Template for the Oregon Statewide Transferable
Lower-Division General Education Core
I.
Preamble/Introduction (this
section includes language that states why a transferable general education core
is important and that the core is a viable option for a specific group of
students who may want or need to transfer prior to earning an associate's
degree)
II. Core Requirements
A.
Communication (x
credits)
(clear, concise description of outcomes for communication)
Colleges/Universities A-Z: list of courses
meeting these credits and outcomes for each college and university
B.
Mathematics (x
credits)
(clear, concise description of
outcomes for mathematics)
Colleges/Universities A-Z: list of courses
meeting these credits and outcomes for each college and university
C.
Humanities/Fine Arts (x
credits)
(clear, concise description of
outcomes for humanities/fine arts)
Colleges/Universities A-Z: list of courses
meeting these credits and outcomes for each college and university
D. Natural
Science (x
credits)
(clear, concise description of
outcomes for natural science)
Colleges/Universities A-Z: list of courses
meeting these credits and outcomes for each college and university
E. Social
Science (x
credits)
(clear, concise description of
outcomes for social science)
Colleges/Universities A-Z: list of courses
meeting these credits and outcomes for each college and university
III. The Core
Curriculum Guarantee (this
section will spell out the benefits to the student who completes the prescribed
core curriculum)
Sample “Outcomes” Language
From Eastern Oregon University: Study of Human Behavior
A
liberally educated person should be familiar with the methodology, practice,
and controversies regarding the academic study of human behavior, both
individual and within groups. Students will choose from specifically designed
coursework in a variety of disciplines. Upon completion of course work in this
category, students should be able to employ basic terminology and concepts of
the specific discipline(s) or sub-discipline(s) studied, analyze and interpret
data, analyze and evaluate primary and secondary sources, identify resources
for continued research, characterize competing sub-paradigms within the social
sciences, identify key figures and events, critique social and economic institutions
and analyze their historical context, argue effectively based on available
evidence and in a way reflective of the modes of research and argumentation in
a specific discipline studied.
Group-satisfying
courses in arts and letters must create meaningful opportunities for students
to engage actively in the modes of inquiry that define a discipline. Proposed
courses must be demonstrably liberal in nature and broad in scope. Though some
courses may focus on specialized subjects or approaches, there must be a
substantial course content locating that subject in the broader context of the
major issues of the discipline. Qualifying courses will not focus on teaching
basic skills but will require the application or engagement of those skills
through analysis and interpretation.
From
Concordia University: Communication Skills
Goal: Students will understand the complexities of
dynamic human exchange and learn to effectively express their responses in a
variety of communication media.
2.1 The
ability to read, view, and listen critically in order to extract the intended
meaning of a communication.
2.2 The
ability to understand and apply complex means of literary expression (e.g.,
humor, irony, paradox, allegory, and simile) in textual and other modes of
expression.
2.3 The
ability to process communications actively, aesthetically, and critically in
order to engage in the thought and world of someone else.
2.4 The ability to speak with confidence and competence in a variety of communication settings, ranging from the personal and extemporaneous to the more formal, employing a variety of rhetorical modes and technological tools.
2.5 The ability
to appreciate and understand verbal and non-verbal communication across social
and cultural boundaries.
2.6 The ability
to express ideas in writing with clarity, directness and simplicity, employing
a variety of rhetorical modes and technological tools.
Jim\jbac\GenEdCoreTemplate.doc