General Education Core Form

If you are unable to submit your course(s) through the General Education System, please use the form found at https://reg.uga.edu/_resources/documents/curriculum/pdfs-and-docs/updated_genedcoresampleform_march2018.pdf

Guidelines to Consider When Proposing a Course for Inclusion in the General Education Core Curriculum

When considering courses for inclusion in the General Education Core Curriculum, the General Education Subcommittee follows the guidelines below to determine if a course meets the necessary standards to be included in the core. Evidence of the general education learning outcomes should be present in the course objectives and topical outline in CAPA and also in the course syllabus. The learning outcomes for each course are reviewed to determine if they comply with the learning outcomes for the specific area of the core. 

General Guidelines

• A substantial portion of the course must address the learning outcomes for the particular core area
• There should be a deliberate attempt to make a connection between the content of the course and the learning outcomes of the particular core area
• Courses should demonstrate sufficient breadth in the content area. Faculty should consider if this was the only course a student took in that content area, would there be sufficient exposure to that area
• Courses proposed for the core do not necessarily need to be “survey” type courses. Courses can be more narrowly focused on the construction of knowledge in the discipline

Area I, Foundation Courses

• Courses are specified and must comply with the University System Board of Regents policy. More advanced mathematical courses may be required for certain majors.

Area II, Physical Sciences

• The course should provide sufficient breadth and depth of the physical sciences such that if this was the only physical science course a student took, the student would have awareness of how knowledge is  onstructed in the physical sciences

Area II, Life Sciences

• The course should provide sufficient breadth and depth of the life sciences such that if this was the only life science course a student took, the student would have awareness of how knowledge is constructed in the life sciences

Area III, Quantitative Reasoning

• The primary focus of the course should be focused on quantitative analysis; not on an area where quantitative analysis is secondary to some other course objective
• Programming courses should focus on algorithmic thinking, logic/decision structures and information storage structures
• Data science courses should involve a focus on data analysis and relationship identification. Tools of statistical analysis are introduced and used as appropriate
• Courses that emphasize historical or social aspects of technology or computing, design without algorithmic coding emphases, and on software package skills would not be acceptable

Area IV, World Languages and Global Culture

• The course content should provide evidence of a connection to contemporary culture

Area IV, Humanities and the Arts

• The course should engage with the material either broadly or in depth as long as the focus is on the construction of knowledge in the area

Area V, Social Sciences

• The course should provide sufficient breadth and depth of the social sciences such that if this was the only social science course a student took, the student would have awareness of how knowledge is constructed in the social sciences

Core Curriculum Appeal Process

Students may appeal courses that transfer into UGA that are not directly equivalent to UGA core courses.

Students may not appeal UGA courses taken in residence at UGA as satisfying core curriculum requirements. Students must take a course from the list of approved core courses in order to satisfy UGA core curriculum requirements.
The route of appeals for Core Areas I, II, III, IV, V substitutions or waivers is:

1. The department of the discipline in which the course is taught at UGA
2. Dean’s Office of the school or college in which that department resides
3. General Education Subcommittee of the University Curriculum Committee
4. Educational Affairs Committee
5. University of Georgia President
6. Board of Regents

The appeal should be in the form of a letter written and signed by the student. The letter should clearly and concisely explain the appeal, state the matter being appealed in the first sentence, and include all relevant information in support of the appeal. The appeal must include the student’s full name, UGA student ID number, postal address, UGA email, and phone number on the first page in the upper left corner. The appeal must be prepared and signed by the student — it cannot be prepared on the student’s behalf by another party.

If an appeal has been denied at the department and school/college levels, the student may appeal to the university level. Core curriculum appeals should be submitted to the Office of the Vice President for Instruction. The appeal may be sent directly to the General Education Subcommittee. If the appeal is sent to the Educational Affairs Committee, core curriculum appeals will be forwarded to the General Education Subcommittee for consideration prior to consideration by the Education Affairs Committee.

 

MAIL
General Education Subcommittee
Office of the Vice President for Instruction
Office of the Registrar
University of Georgia
102 Holmes-Hunter
Athens, GA 30602

FAX
706-583-0319

EMAIL
currsys@uga.edu

 

Any other student academic appeals such as grade, readmission, course withdrawal, or other course requirement appeals should be submitted to the Office of the Vice President for Instruction by any of the methods below:

 

MAIL
Educational Affairs Committee
Office of the Vice President for Instruction
Office of Academic Honesty and Student Appeals
University of Georgia
102 Memorial Hall
Athens, GA 30602

FAX
(706) 542-0544

EMAIL
appeals@uga.edu

IMPORTANT
If you fax your appeal, please send an email to appeals@uga.edu to confirm it was received.