General Education
Overview
The purpose of general education at 青青草视频 is to foster a disciplined curiosity that leads to the empowerment of the student as an intentional learner and to lay the foundation for lifelong learning. By exploring many aspects of the traditional arts and sciences, students will learn about the human imagination and the products of cultural history and expression, the interrelationships within and among social and global communities, models that help to understand the patterns and behaviors of the natural world and social structures, and the values essential to local or global civic engagement. Specifically, students will encounter these ideas through courses in the sciences, mathematics, communications, the social sciences, and the arts and humanities.
While exploring these disciplines, students will also develop college-level skills in communication, critical thinking, information literacy, scientific and quantitative reasoning, and global responsibility necessary for lifelong learning, whether it be within the academy or in the professional world. In this way, the college seeks not only to instill knowledge but also to integrate skills and knowledge within the context of cultural and professional competencies.
By design, this practical liberal education is highly concentrated within the core of required arts and sciences courses; we expect that students will find the knowledge and skills from these courses are reinforced in many areas of the curriculum, including elective courses, vocational courses, and a variety of capstone learning experiences that interrelate principle and application.
General Education Learning Outcomes (GELO)
Each general education course at Santa Fe is expected to address one of six learning outcomes. The table below describes these six outcomes and the competencies associated with them in greater detail.
Written Communication Skills Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with various writing technologies and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.
Oral Communication Rubric Oral communication is a prepared, purposeful presentation designed to increase knowledge, foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.
Critical Thinking Rubric Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
Scientific Reasoning Rubric Understanding scientific concepts and reasoning and analyzing and interpreting various types of scientific data. The current definition of scientific reasoning is based on a description by the American Association for Higher Education and Accreditation whereby scientific reasoning is divided into the reductionist and integrative approaches to the understanding and improvement of student learning.
Quantitative Reasoning Rubric Is a "habit of mind," competency, and comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).
Inquiry and Analysis Inquiry is a systematic process of exploring issues/objects/works through the collection and analysis of evidence that result in informed conclusions/judgments. Analysis is the process of breaking complex topics or issues into parts to gain a better understanding of them.
Information Literacy The ability to identify, locate, evaluate, and effectively and ethically use and share information to accomplish a specific purpose.
Resources, Tips and Best Practices Resources, Tips and Best Practices for Each IL Dimension.
Faculty may look forward to contributing data and expertise for the improvement of the general education program by
- checking "yes" or "no" during grade submission to indicate whether each of their students demonstrates satisfactory achievement of their GELO, according to the college-wide rubric for the GELO.
- submitting fall, spring, and/or summer instructional artifacts on an as-requested basis for faculty team review at annual fall workshops (classes to be randomly selected).
- serving on an as-needed basis as reviewers of instructional artifacts during fall workshops.
- submitting fall, spring, and/or summer student artifacts on an as-requested basis for faculty team review at annual spring workshops (students to be randomly selected, except during Spring Term 2016; please see previous note)
- serving on an as-needed basis as reviewers of student artifacts during spring workshops.
- collaborating with academic department chairs and faculty colleagues to design and implement annual action plans for improving student learning, informed by the data resulting from the activities above.
State Core Courses (S) are broad introductions to the discipline.
College Core Courses offer broad introductions to the discipline and an introduction
to academic subdiscipline(s)
Writing Intensive (W). Per state Board of Education rule, students must complete ENC1101,
ENC1102, and an additional six (6) credits in courses designated as Writing Intensive
with grades of C or better.
Civics Literacy (C). Per state rule students must complete a Civics Literacy (C) course with a grade of C or better. Other options to fulfill this requirement include a three (3) or better on the AP US Government exam, a four (4) or better on the AP US History exam, or a 50 or higher on the CLEP American Government Exam, or a 50 or higher on the CLEP History of the United States I Exam, or a 60 or higher on the Florida Civic Literacy Exam.
Communications: (6 credits)
Must take both courses
GELO: written communication (1101), Information Literacy (1102)
ENC1101 (S) (W)
ENC1102 (W)
Additional Communications: (If taken, courses will be applied toward Personal Choice
or Electives requirements)
Must take one course.
GELO: written, oral communication
ENC2210
MMC2100
SPC2300
SPC2608
Humanities: (6 credits)
Take two courses. At least ONE must be an (S) course
GELO: critical thinking
ARH1000 (S) (W)
HUM2020 (S) (W)
LIT1000 (S) (W)
MUL1010 (S) (W)
PHI2010 (S) (W)
THE1000 (S) (W)
AML2020
ARH2050
ARH2051
ART1001C
DAA1000
DAN1120
ENG2102
ENL2012
ENL2022
ENL2330
HUM2210
HUM2230
HUM2250
HUM2450
MUH2019
MUH2501
MUT1001
PHI2102
PHI2600
REL2000
REL2121
REL2300
THE2300
TPP1100
Math: (6 credits)
Take two courses. At least ONE must be an (S) course
GELO: quantitative reasoning
MAC1105 (S)
MAC2311 (S)
MGF1130 (S)
STA2023 (S)
MAC1114
MAC1140
MAC1147
MAC2233
MAC2312
MGF1121
MGF1131
Biological Sciences: (3 credits)
Take one course.
GELO: scientific reasoning
BSC2005 (S)
BSC2005L
BSC2010 (S)
BSC2010L
BSC2085 (S)
BSC2085L
EVR1001 (S)
Physical Sciences: (3 credits required)
Take at least 3 credit hours.
GELO: scientific reasoning
AST1002 (S)
CHM1020 (S)
CHM1030
CHM1030L
CHM2045 (S)
CHM2045L
ESC1000 (S)
ESC1000L
GEO2200C
GYL2010 (S)
GYL2010L
MET2010
OCE1001 (S)
PHY1020 (S)
PHY2048 (S)
PHY2048L
PHY2053 (S)
PHY2053L
Social Behavioral Sciences: (3 credits)
Take two courses. At least ONE must be a (C) course.
GELO: critical thinking
AMH2010 (S) (W) (C)
AMH2020 (S) (W) (C)
POS2041 (S) (W) (C)
AMH2035
ANT2000 (S)
CPO2001
ECO2013 (S)
EUH2000
EUH2001
EUH2002
GEA2000
INR2002
POS2112
POT2002
PSY2012 (S)
SOP2002
SYG2000
WOH2012
WOH2022
WOH2040
Personal Choice (6 hours)
(Choose 6 hours of excess from Communication, Mathematics, Humanities, Natural Sciences,
and/or Social Sciences sections)