Chicago State University

The following are the initial findings of the General Education Assessment Survey, completed by faculty at Chicago State University during the Fall Semester, 1998. The survey was designed to find out what faculty at CSU believe "students should know and be able to do after they complete their general education requirements … in terms of knowledge, skills and abilities." The subcommittee charged with doing the initial review of responses include R. Benny (English/Composition), K. Dawson (Art and Design), J. Halpin (Geography), and R. Milo (Anthropology).

Issues to Consider in General Education Requirements at CSU

General Summary and Recurring Themes

Detailed Summary of Faculty Responses by Disciplinary Category

Compilation of all Responses to Faculty Survey

Comments and Additional Faculty Contributions on General Ed. Requirements can be sent by email from here.

Issues to Consider

It is difficult to separate what college graduates should know or be able to do from what students who have fulfilled the general education requirements should know or be able to do.
There is a gap between the expectations of faculty and the expectations of students, about what should be required of them.
The level at which students enter Chicago State University affects their ability to progress through the university program. For some students it is a big leap, regardless of their previous schooling. General education is a kind of leveling process to get students on a par.
There is a difference between what faculty know the students should learn and what they should realistically be expected to take in course work.
The Committee might wish to think about connecting the objectives to the CSU Mission (which is being reviewed now).
We must ensure that, whatever major the students follow, general education enables them to connect it to the broader realm of knowledge.

General Summary and Recurring Themes

Presented here are preliminary general observations of the survey, or rather themes which appeared often.

Students should have a good working command of the standard dialect of American English, in reading, writing and speaking.
Students should have knowledge of at least one foreign language.
Students should have the historical context in which to understand the contemporary world and the issues that our students will confront. Specifically mentioned are world and U.S. history. A strongly related area is the history or ideas, including the philosophical, ethical and ideological positions that condition the construction of history. Several responses note the desirability of exposing students to non-Western philosophical, ethical and religious systems (as a way of putting our own into cross-cultural context).
Students should understand and be able to apply mathematical reasoning to real-world problems. Several respondents also noted the need for basic knowledge of probability and statistics.
Students should understand the basics of the scientific method, including the formulation of hypotheses and testing those with data/observations. They should appreciate the ways that the scientific method has led to a better understanding of the world we live in.
Students should be able to express and understand appropriate concepts in tabular and graphical forms. They should be at home with maps.
Students should have familiarity with calculators, computers and the internet.
Students should have personal exposure to some form of creative artistic endeavor, whether ceramics, sculpting, painting, music or some other form.
Students should be able to find information, evaluate it critically in terms of reliability, use it in their own thinking and writing, and cite it appropriately.
Students should have the vocabulary to talk about cultural values and ideals, and they should be aware of yow those values are expressed in art, literature, music, philosophy, ethics and history.
Students should be aware that education is a life-long process, and they should be enabled and interested to carry on the process of self-education following their structured education.

Summary of the Responses to the General Education Survey

Humanities:

That students should acquire a good working command of the standard dialect of American English in reading, writing and speaking is probably the single most common conviction in the responses.
Students should have the ability to conduct research in libraries and on the Internet; they should understand and be able to use common documentation styles.
Several responses also highlight knowledge of at least one foreign language. One or two mention study outside of the United States.
There seems to be general consensus that students should have the historical context in which to understand the contemporary world and the issues that our students will confront. Specifically mentioned is world and U.S. history; a strongly related area is the history of ideas, including the philosophical, ethical and ideological positions that condition the construction of history.
Students should have an exposure to and appreciation of Western and non-Western forms of artistic expression.
Students should have personal exposure to some form of creative artistic endeavor, whether ceramics, sculpting, painting, music or some other form.
Several responses note the desirability of exposing students to non-Western philosophical, ethical and religious systems (as a way of putting our own into cross-cultural context). Students need "a sensitivity to cultures, ethnicity, religions, beliefs, orientations, philosophies, ideologies, histories, gender and environmental issues that are dissimilar to their own."
Students should have the vocabulary to talk about cultural values and ideals and they should be aware of how those values are expressed in art, literature, music, philosophy, ethics and history.

