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Editor: Veronica
Time: 2008/03/03 12:19:01 GMT+0 |
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changed: - <h1>Proposed Framework for General Education Curriculum: ACT</h1> Background The general education committee was formed in 2005 to ensure, among other things, that “the general education curriculum [would be] consistent with the mission of Western Connecticut State University, the State of Connecticut’s general education requirements, and the New England Association of Schools and Colleges (NEASC) accreditation standards” (General Education Bylaws), and because the general education had not been revised for more than twenty years. The specific general education goals and objectives that are currently in place are neither sufficiently inspiring, nor particularly well aligned with the university mission, as articulated in the recently developed faculty-driven strategic plan. In fact, goals and objectives are difficult to find in the current general education program. The program currently consists, primarily, in a list of required courses. In 2003 and 2004 the university entertained an intensive dialogue on the subject of general education and arrived at a set of recommended changes and a portrait of the ultimate outcome of the program: the Educated Person document (see attached). This portrait, when couched within the context of our strategic plan, makes it clear that the current list of unrelated course requirements is no longer adequate to ensure that the WCSU education remains vital and meaningful and that we can continue our collaboration at an even deeper level. The Current Need The University needs to take this new articulation of our core values and translate this into inspiring, yet assessable learning outcomes that will engage the entire university community while maintaining a balance among arts & humanities, science & mathematics and social sciences. The strategic plan has already articulated the broad outlines of these core values. We have also acknowledged Graff’s concern about disconnected, cafeteria‐style curricular goals (2003). Input from each department is now critical to identify the specific learning outcomes that may only be apparent from the perspective of their particular field. Without input from all departments we risk having a two-dimensional, or even skewed set of goals toward which to aim all of our students. <h1>The Proposal: ACT</h1> Goals and Objectives of the General Education Curriculum The general education curriculum at WCSU is designed to contribute to the development of well-rounded, thoughtful, responsible, and active members of society. Specifically, the curriculum seeks to foster the values, dispositions, knowledge, and skills essential for students who can ACT: Appreciate, Connect, and Transform. Appreciate The general education curriculum seeks to develop citizens who appreciate the beauty and relevance of the world. Such a person appreciates the arts and understands the processes of creation in the fine and performing arts; recognizes the relevance of history and society in their lives; is open to change of mind and change in society, has deep knowledge of and appreciation for one’s own culture and that of others, and values the benefits of good physical and mental health; grasps scientific concepts; listens actively and responds appropriately. Connect The general education curriculum seeks to develop citizens who have a connection to society and the world in meaningful ways. Such persons develop the ability to communicate in various forms, and to contribute to the global conversation; can engage the ideas of great philosophers and writers; develop ethical values and a sense of responsibility toward society; can organize thoughts and present them clearly in writing and speech; have an awareness of environmental sustainability; are conscious of our relationship to the planet that supports life; can read and think critically about complex problems; have the ability to use analytic reasoning and logical thinking, are critical readers and listeners; are information literate; applies the scientific method and concepts and can make deductive and inductive syntheses; are skilled in mathematical reasoning; are technologically and information literate and can perform general research processes; see connections to other cultures; see connections to/lessons from history. Transform The general education curriculum seeks to develop citizens who demonstrate the traits of lifelong learning, creative problem-solving, who are characterized by intellectual curiosity and imagination, who are willing and able to question information, beliefs and values, who contribute to knowledge production and societal transformation, and who exhibit skills of integrating new knowledge and experiences that culminate in ideas and actions to benefit society. March 3, 2008
The general education committee was formed in 2005 to ensure, among other things, that “the general education curriculum [would be]? consistent with the mission of Western Connecticut State University, the State of Connecticut’s general education requirements, and the New England Association of Schools and Colleges (NEASC) accreditation standards” (General Education Bylaws), and because the general education had not been revised for more than twenty years. The specific general education goals and objectives that are currently in place are neither sufficiently inspiring, nor particularly well aligned with the university mission, as articulated in the recently developed faculty-driven strategic plan. In fact, goals and objectives are difficult to find in the current general education program. The program currently consists, primarily, in a list of required courses.
In 2003 and 2004 the university entertained an intensive dialogue on the subject of general education and arrived at a set of recommended changes and a portrait of the ultimate outcome of the program: the Educated Person document (see attached). This portrait, when couched within the context of our strategic plan, makes it clear that the current list of unrelated course requirements is no longer adequate to ensure that the WCSU education remains vital and meaningful and that we can continue our collaboration at an even deeper level.
The University needs to take this new articulation of our core values and translate this into inspiring, yet assessable learning outcomes that will engage the entire university community while maintaining a balance among arts & humanities, science & mathematics and social sciences. The strategic plan has already articulated the broad outlines of these core values. We have also acknowledged Graff’s concern about disconnected, cafeteria‐style curricular goals (2003). Input from each department is now critical to identify the specific learning outcomes that may only be apparent from the perspective of their particular field. Without input from all departments we risk having a two-dimensional, or even skewed set of goals toward which to aim all of our students.
The general education curriculum at WCSU is designed to contribute to the development of well-rounded, thoughtful, responsible, and active members of society. Specifically, the curriculum seeks to foster the values, dispositions, knowledge, and skills essential for students who can ACT: Appreciate, Connect, and Transform.
The general education curriculum seeks to develop citizens who appreciate the beauty and relevance of the world. Such a person appreciates the arts and understands the processes of creation in the fine and performing arts; recognizes the relevance of history and society in their lives; is open to change of mind and change in society, has deep knowledge of and appreciation for one’s own culture and that of others, and values the benefits of good physical and mental health; grasps scientific concepts; listens actively and responds appropriately.
The general education curriculum seeks to develop citizens who have a connection to society and the world in meaningful ways. Such persons develop the ability to communicate in various forms, and to contribute to the global conversation; can engage the ideas of great philosophers and writers; develop ethical values and a sense of responsibility toward society; can organize thoughts and present them clearly in writing and speech; have an awareness of environmental sustainability; are conscious of our relationship to the planet that supports life; can read and think critically about complex problems; have the ability to use analytic reasoning and logical thinking, are critical readers and listeners; are information literate; applies the scientific method and concepts and can make deductive and inductive syntheses; are skilled in mathematical reasoning; are technologically and information literate and can perform general research processes; see connections to other cultures; see connections to/lessons from history.
The general education curriculum seeks to develop citizens who demonstrate the traits of lifelong learning, creative problem-solving, who are characterized by intellectual curiosity and imagination, who are willing and able to question information, beliefs and values, who contribute to knowledge production and societal transformation, and who exhibit skills of integrating new knowledge and experiences that culminate in ideas and actions to benefit society.
March 3, 2008