General Education Revisions

Phase 1: Information - Spring 2024

Phase 2: Input - Spring 2024, Summer 2024, Fall 2024

Phase 3: Integration - Summer 2024, Fall 2024

Phase 4: Implementation - Fall 2024, Spring 2025, Summer 2025

This section records recent & upcoming occasions for consultation & input on the GE Revisions.

Plenary CAB meeting dates & membership (24-25)

VP UEAS Kate McCarthy & CAB Chair Sparks attend Advising Collaborative 9/25/24

CAB Chair Sparks attends Chairs Council 9/20/24

Faculty GE Revisions Area 5 Lab Req Work Group (PDF) (August/September 2024)

Faculty GE Revisions Work Group (July 2024)

GE Revisions Faculty Work Group Report (July 2024) (PDF)

IRSA Report on GE Values & Priorities Survey (PDF)

Faculty Information Session video (May 14, 2024)

CAB Chair Sparks attends Chairs Council 5/3/24

Faculty Survey May 2024 (PDF) (static pdf of google form)

Student Survey May 2024 (PDF) (static pdf of google form)

Advisor Survey May 2024 (PDF) (static pdf of google form)

CAB Chair Sparks attends Chairs Council 3/1/24

Below are links to relevant policy and process documents.

GE Comparison Trifold (PDF) (from Chancellor's Office, May 2024)

New EO (to go into effect Fall 2025)

Current GE Policies (CSU & Chico State)

GE Subject Area Label and Unit Revision comparison for Chico State (JPG) (current GE Breadth vs. EO)

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Draft language for EM revision approved by CAB, 9/23/24

CAB Statement opposing Board of Trustees alignment CSU GE Breadth with Cal-GETC, 3/11 (PDF)

Faculty Informational Message, 4/8 (PDF)

Faculty Informational Message, 4/30 (PDF)

Student Informational Announcement, 5/1 (PDF)

Advisor Survey Invitation Message, 5/8 (PDF)

AB 928 text

May 6, 2024 updated Executive Order published.

April 2024 Chancellor’s Office circulates a draft Executive Order with a response date of April 22, 2024.

March 27, 2024 CSU Board of Trustees approves alignment of CSU GE Breadth with Cal-GETC. (These changes include a reduction of the CSU GE curriculum from 39 units to 34, eliminating 3 out of 9 units of Arts and Humanities and 3 out of 3 units of Lifelong Learning and Self-Development, while adding a 1-unit Physical and Biological Sciences laboratory requirement.)

March 11, 2024 CAB approves a statement in opposition to aligning CSU GE Breadth with Cal-GETC

February 2024 CAB approves a process framework for how Chico State might approach potential GE changes.

January 2024 Cal-GETC comes to CSU Board of Trustees, 1st read of formal policy proposal; CSU Chancellor's Office presents board w/ 2 options for Title V changes:

1. Changes are only for transfer students as per requirements of AB 928
2. Changes are for all CSU students, aligning CSU GE Breadth to Cal-GETC framework

Spring 2023 ICAS approves Cal-GETC

September 2022 ASCSU distributes request for feedback on ICAS Cal-GETC proposal on the following 3 positions:

1. Support the ICAS Cal-GETC proposal (June 2022),
2. Recommend specific changes that satisfy the requirements of AB 928, with rationale, or
3. Unable to come to a consensus

June 2022 Intersegmental Committee of the Academic Senates (ICAS) makes recommendation for “singular lower division general education pathway” named “Cal-GETC” (California General Education Transfer Curriculum).

Spring 2022 ASCSU requests campuses indicate priorities & options for establishing singular GE transfer pathway.

October 2021 AB-928 signed into law, “Student Transfer Achievement Reform Act of 2021”

GE subject areas are defined in Executive Order 1100 as follows:

Area 1 English Communication (English composition (1A), critical thinking (1B) and oral communication (1C)) Students taking courses in fulfillment of Areas 1A and 1C will develop knowledge and understanding of the form, content, context, and effectiveness of communication. Students will develop proficiency in oral and written communication in English, examining communication from the rhetorical perspective and practicing reasoning and advocacy, organization, and accuracy. Students will enhance their skills and abilities in the discovery, critical evaluation, and reporting of information, as well as reading, writing, and listening effectively. Coursework must include active participation and practice in both written communication and oral communication in English.

In critical thinking (1B) courses, students will understand logic and its relation to language; elementary inductive and deductive processes, including an understanding of the formal and informal fallacies of language and thought, and the ability to distinguish matters of fact from issues of judgment or opinion. In 1B courses, students will develop the abilities to analyze, criticize, and advocate ideas; to reason inductively and deductively; and to reach well-supported factual or judgmental conclusions.

