UNCW General Education in the 21st Century

1
UNCW General Education in the 21st Century

• Where We Are and Where We Might Go

2
Basic Studies Committee, 2007-8

• Amanda Boomershine, FLL
• Cara Cilano, ENG (8/07-12/07)
• Mark Cox, CRW
• Diane Dodd, BIO
• Chris Dumas, ECN FIN
• Deron Fort, Isaac Bear
• Ken Gurganus, MAT
• Carol Heinrich, NSG
• Katherine Montwieler, ENG (1/07-6/07)
• Kemille Moore, UC
• Anne Pemberton, Library
• Colleen Reilly, ENG (1/08-present)
• Kim Sawrey, PSY
• Liz Randall, UC ( minutes, scheduling,
• encouragement, mediation, etc.)

3
General Education in the 21st Century

• I. Basic Studies Revision Time Line
• II. A Brief UNCW History
• III. National Trends in General Education
• IV. Fundamental Intellectual Skills
• V. A modest proposal

Create the most powerful learning experience
possible for our students.
4
Jan. 2004
Fall, 2005
Jan. 2007
April 2008
May Oct. 2006
Basic Studies Committee Charged
Task force charged
Senate approves key elements of Task Force Report
Task Force Report To Faculty Senate
B.S. Committee Report to Senate
Open Faculty Forums November, 2007
Writing January, 2008 Freshman Seminar
Capstone April, 2008 Structure of the New Basic
Studies
5
General Education Revision at UNC

• ASU Final Report May, 2007
• UNC-CH Implemented Fall, 2006
• UNCA Implemented Fall, 2004
• UNCC Implemented Fall, 2003
• UNCG Implemented Fall, 2001
• NCSU 1993-1995

6
General Education Revision at Benchmark
Institutions

• Cal Poly SLO 1991, 2001
• College of Charleston Committee meetings began
  Fall, 2005
• College of New Jersey Changes implemented Fall,
  2004
• Humboldt State To be implemented by GE Study
  Comte. in 2002/3
• James Madison Initiated Fall, 1996 reviewed
  2002-2003(?)
• Murray State Revised 1997
• William and Mary Revised 1996 regular revisions
  after that date
• Northern Iowa Implemented in 1995 with periodic
  reviews since
• Rowan Implemented Fall, 2007
• Sonoma State Ongoing
• Towson Revision initiated 2005-2006
• Truman State Many elements revised Spring 2006
• UT Dallas Core evaluated every five years
  (2004, 2009, etc.)
• Wisconsin Eau Claire Comprehensive review
  initiated Fall, 2006
• Western Washington Changes adopted May 17, 2004

7
Derek Bok, Our Underachieving Colleges, 2006

• If any conclusion emerges from examining the
  principal methods for acquiring breadth, it is
  that none of them by itself offers an ideal
  solution.
• The most common response is to create a hybrid
  curriculum that borrows from several traditional
  models.

8
Derek Bok, Our Underachieving Colleges, 2006

• Faculties that seek a hybrid solution quickly
  learn that borrowing an attractive feature from
  another model almost always requires giving up
  something valuable in return. Since there is no
  established metric for weighing what is gained
  against what must be given up, no one can be sure
  which combination will be the best. The problem
  threatens to cast doubt on all collective efforts
  to revise the curriculum.

9
Derek Bok, Our Underachieving Colleges, 2006

• The proper way to evaluate a curriculum review,
  therefore, should be to ask not whether it has
  produced the one best curriculum for no such
  thing exists but whether it has arrived at a
  carefully considered result through a process
  that has strengthened the facultys commitment to
  undergraduate education and united them in a
  clearer understanding of their common purpose.

