General Education 5 Plan at SUNY Plattsburgh

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General Education 5 Plan

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REVISION FOR INTERIM GE5 PROGRAM April 4, 2012
General Education Plan*
SUNY Plattsburgh
Adopted by the Faculty Senate November 12, 2002
Approved by the President November 22, 2002
Revised by the Faculty Senate December 9, 2003
Approved by the President January 9, 2004
Revised by the Faculty Senate March 7, 2006
Approved by the President March 14, 2006
Revised by the Faculty Senate October 2, 2007
Approved by the President November 5, 2007
Minor Revision Approved by the Faculty Senate Executive Committee
October 23, 2007
Revised for GE5 by the Provost and Vice President for Academic Affairs
April 4, 2012
_____________________________________
James Liszka, Ph.D
Provost and Vice President for Academic Affairs
*General Education Program(s) Covered by this Interim Revision of the Plan
In January of 2011 the College adopted an interim General Education Program (GE5). The new
program was created by the Deans’ Cabinet and Provost/VPAA and approved by the President.
The General Education Plan herein has been revised by the Provost/VPAA to be consistent with
the interim GE5 program. The Faculty Senate has not voted on this revision.
The Purpose of General Education
The General Education Program at Plattsburgh State is designed to prepare students for life in
and beyond college, by providing the basic knowledge and skills necessary for a successful
education and a satisfying professional and personal life.
The Objectives
The following objectives reflect the requisite foundation of skills and knowledge needed to
succeed in the twenty-first century, whatever one’s disciplinary specialization.
A Plattsburgh graduate should have an understanding and appreciation of:
· the complexity of the world in which we live
· the arts and aesthetics
· the sciences and mathematics
· the “great ideas” of humanity
· the cultures of the world
· the nature of society
· the moral responsibilities of the individual
· the continuity of history and the changes influenced by historical processes
These objectives require knowledge of the basic subject areas and their interconnections. This
is fundamental to success in a world where complex ideas increasingly affect daily living. A
fuller understanding of the social sciences, the arts and humanities, the natural sciences, and
technology allows an individual to make informed decisions about issues and problems faced in
professional and personal life. Successful professional and personal life also requires the ability
to work productively with individuals and groups from a variety of backgrounds and to practice
ethical behavior. An awareness of one's own and other cultures, ability to communicate in one's
own and a second language, and a foundation inethical and reflective decision-making enrich all
aspects of life.
Additionally, the Plattsburgh graduate should have the following abilities or skills:
· ability to read with comprehension
· ability to apply quantitative skills
· ability to communicate effectively in written and spoken English (or other language of
instruction)
· ability to communicate in a second language
· ability to use technology effectively
· ability to filter, analyze and critique information and experience
Writing, speaking and critical thinking are necessary for the formulation and communication of
knowledge and reasoned opinions. Finding useful and reliable information to enhance
knowledge and upon which to base opinions is critical in a time of rapidly growing access to
information, as is the ability to manage that information with a variety of technologies.
Understanding basic mathematical operations is preparation for both financial management and
critical analysis of statistical data that justifies social, political and personal decisions.
Assumptions
The program outline below is based on several assumptions:
1. that students will enter SUNY Plattsburgh with competencies
· in foreign language equal to FL 111,
· in English composition equal to ENG 100, and
· in mathematics equal to MAT 101.
Students who do not have these competencies when they enter SUNY Plattsburgh will achieve them before
completing the related parts of their general education program.
2. that a writing-across-the-curriculum requirement at SUNY Plattsburgh will continue to exist;
3. that any semester-long, approved, and satisfactorily completed study abroad course of study
will satisfy the 3-credit Integration component (Global Issues);
4. that an assessment program will be developed, and will include required participation of
upper division students as part of the Global Issues course;
5. that a significant faculty development program will be initiated and maintained to reinforce
this general education program;
6. that the standing committee on general education will continue to provide oversight; and
7. that the college will continue to support experiential education opportunities including
service learning.
Learning Communities
The General Education Committee will entertain proposals for specially designed
thematic Learning Communities that embed learning skills or subject matter across the
curriculum, thereby allowing students to satisfy General Education requirements or
learning outcomes objectives in a coordinated academic environment. In some cases
students in Learning Communities will be able to demonstrate proficiency in SUNY
Required Learning Outcomes and/or SUNY Plattsburgh General Education Requirements based on the
synergistic effect of all the courses in the Learning Community. Transcripts of such
studentswill show a proficiency designation but no additional credit for the category
satisfied. Portfolios or other alternate means of demonstrating proficiency in a general
education outcome or requirement might also be produced in conjunction with credit
bearing integrative seminars or tutorials.
