Volume 6, Issue 5
More Than Science: Why Civic Literacy Matters
By Yeidaliz Garcia
I am in STEM, specifically science. So, is civic literacy applicable to the courses I teach? The answer was an easy no. My courses already have a lot of content. The idea of adding anything else seems far-fetched. However, during a recent professional conference, some presenters prompted me to reflect more deeply. Is the answer as easy as it seems? Over several months, I considered what civic literacy means and how it fits into the classroom as we prepare our lessons.
We know that colleges and universities are vital to preparing students to participate in professional and civic worlds. We are navigating a period of significant global change that requires thoughtful consideration and context. We are increasingly required to view problems through the convergence of multidisciplinary lenses, rather than the traditional one-discipline approach.
At UCF, students bring different experiences, identities, and perspectives into the classroom, and the complexity of world events converges as well, making civic literacy and constructive dialogue increasingly central to effective teaching and learning. Also, in Florida, we have statewide civic literacy competency requirements, which will impact student academic success. In STEM specifically, civic literacy becomes tangible when we use instructional approaches, such as constructive dialogue, to examine data, methods, and the societal implications of our findings, linking disciplinary evidence to public questions and decisions.
So, going back to my initial question, why should I think about civic literacy in my STEM courses? In short, civic literacy extends beyond civic knowledge. It encompasses the ability to evaluate evidence, engage across differences, and reason collaboratively about complex questions. Constructive dialogue—structured, purposeful, and comprehensive—can help students practice these skills in ways that deepen learning rather than diminish it. When dialogue is intentional, disagreement becomes an opportunity for inquiry rather than a barrier to understanding.
For faculty across disciplines, and particularly within the General Education Program (GEP), this work is highly relevant. GEP courses often shape how students first encounter challenging ideas and differing viewpoints in a college setting. Thoughtfully designed dialogue can enhance critical thinking, improve disciplinary understanding, and foster intellectual humility—without sacrificing rigor or expertise, while aligning with our course learning outcomes.
Many students arrive at UCF eager to engage but uncertain how to do so productively. Faculty-guided dialogue can create learning environments that are both intellectually challenging and respectful, helping students connect course content to broader social, ethical, and civic contexts. For example, when teaching about the scientific method, we can include a constructive dialogue activity that allows students to examine how scientists evaluate ideas, challenge claims, and revise conclusions. Students can practice respectful, evidence-based discussions about how scientific information is used in public decision-making, thereby developing the skills needed for informed civic participation. To this end, it is becoming increasingly important to create opportunities for constructive dialogue, allowing people to critically analyze ideas, observations, and information with logic and reason. Faculty can facilitate these opportunities.
Engaging with civic literacy is not about adding new content to an already complete syllabus. It is about refining pedagogical approaches to discussion, inquiry, and engagement. How might dialogue look in a lab, a large lecture, or an online course? What conditions allow students to wrestle seriously with ideas while remaining open to one another? How can we lead discussions and maintain balance in large classrooms? How can we use dialogue to foster a sense of belonging despite different perspectives? How multidisciplinary should civic literacy be? How can we create safe spaces for constructive dialogue?
Exploring these questions offers faculty an opportunity to strengthen teaching practice while supporting UCF’s broader educational mission. Civic literacy, cultivated through constructive dialogue, is foundational to student learning—and to the future of higher education itself. Although I have more questions than answers at the moment, I hope we, UCF faculty, can come together to find ways to successfully incorporate civic literacy and constructive dialogue into our courses.
GEP Assessment Updates
By Annabelle Conroy
Thank you to all faculty who participated in the General Education Program (GEP) assessment last fall. Your contributions are essential for effective program evaluation and ongoing accreditation requirements.
This term, we will continue the GEP assessment process by asking each faculty member teaching a GEP course to include at least one assignment that assesses one or more applicable foundation learning outcomes. Please note that the deadline for submitting GEP assessment data is UCF’s withdrawal deadline on Friday, April 3 , 2026, at 11:59 PM.
Assessments may be completed and submitted at any point before this deadline.
Keep in mind that GEP foundations have changed since the 2024-25 year. They are:
- Communication (unchanged)
- Humanities (formerly Cultural Interactions)
- Social Sciences (formerly Interpretation & Evaluation)
- Natural Sciences (formerly Knowledge Application),
- Mathematics (formerly Problem Solving).
However, the learning outcomes for each foundation remain the same.
If you conducted an assessment last term and copied your course into the spring semester, you may reuse the same assessment. Faculty teaching a GEP course for the first time are encouraged to consult the General Education Faculty Learning Community for guidance on the assessment process. Please feel free to contact me if you need additional support. To further assist faculty, we will also be offering several virtual drop‑in help sessions throughout the term.
GEP assessments may be formatted to best suit your course and instructional approach.
Finally, during the spring term, the GEP Assessment Committee will meet to review assessment results and evaluate the overall process. Faculty interested in participating in the task force are encouraged to let me know.
If you have any questions, please email me or the GEP mailbox.
