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General Education Requirements
Indiana University Kokomo General Education Requirements
(Last Official Revision Passed at the 9/10/2012 Faculty Senate Meeting)
The following general education curriculum (effective fall 2009) is required of each student who is granted a baccalaureate degree at the Indiana University Kokomo campus. Total credit hours will typically number 42 or 44. Each course must be completed with a passing grade, and students must obtain a minimum GPA of 2.0 in the General Education curriculum. If a student takes more than the required number of courses within a section, the course(s) with the highest grade(s) will be used in the GPA calculation. With the exception of courses jointly listed under Sections I and II, no course can be used twice to satisfy multiple requirements. Some courses may have prerequisites. Students should consult with their advisor for more information.
A full-time faculty member is responsible for documenting course coverage of required outcomes and assessment of student learning of the related components (within the course). Failure to provide requested documentation or failure to cover and assess the required outcomes will result in removal of the course from the curriculum. Changes in the general education curriculum (requirements, courses, learning outcomes and components) will be managed by the EPC and presented to the Faculty Senate as a voting item. The EPC should be notified of changes in faculty members responsible for courses. Faculty changes will be considered an administrative item and not subject to Faculty Senate vote. Below is the listing of the 9 general education outcomes and the courses that fulfill them.
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I. Communication Skills Requirement – Three required courses (total of 9 hours) Outcome 1: Students will read critically Component 1: Students will understand texts Component 2: Students will analyze texts Component 3: Students will evaluate texts Outcome 2: Students will write effectively Component 1: Students will exhibit rhetorical choices based on audience and purpose in written material Component 2: Students will organize the introduction, body, and conclusion effectively based on audience and purpose Component 3: Students will use appropriate writing conventions (grammar, spelling, sentence structure, documentation, and punctuation) in written materials Component 4: Students will synthesize research material effectively and ethically into written work Outcome 3: Students will listen effectively Component 1: Students will understand oral messages Component 2: Students will analyze oral messages Outcome 4: Students will speak effectively Component 1: Students will write an effective speech Component 2: Students will deliver an effective speech Outcome 5: Students will use technology appropriately to support communication Component 1: Students will use presentational aids effectively Component 2: Students will locate appropriate sources for papers and speeches |
Courses that fulfill 1. ENG-W131 (not required if student places into ENG-W132) (Cameron) 2. ENG-W132 (Cameron) 3. SPCH-S121 (Mosley) |
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II. Information Literacy Outcome 1: Students will determine the nature and extent of information needed Component 1: Students will choose appropriate types of information Component 2: Students will determine relevance of information Component 3: Students will determine currency of information Outcome 2: Students will access the needed information effectively and efficiently Component 1: Students will use appropriate library and web-based search tools Outcome 3: Students will evaluate information and its sources critically Component 1: Students will examine sources for bias Component 2: Students will examine sources for credibility Outcome 4: Students will identify ethical, economic, legal, and social issues surrounding the access and use of information Component 1: Students will practice ethical use of sources by avoiding plagiarism Outcome 5: Students will use information effectively to accomplish a specific purpose Component 1: Students will employ appropriate information to support a specific aspect of a paper or speech |
Satisfied by ENG-W131, ENG-W132, SPCH-S121 above ENG-W131 (Cameron) ENG-W132 (Cameron) SPCH-S121 (Mosley) |
