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General Education Learning Communities

A number of General Education Learning Communities have been created to focus on themes (FIGs) and the reinforcement of skills (SRGs). These groups are not expected to be decision-making bodies but serve to facilitate broad consultation, to nurture interdisciplinary understanding, and to provide faculty development opportunities. According to senate resolution 1314049 it is expected that faculty teaching within the new GE program to participate in a minimum of one group each semester they teach and to rotate between groups each semester.

Until we reach Fall 2016, the GE Learning Community facilitators will host a number of faculty development opportunities. Check under the Faculty Development page for specific details.


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A1- Oral Communication

SLOs/Course Requirements

  • Oral Communication

Goal 1. Students will analyze the principles of effective oral communication from the rhetorical perspective.

Outcome 1A. Students will identify and apply the rhetorical principles that underlie form and content in formal speeches and oral presentations.
Outcome 1B. Students will evaluate contexts, attitudes, values, and responses of different audiences.
Outcome 1C. Students will demonstrate active listening skills in order to interpret, critically evaluate reasoning, and engage with new ideas.

Goal 2. Students will actively participate in written and oral forms of communication in English.

Outcome 2A. Students will create, organize, and support ideas for various types of oral presentations.
Outcome 2B. Students will present well-organized oral presentations practicing sound reasoning and advocacy in the physical presence of others.
Outcome 2C. Students will demonstrate acceptable ethical and responsible communication in researching, creating, and presenting presentations, including proper verbal citations.

  • A1 Course Requirements
  1. The course must be lower division.
  2. The course is graded on A/B/C/NC basis (contingent on Senate approval).
  3. At least 80% of the course grade must be based on assignments related to oral communication.
  4. Assignments accounting for approximately 20% of the course grade are related to the themes: (a) Quality of Life, (b) Revolutionary Ideas and Innovations, or (c) Sustainability and Justice.
  5. At least one of the assignments shall involve (a) utilizing a plan for acquiring and recording information employing basic search strategies to explore core sources, including library resources; (b) articulating and applying rudimentary criteria in evaluating information and sources; and (c) using and citing properly the information in both written and spoken assignments.
  6. Assignments shall foster the understanding and value of academic integrity, and encourage students to take responsibility as an engaged person in various roles: student, learner, professional, and global citizen.
  7. Some assignments or classroom activities should encourage the development of skills and strategies for working collaboratively.
  8. The course syllabus must include references to assignments that are described above as part of the course expectations.
  9. The course syllabus must include the university-approved student learning outcomes for oral communication and link them to activities and/or assignments that students complete to demonstrate they have met the outcomes.
  10. Individual students will speak for at least 25 minutes total, including at least (a) one presentation to inform and (b) one presentation to persuade.
  11. Courses must be faculty-supervised, faculty-evaluated practice in communicating orally in the physical presence of other listeners.
  12. Courses must have students speak their own words, not only recite words written by others.
  13. Instructors must give timely developmental feedback to students on their oral communication skills.
  14. Rubrics used to evaluate oral communication will be made available to students and incorporate the essential dimensions identified by GECCo.
  • Oral Communciation Reinforcement

Goal 1: Students will demonstrate proficiency in oral communication.

Outcome 1A. Students will create organized oral presentations using appropriate information for the subject and the audience.
Outcome 1B. Students will present information in a professional manner using well-developed oral presentation skills.

