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General Education Policy

– February 25, 2016

Page 1 of 7

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,
2024

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;

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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

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– 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