General Studies - General Studies FAQs

General Studies FAQs

Course Catalog

General Studies

	Mission Statement

	Student Learning Outcomes

	Requirements

	Transfer Courses

	Course Offerings

	FAQs

1. What is the rationale for adopting a general studies curriculum based on integrated, interdisciplinary, and multidisciplinary courses?

Through much of the 20th century, the model for general studies curricula has been a set of distribution requirements, in which students must complete introductory or survey courses in several areas. However, Greater Expectations (a publication detailing the results of a national study by the American Society of Colleges and Universities)concludes that reform measures are essential to the survival and viability of American Higher Education. This report argues that the old models are not sufficient to provide the critical thinking and learning necessary for the American 21st century workforce:

"[it is essential that we implement] a dramatic reorganization of undergraduate education to ensure that all college aspirants receive not just access to college, but an education of lasting value. This panel offers a new vision that will promote the kind of learning students need to meet emerging challenges of the workplace, in a diverse democracy, and in an interconnected world …The panel concludes that change is urgently needed." (p. vii)

In what direction ought we go? The AAC & U concludes that a priority for undergraduate education should be training students to become "integrative thinkers who can see connections in seemingly disparate information and draw on a wide range of knowledge to make decisions." Critical thinking is also essential, so that students can adapt to new situations and "succeed even when instability is the only constant." (Greater Expectations, Chapter 3) Interdisciplinary/Multidisciplinary courses, which have become common practice at many institutions across the nation, are well suited to encourage the development of these skills. Such coursework offers students multiple perspectives on common themes and allows them to investigate a topic to a greater depth than is possible in most introductory-level survey courses. Furthermore, this approach allows for all departments to participate in the General Studies Requirements.

2.Why is the approach important at this time?

It is essential for Gallaudet because MSCHE has mandated we conform to modern standards of education and academia if we are to retain our accreditation, and, thus, our leadership in providing liberal arts education to the deaf, hard of hearing, and hearing. Secondly, these changes are vital to Gallaudet's efforts to provide a high-quality, relevant, and proven education to all of our graduates. Finally, this proposal is essential for the survival of this institution because we embrace the wider higher education community while including all the departments who formerly had a stake in GSR requirements in this new curriculum. The old disciplines have not died, but the methods of bringing the world to the students have changed. We, as a community, have resolved to "catch up" to the higher education community.

3. Who developed the proposed curriculum? What process was followed to develop this new curriculum?

The new curriculum was developed by the Academic Rigor working group, established by President Davila in response to the tight deadlines imposed by MSCHE. The Academic Rigor group worked in conjunction with the Council for Undergraduate Education (CUE), which is the university body normally responsible for curriculum development, and with an outside curriculum development consultant. There were a total of 25 participants on the joint Academic Rigor/CUE working group, representing a wide range of disciplines. The process began during Spring 2007, when CUE invited experts on curriculum design to campus to share their experience with us. Before designing a curriculum, however, we needed learning outcomes (goals for student learning) to guide it. The department Chairs met in May and revised the University Goals that the faculty had adopted in 1997; then, the working group elaborated upon these goals to arrive at the Undergraduate Learning Outcomes. With the outcomes in place, the working group designed a curriculum that would help students attain them.

4. What are the learning outcomes that guided the development of this general studies curriculum?

Language & Communication: Students will use American Sign Language and written English to communicate effectively with diverse audiences, for a variety of purposes, and in a variety of settings.
Critical Thinking: Students will summarize, synthesize, and critically analyze ideas from multiple sources in order to draw well-supported conclusions and solve problems.
Identity & Culture: Students will understand themselves, complex social identities, including deaf identities, and the interrelations within and among diverse cultures and groups.
Knowledge & Inquiry: Students will apply knowledge, modes of inquiry, and technological competence from a variety of disciplines in order to understand human experience and the natural world.
Ethics & Social Responsibility: Students will make well-reasoned ethical judgments, showing awareness of multiple value systems and taking responsibility for the consequences of their actions. They will apply these judgments, using collaboration and leadership skills, to promote social justice in their local, national, and global communities.

5. What sources were used by the Academic Rigor Committee?

The committee utilized a wide array of resources drawing on various curriculum models (distribution, hybrid, core) used at other universities; working with consultants, seeking input from students, and, of course, using the five Undergraduate Learning Outcomes as guidance. The ideas articulated in this curriculum are developed and built on the work of New Directions, the Academic Affairs Planning Committee, the Council of Undergraduate Education, the Liberal Education Task Force, and the Liberal Education Think Tank. Additionally, numerous departments which have a wealth of experience in leading the University in integrated/interdisciplinary courses (notably Honors, FYS, English, and Biology) have shared many of their lessons and experiences with this group. While this curriculum is based on our experience and our needs, it has not been developed in isolation. Resources from the Association of American Colleges and Universities, Middle States Commission on Higher Education, and leading experts in the field were also used.