Area 2 Mathematical Concepts and Quantitative Reasoning Through courses in Subject Area 2, students shall demonstrate the abilities to reason quantitatively, practice computational skills, and explain and apply mathematical or quantitative reasoning concepts to solve problems. In addition to traditional mathematics, Subject Area 2 courses may include computer science, personal finance, statistics or discipline-based mathematics or quantitative reasoning courses.

Area 3 Arts & Humanities Across the disciplines in Subject Area 3 coursework, students will cultivate intellect, imagination, sensibility and sensitivity. Students will respond subjectively as well as objectively to aesthetic experiences and will develop an understanding of the integrity of both emotional and intellectual responses. Students will cultivate and refine their affective, cognitive, and physical faculties through studying works of the human imagination. In their intellectual and subjective considerations, students will develop a better understanding of the interrelationship between the self and the creative arts and of the humanities in a variety of cultures.

Activities may include participation in individual aesthetic, creative experiences; however, Area 3 excludes courses that exclusively emphasize skills development. Students may take courses in languages other than English in partial fulfillment of this requirement if the courses do not focus solely on skills acquisition and integrate a substantial cultural component. This may include literature, among other content.

Area 4 Social and Behavioral Sciences Students learn from courses in multiple Subject Area 4 disciplines that human social, political and economic institutions, and behavior are inextricably interwoven. Through fulfillment of the Subject Area 4 requirement, students will develop an understanding of problems and issues from the respective disciplinary perspectives and will examine issues in their contemporary as well as historical settings and in a variety of cultural contexts. Students will explore the principles, methodologies, value systems and ethics employed in social scientific inquiry. Courses that emphasize skills development and professional preparation are excluded from Subject Area 4.

Area 5 Physical and Biological Sciences Subject Area 5 courses focus on scientific theories, concepts and data about the physical and biological aspects of the world. Through their courses in Subject Area 5 disciplines, students will achieve an understanding and appreciation of scientific principles and the scientific method, as well as the potential limits of scientific endeavors and the value systems and ethics associated with human inquiry.

The Subject Area 5 laboratory must support learning by exposing students to scientific inquiry, the empirical nature of science, and hands-on experiences in any instructional modality (see 3.2).

Area 6 Ethnic Studies To be approved for this requirement, courses shall have the following course prefixes: African American, Asian American, Latino/a American or Native American Studies. Similar course prefixes (e.g., Pan- African Studies, American Indian Studies, Chicano/a Studies, Ethnic Studies) shall also meet this requirement. Courses without ethnic studies prefixes may meet this requirement if cross-listed with a course with an ethnic studies prefix. Courses that are approved to meet this requirement shall meet at least 3 of the 5 following core competencies. Campuses may add additional competencies to those listed.

1. Analyze and articulate concepts such as race and racism, racialization, ethnicity, equity, ethno- centrism, eurocentrism, white supremacy, self-determination, liberation, decolonization, sovereignty, imperialism, settler colonialism, and anti-racism as analyzed in any one or more of the following: Native American Studies, African American Studies, Asian American Studies, and Latina and Latino American Studies.
2. Apply theory and knowledge produced by Native American, African American, Asian American, and/or Latina and Latino American communities to describe the critical events, histories, cultures, intellectual traditions, contributions, lived-experiences and social struggles of those groups with a particular emphasis on agency and group-affirmation.
3. Critically analyze the intersection of race and racism as they relate to class, gender, sexuality, religion, spirituality, national origin, immigration status, ability, tribal citizenship, sovereignty, language, and/or age in Native American, African American, Asian American, and/or Latina and Latino American communities.
4. Critically review how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced and enacted by Native Americans, African Americans, Asian Americans and/or Latina and Latino Americans are relevant to current and structural issues such as communal, national, international, and transnational politics as, for example, in immigration, reparations, settler-colonialism, multiculturalism, or language policies.
5. Describe and actively engage with anti-racist and anti-colonial issues and the practices and movements in Native American, African American, Asian American and/or Latina and Latino communities to build a just and equitable society.

As described in Article 6, CSU campuses may certify upper-division ethnic studies courses to satisfy the lower-division Subject Area 6 requirement so long as adequate numbers of lower-division course options are available to students. As described in Article 2, ethnic studies courses required in majors, minors or that satisfy campus-wide requirements and are approved for Subject Area 6 credit shall also fulfill (double count for) this requirement.