Key Features of Effective Key Features of Effective General Education ProgramsGeneral Education ProgramsGeneral Education ProgramsGeneral Education Programs

14 October 200814 October 2008STEP Session 2STEP Session 2

Dr Susan GanoDr Susan Gano--PhillipsPhillipsDr. Susan GanoDr. Susan Gano--PhillipsPhillipsVisiting Fulbright Scholar in General EducationVisiting Fulbright Scholar in General Education

Intended Lea ning O tcomesIntended Lea ning O tcomesIntended Learning OutcomesIntended Learning Outcomes

Define the purposes of general education Define the purposes of general education programsprogramsp gp g

List common features of GE programsList common features of GE programsList common features of GE programsList common features of GE programs

Compare CityU’s outcomes and current Compare CityU’s outcomes and current implementation with ‘Best Practices’implementation with ‘Best Practices’

O tline of Toda ’s P esentationO tline of Toda ’s P esentationOutline of Today’s PresentationOutline of Today’s Presentation

Why have General Education? What is GE? Why have General Education? What is GE? Historical Features of GE ProgramsHistorical Features of GE ProgramsHistorical Features of GE ProgramsHistorical Features of GE ProgramsCommon Features of Cutting Edge GE Common Features of Cutting Edge GE ProgramsProgramsProgramsProgramsEffective Practices for Implementing GE Effective Practices for Implementing GE PPProgramsPrograms

Why Have General Education?Why Have General Education?Why Have General Education?Why Have General Education?

What is General Education?What is General Education?

Wh Gene al Ed cation?Wh Gene al Ed cation?Why General Education?Why General Education?

UGC mandated a 4 year curriculumUGC mandated a 4 year curriculumBut why?But why?yy

In periods of change, narrow specialization In periods of change, narrow specialization condemns us to inflexibility condemns us to inflexibility –– precisely what precisely what

d d Wd d W d th fl ibld th fl iblwe do not need. We we do not need. We need the flexible need the flexible intellectual tools to be problem solvers, intellectual tools to be problem solvers, to be able to continue learning overto be able to continue learning overto be able to continue learning over to be able to continue learning over time.time.

David Kearns, former CEO of Xerox CorporationDavid Kearns, former CEO of Xerox Corporation

Defining Gene al Ed cationDefining Gene al Ed cationDefining General EducationDefining General Education

What does General Education What does General Education mean to you today?mean to you today?mean to you today?mean to you today?

Concept Mapping (Mind Mapping) activityConcept Mapping (Mind Mapping) activity

Defining Gene al Ed cationDefining Gene al Ed cationDefining General EducationDefining General Education

That part of a curriculum that is shared by That part of a curriculum that is shared by all students, provides broad exposure to all students, provides broad exposure to , p p, p pmultiple disciplines, and forms the basis multiple disciplines, and forms the basis for developing important intellectual and for developing important intellectual and p g pp g pcivic capabilities.civic capabilities.

http://www.aacu.org/leap/What_is_liberal_education.cfmhttp://www.aacu.org/leap/What_is_liberal_education.cfm

Historical Features of GE ProgramsHistorical Features of GE Programs

Changing Designs for University EducationChanging Designs for University EducationChanging Designs for University EducationChanging Designs for University Education

The 19th century universityThe 19th century universityA common core curriculum

All learning is general

Commoncoretexts

Commoncore

coursestexts courses

Changing Designs for University EducationChanging Designs for University EducationChanging Designs for University EducationChanging Designs for University Education

The 20th century universitybreadth (general education) + depth (the major)(g ) p ( j )

In depthdi i li

Distributive

Often framed as a “distribution requirement” to assure

disciplinarystudies

courserequirements

Often framed as a distribution requirement to assure breadth of study

Similar to City U’s OOD requirement

Growing Dissatisfaction with Growing Dissatisfaction with gg2020thth Century GE ProgramsCentury GE Programs

As the number of courses grows in a distributional As the number of courses grows in a distributional models, the consistent achievement of program models, the consistent achievement of program outcomes becomes more challenging.outcomes becomes more challenging.outcomes becomes more challenging.outcomes becomes more challenging.