  • Oral Communciation Reinforcement Course Requirements
  1. The course may be upper or lower division, and its prerequisites shall be satisfaction of Areas A1 (Oral Communication).
  2. The course is graded on an A/B/C/D/F basis.
  3. For courses covering a theme, assignments accounting for about 20% of the course grade are related to the connected theme: (a) Quality of Life, (b) Revolutionary Ideas and Innovations, or (c) Sustainability and Human Rights.
  4. Assignments intended to reinforce the foundational skills (collectively, if more than one) must account for at least 30% of the course grade.
  5. At least one of the assignments shall involve (a) utilizing a plan for acquiring and recording information employing basic search strategies to explore core sources, including library resources; (b) articulating and applying rudimentary criteria in evaluating information and sources; and (c) using and citing properly the information in both written and spoken assignments.
  6. Assignments shall foster the understanding and value of academic integrity, and encourage students to take responsibility as an engaged person in various roles: student, learner, professional, and global citizen.
  7. Some assignments or classroom activities should encourage the development of skills and strategies for working collaboratively.
  8. The course syllabus must include references to assignments that are described above as part of the course expectations.
  9. The course syllabus must include the university-approved student learning outcomes for oral communication reinforcement and link them to activities and/or assignments that students complete to demonstrate they have met the outcomes.
  10. Courses must be faculty-supervised, faculty-evaluated practice in communicating orally in the physical presence of other listeners.
  11. Courses must have students speak their own words, not only recite words written by others.
  12. Instructors must give timely developmental feedback to students on their oral communication skills.
  13. Rubrics used to evaluate oral communication will be made available to students and incorporate the essential dimensions identified by GECCo.

Rubrics

Assignments

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A2- Written Communication

SLOs/Course Requirements

  • Written Communication

In A2 writing courses, students will develop expository and argumentative reading and writing skills for different rhetorical contexts, including researching, reading, and writing an academic research paper that relates to one of the university themes.  Courses contain frequent reading and writing assignments and several library-research assignments.

Goal 1:Students will read critically.

Outcome 1: Students will critique a writer's rhetorical choices (e.g., bias, rhetorical modes, organization, diction, etc.) and logic.

Goal 2: Students will write critically.

Outcome 2A: Students will create proficient theses statements for various types of writing tasks.
Outcome 2B: Students will use discourse-appropriate syntax.
Outcome 2C: Students will use logical reasoning, at the appropriate level, to develop and organize ideas.

Goal 3: Students will research effectively.

Outcome 3A: Students will find diverse, reputable sources for an academic research paper.
Outcome 3B: Students will correctly use summary, paraphrase, and direct quotes to synthesize sources into an academic research paper.

  • A2 Course Requirements
  1. This lower-division course has a prerequisite of EPT score of 146 or higher OR a grade of C- or higher in English 99 or its equivalent OR other equivalent test scores.
  2. The course is graded on an A/B/C/NC basis (contingent on Senate approval).
  3. At least 80% of the course grade must be based on assignments related to written communication.
  4. At least one writing assignment must be an academic research paper, that (a) accounts for at least 20% of the course grade; (b) involves finding, evaluating, synthesizing, and documenting at least 8 appropriate sources; (c) relates to the themes (Quality of Life, Revolutionary Ideas and Innovations, Sustainability and Justice); and (d) is a minimum of 1750 words (7 pages).
  5. Instructors must give timely developmental feedback to students on their writing assignments.
  6. The course must use a web-based source to help students avoid plagiarism.
  7. The course syllabus must make students aware of online writing lab tutorial services.
  8. Students must pass at least one in-class writing assignment to be eligible to pass the course.
  9. The course must contain library research assignments.
  10. Rubrics used to evaluate written communication will be made available to students and incorporate the essential dimensions identified by GECCo.
  • Writing Reinforcement

Goal 1: Students will demonstrate proficiency in written communication.

Outcome 1A: Students will create proficient thesis statements.
Outcome 1B: Students will use discourse-appropriate syntax.
Outcome 1C: Students will use logical reasoning, at the appropriate level, to develop a text.
Outcome1D: Students will correctly use summary, paraphrase, and direct quotes to synthesize sources into a paper.

  • Writing Reinforcement- Course Requirements
  1. Students must have satisfied their A2 requirement before taking courses that reinforce writing skills.
  2. Assignments intended to reinforce the foundational skills (collectively, if more than one) must account for at least 30% of the course grade.
  3. The course syllabus must include the A2 Reinforcement Student Learning Outcomes and assignments designed to meet these requirements.
  4. The course must use the GECCO-approved common A2 rubric (in progress) to assess writing skills.
  5. Instructors must give timely developmental feedback to students on their writing skills.
  6. Rubrics used to evaluate written communication will be made available to students and incorporate the essential dimensions identified by GECCo.
  • GWAR- Graduate Writing Assessment Requirement

The Graduate Writing Assessment Requirement (GWAR) is satisfied by every student in one of two ways: (1) passage of the GWAR test or (2) a grade of C- or better in a course approved to meet GWAR. Faculty are encouraged to submit Junior-Year Seminar, Upper-division Thematic Area courses, and major courses to meet this requirement. GWAR Course Description: In GWAR courses, students will develop expository and argumentative reading and writing skills for different rhetorical contexts, including researching, reading, and writing an academic research paper.  Courses contain frequent reading and writing assignments.

