General Education Review Committee Agenda

12:30-1:30

October 26, 2012 ADM 204

I. Call to Order

Roll ( )Vacant UAB ( ) Vacant UAB ( ) Utpal Dutta UAB/SOE ( ) Kevin Keating UAB/Library ( ) Kathryn UAB Hollis-Buchanan ( ) Vacant Natural & Physical Sciences ( ) Vacant CAS Humanities ( ) Len Smiley CAS Quantitative Skills ( ) Shawnalee Whitney CAS Oral Communication ( ) Walter Olivares CAS Fine Arts ( ) Robert Capuozzo COE ( ) Donald Ketner CTC ( ) Sandra Pence COH/Chair ( ) Kyle Hampton CBPP Social Sciences ( ) Sheri Denison Mat-Su Written Communication ( ) Dave Fitzgerald UAB Ex officio/UAB Chair ( ) Susan Kalina UAB Ex officio/OAA ( ) Vacant Student

II. Approval of Agenda (pg. 1)

III. Approval of Summary (pg. 2-3)

IV. Report from Vice Provost for Undergraduate Academic Affairs Susan Kalina

V. Chair’s Report – Sandra Pence

VI. Course Action Requests

Chg MEDT A302 Clinical Laboratory Education and Management (4 cr)(4+0)(pg. 4-9)

VII. Old Business

A. Review BOR policy and/or regulations related to general education (pg. 10-20)

VIII. New Business

A. Initial Discussion on Curriculum Handbook Review/Revision (pg. 21-23)

IX. Informational Items and Adjournment

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General Education Review Committee Summary

12:30-1:30

October 19, 2012 ADM 204

I. Call to Order

Roll ( )Vacant UAB ( ) Vacant UAB ( ) Utpal Dutta UAB/SOE (x) Kevin Keating UAB/Library (e) Kathryn UAB Hollis-Buchanan ( ) Vacant Natural & Physical Sciences ( ) Vacant CAS Humanities (x) Len Smiley CAS Quantitative Skills (x) Shawnalee Whitney CAS Oral Communication (x) Walter Olivares CAS Fine Arts (e) Robert Capuozzo COE (x) Donald Ketner CTC (x) Sandra Pence COH/Chair (x) Kyle Hampton CBPP Social Sciences (x) Sheri Denison Mat-Su Written Communication (x) Dave Fitzgerald UAB Ex officio/UAB Chair (x) Susan Kalina UAB Ex officio/OAA ( ) Vacant Student

II. Approval of Agenda (pg. 1)

Approved

III. Approval of Summary (pg. 2-3) Approved

IV. Report from Vice Provost for Undergraduate Academic Affairs Susan Kalina Megan Carlson represented OAA

V. Chair’s Report – Sandra Pence

Emailed Barbara Berner from Nursing Emailed a GER contact from UAF about BOR policy and regulation pertaining to general education A retreat has been requested for all three MAUs to meet and discuss general education

VI. Course Action Requests

Chg SOC A488 Capstone Seminar (3 cr)(3+0)(pg. 4-9) Unanimously Approved

VII. Old Business A. Timeline for general education category/discipline area catalog copy review/revision (pg. 10)

Motion: General education Tier 1 and Tier 2 category areas will review, and revise as needed, their respective sections of the general education catalog copy. The reviewed areas include each category’s discipline description and outcomes that precede each category’s course listing. The updated catalog copy for each GER category should be completed by the end of the Fall 2013 semester so they can available for university-wide faculty review during the Spring 2014 semester and then submitted to the appropriate initial curriculum committee

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at the beginning of the Fall 2014 semester. Motion is postponed until after the January GER retreat

B. Review BOR policy and/or regulations related to general education (pg. 11-21) Discussion centered on BOR regulation R10.04.040.C.3. A handout was distributed to the board suggesting deleting BOR regulation R10.04.040.C.3 No action was taken at this meeting

