The University Senate of Michigan
Technological University
Proposal 15-12 (revised
04-04-12)(amended
05-08-12)
(Voting
Units: Academic)
“PROPOSAL TO REVISE GENERAL EDUCATION
REQUIREMENTS”
Contact: Brad Baltensperger
(brad@mtu.edu)
EXECUTIVE SUMMARY
This proposal, calls for
changes in the General Education program that was implemented in 2000. The program retains a core of 4 courses,
along with required credits in STEM (Science, Technology, Engineering and Mathematics)
and HASS (Humanities, Arts, and Social Sciences). The change in core courses involves the
removing of Perspectives (UN1001) and Institutions (UN2002) as required
courses, moving Composition (UN2001) to the first year, revising World Cultures
(UN1002) into a 3-credit course focused more specifically on contemporary
Global Issues, requiring one of a short list of 2000-level introductory courses
in Social & Behavioral Sciences (SBS) and requiring one of a short list of
2000-level introductory courses in Humanities & Fine Arts (HFA). Additionally, this revision would reduce the
number of required credits in the core + HASS from 28 to 24, while removing the
option of academic units to specify one HASS elective course.
The General Education Council
has also explored ways in which the university learning goals can be more
effectively addressed. The Council is
interested in considering 1) how to better embed communication in the
curriculum, including in HASS electives and majors; 2) how to support Global
Learning beyond the introductory Global Issues course; and 3) whether Capstone
course in all degree programs would improve student integration of knowledge.
1. GENERAL
DESCRIPTION AND CHARACTERISTICS OF PROGRAM
The General Education Council
has devoted three years to a review of the General Education Program and course
requirements, considering effectiveness of the current structure, resource
needs of the program, student learning goals, the university’s strategic plan,
and changing needs of the university and of our students. The proposed changes in this proposal are
designed to 1) provide increased emphasis upon communication for all students
by moving UN2001 Composition to the first year; 2) more fully develop students’
global learning by revising World Cultures to focus on Global Issues; and 3)
insure that all students develop basic understanding of the subject matter,
intellectual approaches, and insights of the social and behavioral sciences and
of the humanities and fine arts. To
accomplish these ends, the revised General Education Program will remove
Institutions and require Perspectives only for CSA majors and perhaps for
Honors students, while adding a 2000-level Social and Behavioral Science
requirement and a Humanities and Fine Arts requirement.
For details, see pp. 2-4
“Description of Proposed Changes.”
2. RATIONALE
The current General Education
Program went into effect in Fall, 2000. The General Education Council is charged with
oversight and evaluation of that program.
The council initiated a review of the program in 2008 and, in Fall, 2010, was asked by the Provost to develop specific
recommendations for change that would address concerns about student writing
and investigate how the university might more fully incorporate global education
into the undergraduate curriculum. He
asked that we utilize the framework for general education established by the
Association of American Colleges and Universities (AAC&U) through their
Liberal Education and America’s Promise (LEAP) initiative. LEAP identifies a set of key student outcomes
that should be achieved by all undergraduate students; it is now the basis for
the general education goals of hundreds of institutions of higher learning
throughout the country.
The General Education Council
established five working groups to consider possible changes in general
education requirements—Communication; Global Literacy; Sustainability; STEM;
and Civic Engagement. A broad range of
faculty from across the university participated in these groups. The discussions within the Communication and
Global Literacy working groups were particularly important to the development
of this proposal.
Additionally, the Dean of the
College of Sciences & Arts convened a working group consisting of himself,
the Associate Provost, the Director of General Education, the chairs of the
departments of Humanities, Social Sciences, and Visual & Performing Arts,
and Charles Wallace, a member of the Senate Academic Policy Committee. That committee was asked to examine the four
core courses within the general education program and to consider if changes in
those requirements would improve student learning and better utilize faculty
and fiscal resources. This group
supported the importance of moving communication instruction to the first year,
which left no room for Perspectives in most students’ schedules. They also expressed concern about the degree
to which the core courses, in particular Perspectives and Institutions, are
taught by part-time faculty. They
indicated a preference to place more reliance upon full-time lecturers who
would have stronger intellectual connections to departments and their teaching
programs.
University Student Learning Goals
1.
Disciplinary
Knowledge.
2.
Knowledge of
human cultures and the physical and natural world.
3.
Global Literacy.
4.
Critical and
Creative Thinking.
5.
Communication.
6.
Information
Literacy.
7.
Technology.