Design of Learning Communities:
1. Each Learning Community will consist of at least three courses taken simultaneously
by the same group of students.
2. Enrollments cannot exceed 25 students per section.
3. Learning Communities may include beyond the basic three courses a larger core
course taken in common or an integrative seminar or reflective tutorial of from one to
four credits. If a large class is added, its syllabus must be integrated with the Learning
Community; simply attaching a large class without coordination is not acceptable.
4. All Learning Communities are expected to satisfy the SUNY Required Learning
Outcomes for oral communication.
5. Learning Communities may include a service-learning component.
Special courses: The General Education Committee will consider for approval for General
Education credit courses that will only be offered as part of Learning Communities. Therefore,
the General Education Program can contain courses that will not be offered except as part of
Learning Communities. These will include courses, seminars or tutorials that help students
integrate Learning Community material as wellas other special offerings that depend on the
cumulative effect of a particular cluster of courses.
Approval: Learning Communities that offer alternative routes to satisfying general education
requirements need to be approved by the General Education Committee.
The Program
The General Education Program will strengthen students’ skills and abilities and expand their
appreciation and understanding in all the areas listed in the objectives above. In completing the
program, students will also meet all the SUNY System requirements for general education.
The General Education Program GE5 ( 33-34 credits plus 0-10 credits in prerequisites) includes
the following elements:
A. The Skills Requirements (6-12 credits plus 0-7 credits to meet prerequisites)
1. Mathematics (3-4 credits plus 0-4 credits of MAT101 to meet prerequisite) — Courses in this
category introduce students to mathematical thinking and logic and foster students’ ability “to
interpret and draw inferences from mathematical models such as formulas, graphs, tables, and
schematics,” “to represent mathematical information symbolically, visually, numerically and
verbally,” “to employ quantitative methods such as arithemetic, algebra, geometry, or statistics
to solve problems,” “to estimate and check mathematical results for reasonableness,” and “to
recognize the limits of mathematical and statistical methods” (SUNY Required Learning
Outcomes). Courses will emphasize the applicability of mathematics to “real life” and will be
designed to instill in all students a sense of mathematics as a creative and useful endeavor.
Courses focus on developing in the student an understanding and appreciation of mathematics
and the great ideas of humanity and reinforce the students’ ability to apply quantitative skills,
and to filter, analyze and critique information and experiences (Plattsburgh General Education
Objectives).
2. Oral Expression (0-3 credits) — Specially designated oral expression courses assist students
to “develop [college-level] proficiency in oral discourse[, and to] evaluate an oral presentation
according to established criteria” (SUNY Required Learning Outcomes); and communicate
effectively in spoken English or other language of instruction (Plattsburgh General Education
Objectives). (Students must take among their courses at least one that is designated as an oral
expression course.)
3. Information and Technology Literacy (0-1 credits) — Courses in this category will ensure
that students have mastered the skills and concepts basic to information and technology
literacy. Students will demonstrate the ability to “perform the basic operations of personal
computer use; understand and use basic research techniques; and locate, evaluate and
synthesize information from a variety of sources” (SUNY Required Learning Outcomes).
Courses in this category will focus on the ability to use technology effectively and the ability
to filter, analyze, and critique information and experience (Plattsburgh General Education
Objectives).
4. Written Expression (3-4 credits plus 0-4 credits of ENG100 to meet prerequisite) — Courses
in this category develop in students the ability to “produce coherent texts within common
college level written forms; . . . revise and improve such texts; . . . develop an argument [,
based on evidence], and organize supporting details” (SUNY Required Learning Outcomes);
and communicate effectively in written English (Plattsburgh General Education Objectives).
Courses provide extensive practice in writing and revision in order to help students develop
the ability to write clear, effective English prose.
B. The Knowledge and Understanding Requirements (12-16 credits plus 0-3 credits to
meet prerequisites)
5. Natural Science and Technology (3-4 credits) — Courses in this category develop in students
“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 mathematical analysis: and application of
scientific data, concepts, and models in one of the natural sciences” (SUNY Required
Learning Outcomes). Courses will explore the fundamental assumptions and principles of
the scientific method,illustrated by laboratory and/or fieldwork. Courses will make clear the
difference between science and technology and enable students to critically assess
technological worth. Courses will strengthen students’ skills in qualitative and quantitative
reasoning and in critical thinking and analysis, by careful study of both historic and
contemporary scientific problems. In addition, courses will reinforce students’
understanding and appreciation of the sciences and their ability to use technology effectively
(Plattsburgh General Education Objectives).
