Millersville University, Faculty Senate
General Education Curriculum
Program Review
May 1996
Appendix B
Fall 1995 Departmental Survey Responses
I. How has the MU GenEd curriculum aided your majors in their pursuit of
knowledge?
BIOLOGY DEPARTMENT
1. One member of the department described the purpose of a general
education curriculum as follows: Any basic GenEd of value (including the old
yellow sheet) provides a minimal exposure to the major areas of intellectual
inquiry, familiarity with which characterizes an educated person. This is the
content within which one's major discipline rests. Without it, one is
trained, not educated.
2. Faculty agreed that Millersville's current GenEd curriculum forces
students to become more widely educated and well-rounded by encouraging them
to take courses outside of their preferred discipline. This breadth gives
them a better perspective on science. As a result of the GenEd curriculum,
graduates are better prepared to deal with changes throughout their lifetime
that will undoubtedly occur with increasing frequency in the twenty-first
century.
3. The requirement of English Composition, Advanced Composition
(Technical Writing) and Speech were described in one instance as being
particularly valuable, as they train our students in areas of written and
oral communication--skills absolutely required in science today. While some
faculty members report that writing has improved since a second composition
course and W courses have been required, others are not convinced that any
improvement has been attributable to the new GenEd curriculum. One individual
who routinely teaches a W course reported that since the requirements have
been implemented, students do not seem to communicate verbally, write or
analyze any better than before. Obviously, opinions regarding the value of
these courses vary.
CHEMISTRY DEPARTMENT
1. It has helped students to write better by ensuring that all students
pass Freshman Composition during the freshman year, by placing students in
Writing courses (which are supposed to have a significant writing component),
and by having each student pass an Advanced Writing course.
2. It has required each student to become somewhat experienced in oral
expression, by passing a Speech course early in their college career.
3. It has encouraged students to "feast on a varied menu," both in terms
of distibution requirements and in terms of writing, speaking, and critical
thinking.
4. It has made quantitative reasoning an acceptable area of study and not
just for "geeks," by requiring a QARC course of all students.
5. More students are taking courses numbered at and above the 200 level.
6. The Perspectives courses and the advanced writing courses can enrich
their backgrounds.
EARTH SCIENCES DEPARTMENT
1. We find this to be a rather strange question. Is the GenEd curriculum
supposed to affect each program's majors differently? Or is the faculty in
each department assumed to have certain information that puts it in a
position to assess the effect of the GenEd curriculum on its own majors?
2. If the question means, "Do you find that your majors are better able
to do the things that the GenEd curriculum is supposed to enable them to
do--think critically, synthesize information, perform sophisticated
analyses, write clearly--than they were before the present GenEd curriculum
was put in place," then the answer is rather simple: not that we notice.
ECONOMICS DEPARTMENT
1. Broaden background
2. Globalization, different culture
3. Different perspective
EDUCATION FOUNDATIONS DEPARTMENT
1. Neither secondary ed nor el ed majors (whom I teach on a regular
basis) seem to have developed a clear appreciation of the role of gen ed in
providing them with a broad/liberal education. Nor has our scheduling
situation allowed them to choose courses in which they have some interest, or
which enhance their teaching preparation, while also fulfilling gen ed
requirements.
2. The skills courses (Comp and Speech) seem useful "rites
of passage" and should probably be retained. I am less sure about the upper
level writing requirement.
3. The perspectives course requirement appears to be the one place where
education-students ARE getting legitimate liberal arts study on a consistent
basis.
ELEMENTARY EDUCATION DEPARTMENT
1. Provides a broad distribution of General Knowledge.
2. Challenges students to think about topics not in immediate major and
the application of this knowledge to their present and future lives.
3. Provides students with a challenging education in widely diverse
subjects, emphasizing writing, problem solving and increased perspective
taking which will undoubtedly produce broader-minded well-educated
adults.
4. Guarantees broader exposure to curriculum areas - provides base of
knowledge in major disciplines.
5. Provides a multidisciplinary experience with perspective
requirements.
6. Provides for basic writing and speaking skills are included.
7. Though the perspectives course, Race and Gender Issues in Children's
Literature, exposes students to diverse viewpoints in an area that they see
as part of their field. It provides opportunities to examine children's books
in a more comprehensive manner. The discussions have caused them to see the
political and social nature of so called "innocent" children's books.
ENGLISH DEPARTMENT: Individual Faculty Responses
1. Some students have had cause to re-apply skills and content from their
English courses in GenEd classes.
2. No
3. I'm sure it has helped: (a) narrow their choices, (b) offer
rules over rationale, (c) inhibit doubt, risk-taking, and discovery, (d)
taught them to "hunt" for "CQ"s, Qs, 2** level, one P with alternative,
etc., etc., (e) made a shopping list out of knowledge and instructed on
shopping.
FOREIGN LANGUAGE DEPARTMENT
There does not appear to be a consensus on this.
HEALTH AND PHYSICAL EDUCATION DEPARTMENT
Not applicable
INDUSTRY AND TECHNOLOGY DEPARTMENT
The MU GenEd curriculum has enabled our majors to develop fundamental verbal
and quantitative skills, thinking skills and personal qualities. It has
provided a broad-based exposure to the liberal arts and enabled disciplines
to be related and applied in complementary ways. It has provided an
understanding and appreciation of numerous modes of discovery for generating
new knowledge in various disciplines.