6. How many credit hours are required in the General Studies curriculum?

The proposed new General Studies Requirement totals 40 credits hours. Our previous GSR was 54-60 credits. MSCHE recommends that institutions of higher education have General Studies Requirements from 30 - 45 credits.

7. What is the breakdown of credit distribution in the proposed General Studies curriculum?

Students will start by taking a cluster of three courses: GSR 101 (First Year Seminar), GSR 102 (Critical Reading and Writing), and GSR 103 (American Sign Language and Deaf Studies). These courses will be integrated/linked in such a way that students develop skills in reading, writing, and academic sign language in response to the First Year Seminar content. They will also take a course in Quantitative Reasoning (GSR 104). GSR 101, 102, 103, and 104, are 3 credits each, for a total of 12 credits. In the second semester, students will begin taking the Integrated Learning Courses, beginning with GSR 150 (Introduction to Integrated Learning) then moving on to 200-level integrated courses that emphasize particular Learning Outcomes. The Integrated Learning Courses are 4 to 6 credits each, for a total of 24 credits. After completing all other General Studies requirements, students will take the General Studies Capstone (4 credits). Students must also complete the Career Preparation Requirement (See below). In addition, a minimum of two courses with service learning components are required (See below).

8. What is the career preparation requirement?

This non-credit program helps students prepare for their major, learn about potential career opportunities, identify skills they have or need to acquire, and maximize their potential during their college years and post-graduation employment search. Students should complete this requirement during the second semester of their first year.

9. How is this curriculum any better than the previous one? How will this curriculum benefit students?

Unlike the previous curriculum, the proposed new General Studies curriculum emphasizes interdisciplinary collaboration and integrated learning. Learning outcomes are addressed in an intentional manner throughout the curriculum, targeting skill development at multiple levels. For example, in the 100 level GSR courses, students will be expected to perform outcome related skills at a basic level, but more advanced skills are expected in the higher stages of the curriculum. In addition, the proposed new curriculum requires far fewer credits, which will free up time for students to focus on their major field of study, add a minor or second major, or explore diverse interests by taking elective courses.

10. What will the Integrated Learning Courses look like?

Each Integrated Learning Course will be taught by 2 or more faculty members from different disciplines and will focus on a central topic. With this interdisciplinary approach, students will become acquainted with the concepts and methods of various disciplines, and will gain valuable skills in synthesizing different approaches to a topic. Any faculty member from any department can choose to participate in such a course, and they are free to pick any topic they want, as long as the appropriate outcomes are met. Each Integrated Learning Course must address all five learning outcomes, and must emphasize the Language & Communication and Critical Thinking outcomes. To ensure that each of the other outcomes is covered in-depth, students must take at least one Integrated Learning Course from each of the following categories:

Category A - GSR 210: Comparing Multicultural Perspectives (Identity & Culture)
Category B - GSR 220: Methods of Multiple Disciplines (Knowledge & Inquiry)
Category C - GSR 230: Scientific and Quantitative Reasoning in Context (Knowledge & Inquiry, with science focus)
Category D - GSR 240: Ethical Evaluations and Actions (Ethics & Social Responsibility)

11. What are the potential themes or topics that the Integrated Courses may have?

Numerous universities currently offer integrated general studies courses. Some ideas for themes or topics for each of the Integrated Courses are presented below. Some of these ideas for integrated courses are modified from University of Colorado at Colorado Springs courses.

Category A - GSR 210: Comparing Multicultural Perspectives
"Audism, Racism, Sexism" taught by Sociology and Deaf Studies
"Post-Colonial Africa" taught by Economics, History, and Foreign Languages
"Women in the Middle East: Lolita in Tehran" taught by English, History, and Foreign Languages
Category B - GSR 220: Methods of Multiple Disciplines
"Renaissance Europe" taught by History, Art, and Foreign Languages
"Mass Marketing" taught by Business, Art, and Communications
"Leonardo da Vinci" taught by Physics, Art, and History
Category C - GSR 230: Scientific and Quantitative Reasoning in Context
"Global Warming" taught by Government, Chemistry, and Communications Studies
"Frank Lloyd Wright: Organic Architecture" taught by Art and Biology
Category D - GSR 240: Ethical Evaluations and Actions
"Animal Rights, Human Wrongs?" taught by Biology, Philosophy, and Psychology "Family Values" taught by Family and Child Studies and Religion

12. What happens if a student fails an Integrated Learning Course?

The student will need to take another Integrated Learning Course that satisfies the same outcomes. For example, if a student fails a section of Integrated Learning Course from category A, he or she will need to take another section of Integrated Learning Course from category A (which may be the same or a different topic with the same or different departments/instructors). This way, the student will satisfy outcome #3.