Goal 1: Students will demonstrate college-level reading skills.

Outcome 1: Students will evaluate how effectively a writer's rhetorical choices (e.g., bias, rhetorical modes, organization, diction, etc.) and logic meet the needs of a particular rhetorical context.

Goal 2: Students will demonstrate college-level writing skills.

Outcome 2A: Students will create effective thesis statements for various types of writing tasks.
Outcome 2B: Students will effectively use discourse-appropriate prose.
Outcome 2C: Students will use logical reasoning, at the appropriate level, to develop and organize ideas.

Goal 3:  Students will demonstrate college-level research skills.

Outcome 3A: Students will find and evaluate diverse, reputable sources for a specific writing task.
Outcome 3B: Students will effectively and correctly use summary, paraphrase, and direct quotes to synthesize sources.

  • GWAR Course Requirements
  1. This upper-division course has a prerequisite of a grade C- or higher in A2 course or its equivalent and upper-division standing.
  2. Students must earn a grade of C- or higher in this course to satisfy the GWAR.
  3. At least 80 percent of the course grade must be based on writing assignments.
  4. At least one writing assignment must include research that involves finding, evaluating, synthesizing, and documenting at least three appropriate sources into student’s own writing.
  5. The course syllabus must clearly state which days are devoted to explicit writing instruction.
  6. Instructors must give timely developmental feedback to students on their writing form (thesis, development, organization, grammar, or mechanics) and content.
  7. The course must use a web-based source to help students avoid plagiarism.
  8. The course syllabus must make students aware of online writing lab tutorial services.
  9. Students must pass at least one in-class writing assignment to be eligible to pass the course.
  10. Rubrics used to evaluate written communication will be made available to students and incorporate the essential dimensions identified by GECCo.

Rubrics

Assignments

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A3- Critical Thinking

SLOs/Course Requirements

  • Critical Thinking

Goal 1: Students will demonstrate the ability to analyze reasoning.

Outcome 1A: Students will recognize the difference between argumentative discourse and other kinds of discourse (e/g/, explanations, descriptions, and assertions).
Outcome 1B. Students will analyze the structure of reasoning, identifying conclusions and their supporting premises.
Outcome 1C. Students will distinguish inductive from deductive reasoning.

Goal 2: Students will demonstrate the ability to critically evaluate argumentative discourse.

Outcome 2A. Students will evaluate deductive arguments.
Outcome 2B.  Students will evaluate inductive arguments.
Outcome 2C. Students will detect fallacies and articulate how these mistakes in reasoning are in error.

Goal 3: Students will demonstrate critical thinking in order to reach well-founded conclusions.

Outcome 3A. Students will utilize sufficient relevant information, avoid fallacies, and articulate their reasoning to arrive at well-founded conclusions. 

  • A3 Course Requirements
  1. The course must be lower division and its only prerequisite shall be satisfaction of Area A2 (Written Communication).
  2. The course is graded on an A/B/C/NC basis (contingent on Senate approval).
  3. At least 80% of the course grade must be based on assignments related to critical thinking.
  4. The course will introduce students to the themes: (a) Quality of Life, (b) Revolutionary Ideas and Innovations, and (c) Sustainability and Justice, by linking assignments, in-class activities, or other student projects to one or more of theme related events.
  5. The course syllabus must include the university-approved student learning outcomes for critical thinking and link them to activities and/or assignments that students complete to demonstrate they have met the outcomes.
  6. Instructors must give timely developmental feedback to students on their critical thinking skills.
  7. Rubrics used to evaluate critical thinking will be made available to students and incorporate the essential dimensions identified by GECCo.
  • Critical Thinking Reinforcement

Goal 1: Students will demonstrate critical reasoning and problem solving.

