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Criteria for inclusion in the General Education Core in areas of English Composition, Mathematics, include: 

• A clear narrative explanation justifying inclusion in a specific core area

• Evidence that the class supports the University Undergraduate Learning Outcomes (UULOs)

Criteria approved 4/12/2007; revised 2/23/2021

Criteria (approved 10-6-2023) for inclusion in the General Education Core requirement for Constitutions include:

• A three credit 51�ԹϺ��� course which satisfies both the US and Nevada Constitutions must have the Constitutions and their relation to American institutions and ideals as its sole content.
• The Constitutions requirements may effectively be met by courses based on historical perspectives beginning with the creation of the Constitution and tracing those origin’s continuing impacts on modern society, or which consider modern politics, institutions, and controversies, and elucidate their origins in historical context.
• Classes that fulfill General Education Core requirement for Constitutions must adhere to the following Learning Outcomes:
  • U.S. Constitution: Students should be able to identify and/or explain:
    • The meaning of a constitution as a political framework as distinguished from legislative or administrative codification.
    • The purpose and overall structure of the U.S. Constitution, including the functions of its various articles.
    • The intellectual and political origins and models and the historical framework drawn upon by the framers of the U.S. Constitution.
    • Significant arguments against provisions or interpretations of the U.S. Constitution at the time of its inception and implementation, and how many of those arguments continue to shape American politics and institutions in the modern world.
    • Landmark judicial interpretations of the Constitution from the founding through today, and how they have shaped and continue to shape the meaning of the U.S. Constitution as a framework for government.
    • How the Constitution continues to be a living document which impacts the lives of students today through the evolution of American institutions and ideals, including pathways for civic engagement.
  • Nevada Constitution: Students should be able to identify and/or explain:
    • The meaning of a constitution as a political framework as distinguished from legislative or administrative codification, and the framework and structure of the Nevada Constitution.
    • How the Nevada Constitution fits in the model of federalism created by the US Constitution, and the manner in which state constitutions may be used to support the unique economic and social environments of the various states.
    • The intellectual, economic, and political origins of the Nevada Constitution.
    • Significant amendments to the Nevada Constitution, especially those of social and economic significance of the 20th and 21st centuries, and the role of the people of the State of Nevada in amending its provisions.
    • How the Nevada Constitution continues to be a living document which impacts the lives of students today through the evolution of the state’s institutions and ideals, including pathways for civic engagement.

Criteria for inclusion in the General Education Multicultural requirement include:

• A clear narrative explaining how the course meets the following description

  • “These courses examine cultural similarities and differences in the United States based upon attributes which may include, but are not limited to: ethnicity, race, gender, age, religion, sexual orientation and disabilities. To be accepted, the course must demonstrate substantial content in both quality and quantity regarding at least two or more attributes.”

• Evidence that the class supports the University Undergraduate Learning Outcomes (UULOs).

Criteria approved 9/11/2006; revised 2/23/2021

Criteria for inclusion in the General Education International requirement include:

• A clear narrative explaining how the course meets the following description

  • The primary purpose of these courses is to examine existing peoples and societies outside of the United States. Content may include, but is not limited to: current language, institutions, and culture. To be accepted, the course must demonstrate substantial content in both quality and quantity regarding at least one or more attribute.

• Evidence that the class supports the University Undergraduate Learning Outcomes (UULOs).

Criteria approved 9/11/2006; revised 2/23/2021

Criteria for inclusion in the General Education Core requirement for First-Year Seminar include:

• No prerequisites 

• First-Year Seminars introduce students to University-level academic study. This includes, but is not limited to, library research, available academic resources, e.g., The Academic Success Center and The Writing Center, college specific advising, etc. Please explain 

  • which academic support and research resources will be introduced in class

  • how these will be introduced 

  • how they will be assessed (through assignments, exams, etc.).

• First-Year Seminars must also support all five of 51�ԹϺ���’s  University Undergraduate Learning Outcomes (UULOs). Applications for inclusion must include a clear explanation of how the UULOs will be introduced in the  class AND how each UULO will be assessed (through assignments, exams, etc.). All UULOs (but not necessarily all sub-outcomes) must be introduced and assessed. In addition, the outcomes of Global/Multicultural Knowledge and Awareness and Citizenship/Ethics outcomes must receive extra consideration within the course.

