Report of the General Education Task Force Fall 2010
To: UAlbany Senate Executive Committee
From: The General Education Task Force1
RE: Review of and recommendations concerning UAlbany’s General Education Program
Date: Nov. 22, 2010
Our General Education Task Force was created by a UAlbany Senate Resolution (February 8,
2010), which in turn was a response to the SUNY Board of Trustees’ (BOT’s) Resolution # 98-
241 (January 19, 2010) which amended the SUNY General Education requirements (SUNY-
GER) effective Fall 2010. Our charge was to address the amended SUNY-GER in two ways: (a)
make short-term and/or interim recommendations to address the needs of incoming students for
Fall 2010 in time for the UA Senate’s Mar. 19, 2010 meeting; and then (b) to initiate a review of
UAlbany’s General Education requirements, with the goal to develop one or several alternate
models for General Education requirements at UAlbany that were consistent with the amended
SUNY-GER.
We completed our first charge with a report to the UA Senate Executive Committee,
recommending that no changes be made to the UAlbany General Education Program for Fall
2010, primarily because the time frame was simply too short to proceed responsibly.
This report constitutes our response to the second charge. In it, we offer an alternative model for
UAlbany’s General Education Program that we believe retains the best features of the current
Program; meets the letter and spirit of the revised SUNY-GER; takes advantage of insights
developed by a number of prior campus reviews; and draws upon best practices from elsewhere.
This alternative model, like the current Program, is designed to initiate students into UAlbany as
a knowledge-making community, providing opportunities for them to explore a range of
disciplines and methodologies; increase their fluency as speakers and writers; and enhance their
competence in information literacy and critical thinking.
In addition, we sought to develop a program that would have the support of the entire University
community and, as a function of that support, a distinctive UAlbany signature. In these difficult
fiscal times, it seems to us all the more crucial that every University program strive for
excellence. In other words, if we are going to offer a General Education Program—and we
1 The Task Force members: Lee Bickmore, Professor, Anthropology; Seth Chaiken, Associate Professor, Computer
Science; Anthony Deblasi, Associate Professor and Chair, East Asian Studies; Sue Faerman, Distinguished
Teaching Professor and Vice Provost for Undergraduate Education; Martin Hildebrand, Associate Professor,
Mathematics and Statistics; Trudi Jacobson, Head of User Education Programs, University Libraries; Robert
Keesee, Associate Professor, Atmospheric and Environmental Science; Dustin Lanterman, student representative,
History (now graduated); Andi Lyons, Professor and Chair, Theatre; Steve North, Distinguished Teaching Professor,
English (chair); John Pipkin, Distinguished Service Professor, Geography and Planning, Associate Dean of CAS;
Joan Savitt, Research Associate Professor, Office of International Education; Morton Schoolman, Professor,
Political Science; Kathie Winchester, Assistant Dean, Office of the Vice Provost for Undergraduate Education; and
Richard Zitomer, Professor and Chair, Biology. Special thanks to Gail Cameron for her expert logistical support.
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Report of the General Education Task Force Fall 2010
clearly are—then it ought to be a model program, an exemplar, and one that displays our
considerable strengths as a faculty.
Such a program need not, however, do everything, and in fact we have deliberately constrained
our design here to limit the demands it places on the departments that must mount and the
students who must complete the University’s wide range of undergraduate majors and minors.
Whatever the Program does take on, however, it needs to do well, and to this end we had three
additional goals:
to streamline the program, reducing the bureaucratic frictions that discourage good-faith
participation and erode educational value;
to integrate it more fully with instruction in undergraduate majors, especially with regard
to developing key competencies;
to give it a more explicitly developmental trajectory, with both entry-level courses to help
first-year students make the transition into higher education, and upper-division courses
that acknowledge the emerging sophistication of juniors and seniors.
We are convinced from our own experience and from research on higher education that students’
work in General Education is indispensable for informed citizenship and career success, and that
teaching such courses can afford extraordinary satisfaction to faculty. We hope that the plan we
are proposing will contribute to a culture change that will be reflected in both student attitudes
and the structure of incentives for faculty, and that will lead everyone involved to a just
appreciation of the value of our General Education program.
The table on page 3 presents the results of our deliberations in schematic form. In the text that
follows, we explain each of its components.
