UNCW General Education in the 21 st Century Where We Are and Where We Might Go

UNCW General UNCW General Education in the 21Education in the 21stst

CenturyCentury

Where We Are and Where We Where We Are and Where We Might GoMight Go

Basic Studies Committee, 2007-8Basic Studies Committee, 2007-8

Amanda Boomershine, FLLAmanda Boomershine, FLLCara Cilano, ENG (8/07-12/07)Cara Cilano, ENG (8/07-12/07)Mark Cox, CRWMark Cox, CRWDiane Dodd, BIODiane Dodd, BIOChris Dumas, ECN & FINChris Dumas, ECN & FINDeron Fort, Isaac BearDeron Fort, Isaac BearKen Gurganus, MATKen Gurganus, MATCarol Heinrich, NSGCarol Heinrich, NSGKatherine Montwieler, ENG (1/07-6/07)Katherine Montwieler, ENG (1/07-6/07)Kemille Moore, UCKemille Moore, UCAnne Pemberton, LibraryAnne Pemberton, LibraryColleen Reilly, ENG (1/08-present)Colleen Reilly, ENG (1/08-present)Kim Sawrey, PSYKim Sawrey, PSYLiz Randall, UC (& minutes, scheduling, Liz Randall, UC (& minutes, scheduling, encouragement, mediation, etc.)encouragement, mediation, etc.)

General Education in the 21General Education in the 21stst CenturyCentury

I. Basic Studies Revision Time Line I. Basic Studies Revision Time Line

II. A Brief UNCW HistoryII. A Brief UNCW History

III. National Trends in General III. National Trends in General EducationEducation

IV. Fundamental Intellectual SkillsIV. Fundamental Intellectual Skills

V. A modest proposalV. A modest proposal

Create the most powerful learning experience possible for our students.

Jan. 2004 Fall, 2005 Jan. 2007 April 2008

Task force charged

Task Force ReportTo Faculty Senate

Basic StudiesCommittee Charged

B.S. CommitteeReport to Senate

May & Oct. 2006

Senate approveskey elements ofTask Force Report

Open Faculty Forums:November, 2007: WritingJanuary, 2008: Freshman Seminar & CapstoneApril, 2008: Structure of the New Basic Studies

General Education Revision at General Education Revision at UNCUNC

ASUASU Final Report May, 2007Final Report May, 2007 UNC-CHUNC-CH Implemented Fall, 2006Implemented Fall, 2006 UNCAUNCA Implemented Fall, 2004Implemented Fall, 2004 UNCCUNCC Implemented Fall, 2003Implemented Fall, 2003 UNCGUNCG Implemented Fall, 2001Implemented Fall, 2001 NCSUNCSU 1993-19951993-1995

General Education Revision at General Education Revision at Benchmark InstitutionsBenchmark Institutions

Cal Poly – SLOCal Poly – SLO 1991, 20011991, 2001 College of CharlestonCollege of Charleston Committee meetings began Fall, 2005Committee meetings began Fall, 2005 College of New JerseyCollege of New Jersey Changes implemented Fall, 2004Changes implemented Fall, 2004 Humboldt StateHumboldt State To be implemented by GE Study Comte. in 2002/3To be implemented by GE Study Comte. in 2002/3 James MadisonJames Madison Initiated Fall, 1996; reviewed 2002-2003(?)Initiated Fall, 1996; reviewed 2002-2003(?) Murray StateMurray State Revised 1997Revised 1997 William and MaryWilliam and Mary Revised 1996; regular revisions after that dateRevised 1996; regular revisions after that date Northern IowaNorthern Iowa Implemented in 1995 with periodic reviews Implemented in 1995 with periodic reviews

sincesince RowanRowan Implemented Fall, 2007Implemented Fall, 2007 Sonoma StateSonoma State OngoingOngoing TowsonTowson Revision initiated 2005-2006Revision initiated 2005-2006 Truman StateTruman State Many elements revised Spring 2006Many elements revised Spring 2006 UT – DallasUT – Dallas Core evaluated every five years (2004, 2009, Core evaluated every five years (2004, 2009,

etc.)etc.) Wisconsin – Eau ClaireWisconsin – Eau Claire Comprehensive review initiated Fall, 2006Comprehensive review initiated Fall, 2006 Western WashingtonWestern Washington Changes adopted May 17, 2004Changes adopted May 17, 2004

Derek Bok, Derek Bok, Our Underachieving Our Underachieving Colleges,Colleges, 2006 2006

““If any conclusion emerges from If any conclusion emerges from examining the principal methods for examining the principal methods for acquiring breadth, it is that none of acquiring breadth, it is that none of them by itself offers an ideal them by itself offers an ideal solution.”solution.”

