The goals of the general degree requirements
I. To develop reading, writing, and oral communication skills;
ii. To develop critical thinking/problem solving skills
iii. To develop familiarity with information retrieval systems;
iv. To develop a commitment to intellectual curiosity and lifelong learning;
V. To develop global awareness;
vi. To develop an appreciation of cultural diversity; and
vii. To enhance affective development.
3. The definitions of gen. ed. goals by which departments described their courses:
i-a. Written Communication: Courses that require projects in which writing skills are
evaluated. A required paper would count only if corrections and comments are made
for the improvement of writing.
i-b. Oral Communication: Courses that require oral presentations in which speaking skills
are evaluated. Talking in class, or even speaking alone in front of the class, would not
count, unless the quality of presentation is graded.
ii-a. Critical Thinking: Courses with graded assignments that require critical thinking.
Critical thinking probably does not include the mere recall of material or even its
comprehension, but rather includes such activities as analysis, synthesis, and
evaluation.
ii-b Problem Solving: Courses with graded assignments that require problem solving. .
Problem solving is considered to be a special type of critical thinking. For the purposes
of this survey, problem solving is the two-part process of abstraction and solution using
existing or original quantitative or logical techniques. A project that requires students
to produce work within general guidelines but without an absolute criterion to
determine success or failure would not count.
iii-a. Reference Tools: Courses requiring- the student to use standard reference tools,
including indexes, computer systems, and human resources.
iii-b. Computers: Courses requiring an application of computers to data analysis, presentation,
word processing, etc.. This does not include the use of tutorial software that does not ultimately
lead to original work on the student's part. For example, the use of a program that drills the
student on subject-verb agreement would not by itself count; however, it would if the student
eventually produces an original written assignment using that software.
v-a. Non-U.S.: Courses with assignments that evaluate what the student has learned about non-
U.S. societies, politics, and history.
v-b. Non-Western: Courses with assignments that evaluate what the student has learned about
non-Western societies, politics, and history.
vi. Cultural Diversity: Courses that introduce students to diverse cultural experiences and
social environments. Exposure via lectures, readings, field trips, etc., would count, even
if grades are not involved.
vii. Human Relations: Courses requiring students to collaborate on projects or to participate
in structured activities through which they develop human relation skills.
Assessment of the Gen. Ed. component of
C of C Graduates, May 1994
College grads WrC (la) OrC (lb) CrT (2a) PrS (2b) RfT (3a)
SM 92 7_13_21 0_4_11 21_32_44 10_ 24_35 8_22_23
HSS 193 7_20_29 0_5_13 10_27_35 2_12_24 6_19_8
EDU 116 8_19_26 3_11_15 17_27_34 10_21_30 12_20.5_25
BA 94 7_18_27 1_6_12 9_28_41 5_18_25 8_19_30
ART 28 2_12_19 0_5.5_11 7_25_36 1_16_30 1_9.5_26
College grads Cp (3b)NUS (5a) NW (5b) CD (6) HR (7)
SM 92 1_5_17 3_9.5_14 0_3.5_10 3_12_ 20 0_8_14
HSS 193 0_3_9 4_13_24 0_5_3 5_19_28 1_6_18
EDU 116 2_6_10 3_11_19 0_9_15 2_21.5_28 4_14_20
BA 94 4_9_15 4_16_24 2_10_16 5_16.5_24 3_6.5_14
ART 28 0_2_7 2_12_20 0_3.5_9 3_16.5_27 0_4_16
Key:
SM School of Sci & Math
HSS School of Hum. & Soc. Sci.
EDU School of Education
BA School of Business & Econ.
ART School of the Arts
grads The number of May 94 graduates in Us college
having no more than 12 transfer hours.
WrC Written Corrimuncation
OrC Oral Communication
CrT Critical Thinking
PrS Problem Solving
RfT Reference Tools
Cp Computers
NUS Non-U.S. Societies, Thought, History, etc.
NW Non-Westem Societies, Thought, History. etc.
CD Cultural Diversity
HR Human Relations
lo_med_hi The low, median, and high scores by graduates in each category.
For instance, among the 92 SM May '94 graduates, every student had at least 7 courses with a
component in Written Communication, and no student had more than 21 such courses. The typical SM graduate
had 13 courses involving Wr.C., in the sense that 46 of these 92 students had 13 or and 46 had 13 or less.