MANDATED CATEGORIES
NUMBER OF CREDITS
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Report of the General Education Task Force Fall 2010
Mathematics and Statistics:
One semester of collegiate study or the equivalent of mathematics at or above the
level of pre-calculus and/or probability, statistics, and data analysis
3
Writing:
One semester in EITHER Introduction to Writing in the University
OR the First-Year Seminar
3
FLEXIBLE CATEGORIES
Arts and Humanities
One semester of collegiate study in an approved course in the Arts or Humanities
3
Natural Sciences
One semester of collegiate study in an approved course in the Natural Sciences
3
Social Sciences
One semester of collegiate study in an approved course in the Social Sciences
3
Historical, Global and Regional Studies:
One semester of collegiate study, or the equivalent, in a course from EITHER
U.S. Historical Perspectives OR Europe OR Regions beyond Europe
3
Foreign Language:
Completion of second semester of an approved language other than English
6*
LOCAL REQUIREMENTS
The World Within Reach: Global Challenges in the 21st Century
Two semesters of collegiate study in approved World Within Reach courses
Prerequisites: 15 crs General Education, incl 3 Arts/Hum, 3 Nat. Sci., 3 Soc.Sci.
6
TOTAL CREDITS IN GENERAL EDUCATION COURSES
30
REQUIRED COMPETENCIES MET IN UALBANY MAJORS
Oral Discourse:
Successful completion of designated course or courses in the major
N/A**
Information Literacy
Successful completion of designated course or courses in the major
N/A
Critical Thinking
Successful completion of designated course or courses in the major
N/A
Upper Level Writing Course
Successful completion of designated course or courses in the major designed to
develop proficiency in writing in the genres appropriate to the major’s discipline
N/A
*Credits for the Foreign Language Requirement represent a minimum number for a student to complete the second
semester course if he or she has not yet begun study of that language. Credits per course vary by language and
therefore the individual experiences of the students will vary.
**Credits are not given for requirements met in the course of completing a major since those credits are not confined
to the General Education program.
MANDATED CATEGORIES2
2 The revised SUNY-GER mandates that while campuses have greater flexibility regarding most requirements, all
SUNY students must complete those in Mathematics and Statistics, and Basic Communication (which comprises
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Report of the General Education Task Force Fall 2010
Mathematics and Statistics
Approved courses would introduce students to or extend their knowledge of pre-calculus,
calculus, discrete mathematics, probability, statistics and/or data analysis. Such courses may be
offered by the Department of Mathematics and Statistics, but also in other departments that have
expertise in quantitative reasoning and data analysis and that offer appropriate courses,
particularly in statistics or discrete structures.
Writing
The Lower-Division Writing Intensive requirement would be amended so that it can be satisfied
only by Introduction to Writing in the University; the First-Year Seminar; or an approved first-
year writing course that provides direct instruction in argumentative academic writing.
Introduction to Writing in the University would be offered by the University Writing Program
described in the report of the Writing Task Force (2007), and subsequently endorsed by the
Moving Forward Plan, the Middle States Self-Study, and the Strategic Planning Committee’s
Task Force on Undergraduate Education. As the course’s title suggests, it would provide an
introduction to the demands of post-secondary writing, and thereby provide students with a point
of departure for subsequent instruction in their undergraduate majors and minors.
The Freshman Seminar, meanwhile, was recommended by the Strategic Planning Committee’s
Task Force on Undergraduate Education, which in turn endorsed it because of the success such
seminars have enjoyed elsewhere—a best practice—and as a response to UAlbany’s chronic
inability to provide native students seats in small, lower-division courses. Educational research
suggests that there is a strong correlation between the availability of such courses and high rates
of retention.3 In keeping with those findings, UAlbany’s ranking in surveys such as that offered
by U.S. News and World Report has consistently suffered because the University offers too many
large courses and too few small ones.
As per the Strategic Plan’s recommendation, then, all departments would be asked to offer each
year a limited (1-3) but equitable number of small (<25), freshman-only courses (i.e., Freshman
Seminars), all taught by full-time teaching faculty or other appropriately qualified full-time
employees. Faculty teaching these courses would receive support in designing and offering
courses for this population. Freshman Seminars would be designed to include a substantial
amount of writing and therefore would qualify as writing courses under the General Education
program.
Ideally, all native freshmen would have access to both Freshman Seminars and Introduction to
Writing in the University courses. In deference to the extraordinary fiscal constraints the
University faces, however, we are proposing, as a starting point, that all native students have
access to one course or the other in their first year. (Accommodating 2000 native freshmen per
year would require about 50 sections of these courses per semester in some combination: e.g., 25
both written and oral discourse).
