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General Education Information for Faculty and Advisors

Criteria and Guidelines for General Education Courses (effective Spring 2006)

  • Every GER syllabi must (1) identify the course as a GER course; (2) identify the general education goals and objectives met by the course; (3) demonstrate how those goals and objectives will be met through clear alignment with the course student learning outcomes; (4) demonstrate how the GER student learning outcomes will be assessed.
  • Faculty teaching GER courses should integrate as many of the core proficiency skills within the course as applicable and possible. The goals and most of the objectives of Higher-order Thinking and Independent Learning and those of at least one other core skill Reading Comprehension, Effective Communication, Quantitative Reasoning, Computer Literacy, or Information Literacy should be consistently demonstrated and assessed in each GER course.
  • To ensure integration of the goals of the Core Dispositions International and Diversity Awareness and Personal Values, Ethics, and Responsibility GER courses should address the goals and most of the objectives of at least one core disposition. These two dispositions are important enough to merit wide coverage across a variety of courses.
  • Where a menu of choices exists within the core curriculum, departments and programs will decide which of the GER courses in each area will be required of its majors.

Faculty Responsibilities and General Education

Nicholls faculty supports the General Education Program by providing quality instruction and by the following activities essential to a dynamic assessment program:

  1. Identifying the general education goals and objectives promoted by the general education courses that they teach on their syllabi;
  2. Explaining the role and the value of general education and how the courses general education goals relate to their students’ academic majors and to their lives after graduation;
  3. Informing students about the assessment methods utilized in their courses;
  4. Working to include activities or experiences that promote the general education core dispositions of personal values, ethics, social responsibility, and international and diversity understanding;
  5. Collaborating with other general education faculty and with the General Education Assessment Committee in identifying and applying effective methods of assessment;
  6. Reporting assessment results and sharing use of results with general education faculty in their discipline, department heads, and assessment coordinators, and with the General Education Assessment Committee;
  7. Supporting the recognition of exemplary general education faculty by the University.
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