The General Education Program

learning outcomes which students must demonstrate through various assessments.  If graduates from Delaware State University’s undergraduate programs are to become effective communicators, critical thinkers, and problem-solvers in the world's pluralistic and global societies, then some critical concepts should infuse the general education program and major curricula. These Across-the-curriculum outcomes should be linked with research and professional development that lead to the most effective instructional strategies, course activities, and assessments of student learning and program effectiveness.

The Across-the Curriculum concepts that are integrated throughout the general education program and major curricula, and which produce the desirable learning outcomes in students are the following: (1) Reading, Speaking, and Listening Across-the-Curriculum (RSL); (2) Self-Evaluation; (3) Wellness; (4) Information Literacy; (5) Computer Competency; (6) Writing in the Major (Outside the Capstone); (7) Quantitative Reasoning; (8) African-American Experience (9) Multiculturalism; (10) Critical Thinking/Problem-Solving; and (11) Global Issues.

Since these areas are integrated throughout the curriculum, there will be overlaps between some breadth courses, major courses, and across the curriculum requirements.

1.  Reading, Speaking, Listening

College graduates should be able to communicate effectively. Students should be able to do the following: comprehend, analyze, interpret and evaluate various texts; write and speak effectively and correctly; listen actively to what instructors and peers are saying. Communicating effectively is not the exclusive domain of the English Department. It is the responsibility of all instructors to inculcate effective communication skills throughout the general education and major curriculum.

2. Self-evaluation

In order to become productive and contributing citizens, students must have a critical self-understanding. Active engagement of students in their education is important. This creates a sense of relevance. Students can also develop an internal locus of control and other mature ways of thinking. Self-evaluation is evident in curricular and co-curricular activities, journal reflections and course activities that encourage students to examine their ethics, core beliefs/values, communication and leadership skills, strengths, weaknesses, likes/dislikes, etc. Students can then be prepared to make choices in majors, minors, career aspirations and important life decisions.

3. Wellness

To be able to think clearly, develop effective study skills, and be prepared for careers and life-long learning, students must demonstrate an understanding of the principles involved in wellness.  They should be able to share these principles with family members, friends, and associates.  The wellness component aims to address issues involved in nutrition, well-being, social adjustment, and psychological and physical health.

4. Information Literacy 

In order to be successful in this information age, all graduates should have knowledge/experience in the process of information acquisition.  This includes researching library databases, understanding and performing scholarly searches, completing citations, evaluating information for relevance/reliability, and compiling information for a unified purpose.  Information literacy must be incorporated in general education courses as well as major courses to demonstrate field-specific applications.

5. Computer Competency

To the greatest extent possible and wherever practical, computer and information technologies should be integrated into general education courses and generally throughout the curriculum. College graduates should be able to do the following: (a) use computers and other technology (b) access and manipulate spreadsheets and databases; (c) use printed and computerized resources to locate information; and (d) use and prepare multimedia applications. Students needing formal instruction in this area should takes courses such as Applying Computers (20-101) and Microcomputer Applications (52-105). These and other program specific courses provide students with opportunities to analyze the efficient utilization of computers to enhance productivity at all levels of organization, from office personnel to executive management. Students examine and utilize the different types of hardware, software, operating systems, multimedia, the Internet, Web page design, etc.

6. Writing in the Major 

College graduates should be able to write coherent essays, reports, thesis papers, using the standard form of the English language that is relatively free from grammatical, mechanical, and usage errors.  To build on the foundational English composition skills, students will be required to apply these writing skills in their field of study as well as across the general education program.

7. Quantitative Reasoning  

This competency may be met by courses or modules in the major or by a second mathematics course. Some examples of quantitative reasoning include:

• Mathematical analysis, computations, charting, graphing, algebraic problem solving,
• Numerical analysis, numerical relationships, patterns, estimation measurement
• Quantitative problem solving or real-world problem solving
• Data analysis, data interpretation, statistical analysis
• Logical thinking and steps to construct feasible solutions to various problems.

The specific methods of quantitative analysis will vary by program.

8. African-American Experience

Delaware State University’s legacy as a historically black college enables it to provide students with the opportunity to understand African-American perspectives in history, liberal arts, and society. Courses such as African-American History, African-American Art History, African-American Literature, African-American Music and other major courses provide exposure to the African-American viewpoints in American society.  Students will demonstrate an understanding of the roots of slavery and resulting African-American experiences, as well as an appreciation of the contributions of African Americans.

9. Multiculturalism

College graduates must understand how to develop and manage human relationships by being able to identify and adapt to the needs, values, expectations, and sensibilities of others. Students must be able to do the following: (a) understand and consider diverse points of view; (b) determine what is appropriate in a given situation given the norms of groups and cultures which provide guidance for acceptable language and behavior; (c) be open-minded about and inclusive of other cultures; and (d) understand different points of view based on gender, ethnicity, race, or national origin.

10. Critical thinking / Problem-solving

College graduates should be able to move beyond the mere conveying or restating of other's facts and ideas. Students should be able to do the following: (a) reflect upon, question, analyze, and evaluate information; (b) assess bias, narrowness and contradictions; (c) formulate hypotheses and alternatives; (d) evaluate an argument in terms of reasoning and applicability; (e) determine how new data may lead to confirmation or questioning of conclusions; (f) make inferences, comparisons, formulate frameworks or categories, classify data, and translate information from one medium to another; and (g) analyze and evaluate their own arguments and those of others in order to confirm or deny the accuracy, validity, and reliability of their own reasoning and of the various sources of information they hear or read.

Students should also be able to conduct disciplined inquiry and be able to do the following: (a) determine the nature of a problem; (b) analyze the problem and determine possible solutions; (c) assess the advantages and disadvantages of each possible solution; (d) determine the most effective and efficient of the optional solutions; and (e) execute the solution. Being able to think critically and solve problems is one of the hallmarks of becoming an educated person.

11. Global Issues

College graduates should understand that their world is no longer circumscribed by the boundaries of nations and continents. The world is a global community and students should understand and appreciate the pluralism of this global community. Students should be able to demonstrate an understanding of various political and economic systems, and the positive and negative aspects of globalization. 

Across-the-Curriculum (A-t-C) learning outcomes of general education -- should infuse as many other courses as possible.  These outcomes connect general education courses to each other and to the majors.  The following page outlines some generic guidelines for meeting Across-the-Curriculum outcomes.  It is important to note that each student and advisor must consult the curriculum and the Across-the-Curriculum plan for specific requirements of their program. Certain honors courses or colloquia may satisfy one of these requirements. Consult with the Director of General Education for specifics.