10
Trivium
grammar
rhetoric
logic
11
UNCW Basic Studies 1986

• Composition (6 hours)
• Physical Education (2 hours)
• Humanities (9 hours)
• Literature (0-3 hours)
• Language (0-3 hours)
• History (0-3 hours)
• Philosophy (0-3 hours)
• Natural and Mathematical Sciences (10 hours)
• Mathematical Sciences (3 hours)
• Life Science (3-4 hours)
• Physical Science (3-4 hours)
• Fine Arts (3 hours)
• Social and Behavioral Sciences (3 hours)

12
UNCW Basic Studies 2007-8

• Composition (6 hours)
• Physical Education (2 hours)
• Humanities (12 hours)
• Literature (3 hours)
• Language (3 hours)
• History (3 hours)
• Philosophy (3 hours)
• Natural and Mathematical Sciences (10 hours)
• Mathematical Sciences (3 hours)
• Life Science (3-4 hours)
• Physical Science (3-4 hours)
• Fine Arts (3 hours)
• Social and Behavioral Sciences (6 hours)

13
UNCW Basic Studies Approved by Senate, Fall 2006

• Composition (3 hours)
• Physical Education (2 hours)
• Humanities (12 hours)
• Literature (3 hours)
• Language (through 201)
• History (3 hours)
• Philosophy (3 hours)
• Natural and Mathematical Sciences (10 hours)
• Mathematical Sciences (3 hours)
• Life Science (3-4 hours)
• Physical Science (3-4 hours)
• Fine Arts (3 hours)
• Social and Behavioral Sciences (6 hours)

14
UNCW Senate-Approved Additions (9 hours)

• The Freshman Seminar (3 hours)
• Quantitative and Logical Reasoning (3 hours)
• Diversity-related course (0 hours)
• Global-related course (0 hours)
• Three writing emphasis courses (0 hours)
• Oral Competency (0 hours)
• Computer Competency (0 hours)
• Capstone (3 hours)

15
Our Charge

• You may find yourselves compelled to move away
  from or to go beyond some portions of the
  template endorsed by the Senate in 2006. If that
  is your best judgment, so be it. Senate is
  composed of faculty-scholars they expect to hear
  their colleagues best-informed and genuine
  opinions about best course of future actions.

16
III. National Trends in General Education

• Pedagogical shift from teaching centered to
  learning centered
• Blurring lines between General Education
  curricula and the major
• Development of thematic rather than disciplinary
  focuses
• Emphasis on learning fundamental intellectual
  skills

17
IV. What are those fundamental intellectual
skills?

• Several lines of thought converge
• Our B.S. Revision Task Force and current B.S.
  Committee agree

18
Published by AACU 2007
19
From UNC Tomorrow Commission Final Report
Table 1 Critical Knowledge and Skills for Global
Competitiveness
Knowledge and Skills Average Rating (on scale
of 1-10) Honesty and integrity 9.37 Profession
alism and work ethic 8.70 Critical thinking and
reasoning 8.57 Ability to use
technology 8.50 Written communication 8.43 I
nnovative thinking and creativity 8.30 Teamwork
7.99 Gathering and organizing
information 7.98 Cultural awareness and
understanding 7.04 Knowledge of a foreign
language 6.09
20
Boks Suggested Learning Goals

• Communication skills
• Critical thinking
• Moral reasoning
• Citizenship
• Diversity
• Globalization
• Breadth of interests
• Career preparation

21
Students who complete Basic Studies will

• 1. acquire the academic skills needed to locate,
  evaluate, and use information
• 2. understand the basic values of academic life
  at the university level
• 3. be able to think and express themselves
  critically in speech and writing in relation to
  the broader questions of knowledge and value
  raised in the arts, sciences, and humanities
• 4. be able to communicate and express themselves
  clearly in speech and writing in a foreign
  language
• 5. know how to examine problems from
  quantitative, qualitative, and scientific
  perspectives
• 6. understand and respect diversity among people
  of different racial, ethnic, religious, and
  cultural backgrounds
• 7. understand the disciplinary and ethical
  responsibilities of active global citizenship in
  an increasingly global society.

