The General Education Course Review Process 2008-2009

The Review Process

All of the courses currently in Montgomery College’s General Education Program will be reviewed to ensure that the courses are meeting the goals of the General Education Program.  For each course, faculty in the discipline are responsible for providing to the General Education Committee the materials described below.  The General Education Committee will report its findings to the Collegewide Curriculum Committee (CCC) for its approval.  Courses that are approved as meeting the goals of the General Education Program will be listed in the print catalog for 2010-2011 as fulfilling a general education requirement.  

Timeline

Link to the Course Review Form 

The form shown is a sample; after June 1, 2008, it will be a downloadable Word document.  Faculty will complete it and send it by as an attachment to the General Education Committee, gened@montgomerycollege.edu 

Proposals for new courses have a separate application for general education status.  

General Education Program: Overview

In the belief that all students who earn a degree from Montgomery College should exhibit both breadth and depth of knowledge, the College requires a General Education component in all degree programs. This program meets the Maryland Higher Education Commission’s Academic Regulations on General Education and Transfer and the Middle States General Education guidelines. 

The goal of the General Education Program is to provide to all students, in both career and transfer curricula, the foundations for living a productive life, being a citizen of the world, appreciating aesthetic values, and engaging in life-long learning in a continually changing world. For this reason, the General Education Program requires courses across the arts and humanities, behavioral and social sciences, and biological sciences and physical sciences; it requires competence in communication, critical thinking, and analytical skills appropriate for an educated person; and it provides skills to face the issues and responsibilities that arise from living in a culturally diverse, globally interdependent world.

General Education Competencies and Areas of Proficiency

General Education Competencies, described below, are the outcomes that are pervasive components of all courses and experiences.  These competencies equip a student with the knowledge, skills, and attitudes for a full and productive life.  They are not limited to instruction in one course or discipline; these competencies can be taught in all college courses and are suggested by Maryland Higher Education Commission for general education programs.

Written and oral communication includes the ability to communicate effectively in verbal and written language, the ability to use a variety of modern information resources and supporting technologies, the ability to differentiate content from style of presentation, and the ability to suit content and style to the purpose of the communication.

Scientific and quantitative reasoning includes the ability to locate, identify, collect, organize, analyze, and interpret data and the ability to use mathematics and the scientific method of inquiry to make decisions, when appropriate.

Critical analysis and reasoning include the application of higher order analytic and creative cognitive processes to arrive at reasoned and supportable conclusions, to synthesize and apply knowledge within and across courses and disciplines, and to develop creative solutions.  

Technological competency includes the ability to use computer technology and appropriate software applications to produce documentation, quantitative data presentations, and functional graphical presentations appropriate to various academic and professional settings.

Information literacy includes the ability to identify, locate, and effectively use information from various print and electronic sources.  

The Areas of Proficiency, described below, contain additional outcomes that are part of the General Education Program at Montgomery College.

Arts and aesthetic awareness:  Students will develop skills and acquire experiences that enable them to value, reflect upon, and appreciate the arts and role of the arts in the human experience.

Personal, social, and civic responsibilities:  Students will develop the skills and awareness necessary to live as responsible, ethical, and contributing citizens of the community, state, nation, and world.

General Education Distribution Areas:  English Composition, Mathematics, Arts and Humanities, Behavioral and Social Sciences, Natural Sciences, Speech Communication, and Health 

1. English Composition  

The English Composition requirement prepares students with a foundational understanding of personal and academic writing.

 

Students should be able to

1. demonstrate understanding of writing as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate sources, and as a process that involves composing, editing, and revising;
2. demonstrate critical reading and analytical skills, including understanding an argument's major assertions and assumptions and how to evaluate its supporting evidence;
3. demonstrate facility with the fundamentals of persuasion as these are adapted to a variety of special situations and audiences in academic writing;
4. demonstrate research skills, integrate their own ideas with those of others, and apply the conventions of attribution and citation correctly; and
5. use Standard Written English and edit and revise their own writing for appropriateness.