VIII. New Business

IX. Informational Items and Adjournment

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1a. School or College CH College of Health

1b. Division AHLS Division of Health Safety

1c. Department Medical Laboratory Science

2. Course Prefix

MEDT

3. Course Number

A302

4. Previous Course Prefix & Number

N/A

5a. Credits/CEUs

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5b. Contact Hours (Lecture + Lab) (4+0)

6. Complete Course Title Clinical Laboratory Education and Management Clinical Lab Ed and Management Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Preparatory/Development Non-credit CEU Professional Development

8. Type of Action: Add or Change or Delete If a change, mark appropriate boxes:

Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Outcomes and Outline (please specify)

9. Repeat Status No # of Repeats Max Credits

10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Fall/2013 To: /9999

12. Cross Listed with N/A Stacked with N/A Cross-Listed Coordination Signature

13a. Impacted Courses or Programs: List any programs or college requirements that require this course. Please type into fields provided in table. If more than three entries, submit a separate table. A template is available at www.uaa.alaska.edu/governance.

Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. See attached table 2. 3.

Initiator Name (typed): Heidi Mannion Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: 09/05/12 submitted to Faculty Listserv: (uaa-faculty@lists.uaa.alaska.edu)

13c. Coordination with Library Liaison Date: 09/05/12

14. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Mark appropriate box: Fine Arts Social Sciences Natural Sciences Integrative Capstone

15. Course Description (suggested length 20 to 50 words) Introduces educational and management principles and tools applicable to laboratory medicine and allied health science professions. Provides basic skills necessary to function in a technologically dynamic environment. Topics include the educational process and teaching methods and basic managerial subjects including human resources and financial management. The course is designed for students with an educational or working background in the clinical laboratory or other healthcare field. 16a. Course Prerequisite(s) (list prefix and number) None

16b. Test Score(s) N/A

16c. Co-requisite(s) (concurrent enrollment required) N/A

16d. Other Restriction(s)

College Major Class Level

16e. Registration Restriction(s) (non-codable) Completion of GER Tier 1 courses, junior standing and departmental approval.

17. Mark if course has fees 18. Mark if course is a selected topic course

19. Justification for Action Curriculum is being updated for currency and forms are being edited to reflect organizational changes.

__________________________________________________ ___________ Initiator (faculty only) Date Heidi Mannion Initiator (TYPE NAME)

Approved Disapproved

__________________________________________________________ Dean/Director of School/College Date

Approved Disapproved

______________________________________ __________ Department Chairperson Date

Approved Disapproved

__________________________________________________________ Undergraduate/Graduate Academic Date Board Chairperson

Approved Disapproved

_____________________________________ ___________ Curriculum Committee Chairperson Date

Approved Disapproved

__________________________________________________________ Provost or Designee Date

Course Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course

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Course Being Changed: MEDT A302

Course Impacts Program ImpactsIntegrative Capstone 87 9/5/2012 Heidi MannionBS Medical Lab Science Major Requirement 171 9/5/2012 Heidi MannionMEDT A402 Prerequisite 451 9/5/2012 Heidi MannionMEDT A495 Prerequisite 451 9/5/2012 Heidi Mannion

Type/Date of Notification

Chair/Coordinator Contacted Impacted Program or Course

Type of Impact (course or program) Catalog Page

5

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University of Alaska Anchorage College of Health

Course Content Guide Department: MEDT: Medical Laboratory Science Date: August 30, 2012 Course Number: MEDT A302 Course Title: Clinical Laboratory Education and Management Credits: 4 credits

I. Course Description Introduces educational and management principles and tools applicable to laboratory medicine and allied health science professions. Provides basic skills necessary to function in a technologically dynamic environment. Topics include the educational process and teaching methods and basic managerial subjects including human resources and financial management. The course is designed for students with an educational or working background in the clinical laboratory or other healthcare field.

