Gen Ed Part I

A General Education program is common to many of our students and therefore, there are many types of interpretations and models available. Because these programs can be complex and diverse, I would like to share research over several weeks. Although these articles are not specifically SoTL, most of the research that goes into these practices were derived from teaching research. Also, even if you are not involved in organizing or teaching Gen Ed classes, much of these ideas will align to overall effective teaching and learning practices. Finally, since all students will be engaging in the Gen Ed curriculum, we may wish to scaffold from student prior knowledge to know where they are first.

The first two articles which I would like to share are both from the Chronicle of Higher Education, which is fee-based, although I am hoping that each of you have access through a university account. The first article entitled, “Reforming Gen Ed: Strategies for Success on Your Campus.” The article shares a common operational definition of Gen Ed, which “refers to curriculum that is required of all students seeking a liberal education. Most colleges use a distribution model, allowing students to pick from approved courses, including social sciences, sciences, humanities, and the arts. Other colleges offer a core curriculum that includes a set of required courses.” The article contains several case studies from universities. I will share the title of each along with what I believe are key elements connected to research on effective teaching:

1. The Drive to Reform Gen Ed (Concordia University)

   1. “Most students do not have a clear understanding of what it is they are expected to accomplish in gen ed;

   2. vehicle to deeply engage students by adding first- year seminars that tackle big questions, introducing active learning strategies, and high-impact teaching practices;

   3. issues of civic deliberation, the capacity to understand positions from a variety of different standpoints, the capacity to bring multiple ways of thinking to bear on intractable problems .”

2. Elements of a Modern Gen Ed Curriculum (University of Kentucky)

   1. “Integration of knowledge, skills and application;

   2. Focus on ways of thinking;

   3. Flexible, allow students to double count gen ed for majors;

   4. Interdisciplinary, team taught;

   5. Scaffolded, weaving general education throughout; and

   6. Incorporates high impact practices, first-year experiences, internships, capstone courses, learning communities, diversity and global learning, and writing-intensive courses.”

3. Charting a Course (Portland State)

   1. “Collect evidence -do you know what your students think of gen ed;

   2. Think about resources;

   3. Examine incentive structures;

   4. Communicate and form sub-committees; and

   5. Be mindful of the possibility of failure.”

The second article, “Preparing Students for a More Complex World” (2018) is a compilation of articles by different authors. The titles include

• An ‘Integrated Learning’ Makeover

• What Will Your Students Remember in 20 Years?

• The principles of “backward design”

• Which Core Matters More — Content or Skills?

• The Case for a New Kind of Core

• How Design Thinking Can Shape Values

• Making Reform Happen

• How to Ease the Pain of Curricular Reform

• Share goals, build ties, keep communicating.

• Rethinking a ‘Soul Crushing’ Core A college with STEM-heavy requirements struggles

• How One Department Reversed Declining Enrollments