2.  Mathematics

The mathematics requirement prepares students with a foundation in mathematical concepts and skills upon which they may build in order to be successful in their chosen major, as well as to be prepared to live and work in an increasingly technological and quantitative world.  Upon completion of such a course,

 

Students should be able to

1. interpret mathematical models given verbally, or by formulas, graphs, tables, or schematics, and draw inferences from them;
2. represent mathematical concepts verbally, and, where appropriate, symbolically, visually, and numerically;
3. use arithmetic, algebraic, geometric, or statistical methods to solve problems;
4. use mathematical reasoning with appropriate technology to solve problems, test conjectures, judge the validity of arguments, formulate valid arguments, and communicate the reasoning and the results;
5. use mathematical methods, including estimation and dimensional analysis, to check answers for reasonableness, and
6. recognize and use connections within mathematics and between mathematics and other disciplines. 

3.  Arts and Humanities

The Arts and Humanities are at the very core of a curriculum grounded in the liberal arts.  The study of arts and humanities challenge students to think critically, to behave ethically, and to communicate effectively in a diverse world as they consider the various disciplines and methods through which people express themselves and relate to one another.

Students should be able to

1. communicate effectively using the language of the arts and humanities;
2. develop skills and awareness that enable them to study and research independently and produce an intellectual product of that process that is original.
3. understand and apply ethical principles;
4. develop skills, including but not limited to world language skills, and awareness that enable one to value cultural diversity;
5. understand the problems of the past in order to be able to apply the historical lessons to the present and the future; and
6. develop skills and awareness to value and engage in creative activities.

4.   4.  Behavioral and Social Sciences

Social and behavioral sciences courses examine the ways in which individuals, groups, institutions, and societies behave, function, and influence one another. They introduce students to the variety of methods to collect, analyze, interpret, and apply qualitative and quantitative data as related to social phenomenon and individual behavior.

Students should be able to

1. demonstrate knowledge of findings and theories in the social and behavioral sciences;
2. demonstrate understanding of concepts, theories, research methods, and ethical decision making used in the social and behavioral sciences;
3. demonstrate critical thinking about arguments in the social and behavioral sciences and evaluate an argument's major assertions, its background assumptions, the evidence used to support its assertions, and its explanatory utility;
4. understand and articulate how culture, society, diversity, and globalization shape the role of the individual within society and human relations across cultures;
5. explain how social science can be employed to (a) analyze social change, (b) analyze social problems, and (c) analyze and develop social, economic, and political policies; and
6. apply technologies to conduct research on, and communicate about, social and behavioral sciences and to access, evaluate, and manage information to prepare and present their work effectively.

5.  Natural Sciences

Natural sciences courses examine living systems and the physical universe. They introduce students to the variety of methods used to collect, interpret, and apply scientific data, and to an understanding of the relationship between scientific theory and application.

Students should be able to

1. explain the basic principles and theories of one or more of the natural sciences;
2. explain how natural scientists in a particular discipline conduct research;
3. explain the fundamentals of experimental design;
4. make observations, generate and analyze data using the appropriate quantitative tools, and draw a valid conclusion from the data;
5. explain the conclusions of an experiment, consistent with the principles illustrated; and
6. communicate the findings of science using appropriate oral and written means.

6.  Speech Communication 

The field of communication focuses on how people use verbal and nonverbal messages to generate meanings within and across various contexts, cultures, channels, and media. It promotes the effective and ethical practice of human communication.

Students should be able to

1. demonstrate the ability to formulate and transmit verbal and non-verbal messages in an organized fashion;
2. demonstrate the ability to distinguish among specific goals of communication, that is, to supply information, generate influence, or provide entertainment;
3. demonstrate the ability to explain and describe reality as well as generate ideas that add to our understanding of our cultural heritage;
4. demonstrate the ability to use appropriate language in different rhetorical situations;
5. demonstrate the most effective use of the voice; and
6. demonstrate the ability to organize verbal and nonverbal messages in sequential fashion to include encoding, transmission, reception, interpretation, reaction, and feedback.

7.  Health 

The health distribution requirement provides students with knowledge and skills necessary to thrive as students and as citizens of a global society.  Health courses share the goal of achieving or restoring a state of “wellness” through behavior change and behavior management strategies.  With a focus on both disease prevention and health promotion, students are challenged to examine their knowledge, attitudes and behaviors related to personal health and to explore the impact of personal health behaviors on the community and beyond.