3 See, e.g., C. Schnell and C. Doetkott, “First Year Seminars Produce Long Term Impact.” Journal of College
Student Retention: Research, Theory and Practice. Vol. 4 (4), 2002-2003: 377-91.
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Report of the General Education Task Force Fall 2010
Introduction to Writing in the University + 20 Freshman Seminars + 5 approved writing
courses.)
Advantages: In addition to what we believe are its substantial educational advantages, this
approach to the Writing Requirement greatly streamlines both departmental offerings in this
category (no more crazy quilt of Lower-Division WI courses) and students’ selection processes
(eliminating the T, V, W and Z suffixes that indicate whether a course fulfills the Writing
Intensive and/or other competency requirements). Developmentally, it represents the necessary
first step toward creating a clear trajectory through the General Education Program. And last but
far from least, it would distinguish UAlbany’s General Education Program, from the outset, as
the first of the SUNY Research Centers to offer Freshman Seminars taught by full-time faculty
on anything like this scale.
FLEXIBLE CATEGORIES4
Disciplinary Perspectives
The aim of the requirement in this category is to help students begin their exploration of the
fields, disciplines and methodologies that comprise the University as a knowledge-making
community. To that end, they are required to satisfactorily complete at least one Natural Science,
Social Science, and Arts/Humanities course. Many students will go on to take additional classes
in these categories (as part of their undergraduate majors or minors, or as electives), but these
required courses will get them started.
Advantages: This approach streamlines the Program by reducing the total number of
requirements. In addition, by combining the Arts and Humanities categories, it eliminates the
current bureaucratic (as opposed to educational) rule that prohibits students from using a single
course to satisfy the Arts and the Humanities requirement—even if that course qualifies in both
categories.
Historical, Global and Regional Studies
As with Disciplinary Perspectives, this category is designed to get students to begin exploring
the University’s constituent fields, disciplines and methodologies, in this case with a more
pronounced topical orientation. To that end, it requires that they select a course that covers one
of the following three areas: U.S. History5, Europe, or Regions beyond Europe. In this category,
as well, many students will go on to take additional classes as part of their undergraduate majors
or minors, or as electives, but their required courses will get them started.
4 The revised SUNY-GER requires that, in addition to meeting requirements in the two mandated categories,
students earn a minimum of 30 credits in at least 5 of these other 8 categories: Natural Sciences, Social Sciences,
The Arts, Humanities, American History (UA’s “U.S. History”), Western Civilization (UA’s “Europe”), Other
World Civilizations (UA’s “Regions Beyond Europe”), and Foreign Language.
5
In keeping with the SUNY-GER, the U.S. Historical Perspectives category here features an emphasis on both
topical focus and chronological breadth. However, students who score 85 or above on the Regents Examination in
“United States History and Government” will be considered to have fulfilled the chronological breadth criterion.
Should such students opt for the U.S. Historical Perspectives category, therefore, they will be eligible to choose
from EITHER the basic list available to all students OR from a list of more specialized courses.
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Report of the General Education Task Force Fall 2010
Advantages: As with our approach to Disciplinary Perspectives, this arrangement streamlines the
Program by reducing the total number of requirements. In addition, it eases the problems created
for students by the periodic scarcity of seats in the Regions beyond Europe category.
Foreign Language
The goal of this requirement, too, is to encourage students to explore the University as a
knowledge-making community. We want to emphasize, however, our conviction that providing
ready and universal access to such language study is central to the mission of a public university.
In addition to its extensively documented intellectual benefits, such study also opens up, or keeps
open, a wide range of opportunities for our students—and at a time in their lives when many of
them are not in a position to realize what those opportunities might be.6
Accordingly, students would be required to demonstrate basic proficiency in the understanding
and use of an ancient or modern human language other than English. Those who fulfill their
SUNY-GER after matriculating at UAlbany must do so by satisfactorily completing the second
college semester—Elementary II—in the study of a foreign language or an approved equivalent.7
Departments which offer approved courses in these languages must make provision for students
to enroll in some version of the first-semester course—Elementary I—regardless of any prior
instruction such students may have received in the target language.
Advantages: This is not significantly different from current practice, but it does improve student
access to Elementary I in languages they may have studied in high school.
COMPETENCIES
Oral Discourse
This requirement would be integrated into each major. Accordingly, all units offering an
undergraduate major would be required to certify the means (e.g., a specific course, a sequence
of courses) by which students in that major would meet the learning outcomes for this
requirement.