22
1. acquire the academic skills needed to locate,
evaluate, and use information 2. understand the
basic values of academic life at the university
level 3. be able to think and express
themselves critically in speech and writing in
relation to the broader questions of knowledge
and value raised in the arts, sciences, and
humanities 4. be able to communicate and
express themselves clearly in speech and writing
in a foreign language
5. know how to examine problems from
quantitative, qualitative, and scientific
perspectives 6. understand and respect
diversity among people of different racial,
ethnic, religious, and cultural backgrounds 7.
understand the disciplinary and ethical
responsibilities of active citizenship in an
increasingly global society.
1. learn the responsibilities of academic
citizenship, including an understanding of and
appreciation for rigorous, open-minded, and
imaginative inquiry. 2. acquire information
literacy, including the academic and
technological skills required to locate and
evaluate information. Students will individually
and cooperatively examine complex problems,
integrating creative, quantitative, qualitative,
and scientific perspectives. 3. be able to think
and express themselves critically in speech and
writing in relation to broader questions of
knowledge and value. Students will be able to
effectively communicate through speech and
writing in a language other than English. 4.
understand the importance and implications of
human diversity and recognize the life-long
intellectual and ethical responsibilities of
active global citizenship in a rapidly changing
world.
23
Students who complete Basic Studies will

• 1. learn the responsibilities of academic
  citizenship, including an
• understanding of and appreciation for rigorous,
  open-minded, and imaginative inquiry.
• 2. acquire information literacy, including the
  academic and technological skills required to
  locate and evaluate information. Students will
  individually and cooperatively examine complex
  problems, integrating creative, quantitative,
  qualitative, and scientific perspectives.
• 3. be able to think and express themselves
  critically in speech and writing in relation to
  broader questions of knowledge and value.
  Students will be able to effectively communicate
  through speech and writing in a language other
  than English.
• 4. understand the importance and implications of
  human diversity and recognize the life-long
  intellectual and ethical responsibilities of
  active global citizenship in a rapidly changing
  world.

24
V. A modest proposal
?
25
Thinking through Bureaucracy

• The problemtoday is that we have
  twenty-first-century students, a
  twentieth-century curriculum, and a
  nineteenth-century bureaucracy.
• David Marshall
• Professor of English Comp. Lit.
• Dean of Humanities and Fine Arts
• Executive Dean of Arts Science
• Univ. of California, Santa Barbara

26
Writ. Instr. (6 hrs)
Math. (3 hrs)
Wellness (3 hrs)
Foundational Courses (15-24 hrs)
F-Y-Sem. (3 hrs)
Language (0-9 hrs)
Historical and Philosophical Approaches
(6 hours)
Aesthetic, Interpretive, and Creative
Perspectives (6 hours)
A
B
Scientific Approaches to the Natural World
(7-8 hours)
Understanding Human Institutions and Behaviors
(6 hours)
C
D
E
F
Oral Competency
Computer and Digital Literacy
Writing Across the Curriculum (3 courses)
Quantitative and Logical Reasoning (1 course)
27
A
B
D
C
28
Writ. Instr. (6 hrs)
Math. (3 hrs)
Wellness (3 hrs)
Foundational Courses (15-24 hrs)
F-Y-Sem. (3 hrs)
Language (0-9 hrs)
Historical and Philosophical Approaches
(6 hours)
Aesthetic, Interpretive, and Creative
Perspectives (6 hours)
A
B
One course from each of six areas (A-F) and a
second course from each of four (A-D)
(31-32 hours)
Scientific Approaches to the Natural World
(7-8 hours)
Understanding Human Institutions and Behaviors
(6 hours)
C
D
Living in a Global Society (3 hours)
Living in Our Diverse Nation (3 hours)
E
F
Transdisciplinary Connections (0 hours) a trio
of thematically-related courses that includes
three of the six boxes above (A-F).
Oral Competency
Computer and Digital Literacy
Writing Across the Curriculum (3 courses)
Quantitative and Logical Reasoning (1 course)
Capstone (1 course)
29
University Studies Proposed by Committee, Spring
2008

• Transdisciplinary Connections (0 hours)
• Students would take a trio of courses, from three
  areas, that would provide transdisciplinary
  exposure to a particular topic or theme.