Outcome 1A. Students will demonstrate critical reasoning and problem solving by building on the following skills: argument analysis, argument evaluation, and/or argument construction.

  • Critical Thinking Reinforcement Course Requirements

 

  1. The course must have satisfaction of A3 as a prerequisite
  2. Assignments intended to reinforce the foundational skills (collectively, if more than one) must account for at least 30% of the course grade.
  3. The course syllabus must include the university-approved student learning outcomes for reinforcing critical thinking and link them to activities and/or assignments that students complete to demonstrate they have met the outcomes.
  4. Instructors must give timely developmental feedback to students on their critical thinking skills.
  5. Rubrics used to evaluate critical thinking will be made available to students and incorporate the essential dimensions identified by GECCo.

 

Rubrics

Assignments

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B4- Quantitative Reasoning

SLOs/Course Requirements

  • Mathematics/Quantitative Reasoning

Goal 1. Students will be competent in algebraic manipulations.

Outcome 1A. Students will understand and perform requisite mathematical calculations, with competency beyond the level of Common Core high school year 3 in the California Framework.

Goal 2. Students will be competent in processing mathematical information.

Outcome 2A. Students will produce, explain, interpret, and summarize numerical, graphical, and symbolic information.
Outcome 2B. Students will use the above information to draw reasonable conclusions, possibly in the presence of uncertainty, as well as identify deceptive or erroneous reasoning.

Goal 3. Students will demonstrate an understanding of the uses of mathematics.

Outcome 3A. Students will apply mathematics to model natural, social & behavioral processes, possibly in the presence of uncertainty, that they encounter in professional and everyday settings.

Goal 4. Students will use appropriate technological tools.

Outcome 4A. Students will use appropriate technology, including calculators and/or computers, as tools to assist with numerical and graphical analyses.
Outcome 4B. Students will recognize the limitations of technology.

  • B4 Course Requirements
  1. The course must be lower division and open to all students who have passed or are exempt from the Entry Level Mathematics Examination (ELM).
  2. The course is graded on an A/B/C/NC basis (contingent on Senate approval).
  3. At least 80% of the course grade must be based on assignments related to quantitative reasoning.
  4. Assignments accounting for approximately 20% of the course grade are related to the themes: (a) Quality of Life, (b) Revolutionary Ideas and Innovations, or (c) Sustainability and Justice.
  5. The course must have an explicit intermediate algebra prerequisite (which could have been met before coming to CSUB), and students shall develop skills and understanding beyond the level of intermediate algebra.
  6. The course syllabus must list the university-approved student learning outcomes for Mathematics/Quantitative Reasoning (A4) and link them to activities and/or assignments that students complete to demonstrate they have met the outcomes.
  7. The course must address students’ ability in computational skills, and students must be introduced to explaining and applying basic mathematical concepts and solving problems through quantitative reasoning.
  8. Instructors must give timely developmental feedback to students on their quantitative reasoning skills.
  9. Rubrics used to evaluate quantitative reasoning will be made available to students and incorporate the essential dimensions identified by GECCo.
  • Quantitative Reasoning Reinforcement

Goal 1.

Outcome 1A: Students will correctly utilize mathematical calculations and estimation skills.
Outcome 1B: Students will demonstrate quantitative reasoning skills.
Outcome 1C: Students will successfully apply quantitative reasoning skills to the real world.

  • Quantitative Reasoning Reinforcement Course Requirements
  1. The course must have satisfaction of A4 as a pre-requisite.
  2. Assignments intended to reinforce the foundational skills (collectively, if more than one) must account for at least 30% of the course grade.
  3. The course syllabus must include the university-approved student learning outcomes for reinforcing quantitative reasoning and link them to activities and/or assignments that students complete to demonstrate they have met the outcomes.
  4. Rubrics used to evaluate quantitative reasoning will be made available to students and GECCO; they will include those dimensions identified by GECCo as essential.
  5. Instructors must give timely developmental feedback to students on their quantitative reasoning skills.
  6. Rubrics used to evaluate quantitative reasoning will be made available to students and incorporate the essential dimensions identified by GECCo.