Social Sciences:

Students should study race, ethnicity, and gender in terms of their cultural definitions and the effects of those definitions on individual’ lives and communities. They should develop sensitivity to how concepts of culture, race, and gender shape human identity and personality.
Students need basic understanding of the development of human cognition and personality development.
Students should have an historically contextualized understanding of various cultures, their development, and their contact and subsequent impact on each other.
Students should have a generalized understanding of the basic questions, methods and vocabulary of sociology and psychology.
Students should study the diversity of environments in which humans live. They should understand how different environments affect cultures, and how different cultures affect the environment. They should be at home with maps.
Students need a basic understanding of various economic systems, their development, and their effects on communities and individuals.

Natural Sciences:

Students should understand human impact on the environment and on other organisms.
Students should understand the basics of the scientific method, including the formulation of hypotheses and testing those with data/observations. They should appreciate the ways that the scientific method has led to a better understanding of the world we live in.
Students should be able to read scientific articles in the popular scientific press.
Students need a basic understanding of the mechanisms of disease and health.
Students should understand evolution and the evidence for it.
Students should have a basic understanding of genetics and current genetic research.
Students should understand and be able to apply mathematical reasoning to real-world problems. Several respondents also note a basic knowledge of probability and statistics.
All students should have familiarity with calculators, computers and the Internet.
All students should have familiarity with calculators, computers and the Internet.
In addition to reading and writing, students should be able to express and understand appropriate concepts in numerical, tabular and graphical forms.

Life long learning and citizenship:

Students should be able to find information, evaluate it critically in terms of reliability and use it in their own thinking and writing (and cite it appropriately).
They should be able to assess the quality of their own thinking, assumptions and conclusions.
Students should understand the role of education in the functioning of a democracy.
They should also value truth, personal honor and integrity.
They should have "an understanding of and confidence to criticize the key sectors of American life, government, law, economics, science, technology and the non-profit segment."
Students should "know what it is to rule and be ruled in turn through service-oriented experiences."

Compilation of Responses to the Survey:

The compilation of responses to the survey appears below. The statements have been grouped into a variety of categories: Humanities, Natural Sciences, Mathematics and Computer Sciences, General, American Citizenship, and Other. This was done to facilitate the process of searching for common elements and major areas of agreement. In compiling the responses, if the respondent had categorized statements into the broad areas suggested in the survey memorandum, the statements were placed in that category. If the statements were listed all together or appeared in paragraph form, they were placed in the most appropriate category.

To the best of our ability, all statements submitted are reproduced here. If a response is missing from this list, please inform the committee and we will update the document.

Humanities: (including the following disciplines: African-American Studies, Art, English, Modern Languages, Music, Philosophy, Speech, Theater, Women’s Studies)