The educational logic of this arrangement is straightforward: students working in their major
fields have the kind of sustained engagement with both subject matter (what to say) and
6 See, e.g., the American Council on the Teaching of Foreign Languages website on “What the Research Shows” at
http://www.actfl.org/i4a/pages/index.cfm?pageid=4524
7There are five such equivalents: (1) taking an approved course equivalent to Elementary II at another accredited
college or university; (2) passing a Regents “Checkpoint B” Examination or a Regents’ approved equivalent
examination with a score of 85 or above; (3) demonstrating competency in a language other than English, including
languages not currently offered for formal instruction at this University; (4) participating in a study-abroad program
of any length, and successfully completing therein at least 6 SUNY credits of language in any of the official
languages of the host country other than English; and (5) participating in a study-abroad program of at least one full
semester, and successfully completing therein at least 3 SUNY credits of language instruction in any of the official
languages of the host country other than English.
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Report of the General Education Task Force Fall 2010
discursive practices (how to say it) that provide by far the best occasions for them to engage in
and learn about disciplined speaking.
Advantages: This approach is not significantly different from actual current practice. Students
now meet the “Oral Discourse” requirement mainly by taking designated upper-division courses
in their undergraduate majors. This change simply formalizes that practice, and at the same time
streamlines the enrollment process for students by eliminating the T, U, W and Y suffixes that
indicate whether a course fulfills the Oral Discourse and/or other competency requirements.
Information Literacy
This requirement, like Oral Discourse, will be integrated into each major, and for similar reasons.
That is, while students can and should be given a basic introduction to information literacy early
in their careers—in, for example, Introduction to Writing in the University, the Freshman
Seminar, or UNL 205/206—the sustained engagement with both subject matter and methodology
that comprise work in their major fields will provide by far the best context for their acquisition
of a genuine information literacy.8
Accordingly, all units offering an undergraduate major would be required to certify the means
(e.g., a specific course, a sequence of courses) by which students in that major would meet the
learning outcomes for this requirement.
Advantages: In addition to its educational advantages, this approach to the Information Literacy
requirement would substantially streamline the means by which students meet it. At present, very
few departments offer any courses in this category at all,9 with the result that students often have
trouble finding seats, and end up meeting the requirement late in their careers. As an added
benefit, this approach eliminates another four suffixes (T, U, V, and X) that indicate whether a
course fulfills the Information Literacy and/or other competency requirements.
Critical Thinking
This requirement, like Oral Discourse and Information Literacy, will be integrated into each
major. That is, while students can and should be given an introduction to critical thinking in
other General Education courses, the sustained engagement with both subject matter and
methodology that comprise work in their major fields will provide by far the best occasion for
disciplined critical thinking.
Accordingly, all units offering an undergraduate major would be required to certify the means
(e.g., a specific course, a sequence of courses) by which students in that major would meet the
learning outcomes for this requirement.
Advantages: This approach essentially formalizes current practice.
8 So, e.g., in Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum
(2003), the Middle States Commission on Higher Education notes that “weaving information literacy explicitly into
specific disciplines enables students to place the essential skills in the context of their majors, because each
discipline has its unique approach to information, critical thinking, and evaluation” (3).
9 For Fall 2010, e.g., fewer than 10 units listed any such undergraduate courses.
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Report of the General Education Task Force Fall 2010
LOCAL REQUIREMENTS
The World Within Reach: Global Challenges in the Twenty-First Century10
Approved courses in this signature UAlbany category will be designed expressly for upper-
division students (300-level or above), and focus on the challenges facing our global society in
the 21st century as those challenges are defined by any and all of the University’s constituent
disciplines. These courses will present material of a complexity and in a depth appropriate to the
considerable sophistication of juniors and seniors.
To make these courses accessible to all upper-level students, their only prerequisites will be
successful completion of the Disciplinary Perspectives requirements and at least 15 General
Education credits in total.
In addition, students who have declared only one major must take at least one of their two World
Within Reach (WWR) courses outside that major. Advisors would accordingly urge most
students to wait to enroll in such courses until at least their junior year.
All departments will be required to offer such courses at a frequency and of a capacity
appropriate to the number of their faculty. The specific configuration of sections—i.e., lecture,
small class, etc.—would be up to departments. Departments would also determine how and/or
whether such courses counted toward students’ undergraduate majors or minors.
