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GE for Students

GE Skills Improve Your Life

CSULB has adopted a set of essential skills that should be developed and practiced in your GE courses. They are:

Knowledge of Human Cultures and the Physical and Natural World

Achieved through study in the Sciences and Mathematics, Social Sciences, Humanities, Histories, Languages, and the Arts

Intellectual and Practical Skills


Written Communication

Written Communication (PWC)

GOAL :  To demonstrate error-free prose that conveys meaning to readers with clarity, fluency and sophistication

as measured by students being able to:

  • Write (via inventing, drafting, and revising) text that effectively communicates ideas, facts, and/or information to an audience appropriate for the assignment. 
  • Organize their writing using appropriate strategies (paragraphs, headings, rhetorical arrangement).
  • Utilize various strategies (reasoned argument, examples, etc.) to support ideas expressed in their written work.
  • Incorporate source materials via summarizing, paraphrasing, and/or quoting while consistently applying a citation style appropriate to the discipline (APA, Chicago, MLA, etc.).
  • Apply the conventions (via revision and editing) of standard written English.

Oral Communication

Oral Communication (POC)

GOAL:  To use speech to convey a significant and compelling message, fully supported by credible and well-chosen evidence expressed in effective language

as measured by students being able to:

  • Compose messages (defined here as construction and delivery of thoughts and ideas to others) by providing ideas and information suitable to diverse audiences, topics, purposes, and occasions.
  • Present messages that enhance their believability by providing credible evidence, and selecting language that is appropriate to the designated audience, topic, purpose, and occasion.
  • Monitor and adapt their communication by appropriately soliciting receiver feedback that checks the accuracy and interpretation of their messages.
  • Listen in order to comprehend information, critique and evaluate messages, and show empathy (defined here as the understanding of others’ perspectives and ideas) as conveyed in their speech.
  • Manage their apprehension of communicating and develop communicator confidence.

Critical Thinking

Critical Thinking (PCT)

GOAL:  To develop reasonable, clear positions and draw conclusions based on a synthesis of appropriate, valid  evidence from a variety of sources

as measured by students being able to:

  • Demonstrate understanding of the formal and informal fallacies of language and thought.
  • Demonstrate the ability to distinguish matters of fact from issues of judgment or opinion.
  • Analyze, criticize, and advocate ideas.
  • Reason inductively and deductively.
  • Reach well-supported factual or judgmental conclusions.

Quantitative Reasoning

Quantitative Reasoning (PQR)

GOAL:  To confidently and fluently apply technical skills and quantitative reasoning that will allow them to be life-long learners of mathematics.

as measured by students being able to:

  • Demonstrate the recall of basic mathematical facts and definitions when given a well-posed mathematical equation.
  • Execute basic arithmetic and algebraic manipulations when given a well-posed mathematical equation.
  • Apply quantitative reasoning in problem solving in mathematics.
  • Generate hypotheses and questions pertaining to a given situation or set of data, and find evidence to support or refute those hypotheses either through numerical comparison or rigorous mathematical reasoning.
  • Evaluate their own and others’ quantitative reasoning, by probing the validity of assumptions, critiquing the reasonableness of conclusions, and detecting fallacies in quantitative reasoning.

Information Literacy and Technology Literacy

Information Literacy and Technology Literacy (ILTL)

GOAL:  To incorporate selected information appropriately, recognizing that accurate and authoritative information is the basis of intelligent decision-making

as measured by students being able to:

Information Literacy

  • Identify the nature and extent of the information needed for a specific purpose.
  • Differentiate the roles of books, periodicals and online sources in the information-seeking process.
  • Access and manage information using a broad repertoire of appropriate strategies.
  • Evaluate information and its sources critically for reliability, validity, accuracy, authority, timeliness, and point of view or bias.
  • Document research accurately to demonstrate an understanding of the socio-economic and legal issues (copyright, intellectual property, plagiarism, information privacy and security) surrounding the ethical use of information.

Technology Literacy

  • Identify available technology resources and services (i.e., computer labs, BeachBoard services, online help, etc.).
  • Demonstrate basic competencies in the use of computers such as learning management systems, basic email communication and word processing.
  • Recognize the potential uses of applications such as spreadsheets, databases, graphics and presentation programs in order to use them productively.
  • Use digital media and formats to communicate and work collaboratively with peers, experts and others to support individual learning and contribute to the learning of others.
  • Transfer existing knowledge to new technologies to illustrate creativity.
  • Obtain, store, and disseminate text, data, images, or audio legally.


Teamwork (TEAM)

GOAL:  To work effectively in team environments

as measured by students being able to:

  • Work collaboratively to organize and complete a task.
  • Routinely contribute useful ideas to team meetings.
  • Listen constructively to other team members' contributions.
  • Take an active role to sensitively and professionally bring resolution to team conflict.