Write a straightforward essay, using and citing sources when appropriate.
Find and evaluate information sources critically.
Appreciation of art, music, and literature consistent with a college education.
Basics of philosophy, such as logical thinking, critical reasoning, and the ability to synthesize opposing and seemingly contradictory arguments.
Appreciation of cultural values through language, art, music, literature or philosophy.
Understanding of humans and a sympathy for their conditions.
English: composition and literature – exhibit good writing, promote careful thought and explore human existence.
To speak and write standard English well.
To speak and write well in a foreign language.
Language other than English - minimum of two years study.
Knowledge about history of intellectual thought in both western and non-western culture. Specifically, the key themes of philosophy, political economy and science.
Exposure to literature, art, and music of western and non-western culture.
Familiarity with widely known art, music, literature and philosophy in Western and non-Western cultures, and their historic contexts.
Sense of how philosophical, religious, social or political paradigms affect or are affected by artistic expressions.
Must be able to read, write and speak coherent English.
Role of social values in judgement of merit of art., art in re: support for or opposition to social values.
General knowledge of intellectual contributions of diverse ethnic groups to world culture in order to function properly in a pluralistic community.
Foreign language skills to cope with growing global communication, and to enhance the ability of competition. – at least 9 hours instruction, in all disciplines.
Ability to appreciate, if not understand, diverse art forms, music and performance art.
Working command of standard American English in reading, writing and speaking.
Foreign language and understanding of how language shapes and is shaped by thought and culture.
Role of philosophy in shaping human thought, major western and non-western philosophical perspectives on human condition. Current and historical arguments about ethics and morality.
Exposure to music from different cultures and time periods, appreciation for the diverse cultural influences in American music.
The ability to write fluently in English.
Gender, as a cultural construction and of changing constructions of gender and gender roles within context of changes in society, economics and politics.
Exposure to art in its human, cultural, historical and socio-political contexts.
Appreciation of literature as a lens for understanding the human experience. Should have an extended exposure to at least one author and should have an understanding of the literature of at least one major cultural or historical movement. Experience writing and reading must accompany this exposure.
Opportunity to create and appreciate the insights and perspectives on being human which are available from participation in the arts. Experience in at least one medium is the very least that must be required.
Understand the history of ideas and its relation to current issues and problems in diverse disciplines.
Know major events and movements in world history with a particular emphasis on modern history, which many high schools never really cover.
Should have a basic reading and speaking knowledge of a foreign language. Formally learning the structure and vocabulary of another language is important in learning to use English correctly, as well as in developing critical thinking abilities.
Should have some knowledge of philosophy, logic, and ethics.
A history course or two should be part of every graduate’s background – world or U.S. history.
Understanding of how knowledge in history is created, including chronological thinking, historical comprehension, historical analysis and interpretation, and historical analysis of issues.
Use of history in any enquiry into the political, social or moral issues in a society.
Examination of different cultures and ways of life, and a consideration of the common problems and shared humanity among different people of the world.
Ways in which philosophy and literature have contributed to human knowledge and civilization, how knowledge in these fields is created. Reading of primary courses as a major portion of course content.
Consideration of the relationship between works discussed, the cultures in which they were created, and the human concerns they illuminate.
Critical analysis and interpretation of one or more primary texts.
To read literatures from the world and be able to explain their meanings to others.
To play an instrument or to sing.
To value the history, culture, and study of other peoples.
To study the challenges and opportunities of race and ethnicity and to conceive of strategies for deconstructing and transcending racism and prejudice.
To work with the hands in soil, clay, on canvas – in a natural medium.
Understand the influence of culture and the variation in values and beliefs among different groups.
Students should have been exposed to art, music, a language, literature and some basic philosophy.
Classes for speech, theatre, and English where the student’s ability is assessed in [speech]. Have students evaluate oral diction for assignments which require a presentation of material.
Students should have been exposed to art, music, a language, literature and some basic philosophy.
Need a sensitivity to cultures, ethnicity, religions, beliefs, orientations, philosophies, ideologies, histories, gender and environmental issues that are dissimilar to their own.
Need to have knowledge of intellectual contributions of diverse ethnic groups to world culture in order to be able to function positively in a pluralistic community.
Language skills beyond English are definitely a must for college graduates.

Social Sciences Including the following disciplines: African-American Studies, Anthropology, Economics, Environmental Studies, Geography, History, Political Science, Psychology, Sociology)