  • Intellectual Breadth and Life-Long Learning – Students are able to understand and integrate basic principles of the natural sciences, social sciences, humanities and fine arts, and health sciences. Sub-outcomes include:

    • Demonstrate in-depth knowledge and skills in at least one major area.

    • Identify the fundamental principles of the natural and health sciences, social sciences, humanities and fine arts.

    • Apply the research methods and theoretical models of the natural and health sciences, social sciences, humanities and fine arts to define, solve, and evaluate problems.

  • Inquiry and Critical Thinking – Students are able to identify problems, articulate questions, and use various forms of research and reasoning to guide the collection, analysis, and use of information related to those problems. Sub-outcomes include:

    • Identify problems, articulate questions or hypotheses, and determine the need for information.

    • Access and collect the needed information from appropriate primary and secondary sources.

    • Use quantitative and qualitative methods, including the ability to recognize assumptions, draw inferences, make deductions, and interpret information to analyze problems in context and draw conclusions.

    • Recognize complexity of problems and identify different perspectives from which problems and questions can be viewed.

    • Evaluate and report on conclusions, including discussing the basis for and strength of findings, and identify areas where further inquiry is needed.

    • Identify, analyze, and evaluate reasoning and construct and defend reasonable arguments and explanations.

  • Communication – Students are able to write and speak effectively to both general and specialized audiences, create effective visuals that support written or spoken communication, and use electronic media common to one’s field or profession. Sub-outcomes include:

    • Demonstrate general academic literacy, including how to respond to needs of audiences and to different kinds of rhetorical situations, analyze and evaluate reasons and evidence, and construct research-based arguments using Standard Written English.

    • Effectively use the common genres and conventions for writing within a particular discipline or profession.

    • Prepare and deliver effective oral presentations.

    • Collaborate effectively with others to share information, solve problems, or complete tasks.

    • Produce effective visuals using different media.

    • Apply the up-to-date technologies commonly used to research and communicate within one’s field.

  • Global/Multicultural Knowledge and Awareness– Students will have developed knowledge of global and multicultural societies and an awareness of their place in and effect on them. Sub-outcomes include:

    • Demonstrate knowledge of the history, philosophy, arts and geography of world cultures.

    • Respond to diverse perspectives linked to identity, including age, ability, religion, politics, race, gender, ethnicity, and sexuality, both in American and international contexts.

    • Apply the concept of social justice.

    • Demonstrate familiarity with a non-native language or experience living in a different culture.

    • Function effectively in diverse groups.

    • Demonstrate awareness of one’s own place in and effect on the world.

  • Citizenship and Ethics – Students are able to participate knowledgeably and actively in the public life of our communities and make informed, responsible, and ethical decisions in their personal and professional lives. Sub-outcomes include:

    • Acquire knowledge of political, economic, and social institutions.

    • Identify the various rights and obligations that citizens have in their communities.

    • Apply various forms of citizenship skills such as media analysis, letter writing, community service and lobbying.

    • Explain the concept of sustainability as it impacts economic, environmental, and social concerns.

    • Examine various concepts and theories of ethics and how to deliberate and assess claims about ethical issues.

    • Apply ethical concepts and theories to specific ethical dilemmas students will experience in their personal and professional lives.

Criteria revised 2/23/2021

Criteria for inclusion in the General Education Core requirement for Second-Year Seminar include:

• Prerequisites including at least 6 credits of English composition, and successful completion of a First-Year Seminar.

• The course being: 

  • three credits 

  • taught by full-time faculty only 

  • limited in enrollment to no more than 25 students per section

• Students must read at least 600 pages of original source materials (excluding textbooks) over the course of the semester. In the online application form, for each assigned text list the title of the text as it appears on the syllabus, the number of pages assigned, and the dates assigned.

• Students must be assigned to write at least 20 pages during the course of the semester.

In the online application form, list the writing assignments including a brief statement of their nature, whether revision is required or expected, the number of pages required, and the date assigned (e.g., date, week, class session). Each assignment should also be listed on the attached syllabus.