Advantages: This approach has a number of advantages. First, from an educational perspective
these courses give the General Education Program as a whole a much more pronounced
developmental trajectory, providing an upper-division counterpart to the entry-level courses
(Freshman Seminars, Introduction to Writing in the University) that recognizes students’
intellectual maturation, and thereby serves as a kind of capstone to the Program’s overall goals of
helping students to situate themselves in a global economy and preparing for lives as informed
and socially responsible citizens.11
Second, it will encourage a much broader range of departments to participate in the Local-
Requirements portion of the General Education Program than do so under U.S. Diversity and
Pluralism (USDP) and Global and Cross-Cultural Perspectives (GCCP),12 but without displacing
10 The SUNY Provost’s memorandum, “Policy and Guidance: State University General Education Requirement”
(May 28, 2010), affords campuses the option of developing Local General Education Requirements designed to “add
specificity to the SUNY-GER” (1). These requirements are designed to do just that.
11 It is worth noting here that in aid of the Task Force’s efforts, UAlbany applied to and was accepted for the
American Association of Colleges and Universities’ (AAC&U) Curriculum and Faculty Development Project,
“General Education for a Global Century.” Over 140 institutions applied, and only 32 were accepted, and we are
certain that one of the strengths of our proposal was precisely this developmental dimension. Applicants were
expected to develop “a first to final year structure—keyed to expected student capabilities rather than specified
course content—with integrative and applied work at milestone and culminating points across the curriculum, and
flexible points of entry for transfer students.” See http://www.aacu.org/SharedFutures/global_century/
12 The Fall 2010 schedule, e.g., features 64 and 57 courses in USDP and GCCP, respectively, offered by 17 and 15
units (including, in both cases, CAS and/or UNI listings).
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Report of the General Education Task Force Fall 2010
the units which do participate therein. Indeed, the kinds of topics covered in many current USDP
and GCCP courses could quite readily be revised as WWR courses.13 Students would thus have
access to a much wider range of choices.
Third, this model explicitly serves the University’s overall efforts at cohort building by bringing
together all students for a shared experience. These courses would also help transfers, especially,
in identifying an appropriate minor by giving them a ready-made vehicle for exploring new
territory.
Last but not least, the World Within Reach courses give the General Education Program another
innovative and distinctive UAlbany signature, providing students access to the University’s most
accomplished faculty at a time in their undergraduate careers when they are best equipped to
make the most of it.
The Upper-Division Writing Intensive Requirement
All departments offering undergraduate majors must offer, as part of that major, a mandatory
second- or early third-year course (200-300 level) explicitly designed to teach disciplinary
writing appropriate to the sponsoring field (i.e., Psychology, History, Biology, etc.).
This requirement follows the recommendation of the Undergraduate Education Task Force of the
Strategic Planning Committee. Once again, the educational logic is clear: the general
introduction to college-level writing in the Freshman Seminar or first-year writing course will
necessarily be pre- or proto-disciplinary, since the students will not yet know enough about any
field for it to be otherwise. When students subsequently do choose a major field of study, they
will need to be taught the specific genres, conventions and modes of argument central to
communicating ideas in that field.
Administratively, the requirement for such a course should not be narrowly considered as part of
the General Education Program. Rather, writing would be a regular feature of all the majors
accredited by the University faculty for inclusion in its curriculum, with standards established
and maintained by that faculty. If the University Senate were to approve such a requirement, and
the President to endorse it, oversight might best be located in the Undergraduate Academic
Council itself or a subcommittee tasked with coordination of the writing program as a whole
(and not, therefore, with UAC’s more focused General Education Committee and/or the
Associate Dean for Undergraduate Education).
If, however, the Senate cannot approve such a requirement, we would recommend leaving the
current Upper Division Writing Intensive requirement in place until such time as there is a viable
alternative.
Advantages: This course provides the crucial centerpiece for a trio of courses envisioned in the
Strategic Plan—a trio designed specifically to give students a coherent developmental trajectory
13 Under GCCP, e.g., courses like AGOG 225, World Cities, or APHI 214, World Religions, might be recast as
World Cities or World Religions in the 21st Century. Under USDP, courses like AAAS 213, History of the Civil
Rights Movement or ACLS 282, Race and Ethnicity, might similarly be recast as The Civil Rights Movement or
Race and Ethnicity in the 21st Century (both with a still significant historical component).