8.
Values and Civic
Engagement.
Finally, during the past 18
months, university learning
goals (http://www.mtu.edu/provost/office/vice-president/university-learning/),
developed by the Assessment Council and the General Education Council, have been connected to the General Education
program. Seven of the 8 University
Student Learning Goals are addressed at least in part by courses
within the general education program.
The General Education Council has identified student learning goals for
each of the core courses (http://www.gened.mtu.edu/gened/Core
Course Goals.pdf) and has aligned all components of general education with
the university’s learning goals, the LEAP Essential Learning Outcomes, and
Michigan Tech’s Goals and Strategic Plan.
This proposal has been developed with particular attention to those
learning goals, particularly Communication and Global Literacy.
Most components of the
proposed program have been under discussion within the General Education
Council and among department chairs in the College of Sciences and Arts for
several years. The specific
recommendations were discussed extensively by the General Education Council and
were approved by that body on March 19, 2012.
DESCRIPTION OF THE PROPOSED CHANGES
1. Communication.
a. Move UN2001 (Composition) to the First Year and
renumber as UN1xxx. Once a student has enrolled at Michigan Tech
they cannot take a class to transfer in to meet this requirement.
Justification: provide early instruction in written and
oral communication.
Student Learning Goal: Communication; Information Literacy
2.
Global Learning.
a.
Increase the number of sections of UN1002 (World Cultures), rename and renumber
course as UN1xxx “Global Issues,” and decrease section size. The goal is to reduce average section size
from 220 to approximately 80-100 and to offer equal numbers of sections each
semester. Current goals of World Cultures
emphasize understanding of cultural awareness, globalization, and global
complexity. The course will place greater emphasis on contemporary digital
data/information and on global forces of change (see course description in
section 7). Once a student has enrolled at Michigan
Tech, they cannot take a class to transfer in to meet this requirement.
Justification: Extremely large section sizes have proven
unwieldy and do not advance student learning; smaller section sizes will be
more accessible to first-year students.
Learning Goal: Global Literacy; Information Literacy
b. Focus all
sections of World Cultures/Global Issues on contemporary world issues.
Justification: Achieves intellectual
consistency and coherence across sections,
and creates greater likelihood of consistent course expectations.
Learning Goals: Global Literacy
c. Decrease credits in World Cultures/Global Issues to
3. Course will be renumbered at 1000
level.
Justification: Simplifies transfer credit issues; simplifies
scheduling, which currently requires 2 hours per class, 3 days per week; 4th
contact hour of activities was not successfully integrated into all sections of
UN1002.
Learning Goal: Global Literacy
d. Allow one semester of 3000-level modern language or
higher to substitute for World Cultures; eliminate UN1003.
Justification: Under the current system, students who take
UN1003 (1 cr) and one year of language meet the World
Cultures requirement. Many students meet
this requirement by taking a single year of language, which does not provide
adequate foundational background in the study of culture. In addition, UN1003 has been poorly
integrated with World Cultures. This
proposal will eliminate UN1003 and require students to take one language course
at the 3000-level or higher, during which they will gain greater cultural
insights. The modern language faculty
fully support of this change, as it will significantly increase students’
language skills. They are already
planning to modify the language minors to minimize the role of first-year
languages and increase the expected level of language competency.
Learning Goal: Global Literacy
3. Strengthen core social and behavioral sciences,
humanities, and fine arts.
a. Create a Social and Behavioral Science Requirement
(SBS). 3 credits will be selected from a
list of 6-10 2000-level, introductory courses.
These courses will also remain on the HASS list.
Justification: The Social and Behavioral Science requirement
effectively replaces the Institutions requirement with introductions to the
various social science disciplines.
Study of the social sciences is a foundational component of general
education.
Learning Goals: Knowledge of Human Cultures; Values and Civic
Engagement
b. Create a Humanities and Fine Arts Requirement
(HFA). 3 credits will be selected from a
list of 6-10 2000-level, introductory courses. These courses will also remain
on the HASS list.
Justification: Study of the arts and humanities is a
foundational component of general education.
Under the current requirements, many students can graduate without any
introduction to these central academic fields.
Learning Goals: Critical & Creative Thinking; Values and
Civic Engagement
4.
Other Changes
a. Reduce credits required in Core + HASS from 28 to
24; Eliminate the ability of academic programs to
specify a course to meet the HASS requirement.
