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General Education

  • An important message for cONTINUING AND NEW TRANSFER students about General Studies requirements at NJCU

    Continuing students and new transfer students in Fall 2015 have the opportunity to complete a modified (reduced-credit) version of the existing General Studies program. The requirements of this reduced-credit version of General Studies are detailed on this fillable General Studies Academic Planning Sheet 3-GS. The main difference between the modified requirements and the previous requirements is a reduction from 6-9 credits to only 6 credits in each area (A-F). The total number of credits required for General Studies is thus reduced from 66 to 51-53 credits. Please see your academic advisor with questions regarding the General Studies requirements.  
    Education students who entered NJCU before Fall 2015, and Education students who transfer to NJCU without an AA degree, follow Academic Planning Sheet 3-GS. These students may take only 3 credits in up to two areas of General Studies. As a result, they are urged to use caution when consulting the Degree Progress Report. Students should consult their academic advisors to be sure they do not take General Studies courses they do not need. 
    New non-transfer students entering NJCU in Fall 2015 begin the new General Education program and use the new fillable General Education Academic Planning Sheet. This document appears in the Master Course List and includes a current list of Tier 1 and Tier 2 course seminars that count toward the Modes of Inquiry distribution requirement for new non-transfer students entering the new General Education program.


    Please click here for information about the new General Education program for new non-transfer students entering NJCU in Fall 2015.
    Please click here for a list of General Education courses scheduled to run in Fall 2015. This list includes catalogue course descriptions.


    The General Education Revision/Implementation 

    The new General Education program was approved in May 2014. Click here to view the General Education proposal approved by the University Senate and SACC.

    For more information, view Q&A: the New Gen Ed Program. 

    The Guidelines for Requesting New Course Approval and Course Changes now align with the new General Education program. This version has been updated to include information on Signature Assignments and programmatic assessment. 

    The Course Proposal "Cover Page" document, Request for Permanent Course Approval or Course Change, was also approved by the Senate and SACC. This is a "fillable" PDF that can be saved. It serves as a "routing slip" as course proposals make their way through the approval process that begins with Department Curriculum Committees. This form must be submitted to the Department Curriculum Committee with the completed Course Proposal. In order to save the "Cover Page" file with your information, you may need to follow these steps:

    1. in your browser, fill in the required information;
    2. select "Print" in your browser;
    3. in the "Print" window, under "Destination," select "save as PDF";
    4. then click "Save";
    5. in the "Save" window, change the filename to include your name, the course title, and the words "Cover Page" and change the intended location of the file to the location on your computer where you want to save it; 
    6. attach the new saved file (the completed "Cover Page") with your course proposal when you submit it.


    Tier 3 Capstone Course Guidelines Approved by Senate April 6, 2015

    We expect to offer a small number of Tier 3 capstone courses for the first time in Spring 2017. In the initial phase of Tier 3 course development, each department is encouraged to propose two capstone courses; these might be developed in collaboration with one or more other departments. Please see the guidelines below and mark your calendar for the upcoming workshops!

    Note: The deadline for Tier 3 capstone course proposals is October 1, 2015 to Department Curriculum Committees and November 1, 2015 to Deans. 



    Call for Gen Ed Capstone Course Proposals

    Due to Department Curriculum Committees: October 1, 2015

    Due to the Deans: November 1, 2015  

    Please see below for more information . . . . 



     Tier 3 Capstone Course Guidelines

    1. The themes of each Tier 3 capstone course are sufficiently expansive to permit a range of possible capstone projects; their themes are approachable from more than one disciplinary perspective. Capstone courses are designed to attract students from a variety of major fields of interest. They provide students with an opportunity to reflect on and synthesize the methodologies and perspectives encountered in Tiers 1 and 2.
    2. Students design their own capstone projects with the guidance of faculty who are responsible for approving student project proposals early in the semester.
    3. Capstone projects focus on research or creative work. Where relevant, they may also include service-learning and/or other off-campus learning experiences.
    4. When a capstone course includes service-learning and/or other off-campus requirements, that fact is included in the course description.
    5. In some capstones, students collaborate with other students on projects that explore issues from a variety of perspectives. In such cases, each student’s project makes a specific contribution to the collective effort.
    6. Faculty may require all students in a given section to demonstrate command of the same two learning goals in their capstone projects; however, they need not do so. They may, instead, require all students to demonstrate command of one particular learning goal and to choose the second learning goal; or they may allow them total flexibility in the selection of both learning goals.
    7. The capstone project is evaluated by the instructor and comprises a significant portion of the course grade.
    8. The capstone project also serves as the signature assignment for the course. Projects are collected by a University assessment committee and reviewed according to the criteria defined by appropriate GE rubrics for two of the six University-wide student learning goals. The GE rubrics used by the assessment committee for each student’s project correspond to the learning goals chosen by the student and approved by the instructor.
    9. Faculty may teach the capstone course independently or collaboratively with colleagues. For example, several faculty may teach concurrently scheduled capstone sections on shared or related themes. While each instructor would take responsibility for his or her students’ capstone projects, the classes could be brought together periodically for lectures and other learning experiences related to the theme(s) in the faculty members’ respective areas of expertise.
    10. Capstone courses may be interdisciplinary in nature.
    11. Enrollment in capstone courses shall not exceed fifteen students.
    12. Students become eligible to take the Tier 3 capstone course during or after the semester in which they complete their final Tier 2 course.
    13. In the initial phase of Tier 3 course development, each department is encouraged to propose two capstone courses; these might be developed in collaboration with one or more other departments.
    14. Major advisors should discuss a number of possible capstone courses with their advisees, keeping in mind each student’s particular range of interests.