Understand basic sociological and psychological concepts.
Sampling and research should be introduced.
World cultural patterns and ideas that different groups of people have valid ways of viewing the world.
Enumerate the societal and personal rules of behavior which are investigated both specifically and broadly in disciplines such as political science, history, sociology, psychology, economics anthropology, geography.
Knowledge of political and economic conditions of the world as it is, and as it has been historically.
Should know about the physical and cultural world, especially the relationships between human behavior and its impacts on the "natural" world.
Knowledge of when major events happened.
Role of geographical location in cultural or economic development.
Use of history, anthropology, economics, etc. as tools to interpret politics, art, philosophy or science.
How social scientists formulate and answer questions, kinds of data, use and misuse of the answers in social or political policy making.
Know the world political, economics, social, and intellectual developments that shape the world history in general.
Understand physical, cultural, and economic geography and environment of all major regions and their problems.
Fundamental principals of physical, mental, psychosocial development and health.
Understand culture, society, language and their influences on personality, behaviour and social structures.
Understand contemporary cultural conflicts, urbanization, and acculturation.
Scientific account of human origins and evolution, part of humanity in nature, biological unity of human species.
Concepts of culture and society, culture, language and ethnicity and they shape human identity and personality, conceptions of individual as part of an as opposed to society.
Appreciation for richness of human culture and cultural diversity - flaws of ethnocentrism.
Economic system in which we live and of other economic systems in historical and contemporary context, how economic systems change and how the resist change, students’ place in the contemporary economic system, and the obstacles and opportunities that they confront.
Knowledge of the ways in which we think about and make sense of the psychology of individuals and groups, the cultural and medical bases of definitions of mental health and illness.
Ability to locate continents, nations, cities and cultures in geographic context (i.e. read a map), understanding of human biological and cultural adaptations to diverse environments.
Understand impact of human activity on the natural environment and the consequences – real and potential – of that impact.
Understand and evaluate current debate on environmental issues.
Understanding gained from exposure in depth to the various ways of studying human beings in culture, relationships, social organization, and individual development. Students should have a good understanding of the basic paradigms of anthropology, sociology, geography and history. Enough exposure to enable an understanding of both our current culture, but also some other culture.
To be able to articulate differences between and within cultures other than one’s own.
Women make up half of humanity – all students should have some formal knowledge of women’s history and struggle.
Knowledgeable bout global interdependence and appreciate the conflicts and unexpected outcomes which often occur as diverse regional cultures and mores come into contact within world-wide economic interactions, travel, and communication.
Should be aware of and sensitized to the status of global human population numbers and the impact of humans on the environment. Should be knowledgeable about the difference between people overpopulation and consumption overpopulation, and have learned the ethics to make choices about these issues.
Understand the dynamics of health interpersonal relations and the problems of family and interpersonal systems.
Study the problems of the old and the young, and to develop ideas about how to address them.
To study the problems and possibilities of international relations.
To have considered the issues of ethics as they bear on our existence as social agents, as political agents, as beings in nature, and as members of families.
Understand the influence of historical and current trends on behavior (i.e. political, social, economics, etc.)
World history, geography, political science, American history and government and some study of human behavior in anthropology, sociology or psychology.
Understand and appreciate the nature of the relationship of humans across social, cultural, racial, geographical, national and international context.

Natural Sciences Including the following disciplines: Biology, Chemistry, Environmental Studies, Physical Sciences, Physics

Understand the importance of scientific method, broadly applied.
Cope with science at least to the extent of reading newspapers and more ideally to be able to read popular science publications.
Knowledge of important information – ecological issues, health, genetic engineering issues, basic biology to understand.
Understand impact of science on society and the environment.
Be able to read with comprehension scientific articles in the popular press, including the interpretation of graphs and tables.
Critically evaluate the possible ramifications of new discoveries in science.
Overcome the fear of science and math so that it isn’t passed on to children.
Factual knowledge and vocabulary necessary to basic scientific understandings of the natural world – Linnaean taxonomy, evolutionary theory, periodic table, Einstein’s theory, etc.
Understanding of scientific research – formulation of questions, and experiments.
Understand difference between fact and opinion, pseudo-science and genuine science.
Basic biological concepts relating to organ systems.
Understand how human actions affect other organisms and the environment in which we live.
Understanding of biological basis of life and the inter-relatedness of living things, nature of biotic communities and their interrelationships, working definitions of "environment" and "ecosystem"
Understanding of genetics and how genes work (sufficient to understand contemporary debates surrounding cloning, gene therapies, the use of DNA analyses in forensics, etc.)
Familiarity with the stages of Earth history, including the evolutionary succession of living things, short- and long-term climate changes.
Basic understanding of how atoms and molecules are put together, how they interact, and how that knowledge is being used in the contemporary world.
Practical understanding, from actual participation within a laboratory context, of the experimental paradigm for solving problems and forming new knowledge in the scientific arena.
Understanding of genetics at least at the level of alleles, and an appreciation of the molecular language of genetics at the molecular level.
Understanding of the laws of motion, concepts of energy, concept of quantum mechanics, chemical bonding, stoichtometry, and the concept of chemical compounds.
Significant level of detail in the way in which the brain functions including its development and the means by which it learns, stores memories, the nature of cognitive and emotional memories and the difference between their means of storage and alteration of memories.
Understanding of the nature of evolution and the status of the incredible collection of data that supports this as the best explanation of how we have gotten to be who and what we are.
Understanding of the basic mechanisms of diseases and health as well as the modes by which personal and public health is maintained.
At least one lab course in science should be passed with grade of C or better. Biol. Chem. Physics, and physical science are available.
Should have knowledge of basic biology and chemistry and the ability to understand scientific reasoning.
Should have enough knowledge of biology and genetics to be able to contribute to debate about genetic engineering, seed banks, gene patents, and related issues.
How scientists use information to explain the phenomena observed in the physical universe.
Unifying concepts of the physical sciences including the forces of nature, the structure of materials, and the role of energy in the physical universe.
Concepts history, contexts, and methodologies of the life sciences assists student in becoming scientifically literate. Help students apply an understanding of scientific ways of thinking to their own lives and careers.
Understand how a particular field analyzes a large question into answerable components.
Broad introduction to the contemporary status of a social science field of study.
Scope of a field’s approaches, methods, and theories.
Key concepts and vocabulary necessary for an educated layperson to follow developments in their field over the next decade.
Know about the wonder of human reproduction and to consider its responsibilities.
Understand how the environment and system of nature impact human existence and to consider humanity’s impact on them.
Know how to apply the laws of biology, chemistry, and physics to a research problem, hypothesis, or problem of living.
Understand the basic scientific concepts that influence how people and the environment interact
Basic biology of plants and animals.
Appreciate the connection between self and nature.
Some basic information concerning matter, energy and the chemical make-up of the world.

