General Education Policy – February 25, 2016

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GENERAL EDUCATION POLICY

Policy Type:

Academic

Initially

Approved:

January 1, 2008

Policy Sponsor:

Provost & Vice-

President,

Academic

Last

Revised:

February 25,

2016

Primary Contact: Vice-Provost &

AVP Academic

Review

Scheduled:

September 1,

2025

Approver:

General Faculties Council

SCOPE

This Policy applied to all credit programs at Mount Royal University.

POLICY STATEMENT

GENERAL EDUCATION

General Education is the part of the curriculum shared by all students that is primarily

responsible for meeting the requirement for liberal education. Courses taken to satisfy this

component of the program may not also be used to satisfy requirements in either of the other

categories.

The following arrangements with respect to General Education apply to all degree, applied

degree and diploma programs. The arrangements derive from the Final Report of the Ad

Hoc Committee on General Education (2006) and recommendations of the General

Education Review Committee (2015) as accepted by General Faculties Council.

1.1

Thematic Clusters

The General Education curriculum is structured around four thematic clusters. The

general descriptions and goals of each of the thematic clusters are set out below.

These descriptions and goals are the guidelines by which General Education

courses are to be developed and approved.

a. Cluster 1: Numeracy and Scientific Literacy

These courses aim to develop an understanding of the nature and methods of

subjects in the health sciences, natural sciences and mathematics, as well as

assuring that students have the opportunity to acquire essential mathematical

skills needed in post-secondary studies. The goals of study within this cluster

are:

basic mathematical and statistical skills requisite to success in

undergraduate level study and in everyday life;

ii.

a foundational understanding of the nature of mathematical enquiry;

General Education Policy – February 25, 2016

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iii.

an understanding of the role of mathematics and statistics as reasoning

tools which can be applied to other fields of study;

iv.

an understanding of, and foundational facility with, the scientific method;

an understanding of the role of mathematics and science in the

development and application of technology;

vi.

an understanding of the scope of the major natural sciences disciplines;

vii.

a basic knowledge of the major concepts and theories within one or more

of the major natural science disciplines;

viii.

an appreciation of the potential and limitations of science and technology;

ix.

the development of skills in the retrieval and evaluation of scientific

information.

b. Cluster 2: Values, Beliefs and Identify

These courses provide students with the opportunity to critically explore the

values, beliefs, and ideas that shape, and are shaped by, human experience.

The understandings and senses of meaning expressed by individuals,

communities, and societies through their art, music, literature, philosophy, and

critical thought will be explored. Students will also have the opportunity to

explore the various media through which cultural expression takes place. They

will consider the impact of technology upon both the media and the content of

cultural expression. The goals of study within this cluster are:

an understanding of the principal ideas and cultural traditions that have

informed modern Canadian society;

ii.

an appreciation of the diverse cultural traditions found across the world;

iii.

the study of texts, works of art, and bodies of thought that are of historical

significance in the development of Western and non-Western cultures;

iv.

the study of texts, works of art, and bodies of thought that are significant

in contemporary perceptions of the character of both Western and non-

Western cultures, and that are significant in the interactions of Western

and non-Western cultures;

an appreciation of influential religious, philosophical, and ethical

perspectives;

vi.

an appreciation of contemporary understandings of the nature and

development of personality, personal identity, and social interaction as

expressed in psychology, philosophy, art, and other subjects and

practices;

vii.

an understanding of the principal methods of study in the humanities and

social sciences including relevant research and information retrieval skills.

