Learning Across the Across the Curriculum The JCSU Model

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Learning Across the Across the CurriculumThe
JCSU Model

• Faculty Trainers
• Phyllis Worthy Dawkins, Introduction, History,
  Senior Investigative Paper
• Donald Mager, Reading
• Eugene Hermitte, Thinking
• Donald Mager, Writing
• Caroll Purgason, Speaking
• Phyllis Dawkins, Quantitative Reasoning
• Eugene Hermitte, W Course Infusion

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Objectives of the Workshop

• To introduce the concept of a Learning Across the
  Curriculum Program (LAC)
• To facilitate the development of LAC strands
• Within a course
• Within the curriculum
• Across the curriculum

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Introduction

• Definition of Learning Across the Curriculum
• JCSU Model LAC Program
• Goals
• Objectives
• Features of the Program
• Implementing the Program

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Definition

• LAC is a comprehensive learning across the
  curriculum program that asks students to work on
  their learning skills in all disciplines and at
  all levels, placing responsibility for assigning
  and evaluating learning skills with every
  instructor

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Progression

• Skills instruction becomes the business of all
  teachers. (Young Fulwiler, 1986)
• LAC programs acknowledge that students skills
  develop slowly, are complex activities, and
  figure prominently in students initiations into
  their chosen disciplines (Richard Bullock, 1994)

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Progression Continued

• First-year courses provide students the tools to
  use and adapt as they go about the slow and
  challenging process of learning.

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Features of the JCSU LAC Model

• Faculty must be trained to teach in the program
• Faculty must present course syllabi to the
  Department
• Departments are required to offer three W
  courses per semester
• Students are required to complete 18 semester
  hours of W courses before graduating
• Students must successfully complete the Senior
  Investigative Paper before graduating

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History of the JCSU Writing and Speaking Across
the Curriculum Program

• Approved as a Writing and Speaking Across the
  Curriculum Program in Fall 1987
• Funded by the Bush-Hewlett Faculty Development
  Grant
• Initiated by Albert Kreiling, Past Director of
  the Faculty Development Program

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History of the LAC Program

• WSAC was revised as a Learning Across the
  Curriculum Program in Fall 1995
• Approved by the Faculty in Spring 1996
• Initiated by Phyllis Worthy Dawkins, Director of
  the Faculty Development Program, Mark Reger
  (Quantitative Reasoning), Donald Mager (Reading),
  Shirley Anderson (Thinking, Ford Grant)
• Revised program supported initially with
  Institutional Funds
• Technology infusion supported by the Bush-Hewlett
  Grant
• Moved from Administration by LAC Committee to
  Departments, effective Spring Semester 2001

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Senior Investigative Paper (SIP) Features

• SIP is the culminating project of the LAC Program
• Effective with the Freshmen Class of 1989
• Department document requirements
• Program Documents Revised by Eugene Hermitte and
  LAC Committee in February 1998
• Student requirements
• Course syllabus for senior paper course
• General Information sheet
• Undergraduate Research Journal,
• Editor, Eugene Hermitte

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Goals and Objectives of the LAC Program

• Think Effectively
• Use rational thinking processes to make well
  founded decisions and to find the best solution
  (s) to problems
• Read, understand, analyze, and evaluate a variety
  of texts
• Find the best solution(s) to quantitative problems

• Communicate Effectively
• Create and self-evaluate their oral communication
• Create and self-evaluate written communication
• Incorporate and express quantitative information
  appropriately in written and oral communication

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Think Effectively Rational/Critical Thinking
Skills

• Clarification, understanding and retention
• Identifying sources and determining their
  reliability
• Causal explanation
• Prediction
• Decision making

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Think Effectively Analytical Reading Skills

• Vocabulary development
• The TEXT
• Reading styles and study skills
• Reading for understanding

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Communicate EffectivelyWriting Skills

• Invention
• Organizing
• Drafting
• Revising
• Editing

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Communicate Effectively Speaking

• Vocal
• Message
• Delivery
• Technology

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Think/Communicate Effectively Quantitative
Reasoning Skills

• Problem solving
• Estimation, approximation, reasonableness
• Graphs, tables, charts
• Statistics