The HASS
list will stay the same and include the supplemental lists. Changes to this list can be made using
existing procedures for adding and dropping courses. The 6 credit upper division HASS requirement
stays in effect.
Justification: Specification of a course
by programs confuses students and creates unnecessary overlap between general
education and major requirements. 24
credits is a common number of credits in core + HASS in our peer institutions.
b. Eliminate UN1001 (Perspectives) for all
students. The course will probably be
renumbered to minimize confusion.
However, the course may still be specified for individual programs,
schools or colleges, as well as by the Honors Program.
Justification: The program remains anchored by four core
areas, with those courses to be taken in the first two years at the
university. Programs that wish to retain
Perspectives are encouraged to do so.
CSA expects to adopt this course as a degree requirement within its
majors.
c. Eliminate UN2002 (Institutions).
Justification: The intent of this requirement can be better
met with the SBS requirement.
COURSE DESCRIPTIONS
Courses proposed to satisfy
the Social and Behavioral Sciences (SBS) requirement and the Humanities and
Fine Arts (HFA) requirement will be evaluated by the Distribution Committee of
the General Education Council. Existing
2000-level courses that have been tentatively suggested to meet these
requirements include those listed below. The Department of Visual and
Performing Arts has suggested 3 possible new offerings (see Section 7).
Social and Behavioral
Science
EC 2001 Principles of Economics
PSY 2000 Principles of Psychology
SS 2100 World Peoples and Environments
SS 2200 Prehistory and Archaeology
SS 2400 Introduction to Human Geography
SS 2500 The
American Experience
SS 2550 Themes in Western Civilization
SS 2600 American Government and Politics
SS 2700 Introduction to Sociology
EC 2001 - Principles of Economics
An introduction to economics. The microeconomics portion covers consumer choice, the
firm, value and price theory, and distribution theory. The macroeconomics
portion covers national income analysis, fiscal policy, money and monetary
policy, the commercial banking system, and the Federal Reserve System.
PSY 2000 - Introduction to Psychology
Introduction to the scientific study of psychological
structures and processes involved in individual and group behavior. Explores theoretical accounts of the foundations of human
behavior and examines empirical support. Topics may include personality,
disorders, therapy, development, and social psychology, perception, learning,
cognition, emotion, and states of consciousness.
SS 2100 - World Peoples & Environments
Introduction
to two major disciplines, anthropology and geography, that
focus on human diversity and the human relationship to environment and
resources. Emphasizes patterns of culture and nature at
different scales of human organization.
SS 2200 - Prehistory and Archaeology
Introduction to the methods of archaeology and the
contributions of the discipline to understanding of world prehistory. Topics include the ways archaeologists discover and
excavate sites, the analysis of archaeological artifacts and features, human
evolution, and the patterns of world prehistory.
SS 2400 - Introduction to Human Geography
This
course introduces students to concepts, problems, and case studies that make up
the study of human geography: the spatial differentiation and organization of
human activity, environmental sustainability, and the role of space and place
in our everyday lives.
SS 2500 - The American Experience
Covers
selected topics related to historical development of American culture and
society. Topics include American Revolution, slavery and Civil War, Jacksonian democracy, the West, urbanization and
immigration, technology, work, Progressives and expertise, World War I, wealth
and leisure, Americans and politics, mass communications and media, and the
Great Depression. Credits: 3.0
SS 2550 - Themes in Western Civilization
Overview of the evolution of Western civilization. Reviews the major themes and movements
that have influenced Western civilization, the factors that have contributed to
its distinctiveness, and its impact on other civilizations.
SS 2600 - American Government & Politics
Outlines
the principles and logic of American Government and politics and explores
contemporary issues in national and state government.
SS 2700 - Introduction to Sociology
Introduces students to the way that sociologists think
about different components of society. Topics include the family, religion, markets, organizations,
political systems, and educational systems. Also covers the source of
individual values, beliefs, and attitudes.
Humanities and Fine Arts
FA 2xxx Understanding Music
FA 2xxx Understanding Theater and Film
FA 2xxx Understanding Visual Arts
HU 2324 Introduction to Film
HU 2400 Introduction to Diversity in the
United States
HU 2501 American Experience in Literature
HU 2505 Science, Technology and Humanities
HU 2520 Cultural Diversity in American
Literature
HU 2538 British Experience in Literature
HU 2700 Introduction to Philosophy
HU 2324: Introduction to Film
Focuses
on film narration and style within social cultural,
and historical contexts. Emphasizes critical engagement
with film through discussion, presentations, and written analysis.
