Nov 29, 2020
Responsible Global Citizenship through Mindful Scholarship
General Education at Eastern Illinois University offers students an intellectual
foundation for their future academic, professional, and personal lives. Mindful
scholarship necessitates not only dedicated study but also reflection on the purposes
and consequences of that study. By fostering serious and enthusiastic learning,
Eastern Illinois University seeks to instill the value of intellectual curiosity
and lifelong education in its students. Equipped with the values and traditions
of scholarship, students will be better prepared to fulfill their duties as responsible
citizens and capable leaders in a diverse world.
The mission of the General Education program at Eastern Illinois University is
- to enhance student literacy and oral communication
- to encourage students to think critically and reflectively
- to introduce students to knowledge central to responsible global citizenship
Enhancing Literacy and Oral Communication
Mindful scholarship requires that students listen and read critically as well
as write and speak clearly and effectively. Additionally, functioning in a global
society requires an appreciation of communication within and among cultures through
both the written and spoken word. Therefore, a foundation for further exploration
within the general education curriculum, for study in one’s major area, and for
developing a successful career, requires both course work in and assessment of
written and oral communication skills.
Critical and Reflective Thinking
Mindful scholars engage in a process of critical thinking learned through study in the traditional disciplines: physical and biological sciences, social and behavioral sciences, and humanities and fine arts. Developing analytical thinking skills and working in the modern world require knowledge of mathematics. Additionally, study in any of the sciences requires mathematical skills. Consequently, the general education program requires one course from a select group in that discipline.
In physical and biological science courses, students experience the rigor and practice of scientific inquiry through classroom and laboratory experiences. They learn to consider analytically the methods of describing, predicting, understanding, and explaining physical and biological phenomena. In these courses, students confront the social, economic, political, and ethical implications of science and technology as well as the dilemmas they create.
The social and behavioral sciences focus more directly on understanding society and the individual. In these courses, students will have the opportunity to apply various methods of inquiry and analysis, both quantitative and qualitative, to the study of the human condition. These sciences emphasize the importance of understanding the diversity of human cultures, their socio-historical context, and one’s personal responsibility for being not only a good citizen, but also a steward of the environment.
The humanities provide sources and methods for reflection upon human experience in its historical, literary, philosophical, and religious dimensions. The basis of instruction in these disciplines is primarily the interpretation and critical analysis of written texts. The goal of humanities courses is to provide students with the foundations and methods necessary for a critical understanding of languages, cultures, and traditions, including those that are different from their own. Courses in the fine arts provide students with a basis for understanding and evaluating musical, theatrical, and visual works in terms of their production and aesthetic reception. In these areas students learn to apply historical, philosophical, and critical concepts to specific works and genres. The goal of instruction in the fine arts is to provide students with the foundations and methods necessary for a critical appreciation of various artistic and aesthetic traditions, as well as the evaluation of particular musical, theatrical, or visual works.
In the general education program students explore the variety of ways of knowing through the disciplinary foundations of a liberal arts education. These courses help students become more mindful of the relationships among self, society, and the environment. Such preparation is vital as society becomes more complex, interdependent, and reflective of diversity. Collectively, the courses in general education encourage students to develop critical and reflective thinking as an intellectual habit.
Responsible Global Citizenship
The general education curriculum is also designed to develop and strengthen those
attitudes and behaviors integral to responsible global citizenship—ethical behavior,
civic participation, an understanding of history, and an appreciation of diversity
both at home and abroad. Responsible citizens not only comprehend world-shaping
forces and events and the varied experiences that have shaped human culture, but
also use that understanding to make informed, objective, and ethical decisions.
They understand their responsibility as educated members of society and actively
participate in their communities. Finally, responsible global citizens appreciate
the diversity of the world in which they work and live. As part of their general
education program, all students are required to complete a course with a focus
on cultural diversity.
Writing Across the General Education Curriculum
All of Eastern’s general education courses require writing. Four of these courses–English
1001G and 1002G and their honors equivalents, 1091G and 1092G–are writing-centered.
In these courses students learn the principles and the process of writing in all
of its stages, from inception to completion. The quality of students’ writing
is the principal determinant of the course grade. The minimum writing requirement
is 20 pages (5,000 words).
Other general education courses, including all senior seminars, are writing-intensive.
In such courses several writing assignments and writing activities are required.
