fulfilling a BoK distribution requirement if it is combined with one or more other courses. In addition to collectively carrying 3 or more credit hours, each of the combined courses should be at the 100 level or above, should address in a substantial manner the same BoK area(s), and contribute to the development of at least one of the four Baccalaureate Competencies. Academic unit heads, in conjunction with faculty, are responsible for designating such combined courses.
  
  
• If a course or sequence of courses is more than 3 credit hours, can it count for more than one Breadth of Knowledge Distribution requirement?
  
  A: The intention of the Breadth of Knowledge (BoK) Distribution requirements is to encourage a certain level of diversity in the undergraduate experience. However, since a 6 credit hour course should be equivalent to two 3 credit-hour courses, a program or major can recognize a 6 credit hour course as fulfilling two BoK Distribution requirements. Academic unit heads in conjunction with faculty will designate such courses. 
  
   
• Who determines where a course is located under Breadth of Knowledge?
  
  A: Faculty who teach a course, in consultation with the unit/department head, are responsible for identifying the Breadth of Knowledge area in which that course is listed.
  
   
• If a course substantially addresses more than two Breadth of Knowledge areas, can it be listed under all the appropriate Breadth of Knowledge areas?
  
  A: Given the complexity of organizing undergraduate courses under Breadth of Knowledge designations, the General Education Coordinating Committee has decided to limit Breadth of Knowledge designations to a maximum of two per course.
  
   
• Are there any class size limits for a course to be recognized as fulfilling a General Education requirement?
  
  A: No. Although class size affects the nature and quality of learning that can be provided, there are many other factors that also contribute. The important issue is not that there are some small classes that follow a particular format, but rather that the overall undergraduate experience, including non-course activities, contributes to a quality education.
  
  While the Program does not limit class size, it also does not require that students take particular courses, other than "Freshmen English." As a result, students are not funneled into a few courses to meet the requirements of the General Education Program. Rather they are encouraged to take a variety of course, thereby reducing the class size in most situations.
  
  Of course, the General Education Program is not "written in stone." If later assessments indicate that class size is a critical issue, adjustments can be made to address this.
  
   
• Can an interdisciplinary course fulfill a General Education requirement?
  
  A: Yes, as long as it targets at least one of the Baccalaureate Competencies and substantially addresses a BoK area . As with other courses, units offering an interdisciplinary course should designate what Breadth of Knowledge area the interdisciplinary course addresses.
  
   
• Who approves courses that fulfill General Education requirements?
  
  A: There is no General Education course approval process.
  
  If a course is for undergraduates (100 level and above), is a minimum of three credit hours, develops at least one of the Baccalaureate Competencies, and significantly addresses a particular BoK area(s), it is eligible to be listed as a course that fulfills a General Education BoK distribution requirement.
  
   
• Does the syllabus for a course need to be approved for the course to be included in the General Education Program?
  
  A: No. However, a Faculty Senate resolution advises faculty that course syllabi should include, among other items, the following:
  
  1) Indication of the Breadth of Knowledge (BoK) area(s), if any, that the course fulfills.
  2) If the course has been designated as only partially meeting a BoK area, those other courses that combined with the course to satisfy the BoK area should be listed
  3) Indication of the Baccalaureate Competencies that the course addresses
   
• Who determines the course/experience that satisfies the Quantitative Reasoning requirement?
  
  A: Usually the unit, although existing college requirements might also be the determinant.
  
  For example, given the mathematical level necessary for students to major in electrical engineering, the unit might certify that a student fulfilled the requirement given a demonstrated level of mathematical competency. Students in Arts and Science already have a quantitative reasoning course requirement at the College level that would automatically satisfy General Education. Units in CCM would determine the appropriate course/experience for their majors.
  
   
• Is Information Technology (IT) included in the General Education Program?
  
  A: Yes, IT permeates the General Education Program. IT is critical to Effective Communication, Critical Thinking, and Knowledge Integration, and to almost any course that fulfills a Breadth of Knowledge Distribution requirement. The General Education Program also includes provisions for innovative courses to fulfill portions of the Program, and IT could certainly be the focus or the means in any such course. 
  
   
• Do courses taught by adjunct faculty contribute to the General Education Program?
  
  A: Yes, as long as the courses address one or more of the Baccalaureate Competencies and fulfill a requirement of the General Education Program.
  
   
• Are there adequate resources to support the General Education Program?
  
  A: Obviously there are some budgetary implications with the General Education Program. However, since the Program neither relies on special "general education" courses or a stipulated maximum class size, these implications are not excessive and can readily be accommodated without significant additional resources.