HU 2400 - Introduction to Diversity Studies in the
United States
This
course provides students with a better understanding of underrepresented
populations within the United States by examining the social, cultural, and
personal consequences of gender, race, ethnicity, class, sexual orientation, (dis)ability, and other significant identities.
HU 2501: The American Experience in Literature
A survey of writings and the oral tradition from the
earliest explorers, Native Americans and African-Americans to about 1850. Readings in such genres as
histories, diaries, sermons poetry, and short stories.
HU 2505 - Science, Technology, and Humanities
A
survey using literary texts, narrative history, documentary evidence, film,
music, and cross-cultural references to contextualize the emergence of
scientific, technological, and humanistic developments in the modern era.
HU 2520 - Cultural Diversity in American Literature
Study of literature by authors from historically
under-represented groups within the United States. May be supplemented by literature from
across the Americas, films, and essays on theories and approaches to difference
in the American context.
HU 2538 - British Experience in Literature
A survey of selected works of British literature from its
origins to the present. Focuses on historical trends in the development of the English
language and the cultures of Great Britain.
HU 2700: Introduction to Philosophy
A study of thought representing various traditions such as
classical and contemporary philosophy.
Eastern and Western religion, and issues in recent
science. Some basic concepts of logic are also examined. Emphasizes moral philosophy, utilitarianism, and Kantian ethics.
3. DISCUSSION OF RELATED PROGRAMS
Not
Applicable.
4. PROJECTED ENROLLMENT
All undergraduate students.
5. SCHEDULING PLANS
Not applicable.
6. CURRICULUM
DESIGN
Current Program:
Year |
Courses |
Credits |
1 |
Perspectives (UN1001) World Cultures (UN1002) or
ML Option (2 sem + UN1003) |
3 4 |
2 |
Composition (formerly
Revisions) (UN2001) Institutions (UN2002) |
3 3 |
3 and 4 |
HASS Electives (3 cr. may
be specified by program; 6 cr. must be upper division) |
15 |
1-4 |
STEM requirement 1 laboratory science course 1 mathematics course STEM electives Co-curricular requirement =
3 units |
16 3 units |
Total Credits |
Core = 13; HASS = 15; STEM
= 16 |
44 |
Proposed Program:
Year |
Courses |
Comments |
Credits |
1 |
Composition Global Issues or ML Option
(3rd sem) |
Both courses offered both semesters |
3 3 |
2 |
Social/Behavioral Science core list Humanities/Fine Arts core
list |
Courses on these lists may also appear on the HASS
list |
3 3 |
3 and 4 |
12 cr. HASS electives |
|
12 |
1-4 |
STEM requirement 1 laboratory science course 1 mathematics course STEM electives Co-curricular requirement =
3 units |
|
16 3 units |
Total Credits |
(Core = 12; HASS = 12; STEM
= 16) |
40 |
Under the revised program, as
under the current requirements, transfer equivalencies will have to be
identified that account for credits earned at another institution and credits
acquired through Advanced Placement courses.
7. NEW COURSE
DESCRIPTIONS
FA
2xxx Understanding the Visual Arts
Using
cross cultural examples from around the world and through time, students will
examine and apply the body of knowledge concerning visual ascetics, explore the
psychology/physiology of artistic creativity and viewer perception, and come to
understand the uses and value of Visual Arts in Human Culture. Exhibition
and Museum visits required; reflection papers based on course content are a
major means of evaluation.
FA
2xxx Understanding Music
Using
cross-cultural examples from around the world and through time, students will
examine and apply the body of knowledge concerning musical aesthetics, explore
the psychology/physiology of musical creativity and listener perception and
come to understand the uses and value of the Musical Art in Human
Culture. Listen to live and recorded music; reflection papers based
on course content are a major means of evaluation.
FA
2xxx Understanding Theatre and Film
Using
cross cultural examples from around the world and through time, students will
examine and apply the body of knowledge concerning aesthetics of theatre and
film, explore the psychology/physiology of theatrical creativity and audience
perception and come to understand the uses and value of the Theatrical Art in
Human Culture. Attendance at theatre and film performances is required;
reflection papers based on course content are a major means of evaluation.
UN 1xxx. Composition
Same
catalog text as UN2001.
UN 1xxx. Global Issues
Study of contemporary global issues, their origins and
impacts.
Particular attention to comparative processes of
globalization, migration and urbanization, economic and social development,
political movements and conflicts, environmental impacts, and human rights. Emphasis on access to and
use of digital information and data.