Mathematics and Computer Science

Capable of applying mathematical reasoning to appropriate problems.
Understand concepts such as proofs and the manipulation of unknown quantities.
Aware of basic computation tools ranging from pencils to calculators to powerful computer programs.
Develop reasoning and computational skills.
Mathematics – without it a student is incapable of reading most scientific writings(even fairly elementary science)
Necessary computational skills for professional and personal survival.
Understand mathematics as a language used to precisely describe things in the physical world.
Ability to read and understand graphs.
Understand the logic inherent in mathematical thinking.
Basic concepts of data processing.
Familiarity with modern digital computer and its peripheral devices.
Basic mathematical concepts: number operation, lines, equations, fractions, etc. and applications in daily life, business and industry.
Ability to do arithmetic adequately to balance a checkbook , calculate percentages, make a budget and other expressions of basic numeracy.
Ability to use a calculator to accomplish the above as well as to solve more complex mathematical problems.
Basic computer literacy, including word processing and spreadsheets and their associated tools, how to use the computer to get and exchange information, how to evaluate the reliability of information obtained via the Internet.
Understanding of the ways in which mathematics is used to model events in the natural and cultural worlds,
Competent understanding of basic ideas of calculus, should be able to process data in graphical formats understanding rates of change and processes.
Understanding of probability and some statistical measures by which to judge relationships thereof in data.
Should have knowledge of mathematics at least through the level of second year algebra or trigonometry and knowledge of how to use computers.
Should be competent in math through college algebra.
Be able to read maps, graphs, and charts, to evaluate the use of scale transformation and class intervals to determine if information is shown appropriately, and whether differences or similarities are enhanced or minimized in order to support a statement or point of view.
Develop the ability to express scientific, economic, or social issues in quantitative terms.
Understanding of how computer scientists, logicians, mathematicians, or statisticians think and how knowledge in these fields is created.
Problem solving, including recognition of key problem elements, the choice of suitable methods for solving a problem, and the appropriate application of these methods.
Understand the theory of probability and to be able to test a hypothesis, by computer, and by hand/manually.
To be computer-literate and to negotiate the Internet.
Use basic technology needed to interact within society.
Understand the math concepts used in daily living and be able to apply them.
Know that the fundamental ideas and concepts of math have their foundation in the "real" world and further understand that the development of mathematical ideas and concepts has contributed greatly to the advancement of civilization.
Understand how mathematics is used as a problem-solving tool in the natural sciences, social sciences and in the humanities.
Appreciate the logical structure and system of reasoning in mathematics and be able to apply this system to ordinary problems and to other areas of study.
Basic arithmetic operations, some algebra, the basic logical tenets of geometry, and some sense of probability.
Must be able to read and interpret charts, graphs and understand [basic] statistics.
Students should be able to pass Illinois State Board of Education certification test for teacher applicants (basic skills test, mathematics sub-area)