 

Rubrics

Assignments

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Theme Q- Quality of Life

SLOs/Course Requirements

  • Quality of Life

Goal 1. Student will understand factors that influence quality of life (social connectedness, education, environment, civic engagement, health, life satisfaction, safety, aesthetic experiences, spirituality, and/or work-life balance, among others), and be able to analyze the connectedness between at least two of these factors.

Outcome 1A: Students will demonstrate an understanding of at least two factors that influence quality of life.
Outcome 1B: Students will analyze the connectedness between at least two factors that influence quality of life.

Course Requirements

For a course to be approved as meeting the Quality of Life requirements, it must:

  1. Demonstrate 'quality of life' as an organizing principle of the course, including at least two factors that influence quality of life (Social connectedness, education, environment, civic engagement, health, life satisfaction, safety, and work-life balance).
  2. Include assignments that contribute to at least 40% of the student’s grade that address understanding and analysis of factors that influence quality of life.
  3. For a lower-division Theme course, EITHER have an explicit course connection to a foundational skill OR reinforce a foundational skill.
  4. For an upper-division Theme course, reinforce at least two foundational skills. Area B Courses must reinforce quantitative reasoning skills and one other skill; Area C and D Courses must reinforce critical thinking and one other skill.
  5. Rubrics used to evaluate learning outcomes will be made available to students and incorporate the essential dimensions identified by GECCo.

Assignments

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Theme R- Revolutionary Ideas & Innovations

SLOS/ Course Requirements

  • Goal 1: Students will be able to identify and critically evaluate major consequences and implications of a revolutionary idea or innovation. Revolutionary ideas may be economic, social, ethical, cultural, political, and/or scientific, among others.

    Outcome 1A: Students will be able to identify and critically evaluate major consequences and implications of a revolutionary idea or innovation beyond the field.
    Outcome 1B: Students will critically evaluate the major consequences and implications of a revolutionary idea or innovation beyond the field.

    Course Requirements

    For a course to be approved it must:

    1. Demonstrate 'revolutionary ideas and innovations' as an organizing principle of the course.
    2. Include assignments that contribute to at least 40% of the student's grade that address understanding and evaluation of revolutionary ideas and innovations.
    3. For a lower-division Theme course, EITHER have an explicit course connection to a foundational skill OR reinforce a foundational skill.
    4. For an upper-division Theme course, reinforce at least two foundational skills. Area B Courses must reinforce quantitative reasoning skills and one other skill; Area C and D Courses must reinforce critical thinking and one other skill.
    5. Rubrics used to evaluate learning outcomes will be made available to students and incorporate the essential dimensions identified by GECCo.

     

Assignments

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Theme S- Sustainability & Justice

SLOs/ Course Requirements

  • Sustainability & Justice

Goal 1: Students will understand how social, economic, and environmental factors contribute to local and global conditions and future challenges regarding sustainability and justice.

Outcome 1A: Students will identify at least two factors that influence sustainability and/or justice
Outcome 1B: Students will analyze the connectedness between at least two factors that influence sustainability and/or justice.

Course Requirements

For a course to be approved it must:

  1. Demonstrate ‘Sustainability and Justice’ as an organizing principle of the course, including at least two factors that influence sustainability and justice.
  2. Include assignments that contribute to at least 40% of the student’s grade that address understanding and analysis of factors that influence sustainability and justice.
  3. For lower-division Theme course, EITHER have an explicit course connection to a foundational skill OR reinforce a foundational skill.
  4. For an upper-division Theme course, reinforce at least two foundational skills. Area B Courses must reinforce quantitative reasoning skills and one other skill; Area C and D Courses must reinforce critical thinking and one other skill.
  5. Rubrics used to evaluate learning outcomes will be made available to students and incorporate the essential dimensions identified by GECCo.

 

Assignments

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GPS- First-Year Seminar

SLOs/ Course Requirements

  • First Year Seminar

A two-unit, year-long course will provide students with an engaged, supportive environment where they can make vital connections with a cohort of fellow students, their instructor, and key members of the campus community who can help ensure their success. Students in the course will be introduced to the themes and skills necessary for academic success and will begin planning for the futureA two-unit, year-long course will provide students with an engaged, supportive environment where they can make vital connections with a cohort of fellow students, their instructor, and key members of the campus community who can help ensure their success. Students in the course will be introduced to the themes and skills necessary for academic success and will begin planning for the future.