These assignments and activities, which are to be spread over the course of the
semester, serve the dual purpose of strengthening writing skills and deepening
understanding of course content. At least one writing assignment is to be revised
by the student after it has been read and commented on by the instructor. In
writing-intensive courses, at least 35% of the final course grade should be based
on writing activities.
Remaining general education courses are writing-active. In writing-active courses,
frequent, brief writing activities and assignments are required. Such activities
– some of which are to be graded – might include five-minute in-class writing
assignments, journal keeping, lab reports, essay examinations, short papers, longer
papers, or a variety of other writing-to-learn activities of the instructor’s
invention. Writing assignments and activities in writing-active courses are designed
primarily to assist students in mastering course content, secondarily to strengthen
students’ writing skills.
Assessment and General Education
The General Education program is constantly undergoing assessment by the faculty
who participate in it. The Committee for the Assessment of Student Learning (CASL)
coordinates these activities and provides recommendations to the Council on Academic
Affairs relative to student learning in the program.
Study Abroad courses may be used to fulfill General Education area requirements. In order for a study abroad course to fulfill an area of General Education, it must either be indicated as such in the Study Abroad Course Database (hosted online by the Office of Study Abroad) or individually approved by the Department Chair of the department the course is housed in via the Course Approval Form (distributed by the Office of Study Abroad).
Semester Hour Requirements in the General Education Program
Humanities and Fine Arts
|Social and Behavioral Sciences
Students following catalogs prior to Fall 2006 must satisfy the constitution requirement.
Please refer to the catalog section titled ”Academic Regulations” for the complete list of requirements for graduation.
General Education Courses Required of ALL Teacher Certification Candidates Either as Part of the Above Required 40 s.h. or in addition to the IAI Core or Transfer General Education:
A 3 sh Diversity Course or Third World/Non-Western Course
“C” or better in ENG 1001G, ENG 1002G, CMN 1310G or their equivalents (a minimum of 9 semester hours is required.)
“C” or better in 3 sh of college level math
PLS 1153G or HIS 3600G or an equivalent US Constitution course
Note: Post-baccalaureate Teacher Certification Candidates must meet all general education requirements with the exception of Senior Seminar.
Eastern Illinois University seeks to foster cultural understanding to assist its students to become responsible citizens in a diverse world. The general education curriculum furthers this objective by requiring students to complete at least one course carrying the cultural diversity designation.
To receive the cultural diversity designation, courses will:
- Include one or more of the following as their focus or as a means to explore some other topic:
a. the study of diverse peoples (including issues of class, disability, ethnicity, gender, race, and sexual orientation) in the U.S. and abroad;
b. the history, language, and/or traditions (anthropological, artistic, literary, philosophical, political, or sociological) of other countries or cultures;
c. the role of cultural sensitivity in making informed and ethical decisions.
- Reinforce the importance of attending to a plurality of voices (including those from traditionally underrepresented groups) to better understand human history, culture, and decision making.
- Include among their outcomes the goal of enabling students to appreciate, live, and work with people who are different from them.
Cultural diversity courses are marked with an asterisk following the course title.
General Education Courses Listed by Segment
Complete descriptions of courses are available in catalog section titled “Course Descriptions”.
Humanities and Fine Arts
(9 Semester Hours)
The student must successfully complete at least one course from humanities and
one from fine arts; courses must represent at least two different disciplines.
(9 Semester Hours)
The requirement is three courses: two in reading and writing and one in listening and speaking. These courses are graded A, B, C, N/C; courses transferred in fulfillment of these requirements will be accepted only if they were completed with grades of “C” or higher.
Note: A grade of “C” or better in English 1001G, English 1002G, and Communication Studies 1310G or in accepted substitutions is a requirement for the Bachelor’s degree at Eastern as well as a General Education requirement.
(3 Semester Hours)
(7 Semester Hours)
The requirement is at least one course in the biological sciences and one in
the physical sciences. At least one of the courses must be a laboratory course.
Applied Engineering & Technology
Social and Behavioral Sciences
(9 Semester Hours)
Courses must be selected from at least two different disciplines.
(3 Semester Hours)
(Students may take a senior seminar once they have completed 75 semester hours. However, so that those nearing graduation will have first access to seats, only students who have earned or will have earned 90 hours may register without the assistance of the offering department.)
