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Draft implementation plan for our new purposes and objectives for General Education. Interim report of the Task Force on General Education and the Faculty Senate General Education Committee March 2, 2015 Slide 2 1 Purposes Objectives Engaged citizens, involved in the world around them, and who understand the major challenges and debates of the day; Aware of their intellectual strengths and interests and of their ethical values and commitments; Capable of interpreting the arts and culture of contemporary and past societies; and, Equipped with the essential skills necessary to thrive in a rapidly evolving world including the ability to be a lifelong learner, creator, and innovator. (1) Read critically, analyze arguments and information, and engage in constructive ideation. (2) Communicate effectively in writing, orally, and through creative expression. (3) Work collaboratively and independently within and across a variety of cultural contexts and a spectrum of differences. (4) Critically evaluate the ethical implications of what they say and do. (5) Reason quantitatively, computationally, and scientifically. Slide 3 2 Open Hearing, Deans, Chairs, etc. Faculty Senate Gen Ed Committee Core Working Group Full Task Force Campus Input Faculty Senate Gen Ed Committee Faculty Senate Slide 4 3 As we design a new program of general education, we will Our new program will prioritize student learning in all decisions. be interwoven throughout a students four years of study. carefully evaluate all current requirements, reconsidering each one from scratch. be engaging for both faculty and students. work to construct a more integrated, combined course and experiential program. be coupled to strong advising, enhancing coherence and integration of the student experience. develop mechanisms to ensure that appropriate content is included, evidence-based, high-impact educational practices are incorporated, and regular review and assessment of all general educational requirements are institutionalized. be an integrated, combined course and experiential program for all students. Slide 5 4 First Year Experience English 110 Discovery Learning Experience Multicultural Requirement Capstone Suggestion University Breadth Requirement Our working definition of our current program Slide 6 5 CoreCapstone Co- Curricular Choice Slide 7 6 CoreCapstone Co- Curricular Choice End check-the-box Common intellectual experience. Greater cohesion Academically rigorous core Choice, but real choice, intentional Learning outside the classroom Not one and done Diversity Competency Strong foundation Slide 8 7 Current Gen Ed RequirementsRevised Gen Ed Requirement English 110 3 creditsCORE 110 3 credits First Year Experience 1 creditFirst Year Experience 1 credit (or within major) Discovery Learning Experience 3 credits CORE 120, 210 6 credits Multicultural Requirement 3 credits Engagement and Encounters Requirement 6 credits minimum, 12 credits maximum University Breadth Requirement 12 credits Capstone Requirement 3 credits Total credits 22 creditsTotal Credits 19 to 25 credits The Draft Plan Slide 9 8 Capstone Engagement and Encounters Core 110, 120, 210 CoreCapstone Co- Curricular Choice Slide 10 9 Core 110, 120, 210 Core CORE 120 The Grand Challenges, Great Debates, and Big Ideas of the Future. This course, aligned with University of Delaware strategic initiatives, explores the Grand Challenges, Great Debates, and Big Ideas facing modern society. This course provides a basis for student exploration of modern big problems throughout their academic career. CORE 210 The Grand Challenges, Great Debates, and Big Ideas of the Past. This course provides the intellectual foundation necessary for a liberal education. Through the lenses of arts and culture, the humanities, the social sciences, and the sciences, it explores the Grand Challenges, Great Debates, and Big Ideas of the past. CORE 110 Critical Reading and Writing. This course provides foundational skills in expository and argumentative composition through the analysis of selected readings. Readings are selected to support the purposes of general education, in particular, preparing Engaged citizens, involved in the world around them, and who understand the major challenges and debates of the day. Builds strong foundation of general education objectives for all students. Spans Freshman and Sophomore years. Taught by a Faculty Senate approved cadre of outstanding teachers. Common minimal syllabus. Diversity competency an explicit part of the core. Slide 11 10 Engagement and Encounters Requirement Co- Curricular Choice Intentional plan developed by students with their departments. Oversight by the faculty senate. Empower departments and faculty to customize plans for their students, strengthen competency in general education objectives, and take advantage of learning outside the classroom. Requires construction of a new EE list for courses. 6 credits minimum of coursework to satisfy. Can include a wide variety of other activities, undergraduate research, service learning, etc. Three Ways to Build an EE Plan Credit Bearing EEsCo-Curricular A6 credits of EE classes Approved EE Experience(s) B9 credits of EE classes Approved EE Experience(s) C12 credits of EE classesNA Slide 12 11 Capstone Requirement Capstone A senior-thesis or project-based capstone becomes a requirement for all degree programs. Slide 13 12 Capstone Requirement Engagement and Encounters Requirement Core 110, 120, 210 CoreCapstone Co- Curricular Choice Slide 14 13 The Central Conundrum of General Education In theory, ~20% of an undergraduate students education at UD takes place within general education. In practice, we allow double-counting, with courses designed for majors also serving as general education courses. For some degree programs, it may be argued that this reduces the percentage of that degree program taking place within general education to as little as 5%. Historically, the national trend has been for larger and larger percentages of degree programs to be tailored to the major and smaller and smaller percentages to the aims of general education. How do we at UD intend to balance the somewhat competing interests of majors and general education? Departments University General Education Fully educated student Slide 15 14 Read critically, analyze arguments and information, and engage in constructive ideation. Communicate effectively in writing, orally, and through creative expression. Work collaboratively and independently within and across a variety of cultural contexts and a spectrum of differences. Critically evaluate the ethical implications of what they say and do. Reason quantitatively, computationally, and scientifically. Slide 16 15 Read critically, analyze arguments and information, and engage in constructive ideation. Communicate effectively in writing, orally, and through creative expression. Work collaboratively and independently within and across a variety of cultural contexts and a spectrum of differences. Critically evaluate the ethical implications of what they say and do. Reason quantitatively, computationally, and scientifically. CORE 110, 120, 210 Slide 17 16 Read critically, analyze arguments and information, and engage in constructive ideation. Communicate effectively in writing, orally, and through creative expression. Work collaboratively and independently within and across a variety of cultural contexts and a spectrum of differences. Critically evaluate the ethical implications of what they say and do. Reason quantitatively, computationally, and scientifically. Major Requirements Slide 18 17 Read critically, analyze arguments and information, and engage in constructive ideation. Communicate effectively in writing, orally, and through creative expression. Work collaboratively and independently within and across a variety of cultural contexts and a spectrum of differences. Critically evaluate the ethical implications of what they say and do. Reason quantitatively, computationally, and scientifically. Engagement and Encounters Plan Slide 19 18 Read critically, analyze arguments and information, and engage in constructive ideation. Communicate effectively in writing, orally, and through creative expression. Work collaboratively and independently within and across a variety of cultural contexts and a spectrum of differences. Critically evaluate the ethical implications of what they say and do. Reason quantitatively, computationally, and scientifically. Capstone Requirement Slide 20 19 Read critically, analyze arguments and information, and engage in constructive ideation. Communicate effectively in writing, orally, and through creative expression. Work collaboratively and independently within and across a variety of cultural contexts and a spectrum of differences. Critically evaluate the ethical implications of what they say and do. Reason quantitatively, computationally, and scientifically. Capstone Requirement Well-educated students graduate through close partnership between major requirements and general education requirements.