““The most common response is to The most common response is to create a hybrid curriculum that create a hybrid curriculum that borrows from several traditional borrows from several traditional models.”models.”


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


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

Trivium

grammar rhetoriclogic

UNCW Basic Studies 1986UNCW Basic Studies 1986 Composition (6 hours)Composition (6 hours) Physical Education (2 hours)Physical Education (2 hours) Humanities (9 hours)Humanities (9 hours)

Literature (0-3 hours)Literature (0-3 hours) Language (0-3 hours)Language (0-3 hours) History (0-3 hours)History (0-3 hours) Philosophy (0-3 hours)Philosophy (0-3 hours)

Natural and Mathematical Sciences (10 hours)Natural and Mathematical Sciences (10 hours) Mathematical Sciences (3 hours)Mathematical Sciences (3 hours) Life Science (3-4 hours)Life Science (3-4 hours) Physical Science (3-4 hours)Physical Science (3-4 hours)

Fine Arts (3 hours)Fine Arts (3 hours) Social and Behavioral Sciences (3 hours)Social and Behavioral Sciences (3 hours)

UNCW Basic Studies 2007-8UNCW Basic Studies 2007-8 Composition (6 hours)Composition (6 hours) Physical Education (2 hours)Physical Education (2 hours) Humanities (Humanities (1212 hours) hours)

Literature (3 hours)Literature (3 hours) Language (3 hours)Language (3 hours) History (3 hours)History (3 hours) Philosophy (3 hours)Philosophy (3 hours)


Fine Arts (3 hours)Fine Arts (3 hours) Social and Behavioral Sciences (Social and Behavioral Sciences (66 hours) hours)

UNCW Basic Studies: Approved by UNCW Basic Studies: Approved by Senate, Fall 2006Senate, Fall 2006

Composition (Composition (33 hours) hours) Physical Education (2 hours)Physical Education (2 hours) Humanities (12 hours)Humanities (12 hours)

Literature (3 hours)Literature (3 hours) Language (Language (through 201through 201)) History (3 hours)History (3 hours) Philosophy (3 hours)Philosophy (3 hours)


Fine Arts (3 hours)Fine Arts (3 hours) Social and Behavioral Sciences (6 hours)Social and Behavioral Sciences (6 hours)

UNCW Senate-Approved Additions UNCW Senate-Approved Additions (9+ hours)(9+ hours)

The Freshman Seminar (3 hours)The Freshman Seminar (3 hours) Quantitative and Logical Reasoning (3 Quantitative and Logical Reasoning (3

hours)hours) Diversity-related course (0 hours)Diversity-related course (0 hours) Global-related course (0 hours)Global-related course (0 hours)

Three Three writing emphasiswriting emphasis courses (0 hours) courses (0 hours)

Oral Competency (0 hours)Oral Competency (0 hours) Computer Competency (0 hours)Computer Competency (0 hours) Capstone (3 hours)Capstone (3 hours)

Our Charge:Our Charge:

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

III. National Trends in General III. National Trends in General EducationEducation

Pedagogical shift from “teaching Pedagogical shift from “teaching centered” to “learning centered”centered” to “learning centered”

Blurring lines between General Blurring lines between General Education curricula and the majorEducation curricula and the major

Development of thematic rather than Development of thematic rather than disciplinary focusesdisciplinary focuses

Emphasis on learning fundamental Emphasis on learning fundamental intellectual skillsintellectual skills

IV. What are those fundamental IV. What are those fundamental intellectual skills?intellectual skills?

Several lines of thought convergeSeveral lines of thought converge

Our B.S. Revision Task Force and Our B.S. Revision Task Force and current B.S. Committee agree current B.S. Committee agree

Published by AAC&U 2007

Table 1: Critical Knowledge and Skills for Global Competitiveness

Knowledge and Skills Average Rating (on scale of 1-10)

Honesty and integrity 9.37Professionalism and work ethic 8.70Critical thinking and reasoning 8.57Ability to use technology 8.50Written communication 8.43Innovative thinking and creativity 8.30Teamwork 7.99Gathering and organizing information 7.98Cultural awareness and understanding 7.04Knowledge of a foreign language 6.09

From: From: UNC Tomorrow Commission UNC Tomorrow Commission Final ReportFinal Report

Bok’s Suggested Learning GoalsBok’s Suggested Learning Goals

1.1. Communication skillsCommunication skills2.2. Critical thinkingCritical thinking3.3. Moral reasoningMoral reasoning4.4. CitizenshipCitizenship5.5. DiversityDiversity6.6. GlobalizationGlobalization7.7. Breadth of interestsBreadth of interests8.8. Career preparationCareer preparation