School of Sci & Mat h
Majorgrads WrC (la) OrC (lb) CrT (2a) PrS (2b) Rft (3a)
PHYS 3 7_9_12 2_4_4 36_37_38 28_33_34 18_22_24
MBIO 16 10_13_16 2_4_8 28_32.5_38 18_23_29 20_25.5_29
MATH 10 7_9.5_13 2_3_6 25_29.5_35 17_25.5_29 8_14_17
GEOL 6 16_17.5_20 7_9.5_11 26_33_34 22_27.5_32 16_22_23
CSCI 1 8_8_8 4_4_4 34_34_34 30_30_30 16_16_16
CHEM 8 7_11.5_15 1_ 4_6 29_35.5_40 26_29.5_33 25_27_33
BIOL 41 9_13_21 0_4_8 21_30_39 10_22_30 10_22_29
BIOC 7 9_14_15 1_3_5 29_38_44 23_30_35 22_27_30
Majorgrads Cp (3b) NUS (5a) NW (5b) CD (6) HR (7)
PHYS 3 16_16_16 4_6_9 0_0_0 6_6_10 4_5_5
MBIO 16 2_5_7 8_9_13 2_4_10 7_12_16 6_10_14
MATH 10 1_6_13 3_8.5_12 1_ 2_7 3_11_17 1_4.5_8
GEOL 6 7_9_12 5_7.5_11 2_3.5_7 8_13_18 9_11_13
CSCL 1 14_14_14 4_4_4 0_0_0 4_4_4 0_0_0
CHEM 8 10_12_17 3_9_13 1_2.5_7 7_11_16 5_11_13
BIOL 41 1_4_8 5_10_14 1_5_9 6_12_20 3_8_13
BIOC 7 6_11_14 7_10_12 0_3_7 8_12_14 6_9_11
Key:
grads The number of May 94 graduates with this major having no more than 12
transfer hours.
WrC Written Communcation
OrC Oral Communication
CrT Critical Thinking
PrS Problem Solving
Rff Reference Tools
Cp Computers
NUS Non-U.S. Societies, Thought, History, etc.
NW Non-Westem Societies, Thought, History. etc.
CD Cultural Diversity
HR Human Relations
lo_med_hi The low, median, and high scores by majors in each category.
For instance, among the 7 BIOC May '94 graduates, every student had at least 9 courses with a component in
Written Communication, and no student had more than 15 such courses. The typical BIOC graduate had 14 courses
involving Wr.C., in the sense that as many BIOC majors had 14 or more as had 14 or less.
School of Hum . & Soc. Sci.
Majorgrads WrC (la) OrC (lb) CrT (2a) PrS (2b) RfT (3a)
URST 8 14_19.5_24 5_5_6 20_28_35 10_14_18 15_18.5_22
SPAN 2 18_22.5_27 10_11.5_1326_8.5_31 14_14.5_15 18_21.5_25
SOCY 21 13_20_27 0_4_7 18_24_31 7_12_ 16 8_19_ 22
PUBA 2 19_0.5_22 3_3_3 23_25.5_28 11_11.5_12 l6_18_20
PSYC 54 8_18.5_26 2_6_12 13_27_34 5_13_19 10_1 8.5_26
POSC 25 18_24_29 0_3_6 20 _ 30_34 6_11_14 15_22_28
PHIL 7 18_25_28 1_3_4 22_29_32 4_8_16 6_13_18
IIIST 21 7_21_28 2_5_8 10_28_34 5_9_20 15_22_28
GRMN 3 17_19_23 12_12_13 20_25_29 16_18_20 16_23_26
ENGL 19 l4_24_29 0_5_11 16_28_35 5_10_18 15_20_24
COMM 19 11_16_24 3_5_13 l7_22_31 7_11_24 8_15_27
ANTII 12 10_14.5_20 1_3_6 l4_23_29 2_12.5_21 8_14.5_22
Cp (3b) NUS (5a) NW (5b) CD (6) HR (7)
URST 8 2_2_5 10_14_16 5_8_11 l5_20_23 4_5_7
SPAN 2 l_2_3 17_19_21 10_l 1.5_13 21_23_25 3_3_3
SOCY 21 1_3_5 8_12_16 0_5_9 11_24_28 2_7_13
PUBA 2 1_1.5_2 9_12.5_16 5_5.5_fi 12_14_16 2_3.5_5
PSYC 54 1_4_9 4_11_16 0_4_10 5_17_24 2_7_13
POSC 25 0_2_5 11_14_21 1_7_13 15_22_28 2_3_3.5
PFUL 7 0_1_9 10_13_16 2_6_7 12_15_21 2_3_8
HIST 21 0_2_9 4_14_24 2_5_13 5_21_27 2_6_11
GRMN 3 2_4_6 10_15_16 2_3_6 17_24_25 8_8_9
ENGL 19 0_2_6 4_10_21 0_3_9 6_16_25 1 _ 4 11
COMM 19 1_4_9 6_14_20 2_7_12 10_18_27 1_7_18
ANTH 12 0_2_6 6_14_16 3_8_13 12_18.5_28 1_7_10
Key:
grads The number of May 94 graduates with this major having no more than 12 transfer
hours.
WrC Written Communcation
OrC Oral Communication
CrT Critical thinking
PrS Problem Solving
RfI Reference Tools
Cp Computers
NUS Non-U.S. Societies, Tbought, History, etc.
NW Non-Westem Societies, Tbought, History. etc.
CD Cultural Diversity
HR Human Relations
lo_me_hi The low, median, and high scores by majors in each category.
For instance, among the 12 ANTH May '94 graduates, every student had at least 10 courses with a
component in Written Communication, and no student had more than 20 such courses.
The typical ANTH graduate had 14.5 courses involving Wr.C., in the sense that as many ANTH majors
had 14.5 (15) or more as had 14.5 (14) or less.