6. Social Sciences (3 credits) — Courses in this category provide students with “understanding
of the methods social scientists use to explore social phenomena, including observation,
hypothesis development, measurement and data collection, experimentation, evaluation of
evidence, and employment of mathematical and interpretive analysis; and knowledge of
major concepts and issues of at least one discipline in the social sciences” (SUNY Required
Learning Outcomes). Courses focus on developing in students an understanding and
appreciation of the complexity of our world, the great ideas and cultures of the world, the
nature of society, and the moral responsibility of the individual (Plattsburgh General
Education Objectives). Courses reinforce the students’ ability to read with comprehension,
to communicate effectively in written and spoken English, to use technology effectively,
(while also assessing the impact of technological innovation), and to filter, analyze and
critique information and experiences (Plattsburgh General Education Objectives).
7. U.S. Civilization OR Western Civilization (3 credits)
a. U.S. Civilization (3 credits from U.S. Civilization OR Western Civilization) - Courses in
the U.S. Civilization category expand students’ “understanding of common institutions in
American society and how they have affected different groups” and their “understanding of
America’s evolving relationship with the rest of the world.” Students must also demonstrate
“knowledge of a basic narrative of American history: political, economic, social, and
cultural, including knowledge of unity and diversity in American society” (SUNY Required
Learning Outcomes). Courses will include aboriginal concerns, immigration, inequality,
growth, colonialism, the environment, and issues of power and conflict, especially in a North
American context. Courses focus on developing in students an understanding and
appreciation of the complexity of our world, the nature of society, the moral responsibility of
the individual, and the continuity of history and the changes influenced by historical
processes (Plattsburgh General Education Objectives). Courses reinforce the students’
ability to read with comprehension, to communicate effectively in written and spoken
English, and to filter, analyze and critique information and experiences (Plattsburgh General
Education Objectives). (SUNY Category: American History).
b. Western Civilization (3 credits from U.S. Civilization OR Western Civilization) —
Courses in the Western Civilization category impart “knowledge of the development of the
distinctive features of the history, institutions, economy, society, culture, etc. of Western
civilization” and “relate the development of Western civilization to that of other regions of
the world” (SUNY Required Learning Outcomes). Courses will include attention to such
matters as emigration and immigration, art, music, philosophy, literature, religion and
conflict. Courses focus on developing in students an understanding and appreciation of the
complexity of our world, the great ideas and cultures of the world, the nature of society, the
moral responsibility of the individual, and the continuity of history and the changes
influenced by historical processes (Plattsburgh General Education Objectives). Courses
reinforce the students’ ability to read with comprehension, to communicate effectively in
written and spoken English, and to filter, analyze and critique information and experiences
(Plattsburgh General Education Objectives).
8. World Systems OR Foreign Language (3 credits)
a. World Systems (3 credits from World Systems OR Foreign Language) — Courses in this
category impart “knowledge of either a broad outline of world history, or the distinctive
features of the history, institutions, economy, society, culture, etc. of one non-Western
civilization” (SUNY Required Learning Outcomes). Courses focus on developing in
students an understanding and appreciation of the complexity of our world, the great ideas
and cultures of the world, the nature of society, the moral responsibility of the individual,
and the continuity of history and the changes influenced by historical processes (Plattsburgh
General Education Objectives). Courses reinforce the students’ ability to read with
comprehension, to communicate effectively in written and spoken English, and to filter,
analyze and critique information and experiences (Plattsburgh General Education
Objectives). (SUNY Category: Other World Civilizations)
b. Foreign Language (3 credits from World Systems OR Foreign Language. If the Foreign
Language category is chosen, student must complete 0-3 credits of second level foreign
language plus 0-3 credits of first level foreign language to meet prerequisite) – Foreign
Language courses build upon the basic skills required by SUNY (“basic proficiency in the
understanding and use of a foreign language, and knowledge of the distinctive features of
culture(s) associated with the language they are studying”). Courses focus on developing in
students an understanding and appreciation of the complexity of our world and
understanding and appreciation of the cultures of the world (Plattsburgh General Education
Objectives). Courses develop the students’ ability to communicate in a second language
(Plattsburgh General Education Objectives).
