General Education Requirement "I" - Information and Computer Literacy

General Education Curriculum
As approved by the Faculty Senate through 10/22/97

Curriculum Standard: Tier I

As part of a multi-level approach to information and computer literacy, all students at the University, regardless of major, should be introduced to instruction in the mechanical and basic cognitive aspects of computers during their freshman year, through a tiered model based on the Library's Instruction Program. This introduction would include not only exposure, but also practice and reinforcement.

By the end of their freshman year, students should be familiar with basic computer vocabulary, the keyboard, e-mail, the Library's OPAC, networked cd's, on-line database systems, the Internet (including the graphics & video section commonly called the World Wide Web), and with software for word* processing. In addition, students should (a) know when there is a need for information, (b) identify information needed to address a given problem or issue, and (c) find, evaluate, organize, and effectively use the needed information.

Rather than requiring a new course, the only university-required courses, English 101 and 102 (required of all students in all majors), will be modified to incorporate the above requirements in all sections. Instructors of ENL 101 and 102 would be assisted by Computing and Information Technology Services (CITS) and the Library in preparing and delivering these courses. This requires a collaborative effort consisting of members of the General Education Committee, Freshman Year Committee, English Department, Library and CITS working together to develop a specific plan that will ensure that all students receive instruction in the specific areas mentioned in this recommendation.

Curriculum Standard: Tier II

Each department will establish requirements in addition to Tier I requirements and will inform students of these requirements at the time the students enter the major. All departments must establish advanced literacy skills relevant to their discipline and provide both a course sequence and timeline whereby students obtain these skills.