 

Students should be able to
      1.      communicate health related concepts, facts, and ideas effectively in writing;

2.      clearly articulate health concepts and ideas in class discussions and assignments;

3.      locate, interpret, and utilize reliable and current sources of health information;

4.      utilize technology appropriately to represent health-related data, concepts, and ideas;

5.      make sound, logical decisions based on health-related data and information; and

6.      critically evaluate the relationship between personal health choices and subsequent health status.

Global and Cultural Perspectives Designation

Students in Associate of Arts and Associate of Science degree programs will include one class designated as a “Global and Cultural Perspectives” course from within the General Education Distribution Areas.  The course will have a primary focus or will provide in-depth study that leads students to an appreciation of the differences as well as commonalities among people by studying the ideas, history, values, and/or creative expressions of diverse groups from the perspectives of the groups under study. 

Students may choose either a course with a Global Awareness focus or a Cultural Diversity focus.

1.  The Global Awareness focus course is composed of subject matter that addresses or leads to an understanding of the world outside the United States.  The course may be an in-depth area study that is concerned with the examination of culture-specific elements of a region, country, or culture group outside the United States, with the study contributing to an understanding of the world; a world language course with a significant cultural component; a comparative cultural study with an emphasis on areas outside the United States; or an in-depth study of cultural interrelationships that are global in scope and not centered on the United States, such as the global interdependence produced by problems of world ecology, multinational corporations, migration, or the threat of nuclear war.

2.   The Cultural Diversity focused-course must contribute to an understanding of cultural diversity.  It should be an in-depth study of culture-specific elements, cultural experiences, or cultural contributions (in areas such as education, history, language, literature, art, music, science, politics, work, religion, and philosophy) of women, racial minority groups, and/or ethnic minority groups; a comparative study of the diverse cultural contributions, experiences, or world views of two or more ethnic or racial minority groups; or a study of the social, economic, political, or psychological dimensions of relations between and among racial, ethnic, and gender groups.

Attachments

1. Documentation of Transferability for the General Education Course Review:  The General Education Committee recognizes that transferability of courses into general education categories at other institutions is one, but not the deciding, factor in the decision to accept a course in the Montgomery College General Education Program. 

A summary of the general education programs at the four-year institutions to which most of our students transfer, both in-state and in the District of Columbia, is provided in the document, “General Education Programs at Maryland Public and Additional DC Four-Year Institutions” (www.montgomerycollege.edu/Departments/genedcomm/GenEdFourYears.doc.).  The institutions included are American University, DC; Bowie State University, Catholic University, DC; Columbia Union College; Frostburg State University, Georgetown University, DC;, George Washington University, DC; Howard University, DC; Morgan State University, St. Mary’s College of Maryland; Salisbury University; Towson University; UMBC - University Of Maryland Baltimore Co.; UMES - University Of Maryland Eastern Shore; UMUC - University Of Maryland University College; and UMCP - University Of Maryland College Park. 

Attach a list of one or more examples of a course title and catalog description from an equivalent or similar course offered in a general education program at one or more of the schools listed above. 

 

The General Education Committee will consider the transferability of a course under current general education guidelines at a variety of the institutions on the list above:  Maryland public and private, and out-of-state.

 

If no equivalent course exists at a private or out-of-state institution, include an e-mail or letter from an official responsible for transfer evaluations at that institution stating that the course would be accepted into a general education category at their institution.  

 

The Code of Maryland (COMAR) assures the transfer of general education courses only to Maryland public institutions.  COMAR 13B.06.01.04 Transfer of General Education Credit.  If no example of transfer course equivalency or statement of course acceptability into a general education program at a four-year institution is provided, please list the reasons why this course should be given General Education status.  The General Education Committee recognizes that there may be reasons for a course to be included in the General Education Program in absence of transferability documentation.

2.  Signoff:  

Provide an email or other documentation from the discipline coordinator or chairperson, as appropriate, from each campus that may offer the course and from the Academic Area Review lead dean indicating their approval of the information in the General Education Review Form.

After Approval

1. Following approval for general education status, each course syllabus should have clearly stated goals focused on expected student learning outcomes.  The syllabi for General Education-approved courses must state

A.     the General Education Distribution area fulfilled

B.     the General Education Competency(ies) and Area(s) of Proficiency outcomes

Samples of this statement for syllabi will be available on the General Education Website,   www.montgomerycollege.edu/Departments/genedcomm

2. Courses approved for the General Education Program will appear in the 2010-11 Catalog.