Goal 1. Demonstrate understanding of the support systems available and the expectations for successful engagement in and progress within a university degree program.

  • Outcome 1A. Students will demonstrate an understanding of their rights and responsibilities as a member of the CSUB community and be able to locate appropriate policies and procedures for successful progress to degree.
  • Outcome 1B. Students will demonstrate the ability to locate and access appropriate campus resources.
  • Outcome 1C. Students will engage in and reflect upon campus events and opportunities.

Goal 2. Students will articulate how they expect their foundational skills, other General Education coursework, major coursework, and minor coursework will help them attain their career and other life goals.

  • Outcome 2A. Students will develop an understanding of effective self-management skills in order to successfully progress towards a degree program.
  • Outcome 2B. Students will demonstrate the ability read and understand materials and to prepare for exams on those materials.
  • Outcome 2C. Students will demonstrate introductory level oral and written communication skills.

Goal 3. Students will articulate how they expect their foundational skills, other General Education coursework, major coursework, and minor coursework will help them attain their career and other life goals.

  • Outcome 3A. Students will identify career and other life goals.
  • Outcome 3B. Students will develop a 4-year academic roadmap to graduation that incorporates general education, major, and minor requirements.
  • Outcome 3C. Students will articulate how they expect their foundational skills and other general education coursework will help them attain their career and other life goals.
  • Outcome 3D. Students will articulate how they expect their major and minor coursework will help them attain their career and other life goals.

FYS Semester One Course Requirements

  1. The course must be 1000 level.
  2. The course is graded on an A/B/C/NC basis.
  3. At least one assignment requiring students to participate in and reflect upon a campus activity approved by the instructor will be included.
  4. An assignment requiring students to develop career and other life goals and showing how their major (and minor) coursework may facilitate those goals will be included.
  5. Runner Life will be required as a textbook and students will be assigned to read Chapters 1-x.
  6. Assignments from the Runner Reader will be required.
  7. Students will develop an outline and make at least one brief individual oral presentation.
  8. Assignments relating to the following skills will be required.
    • Marking and Annotating a Text.
    • Preparing to Read/Recording Ideas After Reading (e.g., KWL).
    • Taking Notes.
    • Generating Study Questions from a Text.

FYS Semester Two Course Requirements

  1. The course must be 1000 level.
  2. The course is graded on a A/B/C/NC basis.
  3. At least one assignment requiring students to participate in and reflect upon a campus activity approved by the instructor will be included.
  4. An assignment requiring students to develop career and other life goals and showing how skills-related and other AIMS coursework may facilitate those goals will be included.
  5. Runner Life will be required as a textbook and students will be assigned to read Chapters xx-xx.
  6. Assignments from the Runner Reader will be required.
  7. Students will develop and outline and make at least one brief group oral presentation.
  8. Assignments relating to the following skills will be required.
    • Summarizing a Text.
    • Levels of Inquiry/Questioning (e.g., Costa).
    • Group Discussion/Listening.

Assignments

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GPS- Junior-Year Diversity Reflection

RSLOs/ Course Requirements

  • Junior Year Diversity Reflection

This three-unit course brings transfer students and native students together into one group to reflect on their lower-division general education experience and how those basic skills and ways of knowing are important in the major.  The course will reinforce written communication skills.

In addition to self-knowledge, students will develop intercultural knowledge and develop the ability to recognize and navigate diversity through investigation of the cultural values and history, language, traditions, arts and social institutions of a group of people. Intensive use of writing will help students critically explore diverse social experiences, world views, beliefs, practices, and values.

Goal 1. Students will articulate how their foundational skills, other General Education coursework, and major and minor coursework thus far will or has helped them attain their career and other goals.

  • Outcome 1A. Students will articulate how their foundational skills and other General Education coursework will or has helped them attain career and other life goals.
  • Outcome 1B. Students will articulate how their major and minor coursework will or has helped them attain their career and other life goals.