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Report of the General Education Task Force Fall 2010
as writers through their college years: a first-year writing course and/or Freshman Seminar; the
course described here, which introduces the modes of writing in students’ chosen fields; and the
capstone course, where they bring to bear all of what they have learned in substantive,
methodological and rhetorical terms. They may well do much writing in other courses—we
certainly hope so—but these three courses will feature writing as writing in a particularly self-
conscious way.
In addition, if, as per our recommendation, such a course becomes a standard feature of all
majors—and not, that is, a General Education requirement—it will help departments focus their
WI energies more effectively, and make students’ lives simpler by eliminating the current system
of suffixes indicating how many requirements a course might fulfill in addition to the WI
requirement.
THE TASK FORCE PROPOSAL AND THE BOT SUNY-GER MANDATE
The revised SUNY-GER requires that (a) students must complete work in two mandated
categories, Mathematics and Basic Communication; (b) complete work in at least 5 of an
additional 8 categories, Natural Sciences, Social Sciences, the Arts, Humanities, American
History (UA’s “U.S. History”), Western Civilization (UA’s “Europe”), Other World
Civilizations (UA’s “Regions Beyond Europe”), Foreign Language; (c) demonstrate competence
in Critical Thinking and Information Literacy; and (d) earn a minimum of 30 General Education
credits overall.
The program proposed here ensures that all UAlbany graduates will have satisfied (a) by
satisfactorily completing UAlbany’s 3-credit Mathematics requirement, along with the
combination of the 3-credit requirement in a lower-division writing course plus the required Oral
Discourse component integrated within the majors.
It ensures that they will have met (b) by requiring them to satisfactorily complete at least 3
credits each in Art/Humanities, Social Sciences, Natural Sciences, and Historical, Cultural, and
Regional (HCR) Perspectives, plus the second semester of a Foreign Language. In other words,
regardless of how students choose courses within the Arts/Humanities and HCR Perspectives
categories, they will meet the 5 of 8 mandate.
It ensures that they will have met (c), the Information Literacy and Critical Thinking
competencies, by fulfilling the requisite requirements of their majors in those areas.
As for (d), the 30-credit minimum: For many students, successfully completing the local 6-credit,
World-Within-Reach requirement will bring their overall total of General Education credits to
30. Students who do not reach that total—primarily those who matriculate having already
satisfied the Foreign Language requirement—will have earned the option to choose whichever
additional General Education course(s) best suit their individual academic programs and raise
their credit total to the required 30.
IMPLEMENTING AND ADMINISTERING THE GENERAL EDUCATION PROGRAM
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Report of the General Education Task Force Fall 2010
We have two recommendations concerning the implementation and administration of the
Program we propose here. First, we believe that no changes should be made to the current
Program until a full-fledged counterpart is fully in place. In short, no student should be
disadvantaged by any programmatic transition.
Second, and as a complement to the current University Governance structures charged with
oversight of the General Education Program, we recommend the creation of an Advisory Board.
This body should be chaired by the Associate Dean for General Education and include up to
twenty (20) instructors (teaching faculty and part-time/adjunct faculty), with at least one person
from each of the different categories of the General Education requirements, and up to five (5)
undergraduate students from different undergraduate majors. Membership on this Board should
not only be representative of the different categories of General Education courses, but should
also appropriately represent the academic units responsible for teaching courses in the General
Education program. In addition, each year, the Advisory Board will request that the
Undergraduate Academic Council (UAC) appoint one member to serve as a liaison between the
Advisory Board and the UAC.
Members of the General Education Advisory Board shall serve a three-year term, which may be
renewed once, but initially some members will be appointed on a one- and two-year basis to
allow for continuity as well as rotation. The Governance Council of the University Senate will be
asked each year Spring to nominate individuals for terms beginning the following academic year.
Appointments will be made jointly by the Provost and the Vice Provost for Undergraduate
Education.
The Advisory Board would not be a policy-making body, but would play a proactive ongoing
role in the effort to conceptualize a General Education program that is relevant to the current
realities of the University at Albany as changes occur in the academic and intellectual
environment of higher education. It would be responsible for ensuring that the principles and
practices of the General Education program are well understood by all stakeholders, so that all
concerned parties understand that General Education courses are an integral part of
undergraduate work. In this context, the Advisory Board would be responsible for soliciting
student input on an ongoing basis about desirable General Education courses; working with
deans and department chairs to find support for faculty to design and teach such courses; and to
carry on such work with all constituencies, particularly in developing the World Within Reach
courses in a way that recognizes the varying contributions different departments and programs
can make to the General Education program overall.
