General Education Models

General Education Reform Committee

Lloyd DumanCarol Lindsay

Sherry SimkinsKaren RuppelBob VogelerPeter Zao

Bob Murray

Foundational courses are the ‘structure’ or initial learning that  makes for ‘applicability’ in other kinds of learning. Learning a structure creates ‘a model for understanding other things that one is likely to encounter’ and assists the student in ‘understanding in a way that permits many other things to be related to it meaningfully’. (From The Process of Education by Jerome S. Bruner)

Written and oral communication, critical thinking, and mathematical and symbolic reasoning, are the foundational means by which students develop scientific reasoning, information literacy, historical, cultural, environmental, and global awareness, social responsibility and citizenship.

The foundational emphases are the means by which students learn and integrate the other learning outcomes.

Foundational and Integrative:Defined

Foundational vs. Integrative:

Communication – Oral: Recognize, send, and respond to communications for varied audiences both as speaker and listener. (State Board Core, Communication)  LEAP Value Rubric:  Communication

Communication – Written: Recognize, send, and respond to written communications for varied audiences as both writer and reader. (State Board Core, English Composition) LEAP Value Rubric: Communication

Critical/Creative Thinking and Analysis: Engage and demonstrate the ability to analyze and evaluate information and arguments; select or design appropriate frame- works and strategies to solve problems in multiple contexts individually and collaboratively. (Across the curriculum)  LEAP Value Rubric: Critical and Creative Thinking

Mathematical and Symbolic Reasoning: Apply mathematical reasoning to investigate and solve problems. (State Board Core, Mathematics)   LEAP Value Rubric: Quantitative Literacy

Foundational Outcomes

Integrative Outcomes

Information Literacy: Access information for a given need, develop integrated set of skills, and have knowledge of information tools and resources. LEAP Value Rubric: Information Literacy

Scientific Reasoning: Develop scientific reasoning to investigate and solve problems. (State Board Core, Natural Science) LEAP Value Rubric: Inquiry and Analysis

Historical, Cultural, Environmental, and Global Awareness: Demonstrate the ability to think globally and inclusively with a basic understanding of key ideas, achievements, issues, diverse cultural views as they pertain locally, nationally, and globally. (State Board Core, Social Science)  LEAP Value Rubric: Intercultural Knowledge and Competence

Valuing and Ethical Reasoning: Demonstrate the ability to apply what one knows, believes, and understands toward developing an empathetic and analytical understanding of others’ value perspectives. (State Board Core, Humanities or Social Science)  LEAP Value Rubric: Ethical Reasoning

Aesthetic Response: Demonstrate the ability to recognize the elements of design, the unifying elements, the context, the purpose, and the effect of craftsmanship in artistic creations. (State Board Core, Humanities)  NIC Rubric: Aesthetic Response

Wellness: Demonstrate an understanding of the factors that contribute to physical, psychological, occupational, social and spiritual well-being, life-long learning, and success. NIC Rubric: Wellness

Social Responsibility and Citizenship: The student will demonstrate awareness of the relationships that exist between individuals and social groups, private/public institutions, and/or the environment, the nature of these relationships, the rights (State Board Core, Social Sciences) Leap Value Rubric: Civic Knowledge and Engagement

 

Integrative Outcomes

Conceptual Model

Depth and Breadth

Example: FoundationalDegree Requirements

Communication - Oral: Recognize, send, and respond to communications for varied audiences both as speaker and listener. (LEAP Communication) (State Board Core, Communication) (HS Language Arts - Speech)Complete 3 credits____ COMM 101

Communication – Written: Recognize, send, and respond to written communications for varied audiences as both writer and reader. (LEAP Communication and LEAP Information Literacy) (State Board Core, English Comp) (HS Language Arts - English)Complete 6 credits____ ENGL 101____ ENGL 102

Critical/Creative Thinking and Problem Solving: Engage and demonstrate the ability to analyze and evaluate information and arguments; select or design appropriate frameworks and strategies to solve problems in multiple contexts individually and collaboratively. (LEAP Critical and Creative thinking) (Across the curriculum) (HS Humanities/Fine Arts/Interdisciplinary)Complete 3 credits.____ ENGL 175 Introduction to Literature 3____ ENGL 257 Literature of Western Civilization 3____ ENGL 258 Literature of Western Civilization 3____ ENGL 267 Survey of English Literature 3____ ENGL 268 Survey of English Literature 3____ ENGL 271 Introduction to Shakespeare 3 (300 L)____ ENGL 277 Survey of American Literature 3 (300 L)____ ENGL 278 Survey of American Literature 3____ ENGL 285 American Indian Literature 3 (400 L)____ ENGL 295 Contemp. U.S. Multicultural Literature 3____ FLAN 207 Contemporary World Culture 3____ INTR 200 Interdisciplinary Seminar 3____ PHIL 201 Logic and Critical Thinking 3

Mathematical and Symbolic Reasoning: Apply mathematical reasoning to investigate and solve problems. (LEAP Quantitative Literacy). (State Board Core, Mathematics) (HS Mathematics) Complete 3-4 credits ____ MATH 123 Contemporary Mathematics 3____ MATH 130 Finite Mathematics 4____ MATH 143 College Algebra 3____ MATH 144 Analytic Trigonometry 2____ MATH 147 Pre-Calculus 5____ MATH 160 Survey of Calculus 4____ MATH 170 Analytic Geometry & Calculus I 4____ MATH 175 Analytic Geometry & Calculus II 4____ MATH 187 Discrete Mathematics 4____ MATH 253 Principles of Applied Statistics 3____ MATH 275 Analytic Geometry & Calculus III 4

Sample Rubric: Written Communication

Sample Rubric: Math