GE program works well for some students but GE program works well for some students but leaves ‘holes’ in some students preparationleaves ‘holes’ in some students preparation

Solution: Seek additional common experiences forSolution: Seek additional common experiences forSolution: Seek additional common experiences for Solution: Seek additional common experiences for students to assure consistent delivery of program students to assure consistent delivery of program outcomes outcomes –– this ultimately aids in assessment of this ultimately aids in assessment of st dent learning o tcomes as ellst dent learning o tcomes as ellstudent learning outcomes as wellstudent learning outcomes as well

Changing Designs for University EducationChanging Designs for University EducationChanging Designs for University EducationChanging Designs for University Education

The 21st century “New Academy”y yRethinking goals and practices for a globally interconnected knowledge society

Seeks integration of knowledge, often through “core” experiencescore experiences

GE permeates the boundaries of the disciplines and p pthe major

Addresses the skills, knowledge and values of 21st

century life-long learners

Di t ib ti C C i lDi t ib ti C C i lDistribution vs. Core CurriculumDistribution vs. Core Curriculum“The one intolerable thing in education is the absence ofThe one intolerable thing in education is the absence of

intellectual design.” Mark van Doren

The goal of a Distribution requirement is breadth.

The goal of a Core curriculum is integrationThe goal of a Core curriculum is integration.

2121stst Century University EducationCentury University Educationy yy y

Distribution RequirementsDistribution RequirementsCommon Core CoursesCommon Core Courses

General EducationGeneral Education

Integration with the MajorIntegration with the Major Knowledge, skills, & valuesKnowledge, skills, & values

Global EducationGlobal Education CompetencyCompetency--basedbased

Common Features of Cutting Common Features of Cutting Edge GE ProgramsEdge GE ProgramsEdge GE ProgramsEdge GE Programs

Program Characteristics Program Characteristics andandand and

Program OutcomesProgram Outcomes

Characteristics of EffectiveCharacteristics of EffectiveGE ProgramsGE Programs

f lf lPurposefulPurposefulCoherentCoherentEngagingEngagingEngagingEngagingRigorousRigorousExtends through all 4 years of studyExtends through all 4 years of studyExtends through all 4 years of studyExtends through all 4 years of studyHas good leadership from faculty and administrationHas good leadership from faculty and administrationIs a corporate responsibility of the facultyIs a corporate responsibility of the facultyEnjoys sufficient resources to achieve its purposesEnjoys sufficient resources to achieve its purposes

(Taking Responsibility for the Quality of the Baccalaureate Degree, AAC&U, 2004)(Taking Responsibility for the Quality of the Baccalaureate Degree, AAC&U, 2004)

Intentional General Education ProgramsIntentional General Education ProgramsIntentional General Education ProgramsIntentional General Education Programs

clear learning goals and outcomes

tight link to institutional mission

clear programmatic goals a GE program is NOT a series of independenta GE program is NOT a series of independent courses where students are left to make the ‘connections’

Good Practices in GE derived from Good Practices in GE derived from Educational ResearchEducational Research

Give special attention to the early yearsGive special attention to the early yearsInstilling a thirst for inquiry and reflection “early on” will set Instilling a thirst for inquiry and reflection “early on” will set the stage for more rapid growth development andthe stage for more rapid growth development andthe stage for more rapid growth, development, and the stage for more rapid growth, development, and educational attainmenteducational attainment

Create active learning experiencesCreate active learning experiencesg pg pResearch clearly demonstrated that students who are Research clearly demonstrated that students who are engaged in their studies learn more engaged in their studies learn more

Plan collaborative learning experiencesPlan collaborative learning experiencesPlan collaborative learning experiencesPlan collaborative learning experiencesStudents are affirmed in their learning by their peers Students are affirmed in their learning by their peers support, criticism, and collaboration. Collaborative learning support, criticism, and collaboration. Collaborative learning

t b h i t d ft i it t d i tht b h i t d ft i it t d i thpromotes behavior expected after university study, in the promotes behavior expected after university study, in the workplace.workplace.