    Please click here to view the Tier 3 Capstone Course proposal approved by the Senate in April 2015.
    Please click here to download a list of the University-Wide Student Learning Outcomes organized by Tier. 
    The Gen Ed University-Wide Student Learning Outcomes are adapted from the General Education University-Wide Student Learning Goal Rubrics which are based on the AAC&U VALUE Rubrics. At least two of the University-wide Student Learning Goals are taught and assessed in every Gen Ed course.

    These Gen Ed Capstone Workshop Files were provided to participants of the Spring 2015 Tier 3 Gen Ed Capstone course proposal workshops.
    These Gen Ed Workshop Files were provided to participants of the Fall 2014 Tier 1 and 2 Gen Ed course proposal workshops. 

    Q&A: The New General Education Program 


    What's the difference between the old General Studies program and the new General Education program?

    The General Studies program had a two-part structure of foundational courses and area courses; it required students to take 66 credits including a distribution of courses in the six “areas” (A-F). The new General Education program has a three-tier structure; it requires students to take 44-45 credits including a distribution of courses in four “modes of inquiry.” The vast majority of courses in the old program were offered at the 100-level and many were traditional introductions-to-the-major. The new program includes 100-level, 200-level, and 300-level (capstone) courses and students will progress through the program by progressing through the tiers. General Education courses will be grounded in a disciplinary or interdisciplinary approach; but unlike traditional introduction-to-the-major classes, they will focus on themes or topics of general interest, offering students the opportunity to learn about subjects with broad implications and applications in the context of an introduction to ways (“modes”) of investigating the world and thinking about knowledge. In the old program, each department was limited to offering five General Studies area courses and each of these was typically offered in a single area; in the new program, there is no limit on the number of courses a department may offer, and the courses may be offered the modes of inquiry for which they meet the criteria. The new program also includes thematically-based course pairs and clusters to help students appreciate the interconnectedness of the various academic approaches; and it puts a premium on instruction in, and assessment of, skills associated with the six University-wide student learning goals. 

    How many new Gen Ed courses do we need?

    About 60 Tier 1 course sections and 6 Tier 2 course sections are needed for fall 2015, the first semester of the program. The General Education committee chairs and FYEP coodinator have been in touch with Department Chairs in an effort to coordinate scheduling and meet student need.   

    What are the six “University-wide student learning goals”?

    Whatever the mode of inquiry—and no matter the topic, theme, or disciplinary approach—General Education courses will include instruction in, and assessment of, the skills associated with at least two of the University-wide student learning goals:

    • Effective writing skills
    • Effective oral communication skills
    • The ability to think critically to evaluate and solve problems
    • Effective quantitative literacy skills
    • Effective information and technology literacy skills
    • Responsible citizenship in a culturally complex world

    The University-wide student learning goals are the most important constant of Gen Ed at NJCU. These learning goals are in effect from the first Tier 1 Seminar to the Capstone, and in every class in between: they are the goals that students will strive to reach; and they are the skills that Gen Ed courses are designed to teach.

    What are the four “Disciplinary Modes of Inquiry”?

    By taking a range of courses in a variety of topics that genuinely interest them, students will receive a rich introduction to a diverse range of disciplinary approaches to knowledge. One way of organizing these approaches is to group them into collections of related disciplines—the disciplinary “modes of inquiry.” In order to ensure that they receive broad exposure to a variety of disciplinary approaches to knowledge, all NJCU students are required to take at least two courses in each of the four modes of inquiry, whether in Tier 1 or Tier 2, by the time they complete Tier 2. 