First level foreign language courses approved by SUNY (see college catalog for list) count
toward the minimum 30 credits of SUNY-approved General Education credits (see category
C below) although by themselves they do not satisfy the requirement of a second level
foreign language course if the Foreign Language category is chosen.
9. Humanities OR The Arts (3 credits)
a. Humanities (3 credits from Humanities OR the Arts) — Courses in the Humanities
category provide students with “knowledge of the conventions and methods of at least one of
the humanities” (SUNY Required Learning Outcomes). Courses focus on developing in
students an understanding and appreciation of the complexity of our world, aesthetics, the
great ideas and cultures of the world, and the moral responsibilities of the individual
(Plattsburgh General Education Objectives). Courses reinforce students’ ability to read with
comprehension, to communicate effectively in written and spoken English, and to filter,
analyze, and critique information and experiences (Plattsburgh General Education
Objectives).
b. The Arts (3 credits from Humanities OR The Arts) — Courses in The Arts category
provide students with “understanding of at least one principal art form and the creative
process inherent therein” (SUNY Required Learning Outcomes). Courses focus on
developing in students an understanding and appreciation of the complexity of our world, the
arts and aesthetics, the great ideas and cultures of the world, and the moral responsibilities of
the individual (Plattsburgh General Education Objectives). Courses reinforce students’
ability to communicate effectively and to filter, analyze and critique information and
experience (Plattsburgh General Education Objectives).
C. Additional Approved General Education Courses (2-12 credits)
To satisfy the requirements of category C, students must complete additional SUNY-
approved courses from categories A and/or B above to bring total General Education course
credits for sections A, B, and C to a minimum of 30.
Credits received in the Information and Technology Literacy category do not count
toward the minimum 30 credits of SUNY-approved General Education courses.
First level foreign language courses approved by SUNY (see college catalog for list)
count toward the minimum 30 credits of SUNY-approved General Education credits in
category C although by themselves they do not satisfy the requirement of a second level
foreign language course if the Foreign Language category is chosen.
The Integration Requirement
10. Global Issues (3 credits) — Courses in this area encourage students to think
transnationally or transculturally about social, political, economic, aesthetic, moral, and
technological issues. These courses will contribute to students’ understanding about issues
such as human rights, migration, trade, poverty, access to health care, and technology, and
the ramifications of policies regarding political power, militarization, and the environment.
A course offered in this area will engage in comparative studies of a global theme across
different nations, cultural groups, or cultural regions. Courses in this area will be upper
division (300 or 400 level) and will build on and integrate the knowledge and skills acquired
in the first two sections of the program.
Policies and Procedures for Implementing the General Education Program
A. Common Goals Expressed in Common Formats
1. To be approved for general education credit in the skills and knowledge and
understanding components, a course must be specifically designed for a general
education audience; courses in the upper-division integration component (Global
Issues) must demonstrate appropriateness for a general education audience.
2. General education courses will:
a. reinforce oral and written communication skills;
b. integrate critical thinking and information literacy/management competencies
into the curriculum;
c. reflect diversity of content and scholarship and offer a broad focus;
d. engage students in critical reflection on issues of race, gender, and class
appropriate to content;
e. include regional or local content where appropriate;
f. include international content where appropriate;
g. include technology appropriate to the discipline; and
h. include an ethics component.
3. To be approved, General Education courses must show how they meet the overall
goals of General Education, and how they address the objectives of the particular
category they serve.
4. Course proposals for the General Education curriculum must follow the common
format devised by the General Education Committee.
5. By college policy, instructors of General Education courses must include in their
course syllabi the General Education Student Learning Outcomes of the category or
categories for which the course has been approved for General Education (Faculty
Senate Action #747, October 2011).
B. Quality and Pedagogy
In order to assure engagement of students in learning and high standards of quality,
courses approved for the General Education Program must demonstrate principles of
good practice in undergraduate education, such as:
1. Communicating High Expectations and Course Standards: Course proposals must
describe how high expectations and standards shall be communicated to students: a)
Course descriptions must indicate what level of skills and knowledge are required for
the course. b) Course descriptions must indicate how course materials and texts meet
the objectives of the category. c) Efforts must be made to acquaint students with
issues and materials relating to the topics addressed. d) Course requirements should
ensure that students spend adequate time on assignments that should be evaluated
frequently and promptly. e) Types and frequency of assignments should be listed in
the courses proposed for General Education.
