General College Curriculum Goals

Course Number: GC 1041/ 1042

Credits: 2 (each)

Diversified Core: None

Designated Theme: None

Writing Intensive: No

Completed by: Robin Murie

Date completed: 2/16/99

A. Develop academic skills (i.e., processes involved with both acquiring and demonstrating knowledge) and successfully apply them to college-level coursework

Curricular Goals	Course Goals	Learning Activities
1. Students will read college-level texts.	Students read texts from the paired GC course (1311,1211,1285,1137) Students will work on a variety of reading activities	previewing textbook material; predicting content using organizational cues annotating text outlining, summarizing material main concepts/ supporting detail
2. Students will understand lecture material.	students will review lecture material from paired course	Students will review lecture notes, discuss note-taking strategies, examine listening comprehension cues; rehearse ways of asking for clarification in the lecture course.
3. Students will participate in classroom discussions.	Students participate in frequent group work, lead class discussion, present material to the class	Students are responsible for 2-3 classroom presentations of textbook material ongoing group work with text and vocabulary
4. Students will write a variety of documents.	Students use writing to learn chapter material in more depth.	summaries short essays & other writing chapter notes
5. Students will understand quantitative problems.
6. Students will be able to use a computer.
7. Students are willing to receive information and respond to it.
8. Students develop values, organize them into systems, and apply those systems to their private and public lives.	Students discuss and use a variety of reading a study strategies which can be applied to other college courses.
9. Other.

B. Build and use a foundation of general knowledge in the discipline

Curricular Goals	Course Goals	Learning Activities
10. Appreciate the discipline as a valuable area of knowledge.	Reading courses encourage discussion of the value of the content area of the paired course (anthropology, the arts, sociology, anatomy).
11. Identify and describe issues or problems in the discipline.
12. Analyze and reflect upon issues or problems in the discipline.	Students reflect on problems of reading challenging textbook material in a second language.
13. Solve issues or problems in the discipline.
14. Think creatively.
15. Other.

C. Demonstrate greater awareness of and respect for individual, cultural, ethnic, and religious differences

Curricular Goals	Course Goals	Learning Activities
16. Awareness and respect for diversity in terms of content.	The content of each reading course differs, depending on the paired GC course. Where appropriate, the reading course expands on the content of the paired course, using materials and presentations that reflect the diversity in the classroom.	The content of class discussion draws from students' backgrounds (for example, in General Arts, a Lao student might bring in examples of Lao traditional dance; in anthropology, students might discuss clan systems in Somalia; in anatomy, a student might cover medical issues in Eritrea).
17. Awareness and respect for diversity in terms of process.	Commanding English courses, by definition, are inherently diverse, with students from Vietnam, Somalia, Eritrea, Mexico, Russia, and Taiwan (to name a few of the more common nationalities). Respect for diversity is a goal common to all CE courses.	By working together as a class and in small groups, through the process of negotiating course content, leading class discussions, and reading each others papers, students are building an awareness of diversity.
18. Other.

D. Develop attitudes and behaviors that are associated with success in college

Curricular Goals	Course Goals	Learning Activities
19. Class participation.	Students will take an active role in class work.	Student-centered inquiry (students lead discussions of what the paired content course lecture covered; suggest areas that could be expanded on in the reading course; select their own vocabulary study) small group presentations of chapter material group work
20. Use of learning resources.	Professor and TA of the paired content course are used as resources. WC consultants	Students are encouraged to use the professor and TAs office hours; the professor and/or TA will come in to the reading class at times to lead a study session or answer questions;
21. Task completion.
22. Appropriate interaction with peers, faculty, and staff on academic issues.	Part of the reading course includes discussion of culturally appropriate ways of asking for academic assistance in college courses
23. Understand themselves better as learners.	Part of the reading course includes discussion of what it means to read in college courses: what does the U.S. education system expect ?	A sample discussion question might be: how is reading a chapter of sociology different in the US from an equivalent assignment in Vietnam?
24. Evaluate their own strengths, limitations, and interests.
25. Set attainable academic and career goals.	CE students discuss academic & career goals as they select the reading course with the program advisor.
26. Time management.	The schedule of assignments in the reading course reflects the schedule of the paired content course.
27. Test taking.	Students analyze tests taken in the paired content course.	multiple choice formats: looking closely at wording, at distracters essay test writing strategies students create practice tests
28. Library skills.
29. Condensing and summarizing.	Students regularly summarize chapter material.	Students take notes from chapter material; prepare summaries, outlines of chapter work students summarize the main points from the textbook chapters to present to the entire class
30. Techniques for organizing knowledge.	note taking is an integral part of the course
31. Familiarity with different learning strategies.	Students are presented with a variety of strategies for studying, reading, and learning vocabulary	oral presentations visual representation (charts, illustrations, etc.) SQ3R Vocabulary deriving meaning from context cues word roots, affixes, dictionary work
32. Awareness of personal learning styles.	Students are encouraged to develop their own strategies for reading and studying course material
33. Other.