• Each Sophomore Intensive Seminar must address all five of 51�ԹϺ���’s  University Undergraduate Learning Outcomes (UULOs). In the online application form, for each UULO, please list each course topic that addresses this objective; describe the content covered, the subtopic covered, and the percentage of the course devoted to that topic.

  • Global/Multicultural Knowledge and Awareness

  • Citizenship and Ethics

  • Inquiry and Critical Thinking

  • Communication

  • Intellectual Breadth and Lifelong Learning

Criteria revised 2/23/2021

Minimal Course Content Criteria to Meet Analytic Thinking Distribution Gen Ed Requirement

(Approved May, 2017)

Analytic thinking is primarily about reasoning—a systematic and logical approach to argumentation, explanation, decision making, problem solving, and critical appraisal. It includes skills such as comprehending and organizing data, articulating reasons, explaining concepts, formulating plans, inferring results, answering complex questions, and drawing reasonable and logical conclusions. Courses that satisfy the 51�ԹϺ��� analytic thinking distribution requirement must satisfy the following seven criteria.

1. Must be introductory or survey courses accessible to students outside the major with few or no prerequisites.
2. Must include course material that identifies, explains, and applies analytic thinking skills and techniques.
3. Must participate in the 51�ԹϺ���’s General Education critical thinking assessment (organized by the General Education Office at 51�ԹϺ���).

Analytic thinking distribution courses must also contribute to the following 51�ԹϺ��� General Education University Undergraduate Learning Outcomes (UULOs).

Specifically, analytic thinking distribution courses will:

1. Contribute to the Inquiry and Critical Thinking UULO by instructing students how to:
   1. Construct and defend reasonable arguments and explanations
   2. Assess the relative strength of reasoning and evidence used by others
   3. Draw specific and explicit conclusions from given premises or reasons and evidence.
   4. Find and use evidence effectively to support strong arguments, organize research and evidence into a coherent case, and assess the relevance strength of evidence for tasks requiring reasoned responses.
   5. Systematically and logically evaluate and solve problems
   6. Identify, differentiate between, and appropriately test various types of reasoning
   7. Determine when to use qualitative versus quantitative analytical methods
2. Contribute to the Communication UULO by instructing students how to:
   1. Compose and effectively communicate (in verbal or written form) arguments from relevant research for specific purposes and to specific audiences.
   2. Reconstruct, represent, display, or diagram reasoning to communicate its logical or argumentative structure.
3. Contribute to the Intellectual Breadth and Lifelong Learning UULO by instructing students how to:
   1. Apply analytical reasoning skills to problems outside of a particular classroom context
4. Contribute to the Citizenship and Ethics UULO by instructing students how to:
   1. become advocates who use strong reasoning and effective evidence
   2. critically consume information.

Minimal Course Content Criteria for Meeting Humanities/Fine Arts Distribution Gen Ed Requirement

(Approved 11-14-14)

HUMANITIES:

The humanities represent the intellectual tradition which studies the human condition using methods that are primarily critical or speculative, and have a significant historical element – as distinguished from the mainly empirical approaches of the natural and social sciences. Courses that satisfy the 51�ԹϺ��� Humanities distribution credits must satisfy the following five criteria:

1. Must be introductory or survey courses accessible to students outside the major with few or noprerequisites.
2. Must include course material that identifies the fundamental assumptions, goals and methods of thehumanities. 3-5) Humanities distribution courses must also contribute to one of the first three, and one of the last two,

following 51�ԹϺ��� General Education University Undergraduate Learning Outcomes (UULO) listed below. Specifically, humanities distribution courses will:
Contribute to the Intellectual Breadth and Lifelong Learning UULO by (minimum of two of the following):

1. 1. Demonstrating proficiency in skills that sustain lifelong learning, particularly the abilities to think both critically and responsibly.
   2. Demonstrating the necessary skills for proficiency in accessing, evaluating, and integrating information.
   3. Understanding the basic principles, theoretical models, and research methods of at least one discipline within the Humanities.