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c. Cluster 3: Community and Society

Through these courses students will explore the complex interlocking of interests

and relations that constitute social life from the level of the local community

through the globalized network of societies. Through the study of the interlocking

of material, moral, and political factors informing society at all levels, students

will have the opportunity to acquire skills enabling them to both understand and

act in the world that they will be inhabiting as citizens. The goals of study within

this cluster are:

an understanding of research methods in the study of social, political, and

commercial activities including the development of relevant research and

information retrieval skills;

ii.

an appreciation of the factors and processes that shape the character of

societies and communities;

iii.

an understanding of Canada’s political, strategic, economic, and cultural

place within the world community;

iv.

an understanding of the development and functions of the key political,

social, and economic institutions and practices within the local community,

nationally, and in the wider world;

a recognition of the moral imperatives arising from the human rights and

the social conditions of others;

vi.

an understanding of the legal rights and moral obligations of individuals

and organizations within various commercial, social, political and

ecological contexts;

vii.

an understanding of theoretical and ideological perspectives on the

purposes and roles of social, economic, and political systems, institutions

and processes,

viii.

an understanding of the historical and ideological contexts of relations

among the various nations and communities in the modern world;

ix.

an understanding of debates about the quality of life within society

including (but not confined to) such matters as: health issues,

development and the natural environment, economic conditions, political

participation, the application of new technologies, and cultural change.

d. Cluster 4: Communications

These courses focus on the development of an undergraduate level of

proficiency in written and oral communication across a range of media. They

further facilitate the development of a capacity for critical reflection upon various

communication media and their uses. This cluster of courses also provides the

opportunity for study in languages other than English. The goals of study within

this cluster are:

the assurance of undergraduate level English composition writing skills;

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ii.

the capacity to comprehend, interpret, and critically engage a broad range

of texts (understood broadly to include fiction and non-fiction presented

through various media);

iii.

an understanding of, and facility in, the conventional uses and applications

of principal forms of rhetoric (including listening, speaking, writing, and

visual communication);

iv.

the opportunity to gain a facility in the written and spoken use of languages

other than English;

an understanding of the wider cultural and social significances of various

forms of media and the impact of technologies upon them.

1.2

Levels (Tiers) of Study

There are three levels of General Education curriculum. In consultation with faculty

or course originator, the University General Education Curriculum Committee will be

responsible for identifying the appropriate level of study for General Education

courses, subject to the approval processes of the institution.

a. Foundation Level (Tier 1)

A principal aim of this element of General Education is to develop

fundamental skills and broad bases of knowledge. The primary focus

should be on the attainment of essential higher level learning skills and

capacities, and of an awareness of various conventional modes of thought.

ii.

An undergraduate level English language composition course is to be

offered at the foundation level in the “communications” thematic cluster.

iii.

The foundation level courses in the “Numeracy and Scientific Literacy,”

“Values, Beliefs and Identity” and “Community and Society” clusters may

have interdisciplinary or cross-disciplinary content. These courses strive

to provide students with essential skills and an appreciation of the range

of subjects and disciplines arising from their respective cluster themes.

iv.

In order to preserve the integrity of Mount Royal’s General Education

provision, all foundation level courses within a given thematic cluster will

strive to meet the same general cluster goals.

Foundation courses would normally be numbered consistent with the

institution-wide course numbering policy indicating a junior level course.

vi.

There will be a maximum of three foundation courses in each cluster.

vii.

The foundation courses in the Numeracy and Scientific Literacy and

Communications clusters must normally be taken within a student’s first

ten courses.

viii.

The foundation courses in the Values, Beliefs and Identity and Community

and Society clusters must normally be taken within a student’s first twenty

courses.

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b. Second Level (Tier 2)

It is desirable, but not mandatory, that second level General Education

courses should be taken only after completing the foundation level course

within the same thematic cluster.

ii.

After completing the foundation level and second level courses, students

will have had some engagement with all of the identified goals of each of

the thematic clusters.

iii.

Second level courses would normally be numbered consistent with the

institution-wide course numbering policy indicating a junior or senior level

course.

c. Third Level (Tier 3)

This level of General Education study would normally apply only to

baccalaureate degree programs.

ii.

Third level courses would normally be numbered consistent with the

institution-wide course numbering policy indicating a senior level or

honours/capstone level course.