Senior seminars are offered in a number of subjects and disciplines each semester, each one organized around a particular subject/issue important to contemporary society. Each seminar is listed by title and instructor in the schedule of courses each semester. The student must successfully complete a seminar outside of his or her major.
The Senior Seminar at Eastern Illinois University is designed to be a cross-disciplinary culminating experience that will provide students with an opportunity to apply concepts and use skills developed in both their general education and major courses. Information about topics of major importance, e.g. the Holocaust, Social Movements, Women in Science, Technology, Controversies in Education, Sociobiology, etc. will be read, analyzed, discussed, and written about in a three semester-hour seminar led by a faculty member of a discipline different from those of the students. To allow ample time for writing and discussion, senior seminars will be limited to a maximum of 25 students. As an element of the general education curriculum, each senior seminar shall focus on some aspect of citizenship.
- EIU 4100G - Folklore, Culture, and Society. Credits: 3
- EIU 4101G - Spaceship Earth: The Present State. Credits: 3
- EIU 4102G - Technology and Society. Credits: 3
- EIU 4103G - Physical Activity and Mental Wellness. Credits: 3
- EIU 4104G - World Film: Language and Culture in Film. Credits: 3
- EIU 4105G - Controversial Issues in Education. Credits: 3
- EIU 4106G - War Stories. Credits: 3
- EIU 4107G - The Idea of a University: Yesterday and Today. Credits: 3
- EIU 4108G - The Changing World of Women. Credits: 3
- EIU 4109G - The Politics of Human Rights. Credits: 3
- EIU 4110G - Frontiers of Communication Credits: 3
- EIU 4111G - Plants and Civilizations. Credits: 3
- EIU 4112G - Women and Technology. Credits: 3
- EIU 4113G - The European Union: A Multi-cultural Approach. Credits: 3
- EIU 4115G - Pop Culture Economics. Credits: 3
- EIU 4118G - Sociobiology: The Biological Origins of Social Practices. Credits: 3
- EIU 4121G - Leisure Time: The American Perspective. Credits: 3
- EIU 4123G - Social Movements, Crowds, and Violence. Credits: 3
- EIU 4125G - Cultural Diversity in the United States. Credits: 3
- EIU 4126G - Body, Health, and Society Credits: 3
- EIU 4128G - Politics and Popular Culture Credits: 3
- EIU 4129G - Law and Technology Credits: 3
- EIU 4131G - Modern Biomedical Science: Promise and Problems. Credits: 3
- EIU 4142G - Telecommunication Issues in the Third Millennium Credits: 3
- EIU 4151G - Nutritional Dilemmas and Decisions. Credits: 3
- EIU 4155G - The European Witchhunts. Credits: 3
- EIU 4157G - Impact of Communication Disorders: Adjusting to Cultural Demands. Credits: 3
- EIU 4158G - Freedom of Expression: Dissent, Hate, and Heresy. Credits: 3
- EIU 4160G - Personal Financial Investments Credits: 3
- EIU 4161G - Theatre as a Soapbox. Credits: 3
- EIU 4162G - Women’s Voices: Women in the Theatre. Credits: 3
- EIU 4165G - Journalistic Media in Society. Credits: 3
- EIU 4167G - The Meaning of Life. Credits: 3
- EIU 4168G - The Internet as a Social Phenomenon. Credits: 3
- EIU 4169G - Women in Science. Credits: 3
- EIU 4170G - History on Film. Credits: 3
- EIU 4171G - History of Graphic Narratives. Credits: 3
- EIU 4190G - Spaceship Earth: The Present State, Honors. Credits: 4
- EIU 4191G - Leisure Time: The American Perspective, Honors. Credits: 4
- EIU 4192G - Film and Contemporary Society, Honors Credits: 4
- EIU 4193G - The Holocaust, Honors. Credits: 4
- EIU 4194G - Leadership: Theory and Practice, Honors. Credits: 4
- EIU 4195G - The European Witchhunts, Honors. Credits: 4
- EIU 4197G - Freedom of Expression: Dissent, Hate, and Heresy, Honors. Credits: 4
- EIU 4198G - Mischievous Molds, Honors. Credits: 4
- EIU 4199G - The Politics of Human Rights, Honors. Credits: 4
- EIU 4290G - Plants and Civilization, Honors. Credits: 4
- EIU 4291G - Pop Culture Economics, Honors Credits: 4