Contribute to the Inquiry and Critical Thinking UULO by (minimum of two of the following):

1. Critically analyzing modes of writing and writing components in public, popular and academic texts.
2. Recognizing how contexts for the production of intellectual inquiry and ideas play a critical role in shaping their presentation.
3. Understanding and applying a variety of documentation styles to cite research in written compositions for specific purposes and designated audiences.

Contribute to the Communication UULO by (minimum of two of the following):

1. Communicating ideas and/or advancing intellectual positions via the use of both creative and academic writing genres.
2. Analyzing how strategies of communication can guide the organization, interpretation, and presentation of messages to the public, and understand their possible effects.
3. Effectively organizing, developing, and presenting work in public settings,including persuasive and informational presentations.
4. Developing a basic understanding of how various technologies can enhance oraffect public communication.

Contribute to the Global/Multicultural Knowledge and Awareness UULO by (minimum of three of the following):

1. Analyzing, interpreting, evaluating, and appreciating human intellectual and imaginative creations via the context of their production.
2. Recognizing how various works of cultural production illuminate both enduring human concerns and changes in the human condition, and understand and appreciate the diversity of cultures that exists in local, national, and international contexts.
3. Identifying and analyze the significance human beings attach to their differences and politics of identity, and be able to describe and analyze the effects of prejudice, exclusion, subordination, and ideologies of racial superiority upon all human groups.
4. Understanding the historical development, cultural and linguistic frameworks, and societies of peoples in various regions of the world.
5. Understanding the growing interconnectedness of various regions of the world since the advent of human societies, and its ramifications for the future.

Contribute to the Citizenship and Ethics UULO by (minimum of three of the following):

1. Describing and analyzing diverse value systemsand the historical, social, and psychological backgrounds from which they emerge.
2. Developing an ability to situate and critique one’s own values within existing value systems and their social contexts.
3. Learning the various types of argumentation, logical reasoning, andphilosophical thinking, and develop independent positions toward issues by applying these skills.
4. Understanding the responsibilities associated with citizenship, community engagement, and social responsibility
5. Describing and analyzing the social issues relevant to various communities, and what strategies might improve the human condition.

FINE ARTS:

The fine arts are those creative traditions, including (but not limited to) architecture, visual art, film, music, theater, and dance, whose products are to be appreciated primarily or solely for their imaginative, aesthetic, or intellectual content. Courses that satisfy the 51�ԹϺ��� fine arts distribution credits must satisfy the following fourcriteria:

1. Must be introductory, survey, or introductory to advanced performance courses accessible to students outside the major with few or no prerequisites.

2-4) Fine arts distribution courses must also contribute to two of the three51�ԹϺ��� General Education University Undergraduate Learning Outcomes (UULO) listed below. Specifically, fine arts distribution courses will:
Contribute to the Intellectual Breadth and Lifelong Learning UULO by (minimum of one of the following):

1. 1. Developing the skills to appreciate various forms of artistic expression, and develop the skills necessary to evaluate such works in a critical fashion.
   2. Developing an appreciation for artistic endeavor that will lead to continued patronage of the arts as a lifelong pursuit

Contribute to the Inquiry and Critical Thinking UULO by (minimum of two of the following):

1. Understanding the disciplinary underpinnings, concepts, and strategies that undergird various forms of artistic presentation.
2. Constructing and defending viable critiques and evaluations of various forms of artistic production.
3. Recognizing the impact of various innovations, controversies, and influences drawn from various contexts in various forms of artistic production.

Contribute to the Citizenship and Ethics UULO by (minimum of two of the following):

1. Understanding how artistic works play critical roles in addressing problems and issues in human society.
2. Understanding how artistic production is an integral part of community life, and recognize the roles that various forms of artistic production have in articulating community issues.
3. Understanding the ethical implications that can arise when various forms of artistic works are presented to diverse audiences on contested topics.