    The four modes of inquiry are:

    • Creative Process and Production
    • Language, Literary, and Cultural Studies
    • Scientific and Quantitative Inquiries
    • Social and Historical Perspectives

    While the modes may appear to correspond loosely to the “Areas” of the old General Studies program, the modes are not tied to the departments of faculty teaching the courses. Instead, courses will be taught in, and count toward the distribution requirements for, the modes of inquiry most appropriate to their subject matter and academic approach. Genuinely interdisciplinary courses may be designated as “intermodal” if their subject matter and academic approach legitimately meet the criteria for two modes of inquiry.

    What is an “intermodal” course?

    An intermodal course meets the criteria for two modes of inquiry. Seminars that meet strict criteria for intermodal course designation will satisfy the distribution requirements for two modes of inquiry. All students must have taken at least two courses in each of the four modes of inquiry, whether in Tier 1 or Tier 2, by the time they complete Tier 2.

    Will I have to teach an interdisciplinary course?

    No. There is no requirement to teach an interdisciplinary course. However, there are opportunities to do so for those faculty so inclined.

    Do faculty in certain departments have to offer courses in the corresponding Modes of Inquiry?

    No. Inclusion of a course in one of the modes of inquiry is not tied to the department or program (or faculty member) offering the course; rather, it is based on whether the course meets the criteria for inclusion in the mode of inquiry.

    If a course is developed by a faculty member or department to be taught in a particular mode of inquiry, does that mean everyone who teaches a section of that course will need to address that mode, every semester that it is offered?

    Yes. Changing the mode(s) of inquiry of a course that has been proposed and approved involves more than a few minor adjustments. Courses approved for inclusion in Gen Ed will need to be taught in the mode or modes for which they were approved.

    What are the three “Tiers”?

    The Gen Ed program at NJCU has a tiered structure. That’s another way of saying that it is divided into three levels. Students begin their General Education studies in Tier 1, which includes the Tier 1 Seminars (either one or four, depending on a student’s initial composition course placement), as well as one English course and one Math course. After Tier 1, students move into Tier 2, which includes a second English course and either three or six Tier 2 courses (also depending on initial composition course placement). After Tier 2, students move into Tier 3, which consists of a single Capstone course—the culmination of General Education at NJCU.

    But what is the difference between the work done in Tier 1 and Tier 2, or Tier 2 and Tier 3?

    Students develop their skills as they progress through the Tiers, from the introductory (100-level) Math and English courses and Tier 1 Seminars, in which college-level skills associated with at least two of the University-wide student learning goals are introduced to students, to the intermediate (200-level) English and Tier 2 Seminars, in which those skills are reinforced, and to the more advanced (300-level) Tier 3 Capstone course, in which students demonstrate that they have mastered those skills.

    In other words, student will progress through the Tiers by meeting the University-wide student learning goals skills levels defined for each Tier. For example, students in Tier 1 will be expected to meet the learning goal benchmarks defined for Tier 1. Similarly, students in Tier 2 will be expected to meet the milestone-level outcomes defined for Tier 2. Finally, students in Tier 3 will be expected to meet the capstone-level outcomes defined for Tier 3.

    Students progress through the Tier structure in General Education: as students make their way through each of the Tiers, they simultaneously strengthen their skills and deepen their knowledge through experiences in a series of courses that address a range of topics through a variety of approaches. 

    What are “two-course pairs” and “three-course clusters”?

    Two-course pairs and three-course clusters are offered during the same semester and taken concurrently by a learning community of students. The thematic or topical focus of Gen Ed courses makes them a natural fit for inclusion in pairs or clusters of interrelated courses that approach their shared subject matter—a relatively general topic or theme for each pair or cluster—from a variety of disciplinary points of view, or even through a variety of modes of inquiry. (Remember that a “mode” is a collection of related “disciplinary approaches,” so a cluster of courses that includes “a variety of modes” is a group of courses that take a variety of disciplinary approaches, each of which belongs to a different mode.) The inclusion of course pairs and clusters that focus on a common topic highlights and reinforces, in the juxtaposition of different approaches to a single shared topic or theme, the interrelatedness of the various approaches to knowledge—the modes of inquiry—as well as the important differences among them. The new Gen Ed program encourages students to understand their various courses as related parts of a connected and coherent educational experience.

    Will courses developed in pairs and clusters always be offered together?

