Davis Honors Challenge Group Discussion of the GE Proposal

Comments from about 25 students with different majors

UNITS

• Concern that there are very few 3 unit classes- so 9 units of GE will most likely be fulfilled with four 4 unit classes, which would make the number of units needed to complete the GE higher than noted. Consequently students are concerned that this new unit-based structure will interfere with graduating in four and the unit cap.
• Also thought it was a good idea to go by units, but it doesn’t really make sense- should provide more flexibility, but most classes will end up being 4 unit classes, done to make sure that people are rewarded for 3 unit classes.
• A double engineering major is worried the unit cap will be an issue, graduating in four is already hard enough! Also they wondered if it will it be more or less feasible for a lot of (engineering majors) to graduate in four? Students seemed to think less.
• AP’s as empty units- many people don’t know that you’re guaranteed four years (if you petition).
• Student for saw that the new GE really isn’t a unit increase, but only if you have excellent advisors and plan very well.
• Students liked the idea to open up the topic breadth.
• Suggested that perhaps unit and course based- allow for choice!
• Explain the 12-20 topical breadth areas more clearly in the requirement so students know they can spread out their units 20-16-16.
• Some students feel that more units should be more focused on core literacies- give more units to core literacies less to topic breadth.

LANGUAGE CONCERNS

• Wording is very daunting and confusing.
• Ridiculous to assume that one can become literate in an area through one course.
• Wording is pretentious and makes it look scarier than it is.
• The title and subtitles of the new Civic and Cultural Literacy should have the word “diversity” in the title so students understand the intent of the requirement.
• Use the word “community” instead of “civic” because not everyone here is included in civic participation

FEASIBILITY

• Will it be feasible for a lot of (engineering majors) to graduate in four?
• How will courses be put into particular core literacy qualifications and what guidelines to ensure it is an appropriate course?
• Can core literacies overlap? NO.
• Some students said they liked the older version because there is less wiggle room
• Students wanted more specific guidelines for visual literacy and examples of the course that would fit under that requirement. Also would enough courses be available.
• Engineers are forced to find triple and double dippers which limits ability to take classes that they would otherwise choose to take, how would this be alleviated with the new GE?
• A Biochem major with a minor in bioinformatics was worried because both her major and minor are in same topical breadth area and thus worried how this would impact her flexibility and ability to fulfill the new GE. She felt the new GE is structured with assumption that students majors and minors are completely.

PHILOSOPHY

• Students are concerned that the proposed Civic and Cultural Literacies will not ensure that undergraduates learn about socio-cultural diversity. The flexibility in terms of which courses qualify leaves a lot of room for courses that are not in line with the intention of this requirement (i.e. a course on plant diversity currently fulfills the socio-cultural diversity requirement).
• Students brought up the need for a way to constantly monitor if required GE courses are accomplishing what they should as prescribed by the philosophy. Will guiding questions be included in the new GE?
• An element of personal/social responsibility is missing from this GE- if UCD thinks this is important for all undergrads to learn, it must be integrated into the GE

POSITIVE

• Students like how certain courses are meant to make science majors write!
• An engineer liked the idea of making eng/science majors learn how to write and communicate well.
• Liked idea of visual literacy requirement, thought some good courses could be on presentation skills to give experience in making and giving visual presentations.
• Many students liked this better- can better tailor it to your own plan/direction
• Many agreed it is a good idea to open up the topic breadth.