General Education Definitions

General Education requirements consist of two types of courses. Courses are designed to assure that each student has attained a minimum level of competency or skill in specific areas, such as English and math; and courses in content areas of study designed to assure that all students acquire a broad general education. Arts, and humanities are examples.

Critical and Creative Thinking, Self-Directed Learning, Communication, Diversity, and Technological/Information Literacy are components of all general education courses.

Writing Level I: (WR1)

Writing Level I courses are designed to improve students’ written communications skills.

Student Outcomes

Write clear, accurate sentences and paragraphs in Standard American English
Create and support theses which show critical/creative thought
Make effective use of drafts, computer technology, and instructor comments in the achievement of a final work
Critically read and analyze the work of fellow students
Support theses in a coherent and organized fashion with paragraphs that are cohesive and fully developed
Write effective introductions and conclusions
Communicate effectively in a variety of rhetorical modes
Write for a variety of audiences
Use and correctly document research to support a thesis
Critically read and analyze published writings
Write no fewer than 20 pages, comprising no less than three and no more than five essays, one of which shall be a 5 to 10 page research paper

Writing Level II: (WR2)

Writing Level II courses are designed to further improve student’s written communication skills while increasing critical thinking skills and analytical abilities through written and oral analysis of texts.

Student Outcomes

Write clear, accurate sentences and paragraphs in Standard American English
Create and support theses which show critical/creative thought
Make effective use of drafts, computer technology, and instructor comments in the achievement of a final work
Support theses in a coherent and organized fashion with paragraphs that are cohesive and fully developed
Write effective introductions and conclusions
Write for a variety of audiences
Use and correctly document research to support a thesis
Critically read and analyze published writings
Write no fewer than 20 pages, comprising no less than three and no more than five essays, one of which shall be a 5 to 10 page research paper

Writing Level III: (WR3) (Bachelor Level Programs)

Writing Level III courses are designed to further improve student’s written communication skills. More advanced critical thinking skills are developed through defending critical evaluation of written texts and supporting complex arguments.

Student Outcomes

Use investigative and analytical thinking skills to examine alternatives, explore complex questions and solve challenging problems in written form
Synthesize data/information/substantive content (e.g. drawing conclusions, solutions or making decisions) in research papers totaling no fewer than 30 pages

American and Wyoming Government: (POLS 1000)

American and Wyoming Government study provides knowledge and understanding of the fundamental documents, principles, and institutions that shape local and national government. To achieve this understanding, these central ideas will be studied in light of their cultural and historical contexts. Wyoming state statutes require this study and Central Wyoming College endorses its importance for developing a responsible citizenry.

Student Outcomes

Explain the historical development and cultural contexts of the United States and Wyoming constitutions and political systems
Identify and analyze the fundamental principles, structures, and processes contained within the U.S. and Wyoming constitutions as ideals in conjunction with their real, historical and contemporary application in the political world
Explain how the documents, principles, and institutions of U.S. and Wyoming government can adapt to and accommodate societal and historical change
Define how their understanding of the political institutions by which they are governed is directly related to their roles as active and responsible citizens

Visual, Performing, Expressive: (ARTS)

The images, symbols, gestures and sounds of the arts provide vehicles for expression, stimulation of creativity, and communication beyond traditional language skills. These courses provide the skills and thinking processes necessary for creativity and develop a conceptual basis for making qualitative judgments about art culture. Courses emphasize active participation in the art form.

Student Outcomes

Demonstrate skills in practice of fine arts such as Visual, Performing, or Literary Art
Describe the basic elements of the art
Make aesthetic and intellectual judgments concerning the art
Develop an appreciation for the art’s contribution to culture

Humanities: (HUM)

The Humanities analyze the ways human beings seek to understand themselves. They study questions about individuality, community, knowledge, justice, beauty and ethics. The Humanities explore the perennial problems of human existence. Through these courses students gain the opportunity for self-awareness and self-expression and gain the ability to deal with complex issues, trace cultural traditions, recognize the viewpoints of others and function effectively in multicultural communities.

Student Outcomes

Discuss the cultural, historical, literary, philosophical, artistic, or religious influences upon the development of civilization
Describe and critically assess prominent works concerned with human culture and experience, particularly humanity’s quest for meaning and value
By the study of appropriate cultural knowledge and material, analyze and describe the beliefs and values of different cultures

Bachelor Level Student Outcomes (in addition to those above):

Evaluate the ethical aspects and problems of the human experience through a cultural, artistic, or philosophical lens
Interpret the ways in which history, communities, and human experiences shape individual ethical perspectives
Create a model exemplifying reasoned and ethical decision-making with respect for sustainability, justice, and the complex human condition
Construct a thorough discovery and defense of an ethical conflict with one or more possible solutions and the potential impact of those solutions on others

Laboratory Science: (LSCI)

Science involves observing, formulating, and testing natural science concepts. The scientific process is used to better understand the nature of the universe through the systematic collection, analysis and interpretation of data. The laboratory component will enhance and reinforce the scientific process.