Common GE Program OutcomesCommon GE Program Outcomesgg

Knowledge of Human Cultures and theKnowledge of Human Cultures and theKnowledge of Human Cultures and the Knowledge of Human Cultures and the Natural WorldNatural World

Intellectual and Practical SkillsIntellectual and Practical Skills

Individual and Social ResponsibilityIndividual and Social Responsibility

Integrative LearningIntegrative LearningIntegrative LearningIntegrative LearningLiberal Education and America’s Promise, 2008Liberal Education and America’s Promise, 2008

https://www.aacu.org/leap/documents/GlobalCentury_ExecSum_3.pdfhttps://www.aacu.org/leap/documents/GlobalCentury_ExecSum_3.pdf

Alignment with CityU’s Ideal Alignment with CityU’s Ideal g yg yGraduate OutcomesGraduate Outcomes

Apply effective communication, language, numerical, and IT skills to a variety of professional settings

Apply multi-disciplinary critical thinking skills to solve problems and create new ideas

Relate cultural awareness to collaborate effectively in a broad range ofRelate cultural awareness to collaborate effectively in a broad range of teamwork situations

Generate a positive and flexible approach to lifelong learning and employabilityemployability

Reflect on the ethical and social responsibilities required of professional citizens in a global society

Alignment with CityU’s Alignment with CityU’s g yg yApproved GE OutcomesApproved GE Outcomes

apply intellectual and practical skills to learningrelate to diversity in terms of people and cultures apply a broader knowledge of the natural and physical world to their own experiences generate the capacity to assume individual and social responsibilities generate the capacity for lifelong learning

Alignment of Program Outcomes Alignment of Program Outcomes with ‘Best Practices’with ‘Best Practices’with Best Practiceswith Best Practices

CityU Graduate CityU Graduate OutcomesOutcomes

CityU GE CityU GE OutcomesOutcomesOutcomesOutcomes OutcomesOutcomes

Knowledge of Culture Knowledge of Culture & Natural World& Natural World& Natural World& Natural WorldIntellectual & Practical Intellectual & Practical SkillsSkillsSkillsSkillsIndividual & Social Individual & Social ResponsibilityResponsibilityResponsibilityResponsibilityIntegrative LearningIntegrative Learning

Effective Practices for Effective Practices for Implementation of GE ProgramsImplementation of GE ProgramsImplementation of GE ProgramsImplementation of GE Programs

Ke Implementation P inciplesKe Implementation P inciplesKey Implementation PrinciplesKey Implementation Principles

Intentional Integration in LearningIntentional Integration in Learning

Developmental view of student learningDevelopmental view of student learning

Actively engaging of studentsActively engaging of students

AlignmentAlignmentAlignmentAlignment

Integration of Learning in GE ProgramsIntegration of Learning in GE ProgramsIntegration of Learning in GE ProgramsIntegration of Learning in GE Programs

Across the curriculum and traditional Across the curriculum and traditional disciplinary boundariesdisciplinary boundariesBetween the curriculum and coBetween the curriculum and co--curriculumcurriculumBetween the curriculum and coBetween the curriculum and co curriculumcurriculumAcross the GE program courses and Across the GE program courses and courses in the majorcourses in the majorcourses in the majorcourses in the majorSkills, knowledge and values integrationSkills, knowledge and values integrationSocial, personal, academic, and Social, personal, academic, and experiential integration (whole person experiential integration (whole person d l t)d l t)development)development)

Huber, M. T. & Hutchins, P. (2004). Integrative Learning: Mapping the Terrain. AAC&UHuber, M. T. & Hutchins, P. (2004). Integrative Learning: Mapping the Terrain. AAC&U

