91¶ÌÊÓƵ

General Education

• Composition (EN1 & EN2)

  Upon successful completion of the General Education Written Communication requirement, students will be able to:

  1. Sources and Evidence: Locate, evaluate, and integrate credible and relevant evidence to achieve various writing purposes; 

  2. Genre Awareness: Demonstrate critical and conceptual awareness of genre in reading and writing - including organization, content, presentation, formatting, and stylistic choices; 

  3. Context and Purpose: Analyze rhetorical situations and adapt reading and composing strategies for various audiences, purposes, genres, modalities, and media.

  4. Language Awareness and Usage: Recognize and make intentional, critical, and contextually-informed language choices across a range of rhetorical contexts; 

  5. Recursive Writing Processes: Develop flexible, iterative, and reflective processes for invention, drafting, workshopping, editing and revision; and;

  6. Reading: Comprehend and restate content and ideas across a range of written genres and modalities. 

• American Institutions (AI)

  Upon successful completion of the General Education American Institutions requirement, students will be able to:

  1. Synthesize: Analyze, contextualize, and interpret primary and secondary source documents to understand the history, principles, form of government, or economic system of the United States;

  2. Sources and Evidence: Locate, evaluate, and use historically, politically, or economically relevant information and data to develop and enhance information literacy and research skills;

  3. Communicate: Communicate effectively about the history, principles, form of government, multicultural populations, or eonomic system of the United States;

  4. Examine: Engage diverse viewpoints that contribute to a constructive dialogue abou the history, principles, form of government, or eonomic system of the United States; and

  5. Apply: Apply historical, political, and economic perspectives and methods as appropriate to address big questions or threshold concepts pertaining to the history, political system, and eonomic system of the United States.

• Quantitative Literacy (QL)

  Upon successful completion of the General Education Quantitative Literacy requirement, students will be able to:

  1. Communicate: Use correct terminology and proper notation to explain quantitative or mathematical relationships (equations, graphs, diagrams, tables, data) and to support an argument, assertion, or purpose using quantitative or mathematical evidence; 

  2. Mathematization: Convert quantitative or mathematical information into appropriae mathematical representations and/or models, such as equations, graphs, diagrams, or tables, including making and evaluating important assumptions as needed;

  3. Calculation: Use algebraic skills and techniques to solve problems, including the ability to identify and correct errors in calculations and understanding the role and proper use of technology in assisting with calculations;

  4. Analysis: Draw appropriate conclusions through quantitative or mathematical analysis of data or models, including understanding and evaluating important assumptions in order to recognize the limits of the analysis; and

  5. Application/Creation: Solve concrete and abstract problems across multiple disciplines.

• Cultural Competence (CC)

  Upon successful completion of the General Education Cultural Competence requirement, students will be able to:

  1. Evaluate their own perspective as one among many.
  2. Analyze the ways in which biases or values influence and/or have influenced the structures, policies, practices, norms, or perspectives often assumed to be neutral.
  3. Apply diverse perspectives to complex subjects in the face of multiple or conflicting positions, in accordance with their sense of personal and civic responsibility.

   

  Approved by the General Education Improvement and Assessment Committee on 3/21/21, Student Senate on 4/12/21, and Faculty Senate on 11/11/21. Non substantive change approved 6/27/24

• Information Literacy (IL) ** Requirement pertains to catalogs prior to 2025-2026 **

  ** New Weber State students on the 2025 catalog are not required to take courses with IL attributes. **

  MISSION

  The 91¶ÌÊÓƵ Information Literacy requirement provides students with the ability to use the Internet and library resources. Specifically it provides students with skills and knowledge to find, identify, retrieve, analyze, and evaluate information to support academic success and lifelong learning.

  OUTCOMES

  1. RESEARCH AS AN EXPLORATORY PROCESS: Using tools and techniques to address information needs while understanding that the research process is often iterative and nonlinear.
     • 1.1 - understand information needs and formulate research questions or thesis statements based on scope of the project
     • 1.2 - use and refine different search techniques appropriately, matching information needs and search strategies to appropriate search tools
     • 1.3 - understand that the research process is often iterative and non-linear
  2. SCHOLARSHIP AS COMMUNICATION: Scholarly communication is a conversation between creators of information with a variety of backgrounds and perspectives.
     • 2.1 - identify and describe various resource types and formats, recognizing their value and contribution to scholarly communication
     • 2.2 - recognize that a given scholarly work may not represent the only or even the majority perspective on an issue
     • 2.3 - recognize the value of information literacy outside the academic setting
  3. CRITICALLY EVALUATE INFORMATION: It is important to evaluate the quality of all information based on its context.
     • 3.1 - define different types of authority, such as subject expertise or special experience, and use research tools and indicators to evaluate the credibility of authors and sources
     • 3.2 - recognize that authoritative content may be packaged formally or informally and may include sources of all media types, and that information may be perceived differently based on the format in which it is packaged, but all sources should be critically evaluated
  4. ETHICAL USE OF INFORMATION: Legal and ethical standards are important to the dissemination, retention, and study of information resources.
     • 4.1 - avoid plagiarism by identifying the different types and by giving credit to the original ideas of others through proper attribution and citation
     • 4.2 - articulate the purpose and characteristics of ethical and legal issues surrounding the use of information, such as copyright, fair use, open access, Creative Commons, and the public domain

   

  The revised outcomes were approved by GEIAC, November, 2016; approved by Faculty Senate, February, 2017.

 Breadth Requirements