# data[].attributes.headline
Competencies / Levels / Distribution Matrix 

# data[].attributes.subject
Competencies / Levels / Distribution Matrix 

# data[].attributes.headline
Crosswalk of Current Gen Ed to Recommended Framework

# data[].attributes.subject
Crosswalk of Current Gen Ed to Recommended Framework

# data[].attributes.body
If any department can choose to offer these Themes classes, how it is different than the current LBST free-for-all? Shouldn't these be divided between social sciences, humanities, and fine arts or something like that?

# data[].attributes.headline
I was wondering if creativity and imagination are competencies that are considered as part of general education, they are basis for inquiry and discovery

# data[].attributes.subject
I was wondering if creativity and imagination are competencies that are considered as part of general education, they are basis for inquiry and discovery

# data[].attributes.headline
for major courses that have gen ed embedded, how do we ensure SLOs or other requirements of the themes are mapped into the course (e.g., DTSC 1302 as current Social Science)

# data[].attributes.subject
for major courses that have gen ed embedded, how do we ensure SLOs or other requirements of the themes are mapped into the course (e.g., DTSC 1302 as current Social Science)

# data[].attributes.headline
I have a concern about the idea that these new themes will be distributed among existing LBST courses. I think ALL units must offer at least 1 theme course. 

# data[].attributes.subject
I have a concern about the idea that these new themes will be distributed among existing LBST courses. I think ALL units must offer at least 1 theme course. 

# data[].attributes.body
I am concerned that we are reducing our math and science requirements by one course. Surely the past year and a half have taught us that math illiteracy and science illiteracy have consequences for our ability to deal with crises like a pandemic.

# data[].attributes.headline
If one of our goals is to prepare students for the workforce, then we need to consider career competencies: communication, critical thinking, diversity, equity and inclusion, leadership, professionalism, self awareness, teamwork, and technology

# data[].attributes.subject
If one of our goals is to prepare students for the workforce, then we need to consider career competencies: communication, critical thinking, diversity, equity and inclusion, leadership, professionalism, self awareness, teamwork, and technology

# data[].attributes.body
should we strive to have broad broad participation?  does this conflict with the balanced distribution of credits? some students may end up not taking any CLAS courses?

# data[].attributes.headline
Have the student learning outcomes already been written? The proposal mentions that students must explore "ways of knowing". What does this mean and how do we measure it? 

# data[].attributes.subject
Have the student learning outcomes already been written? The proposal mentions that students must explore "ways of knowing". What does this mean and how do we measure it? 

# data[].attributes.headline
What do we want students to be able to DO in terms of equity, culture, identity. It seems we can not move forward without well written SLOs

# data[].attributes.subject
What do we want students to be able to DO in terms of equity, culture, identity. It seems we can not move forward without well written SLOs

# data[].attributes.headline
Alignment of SLOs must be constructed between courses that intersect in these themes. 

# data[].attributes.subject
Alignment of SLOs must be constructed between courses that intersect in these themes. 