II. Course Design A. Integrates knowledge and skills acquired in GER and major requirements for the

Bachelor of Science in Medical Laboratory Science (BSMLS) with practical applications of education and management in laboratory medicine and other allied health science professions.

B. Total time of student involvement- 180 hours. 1) Lecture- 4 hours per week for a total of 60 hours 2) Outside work expected- 120 hours

C. Required for a BSMLS. D. No special fees. E. Course level justification: Students draw on their acquired knowledge of health

care systems which are taught in 200-level MEDT courses and other allied health courses.

III. Course Activities Course is conducted in a lecture format and includes class discussion, case studies, role-playing, and individual and group projects.

IV. Course Prerequisites A. None B. Registration Restrictions- Completion of Tier 1 GER courses, junior standing

and departmental approval.

V. Course Evaluation A. Grading A-F. B. Grades are based on written or computerized exams, core abilities, case studies,

and individual and group projects. C. Specific grading criteria will be discussed in the beginning of the course.

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VI. Course Outline 1.0 Introduction to the Education Process

1.1 Roles of the Student and Teacher 1.2 Cognitive, Psychomotor and Affective Domains

2.0 Components of an Instructional Unit 2.1 Construction of Goals 2.2 Creating, Classifying, and Evaluating Objectives 2.3 Teaching Strategies and Utilization of Learning Activities 2.4 Test Development 2.5 Evaluation of Performance

3.0 Laws Pertaining to Post-secondary Education 4.0 Roles of the Laboratory Manager

4.1 Principles of Leadership 4.2 Management Functions Overview

5.0 Managing Resources 5.1 Human Resource Management 5.2 Financial Management 5.3 Process Control and Quality Assessment and Quality Assurance

6.0 Laws and Regulations 7.0 Professionalism and Ethics in Healthcare Organizations

VII. Recommended Text

Beck, S. J., & LeGrys, V. A. (2011). Clinical laboratory education. Brandon, MS: ASCLS and Westminster.

Hudson, J. (2004). Principles of clinical laboratory management: A study guide and workbook. Upper Saddle River, NJ: Pearson Prentice Hall.

VIII. References

Body of Knowledge for Medical Laboratory Management; on-line at Clinical Laboratory Management Association, www.clma.org; July 2011.

Kurec, A. S., Schofield, S., & Watters, M. C. (2000). The CLMA guide to managing a clinical laboratory (3rd ed.) Wayne, PA: Clinical Laboratory Management Association.

Current on-line resources for management functions, leadership principles and laws

and regulations: Clinical Laboratory Management Association. www.clma.org American Society for Clinical Pathologists. www.ascp.org College of American Pathologists. www.cap.org The Joint Commission. www.jointcommission.org Occupational Safety & Health Administration. www.osha.gov Centers for Medicare & Medicaid Services. www.cms.gov Institute for Healthcare Improvement. www.ihi.org U.S. Food and Drug Administration. www.fda.gov

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IX. Instructional Goals, Student Learning Outcomes and Assessment Methods A. Instructional Goals:

1. Facilitate integration of knowledge and skills gained in written and oral communication and statistical GER courses with education principles to develop an effective instructional module.

2. Empower students to incorporate principles of effective communication in the professional context.

3. Provide healthcare management situations for analysis and application of appropriate intellectual standards and critical thinking techniques to problem resolution.

4. Introduce quantitative techniques for healthcare resource management. B. Student Learning Outcomes and Assessment Methods:

. Student Learning Outcomes After successful completion of this course, students will be able to:

Assessment Methods To be assessed by one or more of the following:

Capstone Criteria

1. Develop, deliver, and assess an effective instructional module including necessary aspects of the educational process.

Written instructional module Presentation of instructional module Statistical evaluation of learning Exams

Knowledge Integration Effective Communication Quantitative Perspectives

2. Produce effective, clearly written documents for both personal and institutional applications using computer-based office programs.

