Each course syllabus is an opportunity to communicate with our students about the General Education Program. Although General Education is a requirement for all undergraduates at American University, we should make every effort to convey that these courses are special, that they reflect the intellectual heart, values, and diverse outlooks of the University. Can our syllabi convey the reality that General Education Courses are not barriers to an education, but an opportunity? While syllabus design is largely an individual faculty matter, the following checklist outlines elements that should be included on every General Education Program syllabus.

I. Course selection and complements to advising.

• Identify your course as part of the General Education Program

"CULTURE: THE HUMAN MIRROR is one of ten foundation courses in Curricular Area 3, the International and Intercultural Experience, in the university's General Education Program."

• In foundation courses, identify which second-level courses follow

"This course is the first of a two-course sequence. Students who take Renaissance and Revolutions may complete the sequence in Traditions that Shape the Western World by taking one of the following second-level courses in Area 2:

ARTH-205G Art of the Renaissance

LIT-265G Literature and Society in Victorian England

HIST-205G American Encounters: 1492-1865

HIST-235G The West in Crisis

LFS-230G The Modernist Explosion: Culture and Ideology in Europe

PHIL-210G European Philosophy and the American Experiment

Each of these courses explores in more depth a topic introduced by Renaissance and Revolutions. [YOU MAY CHOOSE TO EXPAND THIS STATEMENT WITH SPECIFICS FOR EACH LINKAGE.] Thus, students can build on the learning experiences of this foundation course by further study of the subjects they have found most interesting."

• In second-level courses, indicate which courses are prerequisites for General Education credit

"This second-level courses links with three Foundation courses: ARTS-100G Art: The Studio Experience; LIT-105G The Literary Imagination; PERF-110G Understanding Music. General Education credit will be given only if the prerequisite Foundation course has been taken for this course."
 

II. Elements of the course and the high standards of the University.

• Articulate your grading policy

"The criteria that will determine your course grade are as follows:

- class attendance (10% of your final grade);

- level of in-class participation (20% of your final grade);

- quality of written work as specified in the course outline (40% of your final grade);

- performance on the final examination (30% of your final grade). "
 

• Describe the standards for performance evaluation

"Evaluation of a student's performance in this course as a whole will be guided by the following criteria:

A: demonstration of superior work (written and oral) in fulfillment of course

requirements; improvement during the semester will be weighed in evaluation.

B: Excellent work (written and oral) in fulfillment of course requirements; improvement during the semester will be weighed in evaluation.

C: satisfactory work (written and oral) in fulfillment of course requirements

D: assigned work is not satisfactory or not completed and/or student fails to meet

minimum attendance requirements.

F: failure to meet minimum course goals -- written assignments, class

participation, and other course requirements."
 

• Include a statement on Academic Integrity

"Standards of academic conduct are set forth in the University's Academic Integrity Code. By registering, you have acknowledged your awareness of the Academic Integrity Code, and you are obliged to become familiar with your rights and responsibilities as defined by the Code. Violations of the Academic Integrity Code will not be treated lightly, and disciplinary actions will be taken should such violations occur. Please see me if your have any questions about the academic violations described in the Code in general or as they relate to particular requirements for this course."
 

III. General Education Program goals and values

• Indicate which of the curricular area goals are a central focus of the course

"Imperialism and Revolution articulates important concepts and interpretations in history and international relations, integrates issues of ecology and demography, analyzes non-Western civilizations and their modern transformations, treats the impact of international relations in provoking some consideration of gender. The second-level courses in Area 3 sequence carry particular themes forward."

• Describe written requirements

"Select two readings to critique. Critiques should be no more than two pages. Summarize and criticize the reading. Select a reading on which you have some ideas and opinions! Each critique will be graded and handed back for revision."

• In foundation courses, pay attention to perspectives on gender, race, and class

"This course ventures to reexamine our institutions and personal experiences through an analysis of the recent history of women in the United States. As with General Education courses at the foundation level it will explore the interrelations between gender, race, and class in America."

• Encourage the development of critical thinking skills

"This course is designed to help you develop skillful and articulate responses to divers works of literature. Equally, the aim is to teach you as much about process -- how to read sensitively, insightfully, and carefully -- as about content or context. Thus, the challenge (and the reward) of this course is for you to fine-tune your ear and sharpen your vision to recognize and appreciate the multiple relationships among form, structure, and meaning in different literary forms. Through reading, reflecting, analyzing, discussing, and writing about a variety of literary works, you will learn critical method (i.e., "how to" read thoughtfully) as you increase your sensitivity to literary expression."

• Describing teaching approaches which facilitate interaction with both the material and colleagues

"Much of our class time will be spent in discussion. It is therefore important that you bring your ideas and questions to class with you and share them with others in the class. I will strive for an atmosphere where every student participates and receives the constructive and respectful response of other students. Through this interaction, you will strengthen your critical skills and heighten your enjoyment of literature. Regular journal entries, periodically shared with the class and with me will also help make the course interactive."

Please note: The Student Evaluations of Teaching for all General Education courses ask students to evaluate whether or not a course met the goals of the General Education Program. Your students will be asked to agree or disagree with the following statements. Please keep these in mind when designing your course and syllabus.

"This course enabled me to develop critical thinking skills, including asking questions and analyzing arguments."

"This course explored the experiences of people from different social classes and ethnic and cultural backgrounds."

"The instructor provided materials which represented different views."

"This course examined the contributions of both men and women."

"In this course I learned to write more effectively through papers, essay exams, journals, lab reports and other writing assignments."

"This course broadened my understanding of ethical issues."

"I had the opportunity to examine primary materials in this course."

"I had the chance to explore different points of view and offer my opinions in classroom discussion and debate."

"This course strengthened by quantitative and/or computer skills."

Students will also be asked to agree or disagree with three or four statements about the specific Curricular Area goals of a course. Those specific goals of your Curricular Area are articulated on the General Education Program Website http://www.gened.american.edu, in the University Catalog, and in the Freshman Guide to Academics.
 

Rev. August 31, 2001