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FAQ's - All Questions and Answers
Program Clarification
Are all students required to participate in the General Education Program?
A: Yes. All undergraduate students in a baccalaureate program/major must fulfill the requirements of the General Education Program in order to earn a baccalaureate degree. The requirement applies to all students who begin their studies at the University of Cincinnati in the fall of 2001 or later and who graduate in 2005 or later. Students who were enrolled in the University of Cincinnati 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.
What are the essential components of the University of Cincinnati General Education Program?
A: The General Education Program is founded on UC's longtime commitment to intellectual integrity in all academic programs. While the Program requires all students to have an exposure to a variety of "traditional" academic disciplines in addition to a concentration within a program/major, it also stipulates that all components of a baccalaureate educational experience contribute to the achievement of the four Baccalaureate Competencies (Critical Thinking, Effective Communication, Knowledge Integration, Social Responsibility). The General Education Program:
- allows every baccalaureate student to fulfill General Education Program requirements within the curriculum of his/her undergraduate program/major.
- eliminates the designation of special "general education courses." Any undergraduate (100 level or above) course at UC that is 3 or more credit hours, helps develop at least one of the four Baccalaureate Competencies, and fits under one of the General Education Breadth of Knowledge (BoK) or program/major areas can fulfill a General Education requirement.
- does not require a course approval process for "general education."
- does not stipulate a maximum class size for courses that fulfill General Education requirements.For a better understanding of the General Education Program, you might refer to the Diagram of the Program or to the expanded Program description.
What is the General Education Venn Diagram?
A: The General Education Venn Diagram, which is also call the diagram of the Program, provides a simple graphic representation of the General Education Program.
What do the circle and square bullets mean in the General Eduaction Venn Diagram?
A: The squares designate requirements that must be fulfilled by taking a course in the area. The circles indicate requirements that may be fulfilled either by taking a course in the area or by completing an approved experience.
What is the difference between a Baccalaureate Competency requirement and a Breadth of Knowledge (BoK) requirement?
A: While the Breadth of Knowledge (BoK) requirements are related to specific content areas, the Baccalaureate Competencies are primary goals and desired outcomes of the General Education Program. In a sense, BoK requirements are associated with information content, and the Competencies with the skills and abilities by which that information is explored and applied. The expectation is that the four Baccalaureate Competencies are developed in all of the undergraduate course that a student takes, but especially in those courses that provide BoK credit.
While the essence of the Baccalaureate Competencies that relate to traditional academic issues is obvious from their names, what is the emphasis of Social Responsibility?
A: Social Responsibility is the ability to apply knowledge and skills gained through the undergraduate experience for the advancement of society.
Attention and service to the world at large are characteristic of a socially accountable, well-educated individual. One goal of the General Education Program is to introduce a student to historical ethical reasoning, contemporary social and ethical issues, and to promote knowledge, skills, and attitudes that encourage responsible civic engagement.
Each academic unit should identify and provide each student in the program/major with opportunities to develop some level of social responsibility. How Social Responsibility is defined is discipline-specific. The July-August, 2000 issue of AAUP Academe presented an in-depth exploration of this topic. You may also visit these websites, among others, for discipline-specific information related to Social Responsibility. Examples include:
Business-- www.bsr.org ,
Behaviorists-- www.bfsr.org,
Artists-- www.visionsound.com/asr.html ,
Computer professionals-- www.scn.org/IP/cpsr/cpsr.html,
Architects and engineers-- www.jakob.demon.co.uk,
Students for responsible business-- www.srbnet.org,
Psychologists-- www.ngws.org/service/groups/psr.htm,
Teachers-- www.esrnational.org ,
Engineers-- www.radburn.rutgers.edu/andrews/projects/ssit/scope.html
The requirements of most baccalaureate programs/majors are already extensive, leaving little option for additional courses. How can a student fulfill the requirements of the General Education Program without additional coursework beyond the requirements of the program/major?