Minimal Course Content Criteria for Meeting Physical and Life Sciences Distribution Gen Ed Requirement

(Approved 11-14-14)

Physical and life sciences are the intellectual traditions that seek to elucidate the rules that govern the natural world through empirical evidence and testing of ideas. Introductory science courses typically cover a significant body survey of current scientific knowledge, or the fundamental principles of a particular field science. Courses that satisfy the 51�ԹϺ��� Physical and Life Sciences distribution credits, however, must cover both of these aspects of science. Specifically, a course must satisfy the following five criteria:

1. Must be introductory or survey courses accessible to students outside the major with few or no prerequisites.
2. Must include course material on scientific epistemology (i.e., the philosophy of science).
3. Must identify the fundamental assumptions, goals and methods of the physical and/or life sciences.
   1. Methods should include the identification of science as a complex, collaborative, and iterative process that must include the following elements:
      • Theory generation, hypothesis testing, observation, replicability, falsification, peer- review, communication, and application.

Physical and Life science distribution courses must also contribute to the 51�ԹϺ��� General Education University Undergraduate Learning Outcomes (UULO). Specifically, Physical and Life Science distribution courses must:

4. Contribute to the Intellectual Breadth and Life-Long Learning UULO by:
   1. Promoting the understanding and integration of basic principles of the natural sciences with the social sciences, humanities, fine arts, and health sciences, and help develop skills and a desire for lifelong learning.
   2. Demonstrating how the research methods and theoretical models of the physical and life sciences are applied to define, solve, and evaluate human problems.
5. Contribute to the Inquiry and Critical Thinking UULO by (minimum of three of the following):
   1. Identifying problems, articulate questions or hypotheses, and determine the need for information.
   2. Using quantitative and qualitative methods, including the ability to recognize assumptions, draw inferences, make deductions, and interpret information to analyze problems in context and draw conclusions.
   3. Recognizing complexity of problems and identify different perspectives from which problems and questions can be viewed.
   4. Evaluating and report on conclusions, including discussing the basis for and strength of findings, and identify areas where further inquiry is needed.
   5. Identifying, analyzing, and evaluating reasoning and constructing and defending reasonable arguments and explanations.

Minimal Course Content Criteria for Meeting Social Science Distribution Gen Ed Requirement

(FS-GEC Approved Document 10-13-14)

The social sciences represent the intellectual tradition concerned with society/culture, and the workings and relationships among individuals within and between the world’s societies and peoples. Social science disciplines rely primarily on empirical approaches, rather than the critical or speculative approaches of the humanities and fine arts. Courses that satisfy the 51�ԹϺ��� social science distribution credit requirement must satisfy the following five criteria:

1. Must be introductory or survey courses accessible to students outside the major with few or no prerequisites.
2. Must include course material that identifies the fundamental assumptions, goals, and methods of the social sciences.

Social science distribution courses must also contribute to the following three 51�ԹϺ��� General Education University Undergraduate Learning Outcomes (UULO). Specifically, social science distribution courses will:

3. Contribute to the Intellectual Breadth and Life Long Learning UULO by (minimum of three of the following):
   1. Providing a taxonomy which provides students with an understanding of the scope of problems investigated by social scientists
   2. Inform students of the importance of using scientific reasoning and the scientific method in the social sciences.
   3. Identifying how the research methods and theoretical models of the social sciences have been applied to define, solve, and evaluate human problems.
   4. Demonstrating to students how the scientific method is applied in a social science context to problems specific to the discipline
   5. Transferring knowledge and skills gained from general and specialized studies to new settings and complex problems.
   6. Providing opportunities for students to independently evaluate and analyze research questions and real world policy prescriptions.
   7. Demonstrating life-long learning skills, including the ability to place problems in personally meaningful contexts, reflect on one's own understanding, demonstrate awareness of what needs to be learned, articulate a learning plan, and act independently on the plan using appropriate resources.
   8. Requiring students to conduct analysis of discipline-related questions or policies independently, outside of the classroom environment
4. Contribute to the Global/Multicultural Knowledge and Awareness UULO by:
   1. Identifying the methodologies employed by social science disciplines to conduct scientific inquiry into global and/or multicultural issues, and analyze policy related to those issues.
5. Contribute to the Citizenship and Ethics UULO by (minimum of one of the following):
   1. Acquiring knowledge of political, economic, or social institutions.
   2. Developing skills in students that enable them to understand and analyze the workings of human interactions in a political, economic, or social context.