Students who complete Basic Studies Students who complete Basic Studies will:will:

1. acquire the academic skills needed to locate, evaluate, and 1. acquire the academic skills needed to locate, evaluate, and use information; use information;

2. understand the basic values of academic life at the 2. understand the basic values of academic life at the university level; university level;

3. be able to think and express themselves critically in speech 3. be able to think and express themselves critically in speech and writing in relation to the broader questions of and writing in relation to the broader questions of knowledge and value raised in the arts, sciences, and knowledge and value raised in the arts, sciences, and humanities; humanities;

4. be able to communicate and express themselves clearly in 4. be able to communicate and express themselves clearly in speech and writing in a foreign language;speech and writing in a foreign language;

5. know how to examine problems from quantitative, 5. know how to examine problems from quantitative, qualitative, and scientific perspectives;qualitative, and scientific perspectives;

6. understand and respect diversity among people of different 6. understand and respect diversity among people of different racial, ethnic, religious, and cultural backgrounds;racial, ethnic, religious, and cultural backgrounds;

7. understand the disciplinary and ethical responsibilities of 7. understand the disciplinary and ethical responsibilities of active global citizenship in an increasingly global society.active global citizenship in an increasingly global society.

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 skillsrequired 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 writingin 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 recognizethe life-long intellectual and ethical responsibilities of active global citizenship in a rapidly changing world.

Students who complete Basic Studies Students who complete Basic Studies will: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.

V. A modest proposalV. A modest proposal

?

Thinking through BureaucracyThinking through Bureaucracy

The problem…today is that we have The problem…today is that we have twenty-first-century students, a twenty-first-century students, a twentieth-century curriculum, and a twentieth-century curriculum, and a nineteenth-century bureaucracy.nineteenth-century bureaucracy.

David MarshallDavid Marshall

Professor of English & Comp. Lit.Professor of English & Comp. Lit.

Dean of Humanities and Fine ArtsDean of Humanities and Fine Arts

Executive Dean of Arts & ScienceExecutive Dean of Arts & Science

Univ. of California, Santa BarbaraUniv. of California, Santa Barbara

Writ. Instr. (6 hrs)

F-Y-Sem. (3 hrs)

Math. (3 hrs)

Language (0-9 hrs)

Wellness (3 hrs)

Aesthetic, Interpretive,and Creative Perspectives (6 hours)

Historical and Philosophical Approaches (6 hours)

Scientific Approaches to the Natural World (7-8 hours)

Understanding HumanInstitutions and Behaviors (6 hours)

A B

C D

E F

Writing Across the Curriculum (3 courses)

Foundational Courses (15-24 hrs)

Computer and Digital Literacy

Oral Competency

Quantitative and Logical Reasoning (1 course)

A

CD

B

Writ. Instr. (6 hrs)

F-Y-Sem. (3 hrs)

Math. (3 hrs)

Language (0-9 hrs)

Wellness (3 hrs)

Capstone (1 course)

Transdisciplinary Connections (0 hours): a trio of thematically-related courses thatincludes three of the six boxes above (A-F).

Aesthetic, Interpretive,and Creative Perspectives (6 hours)

Historical and Philosophical Approaches (6 hours)

Scientific Approaches to the Natural World (7-8 hours)

Understanding HumanInstitutions and Behaviors (6 hours)

Living in aGlobal Society (3 hours)

Living in OurDiverse Nation (3 hours)

A B

C D

E F

Writing Across the Curriculum (3 courses)

One course from each of six areas (A-F) anda second course from each of four (A-D) (31-32 hours)

Foundational Courses (15-24 hrs)

Computer and Digital Literacy

Oral Competency

Quantitative and Logical Reasoning (1 course)

University Studies: Proposed by University Studies: Proposed by Committee, Spring 2008Committee, Spring 2008

Transdisciplinary ConnectionsTransdisciplinary Connections (0 hours)(0 hours)

Students would take a trio of courses, Students would take a trio of courses, from three areas, that would provide from three areas, that would provide transdisciplinary exposure to a transdisciplinary exposure to a particular particular topictopic or or themetheme..