A: Baccalaureate programs already have distribution requirements that can also fulfill the requirements of the General Education Program. As a result, every undergraduate student at UC should be able to fulfill the General Education Program requirements through major requirements and electives. Students can also use the same course to satisfy multiple requirements. For example, for an A&S History major, a history course in "Western Civilization" might fulfill the General Education Historical Perspectives requirement as well as both a requirement of the major and an A&S History requirement.
What assurance is there that the courses necessary to complete the General Education Program requirements will be available in a timely manner?
A: The University of Cincinnati General Education Program achieves student exposure to a number of different "traditional" academic disciplines through normal course offerings, not through specific "General Education courses." As such, there is no need to develop special courses to support the General Education Program, although it is necessary to have an adequate number of courses with a Breadth of Knowledge (BoK) designation in each of the identified academic disciplines. As a major university, UC offers an extensive number of courses at the undergraduate level in every academic quarter. All courses at the 100 level or higher that carry 3 or more credit hours, help develop at least one of the Baccalaureate Competencies, and substantially address one of the BoK areas can meet the requirements of the General Education Program and are typically identified as fulfilling a BoK. The General Education Coordinating Committee monitors the available courses in each of the BoK areas on a regular basis to insure that there are adequate courses in each BoK areas to meet the needs of the students in terms of fulfilling the General Education requirements. A listing of these courses is available on the web through the Registrar's office.
Why isn't Information Technology (IT) one of the Baccalaureate Competencies?
A: Information Technology is fundamental to baccalaureate education and is a necessary component of Effective Communication, Critical Thinking, and Knowledge Integration. It was the decision of the faculty committee that developed the General Education Program that presenting IT as a separate competency would diminish its integral role in the General Education Program. This decision was supported in discussions with faculty and by the overwhelming approval of the Program by a faculty vote in each of the colleges.
How many credit hours are required to fulfill the Breadth of Knowledge areas of Quantitative Reasoning, Culture and Diversity, and Social and Ethical Reasoning by taking a course?
A: A course used to fulfill a General Education requirement in Quantitative Reasoning, Culture and Diversity, or Social and Ethical Reasoning must be a minimum of three credit hours.
What are the "experiences" that may fulfill part of the requirements of the General Education Program?
A: Certain areas can be fulfilled by either courses or experiences. These include the BoK areas of Quantitative Reasoning, Diversity and Culture, and Social and Ethical Issues, as well as the Program/Major requirements of Methodology and Capstone. Many colleges and/or academic units already have established programs (such as service learning or co-op) that might fulfill this requirement. Other examples include travel or study-abroad programs (Latin American Studies-Geography field trip to Yucatan, study abroad in Spain or Mexico) that could fulfill the Diversity requirement. There are also service-learning programs (internships, tutoring) that could fulfill the Social and Ethical Issues requirement. It is also possible that an "experience" may relate to a set of activities or exposures that are components of a curriculum or a number of different courses. When an experience that fulfills a General Education requirement is part of a program/major, it is explained within the description of the program/major. When an experience is a special activity, the General Education aspect is identified in the description of the activity.
How is the fulfillment of a General Education Program requirement through an "experience" entered into a student's record?
A: When the experience is an integral part of an academic program/major, the particular courses associated with the experience are to be identified. When a student who is in that program/major satisfactorily completes these listed courses, credit for the component of the General Education Program fulfilled by the experience will be automatically recorded. Of course this requires proper coordination between the program/major, the General Education Coordinating Committee, and the Registrar. This entails several steps: the program/major identifies the experience and the related courses; this information is submitted to the General Education Coordinating Committee; and the General Education Coordinating Committee works with the Registrar to implement the system that will enter the information into a students record.When an experience is a special activity, such as the Yucatan trip offered through the A&S Department of Geography, the faculty in charge of the activity is responsible for defining the experience and identifying the BoK area addressed by the experience. This information is to be submitted to the General Education Coordinating Committee, which will be responsible to having the activity classified as an "Experience for Gen Ed Credit" for a particular BoK area. When a student has satisfactorily participated in the activity, the faculty in charge of the activity is to assign "Gen Ed Experience Credit" to the student in the appropriate BoK area and submit this through the normal grading channels.
