Home » Current Students » GE Programme » 2011/2012 GE Model » Framework – 2011/2012 GE Model

For each general education course area, students will be allowed to choose a course from the below list of courses to be offered. However, within each area, at least 25% of the course materials should cover concepts, topics, and learning outcomes that are common to the area. These general education courses run throughout all 4 years. It must be pointed out that courses taken to fulfil general education requirement will not be counted towards the major, minor, distribution/diversity or free elective requirements.

General Education
No. of
General Education CoursesSuggested Year of Study
I. Language and Communication
1. English Language*6Year 1
2. Chinese/Foreign Language*3Year 1
3. Communication3Year 3 to 4
II. Science and Information Technology
4. Mathematics/Quantitative Reasoning3Year 1 to 2
5. Information Technology and Knowledge Society3Year 1 to 2
6. Physical Science and the World3Any Year
7. Life Science, Health and the Human Condition3Year 2 to 4
III. Society and Culture
8. World Histories and Cultures3Year 2 to 4
9. Macao, China and other Societies3Year 2 to 4
10. Values, Ethics and Meaning of Life3Year 2 to 4
IV. Self-Development
11. Physical Education (Pass or Fail)1Any Year
12. Visual and Performing Arts (Pass or Fail)2Year 2 to 4
13. University Life (Pass or Fail)0Year 1
* Students will be assigned to different levels of courses depending on their prior achievements or assessment results in the respective area before enrollment.

In addition, some approved courses are allowed to fulfil part of the university-wide general education requirements by equivalent foundation or preparative courses. Each student is required to take at least 20 out of the 36 prescribed specific general education credit requirements. With prior approval, the remaining 16 general education credit can be substituted by their Year 1 and Year 2 equivalent major prerequisite/foundation/preparative courses.

The following pedagogical and assessment issues should be taken into account when designing and delivering GE courses:

  1. GE courses should be seen as inter-related and integrated. They are not simply introductory courses to a discipline. They should contribute to many of the intended learning outcomes.
  2. Their design should be cross-disciplinary, student-centred, learning outcome-based, inquiry-oriented, action-driven, and related to the students’ life and society.
  3. Innovative pedagogy and assessment methods are strongly encouraged to enable interactive learning to take place. Information technology and web-based resources could be explored to supplement/integrate with traditional face-to-face learning.
  4. Teaching general education is about determining the minimum common knowledge that all UM undergraduate students will possess after graduation and the enduring understandings that they will take away from the courses. Teachers should address the questions of “If this is the only course that the students are ever going to take in this area, what should they learn? And how will they gain enduring understandings and the ability to appreciate and value knowledge in this discipline area?”
  5. GE courses should encourage students to learn. They should expose our students to a way of thinking, and encourage them to be able to transfer skills, knowledge and values from one domain of knowledge to another.