Transdisciplinary Transdisciplinary ConnectionsConnections

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

The Coastal LifeThe Coastal Life

Current Basic Studies CoursesCurrent Basic Studies Courses CategoryCategory

ENG 290 ENG 290 Running Away to SeaRunning Away to Sea (A)(A) HST 271HST 271 The Sea in HistoryThe Sea in History (B)(B) BIO 170BIO 170Biology of the SeaBiology of the Sea (C)(C) GLY 150GLY 150 Introduction to OceanographyIntroduction to Oceanography (C)(C)

Other Current CoursesOther Current Courses

GLY 250GLY 250 Beaches and CoastsBeaches and Coasts PLS 329PLS 329 Ocean and Coastal Law and PolicyOcean and Coastal Law and Policy REC 366REC 366 Coastal Recreation Resource ManagementCoastal Recreation Resource Management EVS 380EVS 380 Undersea Science and TechnologyUndersea Science and Technology

The Human JourneyThe Human Journey


MUS 115MUS 115 Survey of Music LiteratureSurvey of Music Literature (A)(A) PAR 211 PAR 211 The Philosophy of Human NatureThe Philosophy of Human Nature (B)(B) BIO 160BIO 160Genetics in Human AffairsGenetics in Human Affairs (C)(C) ANT 206ANT 206 Cultural AnthropologyCultural Anthropology (D)(D) PLS 217PLS 217 Contemporary American Political Issues (D)Contemporary American Political Issues (D) SOC 220SOC 220 The Sociology of Birth and DeathThe Sociology of Birth and Death (D)(D) GRN 101GRN 101 Introduction to GerontologyIntroduction to Gerontology (D)(D) PSY 223PSY 223 Life Span Human DevelopmentLife Span Human Development (D)(D)


COM 210COM 210 Performance of Children’s LiteraturePerformance of Children’s Literature PHY 211PHY 211 Naked-eye Astronomy and ArchaeoastronomyNaked-eye Astronomy and Archaeoastronomy

Making Myths, Sharing FaithMaking Myths, Sharing Faith


ENG 233 ENG 233 The Bible as LiteratureThe Bible as Literature (A)(A) CLA 210CLA 210 MythologyMythology (A)(A) PAR 125PAR 125 Great Books of the World’s ReligionsGreat Books of the World’s Religions (B)(B) PLS 203PLS 203 Religion and Politics in the U.S.Religion and Politics in the U.S. (D)(D)


SOC 357SOC 357 Sociology of ReligionSociology of Religion HST 345HST 345 Religion in Antebellum AmericaReligion in Antebellum America ANT 301ANT 301 Shamanism, Witchcraft, and CultsShamanism, Witchcraft, and Cults MUS 255MUS 255 Church Music LiteratureChurch Music Literature COM 443COM 443 The Rhetoric of Faith HealingThe Rhetoric of Faith Healing

Specialization – The Major

Foundations

Dis

cove

ry

App

licat

ion

Reg

iona

l Eng

agem

ent

Aesthetic,Interpretive,

and CreativePerspectives

(6 hours)

UnderstandingHuman

Institutionsand Behaviors

(6 hours)

Writing(6 hours)

Math.(3)&Quant.or Logic (3 hrs)

Language(0-9 hours)

Wellness(3 hours)

F-Y-Seminar(3 hours)

Historicaland

PhilosophicalApproaches

(6 hours)

Exp

lora

tion

Abr

oad

Living in aGlobal Society

(3 hours)

ScientificApproaches to the Natural

World(7-8 hours)

WAC Connections Competencies

Living in OurDiverse Nation

(3 hours)

Capstone (1 course)

University Studies

University Studies: Proposed by University Studies: Proposed by Committee, Spring 2008Committee, Spring 2008

Experiential LearningExperiential Learning

Students would be required to complete Students would be required to complete at leastat least one of the following:one of the following:

1. Discovery – substantial mentored research or a 1. Discovery – substantial mentored research or a creative effort that reaches an audience creative effort that reaches an audience

2. Application – fieldwork, practicum, internship2. Application – fieldwork, practicum, internship3. Regional Engagement – a credit-bearing program 3. Regional Engagement – a credit-bearing program

of service learning of service learning 4. Exploration Abroad – a study abroad program of 4. Exploration Abroad – a study abroad program of

at least a semesterat least a semester

Specialization – The Major

Foundations

Dis

cove

ry

App

licat

ion

Reg

iona

l Eng

agem

ent

Aesthetic,Interpretive,

and CreativePerspectives

(6 hours)

UnderstandingHuman

Institutionsand Behaviors

(6 hours)

Writing(6 hours)

Math.(3)&Quant.or Logic (3 hrs)

Language(0-9 hours)

Wellness(3 hours)

F-Y-Seminar(3 hours)

Historicaland

PhilosophicalApproaches

(6 hours)

Exp

lora

tion

Abr

oad

Living in aGlobal Society

(3 hours)

ScientificApproaches to the Natural

World(7-8 hours)

WAC Connections Competencies

Living in OurDiverse Nation

(3 hours)

Capstone (1 course)

University Studies

Fin

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 they’ll 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 dream—about what would be ideal for our particular students on this particular campus.

Documents

UNCW General Education in the 21 st Century Where We Are and Where We Might Go