Professional Portfolio to include a resume, letter of introduction and other appropriate documents Technical writing examples appropriate to the profession

Knowledge Integration Effective Communication

3. Evaluate and provide possible resolutions to a variety of management issues typically encountered in healthcare organizations.

Case studies in human resource management Exams

Effective Communication Critical Thinking

4. Recognize and demonstrate suitable cost/revenue principles for healthcare organizations.

Class project: Implementing a Laboratory Service Homework assignments Class exercises and discussions Exams

Knowledge Integration Quantitative Perspectives

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Notes from last year: a. 10.04.040. General Education Requirements

Discuss goals and objectives vs outcomes approach b. 10.04.062. General Education Coursework Transfer

Needs clarification: i. Does this mean a student enrolled at one university can GER ‘shop’

at other universities to find courses he/she would prefer to take over courses required by the university in which the student is enrolled? (e.g. MATH F103X vs MATH A107)

ii. Transfer of COMPARABLE courses is not an issue. Here is the list of BOR Policy and Regulation that GERC has been asked to review and categorize: RED: Policies which are incorrect or out-of-date and need to be revised. YELLOW: Policies which may require a detailed examination at a later time after dealing with the RED category. GREEN: Policies which do not need to be changed. BOR website: http://www.alaska.edu/bor/policy-regulations/ 09.01.012. Expectations: Teaching and Learning 09.01.014. Expectations: Curriculum 10.04.010. Academic Program Integration 10.04.020. Degree and Certificate Program Approval 10.04.030. Credit Hour Requirements for Degree and Certificate Programs 10.04.040. General Education Requirements 10.04.050. Discipline Course and Credit Hour Requirements. 10.04.060. Transfer of Credit 10.04.062. General Education Coursework Transfer Part C. 10.04.064. Degree and Certificate Credit Transfer 10.04.070. Non-Traditional Learning 10.04.080. Developmental and Remedial Education

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10.04.090. Evaluation of Student Performance and Course Level Definitions 10.04.100. Academic Calendar 10.04.110. Inter-Institutional Delivery of Courses and Programs 10.04.120. Reserve Officers Training Corps (ROTC) http://www.alaska.edu/bor/policy-regulations/

REGENTS’ POLICY

PART IX – ACADEMIC POLICY Chapter 9.01 - Student Affairs; General Provisions

P09.01.012. Expectations: Teaching and Learning. A. The university will provide a faculty that:

1. is actively involved in curriculum development and refinement; 2. is proficient and current in the subject matter; 3. uses effective teaching and learning strategies; 4. is available for consultation; 5. works cooperatively with students and colleagues; and 6. works to instill in each student a life-long joy of learning.

B. Students will:

1. meet the prerequisites for courses in which they enroll; 2. participate in course activities to the best of their abilities; 3. invest the time and effort demanded by course requirements; and 4. work cooperatively with faculty and colleagues.

(10-02-98) P09.01.014. Expectations: Curriculum. A. The university will:

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1. design and implement a curriculum of high quality that is current, responsive to student and community needs, consistent with the university's mission, meets accreditation standards when applicable in accordance with P10.02.070, and is within the limits of facilities, resources, and personnel;

2. provide accurate and available statements of program and other academic

requirements; 3. offer courses on a schedule and sequence that permit students to complete a

degree or certificate within the time specified by the program; and 4. provide knowledgeable advisors to help students identify appropriate courses and

possible vocational options. B. Students will:

1. seek advice from faculty and staff who are knowledgeable about program and other academic requirements;

2. be familiar with program and other academic requirements; 3. be familiar with the course schedule and sequence and plan a program of study

accordingly; and 4. undertake a manageable course load.