General

Broaden a student's outlook and experience beyond his or her chosen field of study.
Appreciation of impact of scientific discoveries and technical developments on the national and international level.
Wider exposure to subjects outside the major tend to produce more responsible citizens.
Better enjoyment of life.
Expose students to the various areas of knowledge sufficiently so they can continue a life of self-education.
Should be able to write an essay (2-3 pages minimum) which contains properly constructed, sensible sentences, in "standard English", free from grammatical and punctuation errors.
Should be able to prepare documents, including letters and essays, on a word processor. Spell-checker should be used!
Should have experience in finding materials in the library; perhaps focussed on major area, and be in the habit of giving proper references to these materials.
Empower students to be successful in their careers and as citizens.
Communication skills – ability to read and write,
Ability to critically evaluate information, requiring the ability to compute and reason.
Basic skills of reading, writing, data analysis and computer use.
Apply problem-solving skills to problems encountered in daily life.
Encounter facts within the context of various disciplinary frames.
Scrutinize the construction of those [conceptual and contextual] frames with skeptical and sophisticated eyes, to understand how a dominant paradigm can shape or resist theoretical constructions , … etc. – critical and analytical thinking.
Communications abilities – ability to read well, communicate effectively and think clearly and logically.
Critical readers of their own and others’ texts. Probe language for logical inconsistencies, lack of evidence, leaps of fancy.
Assess quality of their own thinking, their own opinions, their own assumptions about the way the world is and how it got that way.
Be able to communicate in manner appropriate to intended audience.
Adequate reading and writing skills of the English language to communicate, understand and express ideas properly.
Knowledge and tools to make sense of the choices they as individuals and members of society will confront. – (critical thinking, analytical thinking, ability to synthesize info?)
High quality courses comprising a general educational curriculum are essential to provide a sound foundation of knowledge and skills for our graduate to be responsible citizens in our complex society.
Exposure to people, ideas, and events that have had important influences on humans and their environments.
Need to master the written and spoken work to enrich their own lives and to contribute effectively to our society.
Instill in our students the idea that learning is a continuous life-long process and essential for personal freedom and a democratic society.
Understanding that learning can be a lifelong activity through which the adventure of living can be enhanced and maintained.
Be exposed to difficult ideas beyond any technical knowledge or skill and to be able to respond to these.
To critically analyze competing ideas and issues objectively.
For those advanced students, to achieve a grounding in and familiarity with theoretical issues as a preparation for graduate school.
Know how to write, in particular how to write a logical argument and how to do research and write a research paper.
Need more information on many subjects so that they can think critically and make reasoned judgements. The idea that information is unimportant and students need to be taught only to reason and think is flawed because without a certain amount of basic information it is impossible to move on to higher levels of reasoning.
Be able to assemble information from a variety of sources: television, Internet, radio, and print media, which has originated from diverse and often contradictory perspectives, and be able to analyze and evaluate the information in order to develop an informed opinion.
Should be ready to take responsibility for own life-long learning.
Students should be exposed to broad, rather than narrow, content.
Should be able to think conceptually – beyond the concrete and conventional.
Critically examine information, reconcile contradictions, leading to more abstract synthesis or conceptual level of thought.
Current knowledge and thinking skills that permit them to be adaptive, flexible, effective problem solvers.
Engage in articulate expression through effective writing and speaking.
Think critically and creatively.
Locate, evaluate and use information effectively.
Sufficiently critical stance that will allow students to begin to understand how to weigh ideas and claims within the field’s domain.
Identify and explore the advantages and disadvantages of diverse points of view or perspectives, about a subject or object of enquiry.
To have spent a semester at a school away from CSU, in the U.S. or elsewhere, as part of an academic program or study.
Write a good resume, application letter, and letter of thanks.
To have healthy bodies and open minds.
To value truth and personal honor and integrity.
Express ideas and opinions in a variety of communication methods (written, verbal, visual).
Develop the skills to identify problems, do research, find alternative solutions.
Understand the interrelationship of all the humanities, all the sciences, and the interdependence of all organisms on this earth.
Critical that all students are computer literate, have strong communication skills, and be aware of economics and environmental dimensions of a capitalist system.
Students should have had instilled a value of self-worth and a commitment to community.
Should be able to solve problems, write coherently, think divergently, synthesize disparate information.
Have excellent "learning to learn" skills.
Have learned strategies for working cooperatively with others.
Should know own strengths and weaknesses.
Express oneself in a clear, concise manner in writing and orally (for those who do not have a disability in this area).
Express feelings in an acceptable manner.
Engage in intellectual discourse with clarity, logic and purpose.
Be skillful in problem solving.
Be skillful in introspection, self-analysis and self-direction.
Be computer literate, have strong communication skills, and be aware of economic and environmental dimensions of a [capitalist] system.
Should have instilled a value of self-worth and a commitment to community.
Produce comprehensive and/or oral examination results that reflect their critical analysis and independent thought as well as knowledge of the field.
Demonstrate an "honest" commitment to student success.
Be receptive to change.
Know the constituents of the community in which they will serve/work. Know the social, cultural and linguistic history.
Work to develop an appreciation rather than a mere tolerance for cultural differences.
Possess a clear vision of how their newly acquired or conferred skills and abilities can affect change in the practice of education.
Join professional and educational organizations that keep its members up-to-date on issues and policies related to the field.
Should have enough knowledge in each of the areas (humanities, social sciences, natural sciences and mathematics) to evaluate articles, texts, research and the like. Should be prepared to knowledgeably and intelligently evaluate resources and research.
Practical knowledge that allows them to function in today’s world.
The recommendations submitted by the General Education Committee in March 1996 sound fine. The question is: "how and where should these objectives be measured."
Should be knowledgeable about the depth (i.e. history) and breadth (i.e. cultural diversity) of human culture. Students should be comparably knowledgeable about the depth (evolution) and breadth (biological diversity) of the natural world.
There should be elective alternatives which relate to the major. Not all for everyone. Knowledge in general, critical thinking, appreciation, computing, awareness, etc. It is "what remains when all that has been learned has been forgotten." Let departments do it.
Should have knowledge, skills and abilities in critical thinking, problem-solving, written and oral communication. I don’t believe a student can truly progress in any other area without a strong foundation in the above.