Goal 2. Students will demonstrate an understanding of, and appreciation for, diverse cultures, values, and belief systems.

  • Outcome 2A. Students will demonstrate an understanding of the basis of human diversity: biological, cultural, historical, social, economic, and ideological.
  • Outcome 2B. Students will be able to recognize, discuss, and demonstrate an understanding of their own beliefs while maintaining respect for differing world views.

JYDR Course Requirements

  1. Be a 300-level course.
  2. Demonstrate diverse cultures, values, and belief systems as an organizing principle of the course.
  3. Demonstrate an inclusion of biological, cultural, historical, social, economic, and ideological diversity.
  4. Have reflective written communication assignment(s) that constitute(s) at least 25% of the grade for the course.
  5. Rubrics used to evaluate learning outcomes will be made available to students and incorporate the essential dimensions identified by GECCo.

Assignments

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GPS- Capstone

RSLOs/ Course Requirements

  • Capstone

This course provides a holistic integration of students’ university experience and reinforces their oral communication skills in preparation of completing their studies at CSU, Bakersfield. Students may take this course within their major if the student learning outcomes of the capstone course are embedded in the Senior Seminar of their major. Theme-based capstone courses of 1-3 units will also be available for students.

Goal 1. Students will articulate how their foundational skills, other General Education coursework, and other major and minor coursework has prepared them for their career and will help or has helped them achieve other life goals.

  • Outcome 1A. Students will articulate how their foundational skills and other General Education coursework has prepared them for their career and will help or has helped them achieve other life goals.
  • Outcome 1B. Students will articulate how their major and minor coursework has prepared them for their career and will help or has helped them achieve other life goals.

Goal 2. Students will demonstrate proficiency in critical thinking, information literacy, oral communication, written communication, and quantitative reasoning.

  • Outcome 2A. Students will demonstrate critical thinking, information literacy, oral communication, written communication, and quantitative reasoning skills appropriate for a bachelor degree.
  • Outcome 2B. Students will create and deliver an effective oral presentation in a professional manner using information and techniques appropriate for the subject and audience.

Capstone Course Requirements

  1. Contain assignments that require students to reflect on their overall general education experience and provide the opportunity for students to show how the study of the arts, humanities, natural sciences, social sciences and behavioral sciences relates to their achievement of the bachelor degree.
  2. Contain assignments that require students to demonstrate proficiency in critical thinking, information literacy, oral communication, written communication, and quantitative reasoning and evaluate student work using rubrics containing the essential dimensions identified by GECCo.
  3. Contain clear measurable course outcomes and demonstrate how the course meets the goals and outcomes for the Capstone experience.
  4. Have oral communication assignment(s) that constitute(s) at least 25% of the grade for the course.
  5. Rubrics used to evaluate learning outcomes will be made available to students and incorporate the essential dimensions identified by GECCo.

Assignements

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Meet the Facilitators

A1: Kelly Obannon
LCF - Oral Communications
Communications Professor
Phone: (661) 654-3146
E-mail: kobannon@csub.edu

A2: Kim Flachmann
LCF - Written Communication
English Professor
Director of writing Programs
Phone: (661) 654-3053
E-mail: kflachmann@csub.edu

A3: Ana Echeverria
LCF - Critical Thinking
Philosophy & Religious Studies Lecturer
Phone: (661) 654-2248
E-mail: aecheverria5@csub.edu

B4: Timothy Burke
LCF - Quantitative Reasoning
Psychology Lecturer
Phone: (661)654-2423
E-mail: tburke@csub.edu 

FYS: John Tarjan
LCF - First-Year Seminar
Management & Marketing
Chair
Phone: (661) 654-2321
Email: jtarjan@csub.edu

JYDR: Iker Arranz Otaegui
LCF - Junior Year Diversity and Reflection
Modern Languages and Literatures Lecturer
Phone: (661) 654-2321
Email: iarranz-otaegui@csub.edu 

Capstone: Andreas Gebauer
LCF -Capstone
Chemistry and Biochemistry
Associate Professor
Phone: (661) 654-6840
Email:agebauer@csub.edu