2. Fostering Active Learning: To be approved, course proposals for General Education
are expected to show how students can be actively engaged in learning. Students
should be encouraged to talk and write about what they are learning and apply it.
Some examples of active learning approaches include class discussions, study
groups, structured exercises, peer critiques, in-class writing and team projects.
3. Reinforcing and Integrating Skills and Content: Course proposals for General
Education must demonstrate how the course will reinforce the goals of the program
(outlined above), integrate appropriate skills and content components of course, and
contribute to integration within the General Education Program.
C. Faculty Involvement and Recognition: Collective Setting and Maintenance of
Standards
1. To make the above effective there needs to be dialogue among people teaching in
general education, within the categories and across all of them. The General
Education Committee shall sponsor periodic workshops on reinforcing skills and
sharing course outlines, teaching methods, and new course materials.
2. Under the sponsorship of the General Education Committee, faculty teaching in the
several categories should form sub-groups for the collective development,
maintenance and evaluation of goals and standards of the category (including the
assessment of student learning outcomes). Meetings for such a purpose will be
convened at least once a year.
3. The institution must provide recognition for teaching in general education and
support the development of an esprit de corps of the faculty teaching in general
education. Teaching in general education should be recognized in faculty evaluation.
D. Review and Evaluation
The General Education Committee shall be responsible for the assessment of student
learning outcomes and the review and evaluation of the General Education curricula and
program. The committee shall communicate its findings to the Vice President for
Academic Affairs and to the Executive Committee of the Faculty Senate.
1. The General Education Committee will review all courses for approval and re-
approval into the curriculum on a six-year rotating cycle.
2. The General Education Committee will develop, oversee the implementation of, and
periodically review a learning outcomes assessment plan for general education.
Assessment of the general education program will be focused on program objectives
and will be embedded in general education courses.
3. The General Education Committee will conduct a periodic evaluation of the General
Education Program, including effectiveness of curricular structure and impact on
student learning.
E. Standing Committee on General Education
The General Education Committee is a standing committee of the Faculty Senate. The
membership and responsibilities are specified in the faculty by-laws, Article 2.10, as
follows:
2.10.1 MEMBERSHIP: This committee shall consist of a Chair (Article 2.6.5), twelve
Faculty members appointed by the Executive Committee of the Faculty Senate
(Article 2.6.3), one student member appointed by the Student Association, and
one ex-officio non-voting member (the chief academic officer); all members of
the committee, with the exception of the chairperson and student member (to
be elected in January) who will serve for one-year terms, shall be appointed for
three years.
2.10.2 RESPONSIBILITIES: This committee shall be responsible for leadership in
developing the General Education curriculum, for implementing policies,
monitoring the administration of the General Education curriculum and
recommending policies on General Education in order to realize the goals and
objectives of the program. The committee shall supervise the formation of
subgroups of faculty offering courses within the same component of the
General Education Program to monitor and report on the effectiveness of each
category of the curriculum. The committee shall have access to the resources
of the Chief Academic Officer’s office for support of its work. The specific
responsibilities is as follows:
2.10.2.1 Formulating and distributing procedures to be followed in receiving and acting
upon proposed courses.
2.10.2.2 Sponsoring or soliciting and selecting courses suitable for meeting the
guidelines of the General Education Program.
2.10.2.3 Designating courses that may be taken to fulfill general education requirements.
2.10.2.4 Coordinating the development of courses suitable for satisfying the general
education requirements.
2.10.2.5 Recommending modifications in the general education requirements to
accommodate transfer and advance standing students.
2.10.2.6 Conducting a periodic evaluation of the General Education Program.
2.10.2.7 Making recommendations to the Senate Executive Committee for significant
revisions and changes in the General Education Program such as the addition or
deletion of components, or a change in the credit hour requirements.
2.10.2.8 Consulting, when necessary, with the Standing Committee on Resources and
Planning to insure the availability of needed resources to staff, fund and support
general education experiences.
2.10.2.9 Issuing a report each semester of all curricular actions for the information of all
faculty advisors.

Contact Information

For more information about the general education program at SUNY Plattsburgh, please contact:

Academic Affairs
Stephen Light, Associate Vice President for Academic Affairs
Office: Kehoe 202
Phone: (518) 564-2195
E-mail: lightsc@plattsburgh.edu

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