The General Education Reform Committee is proposing three curricular models that share a common framework and are complemented by a grouping of Core courses distributed across multiple disciplines to address the new General Education Learning Goals.
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Common Framework
All proposed models emphasize a breadth of disciplinary exploration while meeting the General Education Learning Goals.
They all require students to take part in experiential learning, a writing-intensive course in their major, and ongoing reflective processes to help them recognize how the general education curriculum integrates with their overall plan of study. The models differ mainly in how the distributive core is organized and presented.
Below is the Common Framework for all Proposed Models of General Education, click here to download printable flyer.
- 3 credit First-Year Seminar (FYS)
- 6 credits of open, Exploratory Electives
- Minimum 24 credits of General Education Core – the specific approach will differ between the three models:
- Model A: Goals: Core courses are aligned directly with General Education Learning Goals rather than subject-area categories
- Model B: Pathways: Core courses are organized into pathways that might align with topics, broad academic fields, or career interests
- Model C: Subjects: Core courses are organized around disciplinary categories
- Writing Intensive course (W) in the major
- Ongoing Reflective Process
- Experiential Learning
- 3 credit Capstone
Regardless of the model chosen, the general education program must meet for a minimum of 30 hours and at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics.
Proposed Models
This General Education Core distribution is aligned with General Education Learning Goals rather than disciplines, departments, or subject areas. Individual courses from any discipline may be approved for up to two learning goals.
- Inquiry & Research: students take any courses, regardless of discipline, approved to meet this goal
- Reasoning & Problem Solving: students take any courses, regardless of discipline, approved to meet this goal
- Civic Engagement & Social Responsibility: students take any courses, regardless of discipline, approved to meet this goal
- Communication & Expression: students take any courses, regardless of discipline, approved to meet this goal
Note: the 5th Learning goal, Reflection and Integration, is met via the reflective process from FYS to the Capstone
If this model is chosen, it will include clear guardrails to meet SACSCOC requirements that it ensures breadth of knowledge and includes at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. In the next steps of Gen Ed Reform, we will engage with faculty and other stakeholders make decisions about the curricular requirements within the model. All models will be developed with the new Learning Goals in mind.
This General Education Core distribution is organized around a thematic or career-field pathway that is not tied to a student’s major. Each pathway includes a preapproved selection of courses organized around a theme or career pathway.
- Example Thematic Pathways: National Security, Sustainability, Climate Change, Artificial Intelligence, Great Power Conflicts
- Example Career-Field Pathway: Health and Human Services, Design and Arts, Technology and Innovation
If this model is chosen, it will include clear guardrails to meet SACSCOC requirements that it ensures breadth of knowledge and includes at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. The pathways listed here are examples of what is possible. In the next steps of Gen Ed Reform, we will engage with faculty and other stakeholders to determine curricular requirements within the model, including pathway themes. All models will be developed with the new Learning Goals in mind.
This General Education Core distribution is organized around broad areas of study or disciplinary categories.
Required Courses from Specific Subject Areas. Here are Some Examples:
- Composition/Communication
- Mathematics
- Arts/Humanities
- Natural Sciences
- Social/Behavioral Sciences
- Global Perspectives
If this model is chosen, it will include clear guardrails to meet SACSCOC requirements that it ensures breadth of knowledge and includes at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. The pathways listed here are examples of what is possible. In the next steps of Gen Ed Reform, we will engage with faculty and other stakeholders to determine curricular requirements within the model. All models will be developed with the new Learning Goals in mind.
This General Education Core distribution is aligned with General Education Learning Goals rather than disciplines, departments, or subject areas. Individual courses from any discipline may be approved for up to two learning goals.
- Inquiry & Research: students take any courses, regardless of discipline, approved to meet this goal
- Reasoning & Problem Solving: students take any courses, regardless of discipline, approved to meet this goal
- Civic Engagement & Social Responsibility: students take any courses, regardless of discipline, approved to meet this goal
- Communication & Expression: students take any courses, regardless of discipline, approved to meet this goal
Note: the 5th Learning goal, Reflection and Integration, is met via the reflective process from FYS to the Capstone
If this model is chosen, it will include clear guardrails to meet SACSCOC requirements that it ensures breadth of knowledge and includes at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. In the next steps of Gen Ed Reform, we will engage with faculty and other stakeholders make decisions about the curricular requirements within the model. All models will be developed with the new Learning Goals in mind.
This General Education Core distribution is organized around a thematic or career-field pathway that is not tied to a student’s major. Each pathway includes a preapproved selection of courses organized around a theme or career pathway.
- Example Thematic Pathways: National Security, Sustainability, Climate Change, Artificial Intelligence, Great Power Conflicts
- Example Career-Field Pathway: Health and Human Services, Design and Arts, Technology and Innovation
If this model is chosen, it will include clear guardrails to meet SACSCOC requirements that it ensures breadth of knowledge and includes at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. The pathways listed here are examples of what is possible. In the next steps of Gen Ed Reform, we will engage with faculty and other stakeholders to determine curricular requirements within the model, including pathway themes. All models will be developed with the new Learning Goals in mind.
This General Education Core distribution is organized around broad areas of study or disciplinary categories.
Required Courses from Specific Subject Areas. Here are Some Examples:
- Composition/Communication
- Mathematics
- Arts/Humanities
- Natural Sciences
- Social/Behavioral Sciences
- Global Perspectives
If this model is chosen, it will include clear guardrails to meet SACSCOC requirements that it ensures breadth of knowledge and includes at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. The pathways listed here are examples of what is possible. In the next steps of Gen Ed Reform, we will engage with faculty and other stakeholders to determine curricular requirements within the model. All models will be developed with the new Learning Goals in mind.
Additional Guidance
Below is additional guidance for the elements common to all three example models listed above. Check out our FAQ page for additional information.
First-Year Seminar (3 credits) All models incorporate a 3-credit First Year Seminar (FYS) designed to introduce students to the expectations of university life in a supportive learning environment and foster strong connections with peers and faculty. The disciplinary or interdisciplinary course will be offered every semester, and it must meet shared FYS outcomes, including scaffolded reflection. No major may require a specific FYS unless there are clear pathways for transfers and students who change majors.
All models incorporate 6 credits of elective courses with any prefix and at any level (100–400). These credits may not be used to satisfy the requirements of the major to promote exploration across academic fields.
All models include a capstone experience, to encourage students to reflect on, integrate, and apply their learning. Students will begin the reflective process in their FYS and complete it in the capstone to fulfill the Reflection and Integration goal.
In all models, students will engage periodically in scaffolded reflection to strengthen their recognition of how their general education curriculum integrates with their overall plan of study. Reflection begins during the FYS or the first semester a student transfers to ±¬ÁϹÏ. The student will build on their reflection portfolio in subsequent General Education Distribution courses, culminating in the Capstone course. Individual majors may also build on reflective experiences through the reflection portfolio and count the reflection portfolio as a capstone to the major/program.
In all models, students will engage in Experiential Learning (undergraduate research, study abroad, internships and work-based learning, and civic and community engagement) to strengthen their understanding of course content in authentic situations. Students who engage in experiential learning often receive better grades, learn the subject matter more deeply, and report increased confidence in their abilities. Incorporating Experiential Learning in these models ensures that all students have the opportunity to benefit from these high-impact learning experiences.
How to Get Involved
Send us an email to invite us to speak with your office, program, or team and learn more about getting involved in the reform process.