8.
LIBRARY AND OTHER LEARNING RESOURCES
Not
applicable.
9. COMPUTING ACCESS FEE
Not
applicable.
10. FACULTY RESUMES
Not
applicable.
11. DESCRIPTION OF EQUIPMENT
Not
applicable.
12. PROGRAM COSTS
Changes in core course
requirements will result in some additional costs associated with section size,
course enrollment changes, increased use of lecturers and decreased use of
part-time temporary faculty.
Added Costs
1. Composition. Moving this required course from the second
year to the first year will result in an enrollment increase of approximately
300 students. Annual enrollment in UN2001
Composition is approximately 900, while enrollment in UN1001 Perspectives is
approximately 1200. The difference is
the result of student attrition between years 1 and 2, and because some
students choose to enroll in courses during the summer that transfer in as
Composition.
Composition is taught
entirely by TAs in the Humanities Department in sections of 20 students. An additional 300 students will require 15
more sections. Six of these sections can
be taught by TAs currently assigned to other courses; nine sections will need
to be taught by additional TAs. This will result in added expense for 3 TAs. Total = ca. $75,000.
2. Global Issues. Currently six sections of World Cultures are
offered annually, with total enrollment of approximately 1000. To reduce section size below 100 students per
section will require an additional 6 sections of the course. This will be met by creating one lecturer
position. Total = $65,000 (salary,
including fringes).
3. Sophomore Year
Requirements.
Humanities
and Fine Arts Requirement. Anticipated enrollment in these courses is
900 students, as the requirement is designed to be completed during the
sophomore year. Assuming section sizes
of 60 students, this requires 15 sections of 2000-level courses in Humanities
and Visual and Performing Arts. Current
courses likely to meet this requirement have the capacity to accommodate an
additional 145 students. The remaining
755 seats will require 14 additional sections.
Eleven of these sections can be assigned to faculty currently teaching
Perspectives. The remaining 3 sections
will be assigned to a lecturer.
Social and
Behavioral Sciences Requirement. Anticipated enrollment in these courses is
900 students. Current courses likely to
meet this requirement have the capacity to accommodate an additional 285
students. The remaining 615 seats will
require 13 additional sections, including some for courses that are currently
taught only once each year. Three of
these sections can be assigned to faculty currently teaching Institutions. The remaining 10 sections will be assigned to
lecturers.
Added need is for 13
sections, requiring an additional 1.5 lecturers. Total = $97,500 (salary, including fringes).
Total added cost = $237,500
Resources Available
Some savings will be realized
from the proposed changes.
1. Elimination of 20 sections
of Perspectives will save the General Education budget $80,000.
2. Elimination of
Institutions will save $42,000 in salary and fringes for part-time temporary
faculty.
Total savings = $122,000
Net added, ongoing costs = $115,500
One-time costs
Additional costs for
implementing the program changes include:
1. Re-design of World
Cultures into “Global Issues.” The
General Education program, utilizing existing resources, will provide
professional development for faculty engaged in re-designing this course.
2. Additional costs
associated with teaching Composition to two cohorts of students during the
2013-14 academic year.
This will require an additional 40 sections of the course. The
Humanities Department will substantially increase the number of sections
available during summer, 2013, and summer 2014, to decrease this burden. An added 15 summer sections will generate
sufficient summer revenue to the Humanities Department to enable them to offer
the remaining 25 sections during the 2013-14 academic year.
13. SPACE
Not
applicable.
14. POLICIES, REGULATIONS AND RULES
The
General Education Program is overseen by the General Education Council, which
is responsible for interpretation and continuous improvement of the
curriculum. The Council evaluates all
proposed revisions to the General Education curriculum for consistency with the
philosophy and goals of general education.
The
Council includes a Distribution Committee that is responsible for monitoring
the HASS and STEM requirements. The
Distribution Committee reviews all proposals for courses to satisfy the HASS
and STEM requirements; it makes recommendations on the distribution
requirements to General Education Council.
The Distribution Committee will be responsible for evaluating courses to
satisfy the SBS and HFA requirements.
Proposal Review. Courses proposed to satisfy the SBS and HFA
requirements will be reviewed by the Distribution Committee.
a.
Each proposal will include a course
description and syllabus that demonstrates how the course will meet the
University Student Learning Goal(s) relevant to the General Education
requirement (see p. 2-5). The committee
will evaluate the applications and make recommendations to the General
Education Council.
b.