(10-02-98)

REGENTS’ POLICY PART X – ACADEMIC POLICY

Chapter 10.04 - Admission and Graduation Requirements P10.04.010. Academic Program Integration. A. The University of Alaska will endeavor to provide access for the citizens of the state to a

broad array of instructional programs and to facilitate student progress toward achievement of academic goals. To provide access without unnecessary duplication of programs, each MAU will have the responsibility of serving both local and statewide constituencies. Each MAU will contribute to the integrated instructional program of the university through practices such as:

1. sharing intellectual and material resources; 2. collaboration among units in teaching, research/creative activity, and public

service;

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3. establishing common curricula or reciprocity agreements for meeting general education core requirements and core requirements for similar academic degrees and certificates;

4. coordinated planning to assure orderly and efficient changes in educational

programs in response to shifts in the needs of the state and its people; and 5. employing alternative delivery methods where academically appropriate and cost

effective to improve educational opportunities. B. The faculty and academic officers of the university will be collectively responsible for

establishing and maintaining procedures to affect these practices, in accordance with applicable regents’ policy and university regulation .

(02-16-96) P10.04.020. Degree and Certificate Program Approval. All program additions, deletions, major revisions, or the offering of existing programs outside the State of Alaska, requires approval by the board. The board delegates approval authority of occupational endorsements and workforce credentials to the president. (12-08-05) P10.04.030. Credit Hour Requirements for Degree and Certificate Programs. A. The minimum number of credits that may be required by a degree or certificate program

will be, for each level:

Occupational Endorsement 9 credits Certificate 30 credits Associate degree 60 credits Bachelor's degree 120 credits Master's degree 30 credits Graduate Certificate 12 credits Post-Baccalaureate Certificate 24 credits

B. The maximum number of credits that may be required by a degree or certificate program

will be, for each level:

Occupational Endorsement 29 credits Certificate 60 credits Associate degree 75 credits Bachelor's degree 132 credits Master's degree 45 credits Graduate Certificate 29 credits Post-Baccalaureate Certificate 60 credits

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C. The actual number of credits required for each degree and certificate, including prerequisites for required courses, will be specified in the current catalog of each university or community college.

D. The president may make exceptions to minimum or maximum credit hours for individual

programs on the recommendation of the appropriate MAU faculty senate and chancellor. E. Non-credit only workforce credentials have no minimum or maximum number of

continuing education units or contact hours. F. While no minimum or maximum credit hours are required for the doctorate, a student is

expected to be affiliated with the university for at least two years and complete all requirements for the degree within ten years.

(12-08-05) P10.04.040. General Education Requirements. University general education requirements will provide a nucleus of a broad cultural background that includes a critical awareness of the human heritage, of the challenging requirements and opportunities of the present and future, and of the complexities and possibilities of the human mind and personality. Each MAU will have a common core of general education requirements consisting of a minimum of 34 credits of coursework distributed among categories as described in the accompanying university regulation. This core will be the minimal requirements for the general education curriculum for baccalaureate degrees. The definitions of distribution categories for the common core of general education requirements and the distribution of credit among these categories will be established by university regulation, following review by the faculty and the MAU chief academic officers and the recommendation of the chancellors. (02-16-96) P10.04.050. Discipline Course and Credit Hour Requirements. Courses and credit hour requirements will be established by each MAU for each degree and certificate program approved by the board and will be published in current catalogs. (02-16-96) P10.04.060. Transfer of Credit. A. To serve students who obtain their college education from two or more institutions, the

university will provide transfer processes that:

1. enhance the ability of students to achieve their educational goals; 2. expand student access to the educational opportunities in the university ; and 3. recognize the distinction and maintain the integrity of individual degree programs.

B. It is in the interest of both the student and the university that its universities accept in

Comment [SP1]: Set of assessable general education outcomes? (output oriented instead of input oriented)

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transfer as much credit as is appropriate to the student's new degree and graduation requirements. To further facilitate student ability to benefit from the range of academic offerings available within the university system, the maximum articulation possible among degree and certificate programs will be sought. Information on course transfer and articulation among the programs of the universities and community colleges will be published in their catalogs.