13. What is the GSR Capstone?

The General Studies Capstone is a 4-credit course where students from different majors form a team to work collaboratively on a community project, artifact, or other substantial work experience that satisfies all five outcomes. It does not replace the major area capstone requirement. Students take the capstone course when they complete all other General Studies Requirements.

14. What is the "Service Learning" courses component?

Service learning is required at numerous institutions of higher learning across the nation. Service learning courses emphasizes applying learned content and skills to solve real-life, real-world dilemmas. For example, students in a class on Global Warming could participate in environmental projects designed to combat this problem. Students studying Animal Rights could volunteer with an animal advocacy group or provide direct care to animals at the Humane Society. While the Service Learning requirements replace the Community Service requirements of the previous GSR, students are encouraged to participate in Community Service through campus organizations and through opportunities provided by the Community Service Program (CSP). Students will take a minimum of two service learning General Studies courses with a service learning component as part of the General Studies curriculum: at least one within the 200-level GSR-Integrated Learning Courses and the one included in the GSR capstone course.

15. What will happen to the courses in the existing general education curriculum and major program requirements?

None of the courses need to be eliminated. Only the General Studies Requirements have changed. However, departments may choose to modify or eliminate courses to better suit their departmental needs.

16. What happened to the English requirements?

English is infused throughout the new General Studies courses (as is American Sign Language) and we expect it to be integrated into all undergraduate courses taught at this university. Since all general studies courses will assign and assess critical writing assignments, similar to what is currently done in Writing Enhanced Courses (WEC), there should be greater written English skill development throughout our curriculum than ever before. Faculty teaching general studies courses will have access to consultants with expertise in strengthening students' reading and writing skills.

17. Why do we have an ASL requirement?

According to our new mission statement, Gallaudet University is a bilingual institution, making use of both ASL and written English. Therefore, the GSR provides the opportunity for students to develop their proficiency in the use of both ASL and written English.

18. How will students who are not fluent in ASL be evaluated and placed?

Students will be screened for ASL proficiency during New Student Orientation (or before, if possible) and placed in courses that match their skill level. It is important to note that this screening has nothing to do with admissions; Gallaudet will continue to welcome students who are not yet skilled signers. During their first semester, students who are not yet proficient in ASL will take courses focusing on the development of their ASL skills, while students who are already proficient in ASL will take a course focusing on linguistic analysis and academic use of ASL.

19. What is the Quantitative Reasoning Approach (QRA) course? How is it different from the current mathematics requirement?

The QRA course (GSR 104) is based on a recommendation made by the Mathematical Association of America that undergraduate mathematics requirements for students who are not majoring in math or science should stress quantitative literacy. That is, all students should be equipped with the mathematical skills they need to make informed judgments in their academic and civic lives. These skills include the ability to interpret mathematical models, such as graphs and tables, and to use mathematical methods, such as algebra and statistics, to solve real-world problems. The QRA course is a new course; it does not exactly match any existing Gallaudet math course. It incorporates some topics from MAT 101 and MAT 102, but it has more emphasis on practical problem solving.

20. What prerequisite mathematical background is required for the Quantitative Reasoning Approach (QRA) course?

Students need to be able to do demonstrate competence in basic algebra and have a solid understanding of arithmetic mathematics, including such tasks as percentages and ratios, in order to succeed in QRA. Therefore, to qualify for the course, one must have passed at least one year of high school algebra, or, alternatively, and must pass or test out of MAT 012 the Department Of Mathematics and Computer Science assessment. Arithmetic skill will be measured by the Math department's screening test. Students who do not demonstrate sufficient proficiency at arithmetic in mathematics will need to enroll in a course called Pre-College Math 040 that is designed to prepare them for QRA.

21. Is QRA the last mathematics course a student will take?

According to the University of Colorado at Boulder (which offers a course similar to QRA) nearly all of their students enter the QRA course with the intention of it being their last mathematics course. However, typically 5-10% of these students decide to take more mathematics after completing this course. In addition, many of UCB's students go on to take discipline-based courses that involve mathematics; for example, social science students usually take some type of statistics course within their major, and business students often take accounting or other finance courses. We anticipate this will be true at Gallaudet as well. In addition, whether or not our students elect to take such courses, they will use mathematics again in Integrated Learning Course GSR 230: Scientific and Quantitative Reasoning in Context.

22. What happened to the community service requirement?

Under the new curriculum, this has been replaced with the service learning requirement. Community service is no longer required for graduation under the new curriculum. Students following catalog requirements prior to 2007-08 will continue to follow the community service requirements.

23. What will happen to students enrolled at Gallaudet prior to Fall 2007? Will they be allowed to transfer to the new curriculum?

Current students will continue to follow the curriculum required by the catalog year under which they were admitted.

24. How will transfer students fit into this framework?

We are still working on the details for transfer students. We envision analyzing their transcripts to see which requirements have already been met and assigning courses to meet their specific academic needs.