CSU GE requirements have been designed to complement the major program and electives completed by each baccalaureate candidate. These requirements are designed to provide the knowledge and perspectives that will enable CSU students to confront personal, cultural, moral and social issues that are an inevitable part of human life, and cultivate enthusiasm for lifelong learning.
General Education Breadth Requirements
This committee, which is made up primarily of members of the Academic Senate of the CSU, but includes faculty and staff representatives from the CSU and the CCC, provides recommendations to the CSU Chancellor, as requested, on CSU GE Breadth policy.
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Visit a CSU campus GE program site to learn more about details relating to each university.
Learn how the CSU is partnering with California high schools to ensure that more students arrive on campus ready to success.
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9 semester units (12 quarter units)
One course in each Subarea
12 semester units (18 quarter units), with 3 semester units (4 quarter units) taken at the upper-divisional level
One course each in Subareas B1, B2, and B4, plus laboratory activity (B3) related to one of the completed science courses, and 3 additional semester units (4 quarter units) at the upper-division in one of the following Subareas.
12 semester units (18 quarter units), with 3 semester units (4 quarter units) taken at the upper-division level
At least one course completed in each of these 2 Subareas, and 3 additional semester units (4 quarter units) at the upper-division in one of the following Subareas.
9 semester units (12 quarter units), with 3 semester units taken at the upper-division
Courses shall be completed in at least 2 different disciplines among the 9 required semester units.
Area E requires 3 semester units (4 quarter units) of study at the lower-division
3 semester units (4 quarter units)
This lower-division, 3 semester (4 quarter) unit requirement fulfills Education Code Section 89032. The requirement to take a 3 semester (4 quarter) unit course in Area F shall not be waived or substituted
Sample approaches to identifying and assessing course outcomes and student-learning outcomes are shared here. This is not intended to be an exhaustive list but to provide a starting point with the most well-established and credible resources. The majority of these links will lead to additional resources. We welcome further suggestions for this collection.
AAC&U Quantitative Literacy VALUE rubric: The VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics "articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading."
CSU East Bay Assessment Resources: A compilation of resources, including rubrics for a variety of assignments and program assessment needs, all linked to CSU East Bay's Institutional Learning Outcomes (ILOs). One rubric faculty developed and approved for pilot assesses Quantitative Reasoning.
CSU Monterey Bay Assignment Guides: Developed by the Assessment Coordinators at CSU Monterey Bay to "help instructors embed critical thinking and information literacy tasks and assessment criteria in quantitative reasoning, written communication, and oral communication assignments."
Degree Qualifications Profile: The DQP "outlines a set of reference points for what students should know and be able to do upon completion of associate, bachelor's and master's degrees — in any field of study." There are five broad areas of learning and Quantitative Fluency is one of the proficiencies within the "Intellectual Skills" area.
Project Kaleidoscope (PKAL) workshop assessment tools: Descriptions and links to tests and surveys used by some institutions and/or instructors to assess QR skills or growth.
QuIRK resources on QR Program Design and Assessment: Extensive resources for assessing QR, including learning goals, assessment rubrics and the assessment protocol Carleton uses for its annual assessment program.
This is not intended to be an exhaustive list but to provide a starting point with the most well-established and credible resources. The majority of these links will lead to additional resources not listed here.
National Numeracy Network (NNN): The first stop for any instructor interested in QR, the NNN provides modules on pedagogical approaches, collections of course materials and links to a variety of other QR resources.
QuIRK curricular materials: Includes a guide to creating QR writing assignments, examples of QR assignments and courses, and a module on using spreadsheets to teach QR across the curriculum.
"Beyond Calculation" (Madison and Deville, 2014): This peer review article provides basic design principles for an effective QR course.
Thinking Quantitatively: Eric Gaze's blog highlights news articles with quantitative information as well as suggestions for QR class activities.