Assessment Issues
Assessment - what's in it for the students?
A: Each year data from assessment of the four Baccalaureate Competencies will be used to "fine tune" the General Education Program, at the program/major level, the unit/department level, the college level, and at the university level. While those students being assessed may not receive any direct benefit from the process, future students will have the advantage of an improved baccalaureate education.
What impact does a poor assessment have on a student?
A: Individual student assessment ratings will have no impact on grades or graduation status, although the assessment of a student may be shared with that student at the faculty member's discretion.
Transfer Issues
How do courses transfer between colleges at UC? If a course that fulfills a General Education requirement is taken in one college, will it fulfill that requirement in another college?
A: Yes. All courses taken at UC shall transfer within UC and contribute to the fulfillment of General Education requirements. However, transferred courses may, or may not, also fulfill college and program/major requirements.
For example, if a student in Nursing satisfies the General Education requirement for Historical Perspectives by taking a course on the "Evolution of Nursing" and then that student transfers to the College of Arts and Sciences as a History major, the following would happen:
1) The transferred course would fulfill the General Education requirement for Historical Perspectives since any course taken in the category anywhere at UC fulfills that requirement.
2) The course might or might not fulfill the A&S History requirement depending on the decision at the college level.
3) The course might or might not meet a History major requirement based on the History Department's review and decision as to whether it should count.
At the very least, the course would only fulfill the General Education requirement; at best, it could satisfy all three requirements.
In contrast, if that student who transferred from Nursing to the College of Arts and Sciences as a History major, had taken a history course (e.g., "Western Civilization") in A&S in Raymond Walters College, or Clermont College where there is total compatibility (articulation) between introductory surveys, the course would fulfill the requirements of all three: General Education, A&S, and History Department.
Another variant might occur if, after fulfilling some of the General Education BoK requirements, a student transfers into a program/major that requires courses, which the student has not taken, that meet those same General Education BoK requirements. For example, if a student, who has already completed several courses that fulfill the Natural Science BoK, transfers into Engineering, that student might need to take several quarters of Physics as part of the Engineering requirements. Although the Physics courses could fulfill the Natural Science BoK, the student would not benefit from this since these additional Natural Science BoKs would be redundant.
Can an advanced placement (AP) course be used to fulfill a General Education requirement?
A: Yes. To obtain academic credit for an AP course, the AP course is "linked" with a UC course. Any General Education requirement fulfilled by that UC course is thereby fulfilled by the AP course.
Can a course taken at another institution be used to fulfill a General Education requirement?
A: Yes. As with AP credits, when academic credit is assigned for a course taken at another institution, that course is "linked" with a UC course. Any General Education requirement fulfilled by that UC course is thereby fulfilled by the transferred course.
Must a student fulfill a component of the General Education Program as stipulated by his/her program/major if that student has previously fulfilled that component in some other program or college?
A: A program/major might stipulate a particular course that carries a BoK so its students may fulfill that General Education requirement while also addressing a requirement of the program/major. As a result, even though a student might have fulfilled that particular General Education requirement, he/she might have to take an "additional" course, not for General Education credit but to fulfill a requirement of the program/major.
The underlying message is that students in highly demanding programs, with few options for open electives, need to give careful consideration to their course plans so they take courses that fulfill General Education requirements concurrently with other (college, program/major, professional certification) requirements.
Since a course, taken in any UC college, that fulfills a General Education BoK requirement fulfills that BoK requirement regardless of the college from which a student graduates, would a Chemistry course taken at Raymond Walters College fulfill the General Education requirement for a course in Natural Sciences for a student graduating in A&S, Engineering, or DAAP?
