Click here to access the General Education Program Proposal.
Click here to access the General Education Implementation Timeline.
Click here for the handout for Department Chairs.
These slides were used at the CAPC kick-off meeting on Thursday, August 31, 2017 to update CAPC members on the on-going Gen Ed reform process. They may be useful for CAPC members in sharing information with their constituents. Please note: Nothing in these slides should be viewed or interpreted as the final, finished, end-all, be-all in terms of the Gen Ed reform. This is still a work in progress.
Every ten years, we are reviewed by the Middle States Commission on Higher Education. Our successful accreditation relies on these reviews. The past two Middle States Reviews, in 2001 and 2011, have been critical of our Gen Ed Program for lack of coherence and intentionality; in the latter review, it was the only aspect of our university to come under question. In addition to this external oversight, we have years of Gen Ed Assessment results that demonstrate a lack of commitment on the part of faculty to really knowing what we are doing in Gen Ed classes. Finally, Gen Ed Reform is specifically called for in the Strategic Plan, and our next Middle States review will hold us responsible for completing it.
Please refer to this working document for details pertaining to the timeline for implementation as well as faculty development opportunities to support the successful implementation of the new General Education Program.
Yes! As a result of this frequently asked question, the following motion was offered on the floor of CAPC:
"Motion to Append the General Education Program Motion - Behavioral and Social Science"
Move to append the general education program motion to require Goals 3 and/or 6, inclusive of the previously stated SLO's, for Behavioral & Social Science Distributive Courses.
Some believe the proposal indicates that ALL Gen Ed Goals need to be covered in the FYE and the capstone, but no single faculty member has all that expertise. All FYE instructors will need to know enough about each goal to say why it is important and why we require it. This is "introducing" the goal, not necessarily seeking mastery. In the capstone, an assignment should ask students to reflect on how their project/clinical experience/teaching placement is informed by their entire undergraduate career. It does not need to be graded by the professor, and certainly not "evaluated" for "correctness." we'll review these assignments to assess how well we're doing. the benefit to the student is another stab at integrating their major curriculum, Gen Ed, possibly co-curricular experiences, etc.
Not immediately, but we will want to cultivate its use so that we're close to 100% (in Gen Ed courses) by around the 5-year mark. Many universities use electronic portfolios with successful results.
They are certificate programs. The process will be based on the existing program proposal process.
We will work backwards from the principle that underlies the Academic Passport, which tries to give students credit for as much as possible, while still maintaining the "specialness" of WCU's curriculum. We will decide on a threshold minimum of credits to be exempt from FYE (analogous to the way we handle Writing Emphasis). There are enough other schools offering FYE's that we can review them for transfer as well. As we develop the FYE, various units may want to include online modules, and we can use those to build a ‘transfer experience' for students coming from 2-year colleges (where the landscape of higher education is much different).