The General Education Advisory Board and, in particular, the Associate Dean, would be
responsible for publicizing the General Education program to new faculty and incoming
students, and for helping these newcomers understand such processes as proposing new courses
and seeking waivers for particular requirements.
UAC, meanwhile, would continue in its role of shaping and reviewing the University’s academic
policy as a whole, with its General Education Committee, in particular, reviewing both
proposed and revised courses submitted for possible inclusion in the General Education Program,
as well as student requests for waivers and substitutions.
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Report of the General Education Task Force Fall 2010
APPENDIX A
COMPARISON TO CURRENT PROGRAM
As we explained in our introduction, the model we are proposing is designed to limit the
demands it places on the departments which must mount and students who must take the
University’s wide range of undergraduate majors and minors. We commented on some of those
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Report of the General Education Task Force Fall 2010
limits in the proposal itself, but believe it useful to lay them out explicitly here, and specifically
in relation to the demands of the current program.
Making a comparison from the students’ perspective is not a simple matter, since our students
enter the University with a highly variable number of credits in hand, and because they are
allowed to use some courses to satisfy more than one General Education requirement (so-called
double-counting). Still, a student who enrolls under the current program with no requirements
yet met, and who subsequently takes no advantage of double-counting, faces the set of
requirements in the left column, while a student in the proposed program would face those in the
right:
Min. Credits
Min. Credits
Arts
3
Arts OR Humanities
3
Humanities
3
Natural Sciences
6
Natural Sciences 3
Social Sciences
6
Social Sciences
3
U.S. Historical Perspective
3
U.S. Historical Pers.
Europe
3
OR Europe
Regions Beyond Europe
3
OR Regs. Beyond Eur.
3
Global and Cross-Cultural Studies 3
World Within Reach 6
U.S. Diversity and Pluralism
3
Mathematics
3
Mathematics 3
Foreign Language
6*
Foreign Language 6*
Lower-level Writing
min. 1 course
Lower-level Writing
3
Upper-level Writing
min. 1 course Upper-level Writing Instruction in major
Oral Discourse
min. 1 course
Oral Discourse Instruction in major
Information Literacy
min. 1 course
Information Literacy Instruction in major
TOTAL:
42 + 4 approved courses
30 + 3 Instruction in major
*Six credits is the minimum needed to complete the second semester of a foreign language if a student begins that
language with no previous experience.
Overall, in other words, students in the proposed program would be provided a guaranteed a seat
in a small, first-year writing-intensive course instead of having to locate a Lower-Division WI
seat; would automatically fulfill the Upper-Level Writing, Oral Discourse and Information
Literacy requirements in the process of completing their majors, instead of having to fulfill each
independently; and would be required to earn 12 fewer credits in General Education courses
overall.
Calculating a comparison of the General Education burden from a departmental perspective is
also complicated, primarily because the various differences do not affect departments in uniform
ways. However, cast simply in terms of the minimum total seats the General Education Program
requires for incoming classes of 2000 students to earn all their minimum credits (i.e., to
accommodate them in the same scenario as above), it looks like this:
13
Report of the General Education Task Force Fall 2010
Min. Seats/Year
Min. Seats/Year
Arts
2000
Arts OR Humanities 2000
Humanities
2000
Natural Sciences
4000
Natural Sciences 2000
Social Sciences
4000
Social Sciences
2000
U.S. Historical Perspective 2000
U.S. Historical Pers.
Europe
2000
OR Europe
Regions Beyond Europe 2000
OR Regs. Beyond Eur. 2000
Global and Cross-Cultural Pers. 2000
World Within Reach 4000
U.S. Diversity and Pluralism 2000
Mathematics
2000
Mathematics 2000
Foreign Language
4000
Foreign Language 4000
Lower-level Writing
2000
Lower-level Writing 1000*
Upper-level Writing
2000
Upper-level Writing 2000**
Oral Discourse
2000
Oral Discourse 2000**
Information Literacy
2000
Information Literacy 2000**
TOTAL:
36,000
25,000
* Assumes that the University Writing Program would mount half the sections required, with the other half provided by
Freshman Seminars mounted in the departments.
**Under this model, these three requirements would be made coterminous with major requirements, and would
therefore have less of an impact on total seat count than these figures might otherwise suggest.
The model we are proposing, in other words, requires departments to generate some 30% fewer
General Education seats per year than does the current Program.