A Developmental View of A Developmental View of ppStudent LearningStudent Learning

GE introduces foundational knowledge and GE introduces foundational knowledge and skills needed for disciplinary studyskills needed for disciplinary studyp y yp y yThose skills are reinforced, advanced, and Those skills are reinforced, advanced, and refined within the majorrefined within the majorrefined within the majorrefined within the majorThe process of gaining mastery in a The process of gaining mastery in a discipline is itself a transferable generaldiscipline is itself a transferable generaldiscipline is itself a transferable general discipline is itself a transferable general education skilleducation skill

A D l t l M d l f GE PA D l t l M d l f GE PA Developmental Model for GE ProgramsA Developmental Model for GE ProgramsFoundational Focused Studies Advanced Integrative Courses (Major & Minor) & Culminating Work

(Capstone)

Knowledge of Human CultureKnowledge of Human CultureKnowledge of Human Culture Knowledge of Human Culture and the Natural Worldand the Natural World

Intellectual and Practical SkillsIntellectual and Practical SkillsIntellectual and Practical SkillsIntellectual and Practical Skills

Individual and SocialIndividual and SocialIndividual and Social Individual and Social ResponsibilityResponsibility

Integrative LearningIntegrative LearningIntegrative LearningIntegrative Learning

Acti e Engagement of St dentsActi e Engagement of St dentsActive Engagement of StudentsActive Engagement of Students

General Education Programs depend as General Education Programs depend as heavily on the heavily on the pedagogiespedagogies used as on used as on yy p g gp g gthe content delivered to achieve intended the content delivered to achieve intended student learning outcomesstudent learning outcomesgg

What Really Matters in University Study: What Really Matters in University Study: y y yy y yStudent EngagementStudent Engagement

Because iBecause individual effort and involvement ndividual effort and involvement are the critical determinants of impact, are the critical determinants of impact, p ,p ,institutions should focus on the ways they institutions should focus on the ways they can shape their academic, interpersonal, can shape their academic, interpersonal, p , p ,p , p ,and coand co--curricular offerings to encourage curricular offerings to encourage student engagementstudent engagement..g gg g

Pascarella & Terenzini, Pascarella & Terenzini, How College Affects StudentsHow College Affects Students, 2005, p. 602, 2005, p. 602

Foundations of Student EngagementFoundations of Student Engagement

Time on task Time on task (Tyler, 1930s)(Tyler, 1930s)

Quality of effortQuality of effort (Pace 1960(Pace 1960--70s)70s)Quality of effort Quality of effort (Pace, 1960(Pace, 1960--70s)70s)

Student involvement Student involvement (Astin, 1984)(Astin, 1984)

S i l d i i t tiS i l d i i t tiSocial, academic integration Social, academic integration (Tinto,1987, 1993)(Tinto,1987, 1993)

Good practices in undergraduateGood practices in undergraduateGood practices in undergraduate Good practices in undergraduate education education (Chickering & Gamson, (Chickering & Gamson, 1987)1987)

Student engagement Student engagement (Kuh, 1991, (Kuh, 1991, 2005)2005)

Effective Educational PracticesEffective Educational PracticesEffective Educational PracticesEffective Educational PracticesFirst year experiencesFirst year experiencesCommon intellectual experiencesCommon intellectual experiencesCommon intellectual experiencesCommon intellectual experiencesLearning communitiesLearning communities**

Writing intensive coursesWriting intensive coursesCollaborative assignments and projectsCollaborative assignments and projectsg p jg p jDiversity/Global learningDiversity/Global learningService learning, communityService learning, community--based learningbased learningUndergraduate ResearchUndergraduate Research**

InternshipsInternships**

Capstone courses and projectsCapstone courses and projects**

Study AbroadStudy Abroad**

College Learning for the New Global Century: A Report from the National Leadership Council College Learning for the New Global Century: A Report from the National Leadership Council for Liberal Education and America’s Promise, AAC&U, 2007for Liberal Education and America’s Promise, AAC&U, 2007

http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdfhttp://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdf•• High Impact Activities as reported in NSSE 2007 Report, Experiences that Matter: Enhancing Student Learning and Success, 200High Impact Activities as reported in NSSE 2007 Report, Experiences that Matter: Enhancing Student Learning and Success, 20088