School of the Arts
Major grads WrC (la) OrC (lb) CrT (2a) PrS (2b) Rff(3a)
THTR 5 14_15_18 5_9_10 20_5_36 15_21_30 12_16_26
MUSC 5 5_6 _19 2_5_6 9_12_19 3_5_6 3_6_9
FNRT 1 14_14_14 7_7_7 24_24_24 14_14_14 23_23_23
ARTS 11 7_12_15 5_8_11 20_29_33 14_20_24 6_9_14
ARTH 6 2_15.5_17 0_2.5_5 7_24_29 1_10_13 1_14_19
Cp (3b) NUS (5a) NW (5b) CD (6) HR (7)
THTR 5 2_3_7 12_16_18 5_6_8 23_24_27 10_12_16
MUSC 5 0_0_1 7_10_18 l_2_9 7_10 _18 0_2_4
FNRT 1 3_3_3 15_15_15 5_5_5 24_24_24 12_12_12
ARTS 11 0_2_3 4_11_13 0_2_6 7_15_21 1_4_7
ARTH 6 0_2_3 2_17_20 1_2.5_8 3_19_26 0_3.5_7
Key:
grads The number of May 94 graduates with this major having no more than 12
transfer hours.
WrC Written Communcation
OrC Oral Communication
CrT Critical Thinking
PrS Problem Solving
RtT Reference Tools
Cp Computers
NUS Non-U.S. Societies, Thought, History, etc.
NW Non-Westem Societies, Thought, History. etc.
CD Cultural Diversity
HR Human Relations
lo_med_hi The low, median, and high scores by majors in each category.
For instance, among the 6 ARTH May '94 graduates, every student had at least 2 courses with a component in Written
Communication, and no student had more than 17 such courses. The typical ARTH graduate had 15.5 courses involving
Wr.C., in the sense that as many ARTH majors had 15.5 (16) or more as had 15.5 (15) or less.
School of Busin ess & Econ.
Majorgrads WrC (1a) OrC (1b) CrT (2a) PrS (2b) Rff (3a)
ECON 3 16_19_24 7_7_9 21_21_27 11_13_14 9_10_17
BADM 79 7_19_27 l_6_12 9_28_41 5_18_25 8_19_30
ACCT 12 12_15.5_17 3_4_6 23_8.5_33 14_19.5_22 13_18_22
Cp (3b) NUS (5a) NW (5b) CD (6) HR (7)
ECON 3 7_7_10 12_14_16 9_10_13 6_10_16 3_4_5
BADM 79 4_9_15 4_16_24 2_10_16 5_17_24 3_7_14
ACCT 12 6_9_10 11_15_19 6_9.5_13 11_15_20 3_6_8
Key:
grads The number of May 94 graduates with this major having no more than
12 transfer hours.
WrC Written Communcation
OrC Oral Communication
CrT Critical Thinking
PrS Problem Solving
Rft Reference Tools
Cp Computers
NUS Non-U.S. Societies, Thought, History, etc.
NW Non-Westem Societies, Thought, History. etc.
CD Cultural Diversity
HR Human Relations
lo_med_hi The low, median, and high scores by majors in each category.
For instance, among the 12 ACCT May '94 graduates, every student had at least 12 courses with a
component in Written Conununication, and no student had more than 17 such courses. The typical ACCT
graduate had 15.5 courses involving Wr.C., in the sense that as many ACCT majors had 15.5 (16) or more
as had 15.5 (15) or less.
School of Edu cation
Majorgrads WrC (1a) OrC (lb) CrT (2a) PrS (2b) Rff (3a)
PEHD 23 8_15_21 3_6_8 17_27_34 14_22_30 12_20_ 25
EDUC 13 12_20_24 4_12_14 19_30_33 13_23_27 14_21_25
EDSP 15 10_15_20 6_10_12 17_25_31 10_17_22 12_16_21
EDEL 65 14_20_26 7_12_15 20_28_33 15_21_26 12_21_25
Cp (3b) NUS (5a) NW (5b) CD (6) HR (7)
PEHD 23 5_6_10 3_11_15 0_4_9 2_13_18 13_14_20
EDUC 13 3_6_10 7_12_19 2_10_12 16_23_28 9_16_20
EDSP 15 2_4_6 4_10_12 1_4_12 18_21_26 4_10_13
EDEL 65 4_6_10. 6_11_18 7_12_15 14_23_27 8_14_18
Key:
grads The number of May 94 graduates with this major having no more than 12
transfer hours.
WrC Written Cornmuncation
OrC Oral Communication
CrT Critical Thinking
PrS Problem Solving
Rff Reference Tools
Cp Computers
NUS Non-U.S. Societies, Thought, History, etc.
NW Non-Westem Societies, Thought, History. etc.
CD Cultural Diversity
HR Human Relations
lo_med_hi The low, median, and high scores by majors in each category.
For instance, among the 65 EDEL May '94 graduates, every student had at least 14 courses with a component in Written
Communication, and no student had more than 26 such courses. The typical EDEL graduate had 20 courses involving
Wr.C., in the sense that as many EDEL majors had 20 or more as had 20 or less.