In addition, it deploys the University’s collective resources more effectively in two ways. First,
as the note for the double-asterisked items in the table indicates, the requirements for Upper-
Level Writing, Oral Discourse, and Information Literacy are coterminous with, and therefore
fully integrated into, each major, which means that no additional resources would be needed to
provide for such requirements elsewhere, as they are now.
Second, the design of the World Within Reach requirement will require the participation of all
departments. This will free the relatively small number of units currently handling nearly all of
the Program’s Local Requirements from the distorting effects of that burden on their deployment
of resources, thereby allowing them to operate more efficiently.
A full comparison of the requirements for SUNY-GER, UAlbany’s current Program, and the
proposed program is laid out in the table below:
COMPARATIVE TABLE: REVISED SUNY-GER, UA CURRENT, AND POSSIBLE PROPOSALS
REQUIRED KNOWLEDGE AND SKILL AREAS
Category
SUNY-GER
UA Current
Task Force Proposal
14
Report of the General Education Task Force Fall 2010
Math&Stats
.
1 course or > 85 on
Regents
3 in pre-Calc,Calc or Stats
Regents Math B> 85, or
other approved course
3 in pre-Calc, Calc, Stats
or other approved course
Basic Comm:14
Writing
1 course
1-3 in LD WI course in FY
or Soph
3 crs in FY Intro to
Writing OR Freshman
Seminar OR approved FY
writing course
Oral Disc.
Coupled with writing
1 approved course
Fulfilled in each major as
per SUNYGER
guidelines15
FLEXIBLE KNOWLEDGE AND SKILL AREAS
Category
SUNY-GER
UA Current
Task Force Proposal
Natural Science
(Possible) 3
6
3
Social Science
(Possible) 3
6
3
Humanities
(Possible) 3
3
3 credits in Humanities
OR Arts
Arts
(Possible) 3
3
3 credits in Humanities
OR Arts
Am. History16
(Possible) 3 in Am.
History, basic intro. or
spec. course w/Regents >
85
3 in Am. History, basic
intro. or spec. course
w/Regents > 85
AND
3 in Am. History, basic
intro. or spec. course
w/Regents > 85
OR
Other World Civ
(Possible) 3
3 in Europe
AND
3 in Europe
OR
(Possible) 3
3 in Regions beyond
Europe
3 in Regions beyond
Europe
Foreign Lang
(Possible) one course
or Regents >85
2nd semester (Elem. II)
UA course; or Regents
>85; or 1 non-UA Course;
or demonstrated
competency; or app.
study-abroad work
2nd semester (Elem. II)
UA course; or Regents
>85; or demonstrated
competency; or app.
study-abroad work
COMPETENCIES
SUNY-GER
UA Current
Task Force Proposal
Info Mgmt
Need not be course-
specific
1 approved course in more
demanding Info Literacy
category
Fulfilled in major as per
SUNY-GER guidelines17
14 The BOT SUNY-GER Basic Communication requires proficiency in writing and oral communication. The table therefore breaks this
requirement into its component parts.
15“Campuses proposing to cover the Basic Communication outcomes by diffusion . . . must demonstrate that they are taught and practiced in all
the courses involved. This demonstration may be facilitated by describing the mechanisms of course or program
organization for achieving the learning outcomes.” From “Guidelines for the Approval of State University General Education Requirement
Courses,” p. 5. Office of the Provost, System Administration. May 4, 2001. Amended April 13, 2005.
16
The Task Force Proposal groups the three categories of American History, Western Civilization, and Other World Civilizations as one category
from which students must take a single course.
17“The Critical Thinking and Information Management competencies are not necessarily associated with any one course, though
either or both of them could be imparted in specific “Critical Thinking” or “Information Management” courses. In either case,
campus submissions must demonstrate that the learning outcomes are accomplished in the overall undergraduate curriculum.”
From “Guidelines for the Approval of State University General Education Requirement Courses,” p. 6. Office of the Provost,
15
Report of the General Education Task Force Fall 2010
Critical Thinking
Need not be course-
specific
Not course-specific
Fulfilled in major as per
SUNY-GER guidelines
LOCAL
REQUIREMENTS
U.D. Writing Int.
None
1-4 in approved 300-level
or above
Required course in major
*U.S. Diversity
None
3 in approved course
None
*Global/ Cross-Cultural
None
3 in approved course
None
World Within Reach
None
None
6 in approved courses18
System Administration. May 4, 2001. Amended April 13, 2005.
18 Prerequisite: successful completion of 15 General Education credits including Disciplinary Perspectives.
16
