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 Courses||Suggested Year of Study|
|I. Language and Communication|
|1. English Language*||6||Year 1|
|2. Chinese/Foreign Language*||3||Year 1|
|3. Communication||3||Year 3 to 4|
|II. Science and Information Technology|
|4. Mathematics/Quantitative Reasoning||3||Year 1 to 2|
|5. Information Technology and Knowledge Society||3||Year 1 to 2|
|6. Physical Science and the World||3||Any Year|
|7. Life Science, Health and the Human Condition||3||Year 2 to 4|
|III. Society and Culture|
|8. World Histories and Cultures||3||Year 2 to 4|
|9. Macao, China and other Societies||3||Year 2 to 4|
|10. Values, Ethics and Meaning of Life||3||Year 2 to 4|
|11. Physical Education (Pass or Fail)||1||Any Year|
|12. Visual and Performing Arts (Pass or Fail)||2||Year 2 to 4|
|13. University Life (Pass or Fail)||0||Year 1|
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:
- 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.
- Their design should be cross-disciplinary, student-centred, learning outcome-based, inquiry-oriented, action-driven, and related to the students’ life and society.
- 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.
- 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?”
- 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.