Revised General Education Student Learning Outcomes
research a topic, develop an argument, and organize supporting details;
demonstrate coherent college-level written communication that informs, persuades, or otherwise engages with an audience;
evaluate communication for substance, bias, and intended effect;
demonstrate the ability to revise and improve written communication;
locate information effectively using tools appropriate to their need and discipline (information literacy competency).
demonstrate coherent college-level oral communication that informs, persuades, or otherwise engages with an audience;
demonstrate the ability to revise and improve oral communication.
an understanding of the methods scientists use to explore natural phenomena, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence, and employment of data analysis or mathematical modeling
application of scientific data, concepts, and models in one of the natural sciences.
interpret and draw inferences from appropriate mathematical models such as formulas, graphs, tables, or schematics
represent mathematical information symbolically, visually, numerically, or verbally as appropriate;
employ quantitative methods such as arithmetic, algebra, geometry, or statistics to solve problems.
describe major concepts and theories of at least one discipline in the social sciences;
demonstrate an understanding of the methods social scientists use to explore social phenomena;
evaluate information from a variety of sources, including but not limited to artificial intelligence, with an awareness of authority, validity, bias, and origin.
demonstrate knowledge of the conventions and methods of at least one of the humanities;
recognize and analyze nuance and complexity of meaning through critical reflections on text, visual images, or artifacts.
clearly articulate an issue or problem;
identify, analyze, and evaluate ideas, data, and arguments as they occur in their own or others’ work;
acknowledge limitations such as perspective and bias;
develop well-reasoned (logical) arguments to form judgments and/or draw conclusions.
demonstrate understanding of United States’ society and/or history, including the diversity of individuals and communities that make up the nation;
understand the role of individual participation in US communities and government;
apply historical and contemporary evidence to draw, support, or verify conclusions.
demonstrate knowledge of a broad outline of world history and/or the development of the distinctive features of at least one civilization or culture in relation to other regions of the world;
demonstrate an understanding of the structures, systems, and interrelationships among civilizations and cultures within historical and/or contemporary contexts, and their impact on wellbeing and sustainability.
exhibit basic proficiency in the understanding and use of a world language;
demonstrate knowledge of the distinctive features of culture(s) associated with the language they are studying.
describe the historical and contemporary societal factors that shape the development of individual and group identity involving race, class, and gender;
analyze the role that complex networks of social structures and systems play in the creation and perpetuation of the dynamics of power, privilege, oppression, and opportunity;
apply the principles of rights, access, equity, and autonomous participation to past, current, or future social justice action;
demonstrate an understanding of the ethical dimensions of information use, creation, and dissemination, whether from traditional sources or emerging technologies, such as artificial intelligence.
demonstrate an understanding of at least one principal form of artistic expression and the creative process inherent therein.
analyze a major issue of contemporary and enduring human significance;
recognize and articulate relationships between different Knowledge Areas;
locate, evaluate, and synthesize information from a variety of sources;
demonstrate an ability to develop and defend well-reasoned arguments.
Students will analyze how gender is socially and culturally constructed and resisted within patriarchy and/or other sex/gender systems from an intersectional framework.
Proposing Courses
The Senate General Education Curriculum and Policies Committee reviews proposals on a rolling basis during the fall and spring terms. Faculty should submit a proposal at least one full semester in advance of the term in which they wish to offer the course.
General Education Course Information Form signed by the chair and dean.
A New Course or Course Change Proposal Form for the requested area code(s). Instructors are required to provide specific details about instruction and assessment measures for each SLO contained in the course.
A course syllabus that includes course objectives, a list of the student learning outcomes for the course, a course description, and a topical outline.
A list of textbooks to be used and a current course bibliography, all with full bibliographic citations.
Policies for General Education Courses
General Education courses generally should be coded A, Liberal Arts (refer to NYSED policy for guidance). If the proposed course is not coded A, you should indicate the exceptional circumstances that warrant its certification for the GEP in your proposal.
GEP courses may fulfill only one Knowledge Area (H, S, F, L, V, O, D, M, Q, R)
SUNY Knowledge Area courses are restricted to the 300, 200, and 100 levels. Students must have sophomore status to enroll in any 300-level general education course. Brockport local requirements (I and W) may be offered at the 400 level.
A Knowledge Area course may also be certified for ONE of the following areas: Oral Communication (Y), Contemporary Issues (I), or Perspectives on Gender (W). Instructors seeking one of these certifications should complete the form for Y, I, or W and submit it alongside the area proposal form.
Oral Communication (Y), Contemporary Issues (I), and Perspectives on Gender (W) can be offered as stand-alone courses or with one other code (e.g., HY, YI, SW, WI, etc.)
Designing & Describing General Education Courses
GE courses must:
be accessible to the widest audience possible and geared toward non-specialists; prerequisites, if unavoidable, should be kept to the absolute minimum needed. GE knowledge and skill area courses should not be restricted to certain majors.
be taught every 2 to 3 semesters.
be explicit in drawing connections between what students are learning in the classroom and how it applies to their personal growth and professional aspirations. Repeated emphasis on transferable skills and their relevance to coursework in the major and engagement in professional contexts will help students to understand the overall value of the GE program.
Course descriptions are an important tool to help students understand the value of the topics/problems they will study and why the course is relevant. Therefore, the Program suggests that GE course descriptions do the following:
Speak directly to students using the second person;
Engage students with thought-provoking questions or concepts;
Share the guiding questions, context(s) and/or perspectives engaged in the course;
Provide students with goals or takeaways, telling them what they will learn;
Serve the goals of Gen Ed by explicitly connecting the course material to broader academic and life goals.
Instructors who need support for course design or assessment can reach out to the Director of General Education, Dr. Donna Wilkerson-Barker, at any time.
General Education Course Review & Recertification Process
The Senate General Education Curriculum and Policies Committee reviews all GE courses for recertification on a five-year schedule.
Recertification Schedule (may be modified based on progress)
Fall 2024- Spring 2025
Humanities/CTR, US History and Civic Engagement
Fall 2025- Spring 2026
DEISJ/Info Management, Perspectives on Gender
Fall 2026- Spring 2027
Contemporary Issues, World Language, Written Communication/Info management
Fall 2027- Spring 2028
World History and Global Awareness, Social Science/Info.Management, Arts
Fall 2028-Spring 2029
Math and Quantitative Reasoning, Natural Science and Scientific Reasoning, Oral Communication
