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About the University
the Boren Veterinary Medical Teaching Hospital is accredited by the American Animal Hospital Association. The animal care programs of the Center for Veterinary Health Sciences, the College of Human Sciences, and the College of Engineering, Architecture and Technology are accredited by the Association for the Assessment and Accreditation of Laboratory Animal Care, International (AAALAC).AAALAC International is a private, nonprofit organization that promotes the humane treatment of animals in science through voluntary accreditation and assessment programs. AAALAC International accreditation shows that an institution is serious about setting, achieving and maintaining high standards for animal care and use and is committed to animal welfare in science .AAALAC International offers the only international accreditation for animal care and use programs, and it has become recognized around the world as a sign of quality science. Programs at OSU's branch campuses have also received accreditation from national agencies. The College of Osteopathic Medicine at the Center for Health Sciences is accredited by the Commission on Osteopathic College Accreditation (COCA) of the American Osteopathic Association. Programs at OSU-Tulsa are fully accredited by the Higher Learning Commission, carrying the same accreditation as programs on the Stillwater campus. Refer to individual colleges for the specific agencies. Refer to the appropriate college sections in this Catalog for further information on accreditation of specific programs. General Education Oklahoma State University is committed to producing graduates who have a depth of knowledge in their major fields of study and a breadth of general knowledge to address issues in a complex society. OSU graduates have a mastery of a specific subject matter and solid, diversified general education. With a commitment to breadth in general education, the following philosophy was adopted in 2001: General Education at Oklahoma State University provides students general knowledge, skills and attitudes conducive to lifelong learning in a complex society. Specifically, general education at Oklahoma State University is intended to construct a broad foundation for the student's specialized course of study; develop the student’s ability to read, observe and listen with comprehension; enhance the student's skills in communicating effectively; expand the student's capacity for critical analysis and problem solving; assist the student in understanding and respecting diversity in people, beliefs and societies; and develop the student's ability to appreciate and function in the human and natural environment. General education courses are aligned with one of four content areas: analytical and quantitative thought (A), humanities (H), natural sciences (N), and social and behavioral sciences (S). In addition, OSU students must participate in an international dimension course (I) and in natural sciences courses that include a lab component and have a scientific investigation (L) designation. As of Fall 2008, all new students are required to complete a diversity (D) course. A course is qualified to be part of the general education curriculum if it meets the needs of students in all disciplines without requiring extensive specialized skills and satisfies all the criteria for a specific general education area. The criteria for each general education area follow:
• Analytical and quantitative thought (A) courses incorporate the study of systems of logic and the mathematical sciences and place primary emphasis on the development of the intellect through inductive and/or deductive processes. Their aim is broader than proficiency in techniques and includes appreciation of how the processes can supplement intuition and provide ways to analyze concrete problems. Goals of "A" courses are to prepare students to critically analyze and solve problems using quantitative, geometric or logical models; form inferences using logical systems and mathematical information and communicate them in writing; give appropriate multiple representations (symbolical, visual, graphical, numerical or verbal) of logical or mathematical information; and estimate, analyze or check solutions to problems to determine reasonableness, alternative solutions, or to determine optimal methods or results. • Diversity (D) courses emphasize one or more socially constructed groups (e.g. racial, ethnic, religious, gender, age, disability, sexual orientation) in the United States. Goals of "D" courses are to prepare students to critically analyze historical and contemporary examples of socially constructed groups in American society or culture and the distribution of political, economic and/or cultural benefits and opportunities afforded to these groups; to understand how these groups relate to the student's academic discipline and American culture; and demonstrate their understanding through written work that provides them the opportunity to enhance their writing skills. • Humanities (H) courses concentrate on the expression, analysis and interpretation of ideas and the aesthetics or values that have formed and informed individuals and societies; and emphasize diversity in the expression of human ideas and aesthetic or cultural values. Goals of "H" courses are to prepare students to critically analyze the relationships of aesthetics, ideas or cultural values to historic and contemporary cultures; develop an understanding of how ideas, events, arts or texts shape diverse individual identities; and demonstrate their understanding through written work that provides them the opportunity to enhance their writing skills. • Contemporary international culture (I) courses emphasize contemporary cultures outside the United States. Goals of "I" courses are to prepare students to critically analyze one or more contemporary cultures external to the United States; understand how contemporary international cultures relate to complex, modern world systems; and demonstrate their understanding through written work that provides them the opportunity to enhance their writing skills. • Scientific investigation (L) courses include the equivalent of at least one semester credit hour of laboratory experience aimed at interpreting scientific hypotheses and emphasize scientific inquiry and experimental methodology. Goals of "L" courses are to prepare students to critically analyze scientific problems, formulate hypotheses, conduct appropriate experiments and interpret results; solve problems using scientific inquiry and experimental methodology; communicate procedures, results and conclusions to others; and demonstrate their understanding through written work appropriate to the discipline that provides them the opportunity to enhance their writing skills. • Natural science (N) courses feature the systematic study of natural processes, and the mechanisms and consequences of human intervention in those processes; and place primary emphasis on the subject matter of one or more basic physical or biological sciences in a broadly integrative fashion. Goals of "N" courses are to prepare students to understand the scientific inquiry process; critically analyze the physical world using the language and concepts of science; use the methodologies and models of science to select, define, solve and evaluate problems in biological and physical
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