30
Transdisciplinary Connections

• Several potential themes emerge from a quick look
  through our existing course offerings. The
  actual themes available for students to select
  among would be the result of faculty discussions.
  The following are offered only as possible
  examples.

31
The Coastal Life

• Current Basic Studies Courses Category
• ENG 290 Running Away to Sea (A)
• HST 271 The Sea in History (B)
• BIO 170 Biology of the Sea (C)
• GLY 150 Introduction to Oceanography (C)
• Other Current Courses
• GLY 250 Beaches and Coasts
• PLS 329 Ocean and Coastal Law and Policy
• REC 366 Coastal Recreation Resource Management
• EVS 380 Undersea Science and Technology

32
The Human Journey

• Current Basic Studies Courses Category
• MUS 115 Survey of Music Literature (A)
• PAR 211 The Philosophy of Human Nature (B)
• BIO 160 Genetics in Human Affairs (C)
• ANT 206 Cultural Anthropology (D)
• PLS 217 Contemporary American Political Issues
  (D)
• SOC 220 The Sociology of Birth and Death (D)
• GRN 101 Introduction to Gerontology (D)
• PSY 223 Life Span Human Development (D)
• Other Current Courses
• COM 210 Performance of Childrens Literature
• PHY 211 Naked-eye Astronomy and Archaeoastronomy

33
Making Myths, Sharing Faith

• Current Basic Studies Courses Category
• ENG 233 The Bible as Literature (A)
• CLA 210 Mythology (A)
• PAR 125 Great Books of the Worlds Religions (B)
• PLS 203 Religion and Politics in the U.S. (D)
• Other Current Courses
• SOC 357 Sociology of Religion
• HST 345 Religion in Antebellum America
• ANT 301 Shamanism, Witchcraft, and Cults
• MUS 255 Church Music Literature
• COM 443 The Rhetoric of Faith Healing

34
University Studies
Capstone (1 course)
35
University Studies Proposed by Committee, Spring
2008

• Experiential Learning
• Students would be required to complete at least
  one of the following
• 1. Discovery substantial mentored research or a
  creative effort that reaches an audience
• 2. Application fieldwork, practicum, internship
• 3. Regional Engagement a credit-bearing program
  of service learning
• 4. Exploration Abroad a study abroad program of
  at least a semester

36
University Studies
Capstone (1 course)
37
Fin
38
In January 2004, the Faculty Senate, at the
behest of the Chancellor, initiated the Basic
Studies Revision Task Force. The first meeting of
the task force was with the chancellor, where the
task force received the following charge UNCW
students deserve the highest quality academic
experience, not only in their major field of
study, but also in the basic studies curriculum
central to a UNCW education. Unfortunately, our
basic studies curriculum had not been reviewed in
more than twenty years, and so I formed a Basic
Studies Task Force to review what we currently
have and to propose a curriculum that reflects
our best judgment on what our students need to
know in order for them to succeed not just in
their major coursework, but as citizens in the
21st century. Such a review requires that we ask
ourselves some fundamental questions, the most
basic of which is, To what end are we educating
our students, and does our basic studies
curriculum prepare them, coherently and
intentionally, for that goal? If our response is
that we are preparing an educated citizenry,
rather than just preparing our students for jobs,
then we must make certain that our basic studies
program truly prepares them to deal with the
broad range of issues that will face them and
gives them the skills, competencies, and
knowledge of different perspectives theyll
undoubtedly need. My charge to the task force
was to review the programs at other universities
recognized for the quality of their core programs
and to propose the ideal curriculum for us, based
on our values and mission. I encouraged the Task
Force to use this opportunity as a way to create
a structure that would lead our students to
overcome their frequent belief that general
education is an obstacle to overcome as quickly
as possible rather than something integral to
their entire learning experience. Finally,
Provost Hosier and I both asked that the task
force free themselves from concerns about FTEs or
resources. Instead, we asked that they
dreamabout what would be ideal for our
particular students on this particular campus.