    The summer funding application asked faculty to propose pairs and clusters, but actual course proposals do not require detailed information about pairs and clusters. The reason for this is that the Senate Curriculum and Instruction Committee can approve only individual courses. As a result, whether or not courses are offered as pairs or clusters will be largely a matter of planning and scheduling. Well-planned course pairs and clusters will make an important contribution to the Gen Ed curriculum and we anticipate their being consistently offered in the formats in which they were conceived and developed. Of course, there is no guarantee that a course will always be offered in a pair or cluster; likewise, stand-alone courses may be offered in pairs or clusters not originally planned at the initial stages of course development. The size and complexity of the program will require careful planning and flexibility.

    Do students have to take all the courses offered in a pair or cluster, or can they pick and choose?

    The purpose of course pairs and clusters is to provide students with an integrated learning experience that includes two or three courses linked by a shared theme or topic. As in the current FYEP learning communities program, every effort will be made to protect the integrity of the course pairs and clusters so that students who take one of the linked courses will concurrently take the other linked courses. In some cases, exceptions may be necessary.  

    Can a course pair or cluster span more than one semester?

    The new Gen Ed program does not include asynchronous (multi-semester) course pairs or clusters. All course pairs and clusters will be offered concurrently on the learning community model. There are advantages to offering a sequence of courses related by theme; however, such a sequence would not be considered a pair or cluster. One challenge of running sequences across Tier 1 and Tier 2 involves scheduling and enrollment. The power of the course pair or cluster is in the learning community it makes possible. Given the intricacies of scheduling, there is at present no clear way to ensure that all (or even most) students enrolled in the first course of such a sequence would complete the sequence in a subsequent semester.

    Do General Education courses have prerequisites?

    Some Gen Ed courses will have prerequisites; for example, in order to take English Composition II, student must first pass English Composition I. There may be other cases in which prerequisites are appropriate for courses in the Gen Ed program. However, in most cases the Gen Ed courses will probably not have prerequisites. Instead, students will be required, to the extent possible, to complete the three Tiers in the intended sequence (Tier 1, then Tier 2, then Tier 3).

    Will Gen Ed courses have a special prefix?

    The short answer is no. The Senate-approved General Education program proposal includes the following language:

    The Gen Ed Program proposal recommends that courses in the new program, like the FYE courses in the General Studies program, continue to be housed, scheduled and staffed by their departments (rather than exist independently in the dean’s office like the INTD courses in the current program).  Furthermore, the proposal recommends that the catalogue designations for courses in the program remain department-specific (i.e. History, Biology, Art, Math, etc.). Courses that involve faculty from multiple departments should be cross-listed in the relevant departments and carry multiple catalogue designations. 

    Can Gen Ed courses be cross-listed (listed in more than one department)?

    Yes. Courses that involve faculty from multiple departments will be cross-listed in the relevant departments and carry multiple catalogue designations.  

    Can Gen Ed courses be offered online?

    Yes. Unless there is an existing University policy to the contrary, Gen Ed courses can be offered the same way other courses are offered.

    Can General Education courses be required in the Majors?

    Approved Gen Ed courses could be designated as required major courses if a department decided to make such a designation. This was a feature of the old General Studies program and it continues in the new program. However, a traditional intro-to-the-major course is not an appropriate Gen Ed course. Gen Ed courses will be grounded in a disciplinary or interdisciplinary approach; but unlike traditional introduction-to-the-major classes, they will focus on themes or topics of general interest, offering students the opportunity to learn about subjects with broad implications and applications in the context of an introduction to ways (“modes”) of inquiry--that is, the ways of investigating the world and thinking about knowledge in the disciplines. An important criterion for whether a course is appropriate for the Gen Ed curriculum is therefore whether or not its topic or theme could be approached from more than one discipline or mode of inquiry. If not, then its subject matter is probably too discipline-specific for a Gen Ed course. For example, the 200-level “Introduction to Literary Study,” an introductory course required for all English majors, would not be appropriate for Gen Ed. Its topic is literally defined by a particular disciplinary approach—it is the introduction to a discipline. Since it fits exclusively into a single discipline and, as a result, a single mode of inquiry—Language, Literary, and Cultural Studies—it is not “general” enough for General Education. However, a course that focuses on a topic like war or the environment would better meet the criteria described above. Such a course could be approached from the perspective of any of the four modes of inquiry and would thus be appropriate for inclusion in Gen Ed, whether or it were taught as a stand-alone course or as part of a two-course pair or three-course cluster.  

    What about the new Com Quant Initiative (Communications/Quantitative Literacy Across the Curriculum)?