1.3

General Education Management and Development

Mount Royal’s General Education requirements are to be developed within the

existing curriculum approval process and are subject to the institution’s other

curriculum and administrative policies.

1.4

Review and Amendment of General Education

General Education is subject to the same periodic program review policy as other

academic programs at MRU.

1.5

Program Exemptions from Diploma Program Definition Requirements

a. In cases where there are demonstrable accreditation requirements that would

necessitate an exemption from General Education requirements, diploma

programs may apply to the General Faculties Council for a modification of the

diploma program definition requirements. Where such modifications are

necessary, they should be made while retaining as much of the normally

prescribed program definition requirements as possible. Accordingly,

modifications may assume the forms set forth below. A program should adopt

the first of the three listed modifications below that allows it to meet its

professional or accreditation requirements:

While maintaining the requirement for five general education courses

with at least one course from each cluster, a program may require that

its students take up to four specified courses within the General

Education provision. This core program specification of four General

Education courses notwithstanding, students will be expected to adhere

to the General Education thematic cluster distribution requirements.

ii.

While maintaining the requirement for five general education courses, a

program may require that its students take up to four specified courses

General Education Policy – February 25, 2016

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within the General Education provision. Courses so specified by the

program will not be subject to the General Education thematic cluster

distribution requirements.

iii.

A program may require a minimal reduction of the number of electives

and/or required General Education courses in order to accommodate

additional core courses necessitated by professional requirements.

1.6

Program Exemptions from Baccalaureate Degree Definition Requirements

In cases where there are demonstrable accreditation requirements that would

necessitate an exemption, degree programs may apply to General Faculties Council

for a modification of the baccalaureate degree definition requirements. Where such

modifications are necessary, they should be made while retaining as much of the

normally prescribed program definitions requirements as possible.. Accordingly,

modifications may assume the forms set forth below. A program should adopt the

first of the five listed modifications below that allows it to meet its professional or

accreditation requirements:

a. While maintaining the required course distribution of up to 65% in the core, 25%

in General Education, and 10% as electives, a program may require that its

students must take up to four specified courses within the General Education

provision. This core program specification of four General Education courses

notwithstanding, students will be expected to adhere to the General Education

thematic cluster distribution requirements.

b. While maintaining the required course distribution of up to 65% in the core, 25%

in General Education, 10% as electives, a program may require that its students

must take up to four specified courses within the General Education provision.

Courses so specified by the program will not be subject to the General Education

thematic cluster distribution requirements.

c. A program may require that its students take 75% of their courses within the

program core, and 25% within the General Education provision. Students will

be expected to adhere to the General Education thematic cluster distribution

requirements.

d. A program may require that its students take 75% of their courses within the

program core, and 25% within the General Educational provision, of which up to

two courses may be specified by the core program requirements.

e. A program may require a minimal reduction of the number of electives and/or

required General Education courses in order to accommodate additional core

courses necessitated by professional requirements.

DEFINITIONS

(1)

Policy:

means the General Education Policy

(2)

University:

means Mount Royal University

RELATED POLICIES

•

Program Definitions Policy

General Education Policy – February 25, 2016

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RELATED LEGISLATION

RELATED DOCUMENTS

REVISION HISTORY

Date

(mm/dd/yyyy)

Description of

Change

Sections

Person who

Entered Revision

(Position Title)

Person who

Authorized

Revision

(Position Title)

01/22/2009

Split Program

Definitions and

General Education

Policy into two

separate policies.

All

02/25/2016

Significant changes

included

“demonstrable

accreditation

requirements” and

changes to course

distribution to

program core, gen

ed and electives

B.; 1.2; 1.4; 1.5; 1.6 Director, University

Secretary

08/31/2017

Editorial – formatting

to new template

01/29/2020

Editorial

Template Update

Policy Specialist

University Secretary

02/11/2021

Editorial

Title Updates

University Secretary University Secretary