American Citizenship

Know fundamental facts about American history and government.
Structure and workings of the government of the U.S. in theory and in practice.
Overview of the world history and of American history within the context of world history.
Knowledge of the roles of European and African culture in shaping the culture of the U.S.
Understanding of the African Diaspora, the effects of the slave trade on Africa and her descendants in the Americas, the consequences of slavery for the culture, economic status and political aspiration so African Americans.
Convey to students an understanding of and confidence to criticize the key sectors of American life – government, law, economics, science, technology, and the non-profit segment.
Understanding of the political and governmental structure of this country and how a citizen participates in its operation.
Ways in which the past has influenced U.S. culture and identity.
To know how to rule and be ruled in turn through service-oriented experiences.
To understand the history and the political system of the United States, and of Illinois.
Ethics is very important but it should correlate with the highest goals of American Citizenship.
Should know the history of American English, the factors that contribute to dialect differences, and the specific dialect differences that make an impact on educational achievement.

Other issues raised:

Hiring, supporting, and retaining competent faculty.
Clean and safe physical facilities are needed to improve our teaching and learning environment.
Electric technological tools can be very useful in assisting in instruction, but they can not replace the emotional and intellectual bonds that develop in an effective classroom atmosphere that give color and character to teaching and learning experiences.
Some sort of comprehensive examination or means by which students would demonstrate their successful mastery of these categories after taking classes. However, when I imagine attempting to administer such examinations to all students, I find myself rejecting the idea. An alternative would be to adopt some sort of levels of additional mastery beyond assembling a collection of courses. These levels could be designated on their diplomas and could carry connotations of excellence and distinction. It might be that the College would provide some sort of awards, for a small number of students who could assemble a portfolio of evidence (writings, artistic creations, computer programs, etc.)
Competency in college algebra and ability to write a properly constructed essay, with sensible sentences, in "standard English", free from grammatical and punctuation errors is so important that CSU should consider "exit" exams in these areas.
Field-based supervisors for student teachers have been extremely critical of CSU students regarding [non-standard American English]. Need courses such as speech, theatre and English to provide an avenue for students to become aware of articulation patterns such as loss of word endings and inappropriate syntax.
Include wellness perspectives, health and fitness from holistic and inter-disciplinary perspectives.
Be able to manage stress successfully as well as have an awareness of the life enhancing benefits of good nutrition and regular exercise.
This questionnaire violates research method, and is statistically incompatible, as well as respondent-unfriendly.
General studies take up too much of the course of study. Our certifying bodies are instituting more requirements. We have to piggy-back these in major classes. General studies rehash a good high school program.