Section 2.7.3: General Education

Judgment of Compliance

Requirement

The institution requires in each undergraduate degree program the successful completion of a general education component at the collegiate level that (1) is a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from each of the following areas: humanities/fine arts; social/behavioral sciences; and natural science/mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. The institution provides a written justification and rationale for course equivalency.

Narrative

McNeese State University is in compliance with Core Requirement 2.7.3

The University requires a total of 40 hours or a minimum of 33 percent of core requirements for the Bachelor's Degree and a total of 28 hours or a minimum of 38.8 percent of core requirements for the Associate's Degree. Specific requirements may be found in the McNeese State University Catalog (60). The core requirements are in compliance with the Board of Regents policy on General Education Requirements and as presented in the Board of Regents Statewide General Education Requirements Chart.

These documents demonstrate that the general education requirements are (a) a substantial component of each undergraduate degree; and (b) ensures breadth of knowledge requiring 6 hours of English and Mathematics, 9 hours of Natural Sciences, 9 hours of Humanities, 3 hours of Fine Arts, and 6 hours of Social/Behavioral Sciences.

The core requirements for both the two and four year degrees require coursework that will ensure competencies in oral and written communication and, computer/information literacy and retrieval. Specific coursework that meets these requirements must be identified in each curriculum. In addition, each curriculum must contain at least three hours in diversity, and for 2006-7, a three hour course with an international component. Standard 3.4.10 and 3.5.1 provide extensive information about the General Education Requirements.

The integrity of the General Education Core Requirements is reviewed by the University Curriculum Committee (UCC) with all curriculum change requests

Rationale for General Education Requirements

The Mission of General Education of McNeese State University draws from the University’s mission that “students cultivate skills for critical thinking and effective expression and gain an understanding of the global community” and the Louisiana Board of Regents acceptance of “the commonly accepted premise that graduates of similar undergraduate degree programs should attain a broad-based common educational experience.”

Mission Statement of General Education at McNeese State University

General Education at McNeese State University provides a broad-based liberal educational experience and incorporates the goals of the Statewide General Education Requirements as established by the Board of Regents in an effort to ensure that all graduates have attained the appropriate competencies.

Recognizing the decline in general education requirements at colleges and universities dating back to the 1960’s, the Louisiana Board of Regents Master Plan in 1984 directed that a comprehensive study of undergraduate education be conducted. The Regents engaged the Statewide Task Force on General Education and an out-of-state Review Committee to study and make recommendations on this issue. The document, Actions of the Board of Regents Relative to General Education Requirements in Associate and Baccalaureate Programs, expresses the Board’s concerns regarding general education requirements and cites two national reports validating their concerns. Their concerns for Louisiana higher education are summarized in their statement: “It is doubtful that a college graduate, so uninformed of the culture of which he is a part, will possess the broad-based educational attributes that will enable him/her to be a meaningfully participating citizen in a vibrant democracy.” In April 1986, “the Board of Regents adopted a statement of purpose for general education in the undergraduate programs of the public colleges and universities which emphasizes that each student should attain the following goals:

• to communicate effectively in oral and written English;

• to read with comprehension;

• to reason abstractly and think critically;

• to understand numerical data and statistics;

• to understand the scientific method;

• to be familiar with key technological and informational applications;

• to learn independently;

• to recognize and appreciate cultural diversity;

• to understand the nature and value of the fine and performing arts;

• to develop a personal value system while retaining a tolerance for others; and

• to understand the American political and economic system.

The Council on General Education Assessment determined that for more effective assessment implementation, the goals should be written as student learning outcomes, providing a clearer understanding of how these goals could be measured. The revised goals/outcomes better reflect the mission of the University and general education.

General Education Outcomes

• Communicate effectively in oral and written English by demonstrating an understanding of specific purposes and audiences

• Identify and comprehend main and subordinate ideas in a variety of written works for purposes of analysis, synthesis, and evaluation

• Cultivate skills for critical thinking and problem solving

• Understand numerical data and statistics and use mathematics to solve problems

• Gain knowledge of the key components of scientific investigation

• Use technology as an aid to accessing information and in writing

• Acquire and use information and knowledge both inside and outside the classroom

• Gain knowledge of diversity in human behaviors, points of view, values and cultures

• Gain knowledge of fine, literary, and performing arts as a means for expression

• Gain knowledge of the American political and economic system.

The Board of Regents policy (Academic Affairs Policy 2.16) includes a broad structure for general education course requirements intended to incorporate the established goals. The McNeese State University Core Requirements fulfill the Statewide General Education Requirements and are implemented within each associate and baccalaureate program at the institution.

Process of Identifying College-level Competencies

The Louisiana Board of Regents Statewide Student Transfer Guide includes a matrix of general education college credit courses which (with few exceptions) can transfer between and among most of Louisiana's public colleges and universities. This guide originated from work by statewide committees of learned faculty who evaluated course objectives, content, and syllabi from courses at each institution and validated that appropriate courses at institutions are comparable. The work of these committees has validated the on-going review of general education courses at McNeese State University. The development of appropriate college-level general education coursework is the responsibility of the University’s highly qualified faculty. Adopting and/or designing textbooks and other materials appropriate to higher education, departmental faculty committees develop student learning outcomes/objectives, course syllabi, and appropriate assessments. Course content determined by credentialed faculty and endorsed by standards established by national professional organizations also indicates the validity of appropriate course standards.

Curriculum Development

In order to ensure that undergraduate curricula (a) address the general education competencies identified by the Board of Regents and the University; (b) are appropriate to higher education; (c) support and are informed by the University mission; and (c) are in compliance with accreditation requirements, the University has instituted policies and procedures regarding development, review, and evaluation of graduate and undergraduate curricula. The procedure is outlined below:

• In preparing the Master Plan/Progress Report each spring semester, faculty review outcomes assessment data, including data which reflect student competencies which fall within the purview of general education. Using these data they evaluate curricula and programs and, when appropriate, make recommendations for change to department heads.

• Department heads review and approve, if appropriate, faculty recommendations.

• Deans review and approve, if appropriate, department head recommendations.

• College curriculum committees review and approve recommendations.

• University Curriculum Committee reviews and approves revisions and additions to undergraduate courses and programs.

• Recommendations of the University Curriculum Committee are submitted to the Vice President of Academic Affairs, who chairs the Academic Advisory Council.

• The Academic Advisory Council reviews and approves undergraduate curricula before revisions, additions, or deletions are instituted.

The review and evaluation of undergraduate curricula are outlined in University policy entitled “Evaluation and Review of Curricular Offerings.” This policy is also published in the Faculty/Staff Handbook.

Supporting Evidence

McNeese State University Catalog 2005-2006 (pp58-60)

Board of Regents Statewide General Education Requirements Policy

Board of Regents Statewide General Education Requirements Chart

McNeese State University Curriculum Committee

Board of Regents GER Course Equivalency