The following categories can be fulfilled using English courses.
Category 1: CommunicationGoal: To develop writers and speakers who use the English language effectively and who read, write, speak, and listen critically. At a base, all students should complete introductory communication requirements early in their college studies. Writing competency is an ongoing process to be reinforced through writing-intensive courses and writing across the curriculum. Speaking and listening skills need reinforcement. There are multiple opportunities for interpersonal communication, public speaking and discussion.
(requires one course, 3 credits or more, with a grade of at least a "C")
Goal: To develop writers who use the English language effectively and who read and write critically. This course will require faculty-critiqued writing. Writing competency is an ongoing process which needs to be reinforced throughout the curriculum.
Students will be able to:
(a) demonstrate and practice strategies for idea generation, audience analysis, organization of texts, drafting, evaluation of drafts, revision, and editing;
(b) write papers of varying lengths that demonstrate effective explanation, analysis, and argumentation;
(c) become experienced in computer-assisted writing and research;
(d) locate and evaluate material, using PALS, the Internet, and other sources;
(e) analyze and synthesize source material, making appropriate use of paraphrase, summary, quotation, and citation conventions;
(f) employ syntax and usage appropriate to academic writing and the professional world.
(g) employ syntax, usage and analytical techniques appropriate to academic disciplines and the professional world.
(requires one course, 3 or more credits)
Goal: Students will continue to develop skills taught in Composition, applying them in the context of a particular discipline.
Students will be able to:
(a) use writing to explore and gain a basic familiarity with the questions, values and analytical or critical thinking methods used in the discipline;
(b) locate, analyze, evaluate, and use source material or data in their writing in a manner appropriate to intended audiences (popular or within the discipline)
Category 6: Humanities and the Arts(requires two courses from different disciplines, 6 credits or more)
Goal: To expand students' knowledge of the human condition and human cultures, especially in relation to behavior, ideas, and values expressed in works of human imagination and thought. Through study in disciplines such as literature, philosophy, the fine arts, students will engage in critical analysis, form aesthetic judgments, and develop an appreciation of the arts and humanities as fundamental to the experiences in both the arts and humanities.
Students will be able to:
(a) demonstrate awareness of the scope and variety of works in the arts and humanities;
(b) understand those works as expressions of individual and human values within an historical and social context;
(c) respond critically to works in the arts and humanities;
(d) engage in the creative process or interpretive performance;
(e) articulate an informed personal reaction to works in the arts and humanities.
Category 7: Human Diversity(requires one course, 3 credits or more)
Goal: To increase students' understanding of individual and group differences, emphasizing the dynamics of race, gender, sexual orientation, age class, and/or disabilities in the history and culture of diverse groups in the United States; the contributions of pluralism to United States society and culture; and issues--economic, political, social, cultural, artistic, humanistic, and education traditions--that surround such diversity. Students should be able to evaluate the United States' historical and contemporary responses to group differences.
Students will be able to:
(a) understand the development of and the changing meanings of group identities in the United States' history and culture;
(b) demonstrate an awareness of the individual and institution dynamics of unequal power relations between groups in contemporary society;
(c) analyze and evaluate their own attitudes, behaviors, concepts, and beliefs regarding diversity, racism, and bigotry;
(d) describe and discuss the experience and contributions (political, social, economic, artistic, humanistic, etc.) of the many groups that shape American society and culture, in particular those groups which have suffered discrimination and exclusion;
(e) demonstrate communication skills necessary for living and working effectively in a society with great population diversity.
Category 8: Global Perspective(requires one course, 3 credits or more)
Goal: To increase students' understanding of the growing interdependence of nations, traditions and peoples and develop their ability to apply a comparative perspective to cross cultural social, economic, and political experiences.
Students will be able to:
(a) describe, analyze, and evaluate political, economic, humanistic, artistic, social and cultural elements which influence relations of nations and peoples in their historical and contemporary dimensions;
(b) demonstrate knowledge of cultural, social, religious and linguistic differences;
(c) analyze specific international problems illustrating cultural, economic, artistic, humanistic, social, and political differences which affect their solution;
(d) understand the role of a world citizen and the responsibility world citizens share for their common global future.
Category 9: Ethical and Civic Responsibility(requires one course, 3 credits or more)
Goal: To develop students' capacity to identify, discuss and reflect upon the ethical dimensions of political, social, and personal life and to understand the ways in which they can exercise responsible and productive citizenship. While there are diverse views of social justice or the common good in a pluralistic society, students should learn that responsible citizenship requires them to develop skills to understand their own and others positions, be part of the free exchange of ideas, and function as public minded citizens.
Students will be able to:
(a) examine, articulate, and apply their own ethical views;
(b) understand and apply core concepts (e.g. politics, rights and obligations, justice, liberty) to specific issues;
(c) analyze and reflect on the ethical dimensions of legal, social, and scientific issues;
(d) recognize the diversity of political motivations and interests of others;
(e) identify ways to exercise the rights and responsibilities of citizenship.
Category 11: Performance and Participation(requires 2-3 credits)
Goal: To prepare students for responsible and effective participation in groups and communities.
Students will be able to:
(a) participate effectively in a variety of artistic, education, political, recreational, health and public service, or social service settings;
(b) interact with others of another culture in its indigenous setting through a structured experience;
(c) participate cooperatively in group athletic activity or artistic performance.
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