The Distribution Committee will
review assessment results from courses on a regular and timely basis to assure
they are meeting the University Student Learning Goals and continue to satisfy
the General Education requirements.
c.
The Distribution Committee will
regularly review offerings to assure that a sufficient number of courses are
offered on a timely basis to meet SBS and HFA enrollment demands, and will
consult with departments about currency of offerings.
d.
Courses which are not offered on a
regular basis or whose assessment results over time do not demonstrate that the
course is meeting its learning goals may be removed from the approved list of
General Education courses.
15. ACCREDITATION REQUIREMENTS
Not
applicable.
16. IMPLEMENTATION PROCESS AND PLANNED IMPLEMENTATION
DATE
HASS Requirement,
including Social & Behavioral Science and Humanities & Fine Arts.
The Social and Behavioral
Sciences and the Humanities and Fine Arts are central disciplinary areas of general
education. The Distribution Committee
will clarify the meaning of social and behavioral sciences, humanities and fine
arts; identify minimum requirements for SBS and HFA courses; provide
information (including rubrics) to faculty regarding assessment of the relevant
student learning goals, and develop a procedure for approval of SBS and HFA
courses. It is expected that these will
be 3-credit, 2000-level courses offered in sections of 50-100 students. There must be enough sections of approved
Social & Behavioral Science and Humanities & Fine Arts courses to
accommodate at least 1000 students per academic year, balanced between the
semesters. The Distribution Committee
will continue to evaluate courses for inclusion on the list of HASS and STEM
electives.
Proposal evaluation for SBS
and HFA courses will take place during fall semester, 2012, in conjunction with
the Binder Process.
Transition Issues. Some current students
may have issues related to completing program requirements. Students who are utilizing the modern
language option to World Cultures will still be able to take UN1003 (1 credit)
in 2012-13 and 2013-14. Institutions
(UN2002) will be taught during 2012-13.
In subsequent years, courses will be identified that will satisfy the
Institutions requirement for students in the current general education
program. The current HASS list will
continue to be the relevant document for current students who have not yet
completed their 15 credits of HASS electives.
This is quite similar to the process used when we implemented the
current HASS requirement in fall, 2008, but many students were still operating
under the previous distribution requirement.
Schedule of Implementation:
March-May, 2012 Distribution
Committee defines and describes key elements of SBS and HFA courses, creates
evaluation form for courses, disseminates information to faculty regarding
requirements for courses to meet the requirement
September-October, 2012 Faculty develop and submit SBS and HFA
course proposals
Academic programs revise degree schedules for binder
process
October 26, 2012 Course Binder due
(approximate date)
Distribution
Committee begins examining course proposals
December 1, 2012 All
course proposals are vetted and course lists are created
January 31, 2013 All
changes completed
January-April, 2013 Workshops
for faculty on developing Global Issues course
The Distribution Committee
will complete the last of their work by the end of Fall Semester, 2012. When the distribution list was last revised, in
the 2007-08 academic year, most course proposals were
not received until early December, 2007.
This still gave the Distribution Committee sufficient time to evaluate
the proposals by mid-January and for the new HASS and STEM lists to be finalized
by January 30, 2008, for implementation in fall, 2008. It is anticipated that
the SBS and HFA lists can easily be finalized within the time frame above. This program is designed to be implemented
for students entering Michigan Tech in Fall,
2013.
17. INTERNAL STATUS OF THE PROPOSAL
This
proposal was discussed at length by the General Education Council prior to
approval. The College of Sciences and
Arts College Council has been kept aware of the discussions and is familiar
with the changes being proposed. There
have been ongoing discussions with the modern language faculty, with faculty in
Social Sciences, Humanities, and Visual & Performing Arts, and with the
chairs of those units. The Provost has
been briefed periodically on the status of the proposal.
Approved
by General Education Council March
19, 2012
Reviewed by Deans Council March
14, 2012
Reviewed
by Provost March
14, 2012
Reviewed
by Senate Curricular Policy Committee March
20, 2012
Reviewed
by Senate Finance Committee
Approved by Michigan Tech Senate
Introduced to Senate:
21 March 2012
Revised and Reintroduced: 22 March 2012
Added Clarification in Red: 04 April 2012
Admin approved proposal 05 April 2012 subject to the following amendment:
strike through the added revision under #1 Communication and #2 Global
Learning
Senate approved amendment: 26 September 2012