(02-16-96) P10.04.062. General Education Coursework Transfer. A. The general education requirements for each university and community college will

include a common core of coursework constructed in part to facilitate transfer of general education credit among the universities and community colleges.

B. A student who has completed the general education requirements at one university

system university or community college and transfers to another system university or community college will be considered to have completed the general education requirements at all University of Alaska universities and community colleges.

C. A student who has completed some of the general education requirements at one

university system university or community college will have those credits count toward fulfillment of the same categories of general education requirements outlined in the common core at all University of Alaska universities and community colleges. This applies even if there is no directly matching coursework at the institution to which the student transfers. This statement will be published in each university and community college catalog.

(02-16-96) P10.04.064. Degree and Certificate Credit Transfer. A. Articulation agreements developed for transfer of credit between universities to meet

degree or certificate requirements or for joint delivery of similar programs will be approved by the appropriate chancellors. They will be made readily available to advisers and students.

B. Admission of students to degree and certificate programs will be subject to completion of

appropriate prerequisites, to timely completion of application procedures, and to space availability.

C. Students will fulfill the graduation requirements of the university and the requirements of

the certificate or degree program from which they expect to graduate. D. University system universities and community colleges are encouraged to develop degree

programs that build upon a student's prior experience. Such degrees may include:

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1. associate of applied science degrees, which build upon a student's previous training, or

2. baccalaureate programs, which build upon certificate and associate programs.

(02-16-96) P10.04.070. Non-Traditional Learning. Each MAU, in recognition of the validity of credit for experiential learning, credit for prior learning, and credit by examination, may provide students the opportunity to apply for such credit in subjects which fall within the institution's regular curriculum. (02-16-96) P10.04.080. Developmental and Remedial Education. To assist students in the successful completion of their educational goals, universities and community colleges of the University of Alaska will make available developmental and remedial courses in basic skills. (02-16-96) P10.04.090. Evaluation of Student Performance and Course Level Definitions. The university will establish in university regulation a common grading system and course level definitions applicable across the university system to use in the evaluation of student performance. Student grade point averages will also be computed by a common methodology established in university regulation. (06-10-04) P10.04.100. Academic Calendar. The academic calendar for each university campus will provide for a fall and spring semester of not less than fifteen weeks of instruction, which may include examination days. Class schedules must provide for a minimum of 750 minutes of instruction per credit hour. (02-16-96) P10.04.110. Inter-Institutional Delivery of Courses and Programs. A. The MAUs will cooperate in the establishment and delivery of educational courses and

programs to promote access to a quality education, minimize ineffective duplication of effort, and ensure the effective use of university resources. Inter-MAU use of faculty expertise, specialized equipment, and library collections will be promoted and collaboration with other colleges and universities will be sought.

B. Each MAU will develop rules and procedures to provide students opportunities for

academic advising prior to registration. These rules and procedures will be reviewed by

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the university’s chief academic officers collectively in order to promote maximum facilitation and coordination of systemwide advising.

C. Procedures governing the development and sharing of courses and programs will be

outlined in university regulation. (02-16-96)

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UA Board of Regents (Excerpted 10-9-12) P10.04.040. General Education Requirements. University general education requirements will provide a nucleus of a broad cultural background that includes a critical awareness of the human heritage, of the challenging requirements and opportunities of the present and future, and of the complexities and possibilities of the human mind and personality. Each MAU will have a common core of general education requirements consisting of a minimum of 34 credits of coursework distributed among categories as described in the accompanying university regulation. This core will be the minimal requirements for the general education curriculum for baccalaureate degrees. The definitions of distribution categories for the common core of general education requirements and the distribution of credit among these categories will be established by university regulation, following review by the faculty and the MAU chief academic officers and the recommendation of the chancellors. (02-16-96) P10.04.062. General Education Coursework Transfer. A. The general education requirements for each university and community college will

include a common core of coursework constructed in part to facilitate transfer of general education credit among the universities and community colleges.