Communication Plan Implementation
We thank the faculty who participated in making the communication plan. As we move to implement the plan this semester, here is a quick update of the communication flow:
Updates flow from Leadership → Co-leads → Dept/School Coordinators → Faculty via email + Canvas.
Check Canvas for tools, meet assessment checkpoints, and share feedback through your coordinator. Know your GEP coordinator—your timely collaboration keeps communication clear and semesters smooth.
If you are not part of our faculty General Education Faculty Learning Community, please reach out to your GEP coordinator so they can let us know.
New Faculty Workshop:
Build Your Assessment, Fast
Ready to set up (or fine‑tune) your GEP assessment? This hands‑on workshop helps new faculty and TAs leave with a publish‑ready (or almost ready) assignment in Canvas.
We’ll cover:
- Aligning foundation learning objectives to your assignment
- Assessment format selection and scoring options
- Simple Canvas setup and submission tips
- Quick edits to existing assessments
Some departments have common GEP assessments that all faculty must use. If you are unsure that this applies to you, please verify with your GEP coordinator before registering.
Workshop Goal: Finish with a finalized assessment and, if necessary, a short checklist for timely collaboration with your department/school GEP coordinator.
When: Tuesday, Feb. 3 from 5 – 6 p.m.
Where: Teams
Questions? Contact the GEP Team or your GEP coordinator.
Professional Development Opportunities
The General Education Program Professional Development Sessions offer practical support and fresh ideas for faculty teaching in UCF’s GEP curriculum and are open to all interested UCF faculty. Sessions are held at 3 p.m. on the third Wednesday of each month (except for Spring Break) and focus on topics relevant to course design, student learning, and instructional collaboration. All sessions are held via Teams and open to all GEP and UCF instructors, including full and part-time faculty and graduate teaching associates.
Wednesday, February 18 at 3 p.m.
Title: Collab Lab: Designing Multidisciplinary Assignments
Description:
Thinking about assignments that cross disciplinary lines? Join us for a collaborative session designed to spark ideas and preview the GEP Track for the FCTL Summer Institute. We’ll look at ways to design assignments that highlight shared skills, connect learning across fields, and reflect the real-world complexity our students are preparing for. Bring examples, questions, or works-in-progress to connect learning throughout the General Education Program. Register.
Wednesday, March 23 at 3 p.m.
Title: Right on Time: Support for GEP Assessment
Description:
With the GEP assessment deadline coming the following week, this session is a space to ask questions, review course and assignment outcomes, and learn strategies to make the assessment authentic and manageable. Designed for GEP faculty who want assessment to be useful, the session will offer guidance, examples, and peer support. Register.
Wednesday, April 15 at 3 p.m.
Title: AI, Assignments, and Academic Integrity
Description:
As AI tools reshape how students read, write, and study, faculty are rethinking assignment design, learning goals, and expectations. This session features a guest presenter offering insights into AI’s role in higher education, with time for open discussion about what this means for your GEP course. Register.
Faculty Awards
Two great opportunities to showcase your work this semester:
Innovation Award
Recognizes exceptional, evidence‑based teaching and course design in GEP courses. Share what you tried, why it mattered, and the student learning evidence behind it. Applications are due March 6. Apply now.
GEP Certificate of Engagement
Acknowledges sustained participation in GEP initiatives—events, assessment, resource contributions, mentoring, and more.
Application are due May 5 and recipients will be announced by May 29. Apply Now.
Bites and Banter Spring 2026 Series
The UCF General Education Program invites faculty to the Spring 2026 Bites and Banter Series, an informal gathering space for thoughtful conversation, idea-sharing, and community building across disciplines. These sessions are guided by timely themes, designed for dialogue (not presentations), and will not be recorded—creating a welcoming environment for candid discussion and connection. Our goal is to create a safe and hospitable environment where we can come together to create community.
Spring 2026 Sessions:
Civic Literacy: Constructive Dialogue in the Classroom
January 27, 10–11 a.m.
How can we teach civic literacy while fostering respectful, meaningful dialogue? This session explores practical ways to support historically accurate instruction, prepare students for the Florida Civic Literacy Examination, and cultivate classrooms where diverse perspectives can be discussed constructively. Register.
Durable Skills & Career ROI
February 18, 12–1 p.m.
Students often ask, “How does this course help my future?” Join this conversation on making the value of education visible through durable skills like communication, teamwork, and professionalism. Faculty will discuss how GEP courses, regardless of their field of study, can help students translate learning into career-readiness and a long-term return on investment. Register.
The “Human Edge” of AI (Online)
March 23, 3–4 p.m.
As generative AI becomes commonplace, what remains uniquely human about learning? This session shifts the focus from monitoring AI use to partnering with it—exploring ways to design assignments that emphasize critical thinking, ethical reasoning, and AI fluency within the GEP. Register.
The Knight Experience Project (KEP): Designing for Student Success & Faculty Flourishing (Afternoon Tea)
April 14, 2–3 p.m.
Student success depends on more than student support alone. In this session, faculty will engage with insights from the Knight Experience Project pilot and discuss how proactive support models can improve student outcomes and reduce faculty strain—because faculty flourishing is essential to a successful Knight Experience. Register.