Creativity, Inquiry, and Discovery

Creativity, Inquiry, and Discovery (CID)

GOAL:  To successfully utilize a broad range of strategies and adapt unexpected strategies in response to the problem or assignment

as measured by students being able to:

  • Identify and summarize problem, issue or question to be investigated
  • Analyze research/evidence, draw inferences and conclusions from analyses
  • Identify limitations of inquiry and analysis
  • Exhibit intellectual curiosity
  • Identify and explore unique ideas, novel questions, and create original formats

Personal and Civic Responsibility


Global Competencies

Global Knowledge and Competence (GKC)

GOAL:  To consistently use cultural world view frameworks without stereotypes and to consistently interpret intercultural experience from the perspective of both one’s own and other’s world views

as measured by students being able to:

  • Identify historical, political, scientific, cultural, and socioeconomic interconnections between the United States and the rest of the world, and the ethical and moral questions involved in these connections.
  • Articulate global interconnections by describing a problem in the social or natural world in terms of collective remedies that transcend national borders.
  • Pose critical questions about power relations as they investigate the dynamic interactions among global and local agents as applied to the content of a real-world issue.
  • Describe how global connections simultaneously create constraints and enhance opportunities to pursue social justice.
  • Explain how living in a global society affects their professional and personal lives, and are willing and able to act to sustain and preserve their communities and the environment for future generations.

Human Diversity Appreciation

Intercultural Knowledge and Competence (IKC)

GOAL:  To identify factors influencing their own cultural, racial ethnic and gender identities and the impact these identities have on their personal decision making and social interaction

as measured by students being able to:

  • Identify the processes by which US society has differentiated membership, which may challenge some individuals’ ability to exercise full freedom of life, liberty and the pursuit of happiness.
  • Demonstrate the intellectual curiosity and emotional openness to the perspectives of others perceived to be different from themselves.
  • Identify barriers to constructive social interaction across diverse groups and to constructively negotiate conflicts for the purpose of working cooperatively and effectively in diverse groups.
  • Develop a plan to promote interpersonal connection and active engagement in creating more meaningful personal and professional lives within the broader community.

Ethical Reasoning and Social Responsibility

Ethical Reasoning and Social Responsibility (ERSR)

GOAL:  To recognize ethical issues in personal, professional and civic life and to defend a position with good reasoning and consideration of opposing views

as measured by students being able to:

  • Frame ethical problems by identifying values and the conflicts among those values, and by determining stakeholders and the cultural underpinnings of stakeholder points of view in any given ethical conflict.
  • Analyze conclusions through weighing values by the standards of particular ethical and social-ethical systems and perspectives.
  • Construct valid arguments for ethical options as well as identifying the flaws of reasoning or statement in a given ethical argument.
  • Act on the results of their valid ethical reasoning, doing the good as they critically understand it as well as making sound value judgments in their personal, professional and community lives.
  • Approach ethical conclusions as tentative and needing continuing reflection in light of the values they adopt, the values they hold, the differential weighting of those values, the social contexts of their ethical choices, and the quality of their own and others’ ethical reasoning.


Self-Understanding (SELF)

GOAL:  To demonstrate comprehension of personal strengths and weaknesses and their impact on personal, academic, community/service and professional goals

as measured by students being able to:

  • Describe their authentic self and how they demonstrate it.
  • Describe the development of their self as a social construct.
  • Articulate their strengths and weaknesses when it comes to personal assets.
  • Observe and describe individual differences.
  • Identify their personal, academic, community/service and professional goals.
  • Describe their range of emotions.
  • Describe their abilities (internal processes) of how they calibrate to their environment.

Foundation and Skills for Lifelong Learning

Foundations and Skills for Lifelong Learning (FSLL)

GOAL:  To exhibit an understanding that learning is a lifelong process and to develop a lasting disposition to actively seek opportunities to expand knowledge, skills, and abilities

as measured by students being able to:

  • Exhibit an understanding that learning is a lifelong process.
  • Display a willingness to learn from the suggestions of others.
  • Demonstrate a willingness to explore new ideas and processes.
  • Exhibit intellectual curiosity.
  • Independently present meaningful insights and take the initiative to develop them into new, unique, or novel ideas.
  • Demonstrate an understanding for how college skills will affect their lives in later years.

Integrative Learning

Including Synthesis and Interdisciplinary Methods of Inquiry

Integrative Learning (INTL)

GOAL:  Recognize and respond to complexity of problems or issues by making reasonable and innovative connections across multiple perspectives and frameworks

as measured by students being able to:

  • Explore and synthesize the approaches or views of two or more disciplines.
  • Show evidence of applying multiple skills/knowledge learned in one situation to another.
  • Independently make and evaluate choices using integrative connections and communication strategies in relation to the demands of complex situations.
  • Synthesize familiar frameworks into new uses.
  • Demonstrates an understanding of the influence of fields of study with one’s own experience outside the classroom.