B. A student who has completed the general education requirements at one university

system university or community college and transfers to another system university or community college will be considered to have completed the general education requirements at all University of Alaska universities and community colleges.

C. A student who has completed some of the general education requirements at one

university system university or community college will have those credits count toward fulfillment of the same categories of general education requirements outlined in the common core at all University of Alaska universities and community colleges. This applies even if there is no directly matching coursework at the institution to which the student transfers. This statement will be published in each university and community college catalog.

(02-16-96) R10.04.040. General Education Requirements. A. Categories for the Common Core of General Education Requirements for Baccalaureate

Degrees

1. Oral Communication Skills Courses that fulfill this requirement are those which emphasize the acquisition of

English language skills in orally communicating ideas in an organized fashion through instruction accompanied by practice.

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2. Written Communication Skills Courses that fulfill this requirement are those which emphasize the acquisition of

English language skills in organizing and communicating 3. Quantitative Skills Courses that fulfill this requirement are those which emphasize the development

and application of quantitative problem-solving skills as well as skills in the manipulation and/or evaluation of quantitative data.

4. Natural Sciences Courses that fulfill this requirement are those that provide the student with broad

exposure and include general introduction to the theory, methods, and disciplines of the natural sciences.

5. Humanities Courses that fulfill this requirement are those that provide the student with an

introduction to the visual arts and performing arts as academic disciplines as opposed to those that emphasize acquisition of skills. General humanities courses introduce the student to the humanistic fields of language, arts, literature, history, and philosophy within the context of their traditions.

6. Social Sciences Courses that fulfill this requirement are broad survey courses which provide the

student with exposure to the theory, methods, and data of the social sciences.

B. Credit Distribution for the Common Core of the General Education Requirements for Baccalaureate Degrees

Written Communication Skills 6 credits minimum Oral Communication Skills 3 credits minimum Humanities/Social Sciences 15 credits minimum

at least 3 credits in the arts at least 3 credits in general humanities at least 6 credits in the social sciences, from 2 different

disciplines Quantitative Skills/Natural Sciences 10 credits minimum

at least 3 credits in mathematics at least 4 credits in the natural sciences, including a

laboratory -------------------------

Total 34 credits minimum

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C. Assumptions Regarding General Education Requirements for Baccalaureate Degrees

1. All credits must be at 100 level or above.

2. Most requirements will be fulfilled at the 100 or 200 level. In some cases, upper division courses may meet the criteria.

3. Credit may be counted towards general education or a degree major requirement,

but not both. 4. General education requirements may extend beyond the 34 credit minimum

described by the common core outlined in this Regulation. (02-16-96)

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Section 6 - General Education Requirement (GER)

6.1 General Education and General Course Requirements

The Associate of Arts degree program and programs at the baccalaureate level must comply with the UAA General Education Requirements specified for that program in the catalog. Associate of Applied Science degree programs and undergraduate certificate programs of 30 credits or more must have identifiable general education components in the areas of communication, computation and human relations. These components must be at the collegiate level, must require a combined effort equivalent to at least 6 academic credits (for the program), and their student learning outcomes must be assessed. The student learning outcomes of these general requirements may be met through specific courses or through activities embedded in the major requirements. If embedded, programs will be asked to identify the number and types of exercises used to fulfill these requirements and to describe their assessment methods. When an action involves a change in GER, the UAB will refer the action, preferably with recommendations, to the General Education Review Committee (GERC). When an action involves a change in the GER, the faculty initiator must communicate with all affected faculty in school/colleges, community campuses (including Prince William Sound Community College), deans, and their assistants. All GER courses must have instructional goals and assessable student learning outcomes that are consistent with the current UAA catalog GER category descriptors and the appropriate GER Student Learning Outcomes. See the Governance webpage at www.uaa.alaska.edu/governance/GER . All GER courses are subject to ongoing review and approval through the normal Governance process on a cycle, proposed by the departments and approved by the colleges, which must not exceed 10 years. The GERC is a standing committee of the UAB reporting to the UAB. The GERC review process is as follows:

1. Department/school/college prepare proposal and coordinate

2. UAB agenda (first reading)

3. GER Committee of UAB

4. UAB agenda (second reading)

5. Faculty Senate (approved actions of UAB only)

6. Administration (approved actions of the UAA Faculty Senate only)

_____________________

6.2 Revision of or Request for GER Course It is advisable to write the CCG first. The information from the CCG can then be pasted into the CAR. Before developing the CCG, the following need to be considered in addition to the course content: type of course, level, number, whether it will be stacked or cross-listed, prerequisites and registration restrictions, instructor goals and student learning outcomes.

1. Additional Considerations: • The appropriate GER templates must be applied (www.uaa.alaska.edu/governance/)

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• Addresses GER student learning outcomes from the GER Preamble (www.uaa.alaska.edu/records/catalogs/catalogs.cfm)

• Meets category definition from Board of Regents Regulation (www.alaska.edu/bor/policy-regulations/)

• Addresses and assesses GER student learning outcomes for the classification descriptions described in the catalog (www.uaa.alaska.edu/records/catalogs/catalogs.cfm) and this handbook

• Provides rationale for adding this course to the GER menu

Actions involving changes in GER are referred to the GERC after first reading at UAB. After GERC review and approval, the second reading takes place at UAB.

2. The following must be submitted to the Governance Office (aygov@uaa.alaska.edu):

a. Signed CAR.

b. Completed CCG.

If the new or revised course affects a degree or certificate, a separate signed PAR must be submitted for each program change, together with revised catalog copy in Word using the track changes function. A Word copy of the current catalog is available on the Governance website (www.uaa.alaska.edu/records/catalogs/catalogs.cfm).

c. Signed Fee Request Form (one per course) for courses with new, deleted or revised fees. (www.uaa.alaska.edu/governance/coordination/index.cfm). The Fee Request Form is not required if there are no changes to existing fees.

3. Coordination should be done early in the process and consists of three steps:

a. Coordination memo or email. Coordination is required when the new course has any impact on another course or program. The faculty initiator must contact the department chair/director of every affected program and provide documentation of the changes to the affected programs upon request. Proof of coordination must be provided to the Governance Office.

A list of impacted courses, programs and catalog references can be found by an electronic search of the UAA catalog using keywords such as MATH A172. A spreadsheet is required listing the reference, the impacted program/course/catalog copy, and the impact (program requirements, electives, selectives, course prerequisite, corequisites).

b. The faculty initiator is also required to send an email to uaa-faculty@lists.uaa.alaska.edu explaining the revision or new course. The email must include contact information, as well as:

• School and department (CAR boxes 1a and 1c),

• course prefix (CAR box 2),

• course number (CAR box 3),

• course title (CAR box 6),

• Add/Change/Delete and if change, a summary list of changes (CAR box 8),

• course description (CAR box 15),

• justification for action (CAR box 19),

• any other relevant information.

Do not attach the CAR/PAR or the CCG to the email. The coordination email must be sent at least 10 working days before being presented at UAB/GAB.

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c. The faculty initiator is required to send the CAR and CCG to the library liaison for that department (http://consortiumlibrary.org/find/subject_liaison_librarians).

4. GER courses are approved through the curriculum approval process outlined in section 3.

5. GER changes should have an implementation date of fall. In order to ensure approval is received in time, it is recommended that first reading take place no later than first week in March.

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6.3 Deletion of a GER Course UAA policy states that a course may not remain on the GER list if it has not been offered successfully at least once during the past four semesters, excluding summer sessions. The list of GER courses will be provided to UAB by the Office of the Registrar each spring. Review of the GER list will be done annually by UAB in the spring semester.

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