•• Purposeful Pathways: Helping Student Achieve Key Learning Outcomes, AAC&U, 2006Purposeful Pathways: Helping Student Achieve Key Learning Outcomes, AAC&U, 2006

Alignment in GE P og amsAlignment in GE P og amsAlignment in GE ProgramsAlignment in GE Programs

P dP dPedagogy Pedagogy The The wayway one teachesone teaches

CCContentContentWhatWhat one teachesone teaches

CurriculumCurriculumHow the How the contentcontent is is organized across the organized across the programprogram

AssessmentAssessmentd ld lHow to examine student learningHow to examine student learning

How One Supports Learning (coHow One Supports Learning (co--curriculum)curriculum)

Conclusions:Conclusions:

Some Radical Ideas forSome Radical Ideas forSome Radical Ideas for Some Radical Ideas for ConsiderationConsideration

ConclusionsConclusionsGeneral Education Programs, when well designed General Education Programs, when well designed and implemented areand implemented are equally as important asequally as important asand implemented, are and implemented, are equally as important as equally as important as studies in the majorstudies in the major

Good design involves developing a shared Good design involves developing a shared understanding of the purposes and desired understanding of the purposes and desired outcomes of GE programs as well as carefuloutcomes of GE programs as well as carefuloutcomes of GE programs as well as careful outcomes of GE programs as well as careful decision making regarding pedagogies and contentdecision making regarding pedagogies and content

Integrative and/or interdisciplinary studies Integrative and/or interdisciplinary studies De elopmental app oach to scaffold highe achie ementDe elopmental app oach to scaffold highe achie ementDevelopmental approach to scaffold higher achievementDevelopmental approach to scaffold higher achievementPedagogies that foster active student engagementPedagogies that foster active student engagementAlignment of the overall curriculum/coAlignment of the overall curriculum/co--curriculum, curriculum,

d t t d t f i td t t d t f i tpedagogy, content, and assessment for improvementpedagogy, content, and assessment for improvement

Upcoming Professional Upcoming Professional Development OpportunitiesDevelopment Opportunities

STEP 3STEP 3 -- Progress Report on City University’s GE Programme ImplementationProgress Report on City University’s GE Programme ImplementationSTEP 3 STEP 3 Progress Report on City University s GE Programme ImplementationProgress Report on City University s GE Programme ImplementationSpeaker: Professor A. Reza HoshmandSpeaker: Professor A. Reza HoshmandDate: 21 October, 12:30pm Date: 21 October, 12:30pm -- 2:30pm, Venue: Room N, CSC 2:30pm, Venue: Room N, CSC

STEP 4STEP 4 -- Faculty Perspectives on General Education (GE) Course DevelopmentFaculty Perspectives on General Education (GE) Course DevelopmentSTEP 4 STEP 4 Faculty Perspectives on General Education (GE) Course DevelopmentFaculty Perspectives on General Education (GE) Course DevelopmentSpeakers: Professor Robert Li (FSE), Professor Graeme Lang (AIS), Dr Ron Kwok (IS), Speakers: Professor Robert Li (FSE), Professor Graeme Lang (AIS), Dr Ron Kwok (IS), & Dr Carmencita Cheung (MEEM)& Dr Carmencita Cheung (MEEM)Date: 28 October, 12:30Date: 28 October, 12:30-- 2:30pm, Venue: Room N, CSC2:30pm, Venue: Room N, CSC

GE Lunchtime Discussions GE Lunchtime Discussions 5 November, 12:305 November, 12:30--2:30 pm, Venue: Staff Lounge2:30 pm, Venue: Staff Lounge19 November, 12:3019 November, 12:30--2:30pm, Venue: Staff Lounge2:30pm, Venue: Staff Lounge