    NJCU has recently established two University-wide committees to design and implement a Communications (Speaking, Writing, and Reading) Across the Curriculum initiative and a Quantitative Literacy Across the Curriculum initiative. These will be aligned with the Gen Ed program, in collaboration with the academic departments, to ensure quality speaking, writing, reading, and quantitative literacy instruction and skills acquisition across the curriculum. The Com Quant committees will consult with the departments and the Gen Ed Executive, Curriculum, and Assessment committees to plan faculty development initiatives tailored to specific departmental and programmatic needs. The Gen Ed Curriculum Committee, the Senate Curriculum and Instruction Committee, and the University Senate must approve curricular changes associated with these initiatives. Com Quant will intersect with Gen Ed in that both programs emphasize the University-wide student learning goals. Com Quant specifically focuses on three of these: effective writing skills, effective oral communication skills, and effective quantitative literacy skills. However, the scope of Com Quant is not limited to Gen Ed; rather, it will work to ensure that these learning goals are effectively addressed throughout the curriculum in the major and minor programs of all three colleges.

    How will the Gen Ed program be assessed?

    The General Education Assessment Plan was approved by the University Senate and SACC. It can be found on page 8 of the new General Education proposal. A pilot of the proposed programmatic assessment instruments is being run during AY 2014-15 to help ensure an effective implementation in Fall 2015.

    What will happen to the First Year Experience Program and existing FYE courses when the new Gen Ed program begins?

    The FYEP will, for all intents and purposes, be integrated and expanded into the new Gen Ed program, which was in part designed to build on its success (and that of its predecessor, Project 100) as a learning communities program. In a basically unrelated matter, existing FYE courses might make good candidates for revision as Tier 1 Seminars in the new program. 

    Will the old General Studies courses in Areas A-F still be offered program once the new Gen Ed program begins?

    Starting in September 2015, entering students will begin taking courses in the new Gen Ed program. However, a cohort of students who began in the old General Studies program will have yet to complete it. At the same time, the number of new General Education courses offered in the first phase of the new program may not accommodate all NJCU students. Therefore, while we expect that fewer existing General Studies (Area A-F) courses will be offered starting in Fall 2015, a number of existing General Studies courses will continue to be offered alongside the new Gen Ed courses until the new program has been ramped up sufficiently to phase out the old courses. All continuing students and new transfer students in Fall 2015 will take General Studies courses in Areas A-F and complete a modified (reduced-credit) version of the existing General Studies program which is detailed on the General Studies Academic Planning Sheet 3-GS. Only new non-transfer students entering NJCU in Fall 2015 will begin the new General Education program. These students will use the new General Education Academic Planning Sheet. 

    Are there any special advisement issues?

    Yes. Effective advisement will be important in the new program. Some of the requirements may be difficult to administer online, at least at first. One issue is already familiar to advisors: students who enroll in course pairs or clusters need to be enrolled concurrently in multiple courses. This obviously affects the enrollment procedure and can be simplified by assigning each pair or cluster a special enrollment code that enrolls students in a pair or cluster in a single action. This has been done in the FYEP program.

    Another issue involves the different requirements for students who place into developmental composition and those who place into college-level composition upon arrival at NJCU. The number of courses students must take in Tier 1 and Tier 2 depends on whether they place into RWAD or ECI. Students who place directly into ECI are required to take one Tier 1 Seminar (3 credits) plus ECI and Math; students who place into developmental composition (RWAD) are required to take four Tier 1 Seminars (12 credits) plus ECI and Math. Also, students who place directly into ECI take ECII plus nine courses (27 credits) in Tier 2; and students who place into RWAD take ECII plus six courses (18 credits) in Tier 2. All students take a single Tier 3 Capstone course; and all students take a total of 44-45 credits in the General Education Program (Tiers 1-3).

    A third consideration involves the sequencing of courses in the Tiers. The tiered structure is based on the level of difficulty and sophistication of the courses offered in teach Tier, including the level of competency in the learning goals expected by the end of the course, so it will be vital to ensure that students start in the introductory Tier 1 courses, then progress through the more advanced Tier 2 courses, and finally take the most advanced Tier 3 Capstone course at the end of Gen Ed. 

    Did you notice that students with different composition course placements have different distribution requirements in the modes of inquiry?

    That was the case in an earlier version of the new Gen Ed program. However, the University Senate approved a motion that authorized revisions to the program so that all students must take at least two seminars in each mode of inquiry, whether in Tier 1 or Tier 2, before completing Tier 2. Regardless of comp course placement, all students now have the same distribution requirement; all students must take the same number of courses in each mode of inquiry.


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