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III. Quantitative Literacy Requirement – Choose from one of three options (total of 4 – 8 hours) Outcome 1: Students will translate a verbal problem into mathematical symbols Component 1: Students will represent mathematical information symbolically Component 2: Students will represent mathematical information graphically Outcome 2: Students will solve the mathematical problem that models the verbal problem Component 1: Students will use algebraic methods to solve problems, using technology when appropriate Component 2: Students will use graphical methods to solve problems, using technology when appropriate Outcome 3: Students will use the solution of the mathematical problem to draw valid conclusions about the verbal problem Component 1: Students will draw inferences from mathematical models Component 2: Students will interpret empirical results Outcome 4: Students will use fundamental statistical information Component 1: Students will interpret data using tables and graphs (e.g. frequency tables, histograms). Component 2: Students will compute and interpret basic descriptive statistics (e.g. mean, weighted mean, median, mode, standard deviation, percentiles). Component 3: Students will understand basic concepts relating to sampling (populations/samples, random sampling). Component 4: Students will use basic probability distributions (e.g. normal distribution, binomial distribution) Component 5: Students will compute and interpret confidence intervals of a population parameter (e.g. proportion or mean) |
Option 1 MATH-M118 (Hansen) or MATH-M119 (Hansen) or MATH-M215 (Hansen) and a statistics course at the major level [ECON-E270 (Meybodi), MATH-M366 (Hansen), MATH-K310 (Hansen), PSY-K300 (Clark), EDUC-K490 (Aamidor), NURS-H355 (Zody)] Option 2 MATH-M 133 (2 cr.) and MATH-M 134 (2 cr.) (Gottemoller) These courses have MATH-M117 as a prerequisite and have the statistics content. Option 3 Students pursuing the B.A. in Mathematics will satisfy the statistics requirement through MATH M366 or through an independent study project that will be assessed on the General Examination that is required to earn the degree. |
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IV. Critical Thinking Requirement – One course from the list (total of 3 hours) Outcome 1: Students will recognize issues that have alternative interpretations Component 1: Students will understand and respect the potential differences in the perspectives of others Component 2: Students will summarize the explicit and implicit aspects of an issue Component 3: Students will demonstrate an understanding of the influences of audience and context on an issu Outcome 2: Students will compare the perspectives of others to their own Component 1: Students will articulate their own perspectives and recognize potential personal bias Component 2: Students will question the underlying assumptions of self and others Outcome 3: Students will assess the quality of supporting evidence Component 1: Students will consider the literature and new research in the field Component 2: Students will assess the accuracy and relevance of supporting evidence Component 3: Students will use a variety of techniques to assess the quality of supporting evidence Outcome 4: Students will assess the implications and consequences that result from proposed conclusionsComponent 1: Students will identify the pros and cons of different theoretical approaches Component 2: Students will articulate the implications and consequences of an argument Component 3: Students will compare recommendations resulting from applying different theoretical frameworks |
PSY-P211(Holcomb) HSS-S400 (McFarland) PHIL-P150 (Cameron) ENG-L202 (Cameron) SPCH-S336 (McLean) SOC-S340 (Aniskiewicz) BUS-J401 (Shabana) PAHM-V379 (Dibie), CJHS-J201 (Brown) NURS-S470 (Zody) INFO-I303 (Ross) [EDUC-P251, EDUC-P255] (Graben-Hagen) NMCM-N411 (Jones) CHEM-105/125 (New Faculty) BIOL-L105 (Rifai, Sullivan) MATH-M216 (Hansen) BIOL-L364 (Sullivan, Chauret) PHIL-P383 (Steel) AHLT-R406 (Mishler) |
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V. Cultural Diversity Requirement – One course from the list (total of 3 hours) Outcome 1: Students will demonstrate knowledge about diverse cultures, behaviors, systems, or societies. Component 1: Students will define culture and identify cultural characteristics. Component 2: Students will identify cultural patterns in terms of folk customs, ethnicity, class, gender, age, religion, or other cultural components. Component 3: Students will identify the beliefs, values, and rights of others. Outcome 2: Students will analyze the interconnectedness of global and local concerns. Component 1: Students will identify global trends related to politics, health, economics, or education. Component 2: Students will articulate the connections, similarities, and dissimilarities between local practices, problems, and opportunities and global practices, problems, and opportunities. Component 3: Students will articulate the benefits of accommodating, adapting to, and/or incorporating cultural differences. |
HSS-I100* (Sciame), HSS-F200* (Sciame) SPCH-S302 (McLean), SPCH-S427 (McLean) EDUC-M300 (Jeong) BUS-D301 (Nur) PAHM-V130 (Dibie), CJHS-J355 (Brown) Any 100-level or above foreign language course (Pico and Taff) NURS-B233 (Mouser) FOLK-F101 (Cameron) INFO-I356 (Ross) SOC-S100 (Greenwood) |
* To facilitate the graduation checklist process, records will need to be kept at the registrar level or the advisor level indicating the goal satisfied in any given semester (if any).