A: Yes, it would fulfill the General Education requirement, but it might or might not fulfill the "science" requirement of the program/major from which the student graduates. This would depend on articulation between the units.
Although the General Education Program accepts full articulation in terms of its requirements, academic credit for courses is based on agreements between academic units. While this is a significant issue and might be a critical issue for students, it is beyond the scope of the General Education Program.
Some courses are listed under more than one Breadth of Knowledge Distribution area. Can I use such a course to fulfill more than one of the BoK requirements?
A: No. While the course can fulfill more than one BoK requirement, you can only use it to meet one General Education BoK requirement.
A course can only count once, although it could have two Breadth of Knowledge (BoK) designations. For example: "Historia de America Latina," a course taught in Spanish that address history, fits under Historical Perspectives and Humanities. If you took that course to fulfill a General Education requirement, you could only count it under one of those categories (Historical Perspectives or Humanities) for the General Education BoK requirement. But it also might be possible to take the course for two quarters, counting the first quarter for one General Education requirement (Historical Perspectives) and the second quarter for the other General Education requirement (Humanities).
With the embedding of General Education into all baccalaureate programs/majors, a course that fulfills a General Education requirement can often also meet college or program/major requirements.
Since a course can exist under more than one Breadth of Knowledge area, can the area for which the course counts be changed if a student transfers to another program?
A: Yes. Although a course can only count once, the area under which it is counted could change. For example, for an Economics major, an Asian literature course might be included under the Diversity area. If that student were to transfer to Interior Design where the Diversity area could be fulfilled through a co-op experience, the Asian literature course could be switched from the Diversity area to the Humanities area. However, a course can only count once.
Actually, this switch of BoK requirement occurs automatically in a student's record. These automatic adjustments, in support of achieving the required distribution of BoK credits, will initially fill 5 of the 8 listed BoK areas before assigning additional BoK credit to any one area. For example, when a student has completed a course that is listed for both Historical Perspectives and Literature, credit will automatically be assigned to one of the BoK areas - say Historical Perspectives. If that student then completes another course that is listed only for Historical Perspectives, the BoK from the initial course will be changed to Literature if that requirement has not already been fulfilled.
Why are some of the discipline areas under the Breadth of Knowledge Distribution requirements more narrow or specific than others?
A: There are six areas listed under the Breadth of Knowledge Distribution requirements. Humanities, Natural Sciences, and Social Sciences are rather broad areas, while Fine Arts, Historical Perspectives, and Literature, each of which could be included within one of the other areas, are more narrow. The distinction is intentional. It is an indication of UC's commitment that each baccalaureate student be exposed to the important academic areas that have traditionally formed the basis of a broad liberal education.
How does the university track student fulfillment of the General Education requirements?
A: The student degree audit system, recorded by a student's college on UniverSIS, maintains the "official" record of the General Education requirements that a student has fulfilled. This record is based on satisfactory completion of course identified as fulfilling BoK requirements and by submission of "Experience for Gen Ed Credit". In addition, each student, in collaboration with his/her advisor, should maintain a personal record by updating the Student Audit Sheet that lists all requirements of the General Education Program and provides space in which to enter the courses and/or experiences taken to fulfill the requirements.
If a student takes three courses in the same discipline, either as a three course sequence or three separate courses, can all three courses count toward the Breadth of Knowledge Distribution requirements in that BoK area?
A: Yes. The Breadth of Knowledge Distribution requirement permits students to take up to eight courses in five areas. As a result, it is possible to get credit for three courses in the same BoK area. Also, since there are only 6 areas listed, there must be one or two BoK areas in which there is repetition.
Fine Arts, Historical Perspectives, and Literature all typically fall into the Humanities area. Is it possible to take an additional course in one of these areas and have it count as fulfilling the Humanities distribution requirement?
A: No. The Humanities distribution requirement is to be fulfilled only by courses that do not fall under the BoK areas of Fine Arts, Historical Perspectives, or Literature.
Administrative Issue
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.
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