Student Outcomes

Describe the fundamental principles of physical, biological or earth science
Apply methods and appropriate technology to the study of science in an inquiry-based learning environment
Communicate findings, analyses and interpretation both orally and in writing based on scientific and quantitative methods and the differences between these approaches and other methods of inquiry
Recognize differing approaches to thinking scientifically
Discuss relevant scientific issues and problems
Discuss the interdependence of science and technology and their influence on, and contribution to, modern culture

Mathematics: (MATH)

Mathematics, sometimes described as quantitative reasoning, is the organization, analysis and application of measurement—including data representation, number sense, variables, spatial relationships, and chance—to both theoretical and applied problems. Math General Education courses may include numerical, logical, algebraic, geometric, or algorithmic thinking as well as the integration of these modes of analysis with students’ verbal, creative, and critical thinking skills.

Student Outcomes

Apply arithmetic, algebraic, geometric, higher-order thinking, or statistical methods to modeling and solving real-world situations
Represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically
Expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments
Use appropriate technology to enhance mathematical thinking and understanding and solve mathematical problems and judge the reasonableness of the results
Interpret mathematical models such as formulas, graphs, tables, schematics, and draw inferences from them

Oral: (ORAL)

Oral communication develops the ability to compose, critically analyze, and present information through verbal and nonverbal interactions.

Student Outcomes

Demonstrate communication skills for a variety of audiences and settings using verbal and nonverbal messages
Identify basic concepts of communications
Demonstrate speaking competencies, such as choice and use of topic, supporting materials, organizational pattern, language and delivery
Develop listening competencies, such as listening with literal and critical comprehension to ideas, perspectives and emotions in messages

Bachelor Level Student Outcomes (in addition to those above):

Evaluate the interdependence of contexts, attitudes, values and responses of different audiences with the ideas, perspectives and emotions in messages, both verbally and non verbally
Defend an oral argument supported by logical reasoning and credible, relevant evidence
Integrate speaking and listening competencies into an oral presentation supported by logical reasoning and credible, relevant evidence; and includes both verbal and nonverbal messages

Social and Behavioral Science: (SOC)

Social and Behavioral Sciences study the ways humans exist within economic, political, familial, psychological, geographical, historical and social structures. This diverse thematic and systematic study of individuals and groups demonstrates the wide range of disciplines and methodologies used to analyze social problems and structures. Such courses also give considerable attention to the development and justification of conclusions and theories within the social and behavioral science disciplines.

Student Outcomes

Describe the focus and methodology of at least one of the social or behavioral sciences, and explain its interconnectedness with other disciplines
Discuss the impact of major institutions on the daily existence and behavior of individuals or collectives
Analyze how social systems, institutions or behaviors change over time and how they shape the lives of individuals
Gather information, analyze data and draw conclusions in selected areas of the social or behavioral sciences

Bachelor Level Student Outcomes (in addition to those above):

Evaluate research in selected areas of social or behavioral sciences to serve as a basis for an individual or collective perspective on human actions, culture, and diversity in the world community
Evaluate how changes in diverse social systems, institutions, and cultures impact individuals, social interactions and the world's people and problems
Create a project that embodies the impact of human actions on culture and diversity in the world community, and the impact of culture and diversity in the world community on human actions.

University Studies: (UNST)

University Studies provides the skills and philosophy necessary for success as a student and as a lifelong learner. Students will develop lifelong learning skills by producing, rather than merely receiving, information; evaluating and cultivating learning styles and study strategies; and synthesizing information from a variety of sources. The objectives may be embedded in a discipline-specific entry level class or addressed in a free-standing class.

Students who have a minimum of 12 college-level credits with a minimum 2.0 GPA are exempt from taking UNST. The credit hour for the UNST requirement must be filled in any area of study for the degree, e.g. the student cannot waive the UNST requirement and graduate with 59 credits – 60 credits must be completed. If the student is enrolled in a program of study that requires more than 60 credits to graduate, the UNST credit is waived. i.e. a substitution is not necessary and the student may graduate with one less credit than the program requires, e.g. a 72 credit program will be accepted as a 71 credit program for this student.

Student Outcomes

Define the resources available to students and lifelong learners
Describe and use post-secondary resources such as advisors, programs, policies and procedures to reach educational goals
Describe effective study, note-taking and test-taking skills
Evaluate their learning styles and personality types and apply the knowledge attained to become more confident, effective learners
Use critical thinking skills

NOTE: The following General Education Requirements are specific to AAS degrees:

Applied Mathematics: (APPM)

Applied mathematics, numerical reasoning, is the organization, analysis and application of measurement-including data representation, number sense, variables, and spatial relationships—to applied problems. Applied Math General Education courses may include numerical, logical, algebraic, geometric, or algorithmic thinking as well as the integration of these modes of analysis with students’ verbal, creative, and critical thinking skills.

Student Outcomes

Apply arithmetic, algebraic, geometric, higher-order thinking, or statistical methods to modeling and solving real-world situations
Represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically
Use appropriate technology to enhance mathematical thinking and understanding and solve mathematical problems and judge the reasonableness of the result
Interpret mathematical models such as formulas, graphs, tables, schematics, and draw inferences from them
Develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines

Informational Technology: (IT)

Information technology skills enable an individual to use computers, software applications, databases, and other technologies to achieve a wide variety of academic, work-related, and personal goals. Fluency with technology includes understanding the underlying concepts of technology and applying problem-solving and critical thinking to using technology.

Student Outcomes

Learn the fundamentals of at least one computer program
Use the computer as a useful tool to solve practical problems
Use the proper procedures to create documents for coursework, professional purposes, and personal use

Bachelor Level Student Outcomes (in addition to those above):

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