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VI. Ethics and Civic Engagement Requirement – One course from the list – courses are required to satisfy at least two of the three learning requirements (total of 3 hours) Outcome 1: Students will identify the key elements and approaches to ethical situations and issues Component 1: Students will discuss ethical decision making processes with an emphasis on stakeholders Component 2: Students will analyze key components/factors of ethical issues in a structured fashion Outcome 2: Students will identify the benefits of making informed judgments with regard to individual and group conduct Component 1: Students will articulate personal and group ethical responsibilities Component 2: Students will compare/contrast alternative responses to ethical situations Component 3: Students will discuss ways in which difficult ethical situations can be prevented or ameliorated Outcome 3: Students will identify the benefits of civic engagement Component 1: Students will apply the ethics of advocacy to individuals, and/or groups, and/or populations Component 2: Students will engage in the sociopolitical environment of a community via service learning or simulation Component 3: Students will analyze global perspectives and contrast with a local community
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SPCH-S223 (Mosley), SPCH-S233 (McLean) [PHIL-P100, PHIL-P140, PHIL-P242, PHIL-P342 PHIL-P375, PHIL-P383] (Cameron) EDUC-H340 (Jeong) BUS-L201 (Ficht) PAHM-V170 (Besel), CJHS-J101 (Brown) NURS-S472 (Bourke) AHLT-R407 (Mishler) AHLT-H400 NURS-S474 |
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VII. Social and Behavioral Sciences Requirement – two 3 credit hour courses, each from a different area (total of 6 hours) Outcome 1: Students will demonstrate an understanding of the methods of inquiry used by social or behavioral scientists Component 1: Students will demonstrate an understanding of the importance of systematic data collection. Component 2: Students will demonstrate an understanding of the basic features of various research methods. Outcome 2: Students will demonstrate an understanding of how political, social, or historical processes shape societies Component 1: Students will demonstrate an understanding of the functions and impact of societal (e.g., political, economic, and/or cultural) institutions. Component 2: Students will demonstrate an understanding of fundamental societal (e.g., political, economic, and/or cultural) changes and the factors that contribute (or have contributed) to them. Outcome 3: Students will demonstrate an understanding of behavior using social or behavioral science concepts Component 1: Students will demonstrate an understanding of important concepts and theories. Component 2: Students will be able to apply concepts and theories to novel situations. |
Psychology PSY-P103** (Downey) |
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Sociology SOC-S100 (Greenwood), SOC-S101 (Aniskiewicz) |
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Political Science [POLS-Y103, POLS-Y217, POLS-Y219] (Bradley) |
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Economics ECON-E175 (Parkison), ECON-E200, ECON-E201 (Van Alstine), ECON-E202 (Chulkov) |
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History [HIST-H105, HIST-H106] (Heath) [HIST-H113, HIST-H114] (McFarland) |
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HSS-E104* (Sciame) [the area in which this falls will depend on the topic of the course – this is not a separate area] |
* To facilitate the graduation checklist process, records will need to be kept at the registrar level or the advisor level indicating the goal satisfied in any given semester (if any).