Workshops to assist with Course Proposal DevelopmentWorkshops to assist with Course Proposal DevelopmentConceptualizing and Designing GE Classes Conceptualizing and Designing GE Classes

3 December, 12:303 December, 12:30--4:00pm, Venue: G52174:00pm, Venue: G5217Assessment and Pedagogies in GE ClassesAssessment and Pedagogies in GE Classesg gg g

Early February, 2009, Venue: TBDEarly February, 2009, Venue: TBD

Contact Info mationContact Info mationContact InformationContact Information

Susan GanoSusan Gano--PhillipsPhillipsFulbright Scholar in General Education (08Fulbright Scholar in General Education (08--09)09)

Visiting Associate ProfessorVisiting Associate ProfessorCity University of Hong KongCity University of Hong Kong

401 Festival Walk Office Tower (EDO)401 Festival Walk Office Tower (EDO)34423442--57965796

sganophi@cityu edu hksganophi@cityu edu hksganophi@cityu.edu.hksganophi@cityu.edu.hk

Please feel free to call or email if you’d like to discuss any of the ideas Please feel free to call or email if you’d like to discuss any of the ideas presented today, if you’d like me to speak to your department orpresented today, if you’d like me to speak to your department orpresented today, if you d like me to speak to your department or presented today, if you d like me to speak to your department or faculty, or if you’d like to consult with me about a course proposal faculty, or if you’d like to consult with me about a course proposal for the GE Program.for the GE Program.

Refe encesRefe encesReferencesReferencesAssociation of American Colleges and Universities. (2007). College Learning for the New Global Century. (A Report

from the National Leadership Council for Liberal Education and America’s Promise). Washington, DC: Association of American Colleges and Universities. Also available at: https://www.aacu.org/leap/documents/GlobalCentury_ExecSum_3.pdf

Association of American Colleges and Universities. (2005). Liberal Education Outcomes: A Preliminary Report on Student Achievements in College. Washington, DC: Association of American Colleges and Universities.g g , g

Association of American Colleges and Universities. (2004). Taking Responsibility for the Quality of the Baccalaureate Degree. Washington, DC: Association of American Colleges and Universities.

Astin, A.W. (1984). Student Involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.

Chickering, A. W., & Gamson, Z. (1991). Applying the seven principles of good practice in undergraduate education. New Directions for Teaching and Learning, No. 47. San Francisco: Jossey-Bass. g g, y

Huber, M. T. & Hutchins, P. (2004). Integrative Learning: Mapping the Terrain. Washington, DC: Association of American Colleges and Universities.

Kuh, G. (2008). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, Washington, DC: Association of American Colleges and Universities.

Kuh, G. D., Kinzie, J., & Schuh, H. H. (2005). Student Success in College: Creating Conditions That Matter. San Francisco: Jossey-Bassy

Kuh, G. D. , Schuh, H. H., & Whitt, E. J. (1991). Involving Colleges: Successful Approaches to Fostering Student Learning and Development Outside the Classroom (Jossey Bass Higher and Adult Education Series). San Francisco, CA; Jossey-Bass.

Leskes, A., & Miller, R. (2006). Purposeful Pathways: Helping Student Achieve Key Learning Outcomes, Washington, DC: Association of American Colleges and Universities.

National Survey of Student Engagement (NSSE). (2007) Experiences that Matter: Enhancing Student Learning and a o a u y o ud gag ( ) ( 00 ) p a a a g ud a g a dSuccess: 2007 NSSE Report. Bloomington, Indiana: National Survey of Student Engagement.

Pascarella, E. T. & Terenzini, P. T. (2005) How College Affects Students (2nd edition). San Francisco: Jossey-Bass.Tinto, V. (1987). The principles of effective retention. Washington, DC: U.S. Dept. of Education, Office of Educational

Research and ImprovementTinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition, (2nd edition). San Francisco:

Jossey-Bass.