** Responsible for covering outcomes 1 and 3.
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VIII. Humanities and Arts Requirement – One 3 credit hour course from each of the two areas (total of 6 hours) Outcome 1: Students will articulate how intellectual traditions have helped shape present cultures Component 1: Students will analyze the influence of tradition(s) on a present culture Component 2: Students will explain the inter-relationship of tradition and culture Outcome 2: Students will evaluate various literary, philosophical, or historical works and approaches Component 1: Students will interpret various meanings of a work Component 2: Students will identify the approach inherent in a work Component 3: Students will explain contextual influences Component 4: Students will evaluate the impact of the work |
Literature and Philosophy SPAN-S360 (Pico and Taff) Any PHIL course except PHIL-P150 (Cameron) Any ENG-L course or ENG-E course (Cameron) HSS-E103* (Sciame) FINA-A101, FINA-A102 (Douglas) |
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Outcome 3: Students will demonstrate aesthetic appreciation through the experience of fine or performing arts Component 1: Students will describe the personal emotional impact of a piece of fine art or performance Component 2: Students will describe the personal intellectual impact of a piece of fine art or a performance Component 3: Students will describe the importance of aesthetics. |
Fine, Performing, and Communication Arts [FINA-A101, FINA-A102 or any studio art course] (Steel) [HUMA-U101, HUMA-U102, HUMA-U103, HUMA-U305, MUS-M174, MUS-X001, MUS-X040, MUS-X070, MUS-U320 or any music performance course] (Ison) SPCH-C205, THTR-T120 (Kaiser) ENG-W203 (Cameron) SPCH-S201 (Kaiser) EDUC M333 (Aamidor) AND EDUC M323 (Aamidor) HSS-E103* (Sciame) |
*To facilitate the graduation checklist process, records will need to be kept at the registrar level or the advisor level indicating the goal satisfied in any given semester (if any).
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IX. Physical and Life Sciences Requirement – One 5 credit hour course with a lab and one 3 credit hour course from a different area (total of 8 hours) Outcome 1: Students will apply the methods natural scientists use to explore natural phenomena Component 1: Students will analyze, process and/or interpret data Component 2: Students will evaluate the significance of the interpreted data Outcome 2: Students will distinguish between scientific facts and other information Component 1: Students will distinguish between beliefs and opinion versus theory Component 2: Students will recognize what constitutes scientific evidence Component 3: Students will understand the requirement of objectivity in data collection and treatment Component 4: Students will recognize the self-correcting nature of science Outcome 3: Students will demonstrate understanding of the basic scientific principles in the biological or physical sciences Component 1: Students will recognize the interrelation of principles and concepts within a branch of science Component 2: Students will recognize the complexity of the natural and/or physical world Outcome 4: Students will recognize the interaction of humans and the natural environment Component 1: Students will recognize the effect of the environment on biological and physical systems Component 2: Students will recognize the implications of human modification of the environment Component 3: Students will recognize the consequences of the modifications |
Biology (credit hours in parenthesis) BIOL-L100 (5), BIOL-L105 (5) (Rifai, Sullivan) BIOL-L270 (3) (Chauret) BIOL-L370 (3) (?) ANAT-A215 (5) (Rifai) PHSL-P215(5) (Finkler) MICR-J200 (3) (Chauret) PLSC-B203 (5) (Sullivan) PLSC-B364(5) (Kinsey) SCI-E105* (Boschmann) |
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Physics (credit hours in parenthesis) [PHYS-P100 (5), PHYS-P201(5), AST-A110] (Motl) SCI-E105* (Sciame) |
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Chemistry (credit hours in parenthesis) CHEM-C390 (3) (Gillette) CHEM-C100/C120 (5) (Gillette) CHEM-C101/ C121(5) (Gillette) CHEM-C105/C125 (5) (New Faculty) SCI-E105* (Sciame) CHEM C109 (Gillette) |
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Geology (credit hours in parenthesis) [GEOG-G315(3), GEOG-G107 (3) GEOL-G100 (5), GEOL-G133 (5), GEOL-G400 (3), GEOL-T312 (3)] (Casey) SCI-E105* (Sciame) |
* To facilitate the graduation checklist process, records will need to be kept at the registrar level or the advisor level indicating the goal satisfied in any given semester (if any).