LIBRARY DEPARTMENT
Working with students in all majors, the Library Department has seen an
increase in students' use of library resources since the implementation
of the current GenEd curriculum. With its emphasis on writing across the
curriculum, communication, critical thinking, and integration of subjects
through perspectives courses, the GenEd curriculum has required students to
use a wider variety of primary and secondary source materials for papers and
projects required of both general education courses as well as courses in the
major. We see this as a positive trend that MU students are being encouraged
to select their own resources rather than rely exclusively on texts selected
by faculty. This trend is in keeping with current educational reforms which
emphasize resource-based learning and which place the student at the center
of the learning process.
MUSIC DEPARTMENT
The faculty generally found that the students have developed better writing
and oral communication skills. There are students who seem to have
"slipped through the cracks" and have not improved in these areas but,
overall, the students have improved their writing skills. Also, they have
applied the knowledge obtained in general education courses to their music
history and music business courses.
NURSING DEPARTMENT
The General Education curriculum has provided nursing students with a
grounding in Liberal Arts which enables the student to utilize in both life
events and professionally. The students have become more skillful
communicators both verbally and nonverbally. The access to computers and
other technologic advances ensure the students becoming computer literate.
The students also gain a better sense of world view and become more sensitive
to a variety of peoples.
PHYSICS DEPARTMENT
The General Education Program (GEP) is not intended to further the separate
interests of individual departments. Rather, the GEP is a safety net. Its
purpose is to provide that, regardless of the specific curriculum completed,
every graduating student can rest assured that he or she has not missed
any of those intellectual challenges that collectively define what is
presumed of the baccalaureate experience. The GEP guards against curricular
oversights that might inhibit a graduate from assuming responsibilities that
the community has a right to expect of anyone with a MU degree. These might
include chairing a jury, writing a petition, analyzing a Newsweek article,
dealing with the IRS, or arranging and enjoying a year-long trip around the
world. The design of the GEP should identify the most fundamental academic
experiences and provide that they occur early in a baccalaureate curriculum.
It should arrange to complement curricula which are academically diffuse; and
supplement those that are highly focused. Although each of us professes
an academic discipline, we must not expect the GEP to serve our departmental
needs. The objective of the GEP transcends the individual liberal arts. We do
not need to be musicians to understand that the fine arts must be woven
into the safety net. We do not need to be chaos theorists to recognize that
an MU graduate should understand the nature of mathematical functions. We
need only to have studied an unfamiliar language to know that it is an
experience not to be missed by any of our undergraduates.
In order to reflect the views expressed above, we have taken liberties with
some of the survey questions.
Experiences in the liberal arts are enabling. Assured timely satisfaction of
adequate GEP objectives elevates the level of all upper division discourse;
student to teacher or peer to peer; academic, applied, or social.
PSYCHOLOGY DEPARTMENT
1. W courses have improved students' writing ability.
2. Not enough data exist for the formulation of an answer to this
question.
3. Broadens students' general knowledge base and their multicultural and
world views. Broader knowledge means better decision making.
4. We as advisors spend more time giving information on why the courses
help.
5. Critical thinking has improved.
SOCIOLOGY/ANTHROPOLOGY DEPARTMENT
The intensive writing emphasis has increased the writing abilities of our
students such that at the senior level, we can concentrate on research and
analytical techniques and much less on presentation. It makes for a better
experience for our students and for a better experience in the senior
seminars, internships, senior research projects, etc.
II. How has the MU GenEd curriculum assisted the curriculum of each of
your department's degree programs?
BIOLOGY DEPARTMENT
1. Most of the degree programs in the Department of Biology have not
benefited specifically from the GenEd curriculum. General benefits outlined
in responses to question I apply to all undergraduate programs.
2. The GenEd requirement of 12 credits in science, including a lab
course, has demanded resources that could be used to enhance our support of
majors. One faculty member suggests that for Ecology (Environmental Science)
students, Perspectives courses (especially BIOL 340: Perspectives in
Environmental Awareness) and the more prescriptive liberal arts core have
resulted in a broader perspective concerning environmental issues, etc.
Departmental consensus was that, for some students, the GenEd curriculum has
made it more difficult to complete degree requirements in a timely fashion
due to the unavailability of some GenEd courses.
CHEMISTRY DEPARTMENT
1. Technical Writing now is part of the curriculum as one of the required
Advanced Writing courses; formerly we had "encouraged" that course.
2. GenEd has encouraged a broader understanding of the humanities,
social, and natural sciences.
3. Chemistry major can count some of their required related courses,
such as Physics and Mathematics.
4. Chemistry major can be encouraged to take Foreign Languages and
Economics, courses that the American Chemical Society requires of a
certified major.
5. Chemistry majors now spend some time writing in chemistry, by
designating physical chemistry as a Writing course.
6. More of our majors are encouraged to take the history of chemistry.
EARTH SCIENCES DEPARTMENT
We can't think of any obvious way that it has. One negative effect has been
to put substantial numbers of non-majors into the 200-level courses that are
the introductory courses for our majors. This has the effect of reducing the
rigor of the course and diverts the instructor's attention away from majors
to the GenEd students, who usually require more help.
ECONOMICS DEPARTMENT
Same as above.
EDUCATION FOUNDATIONS DEPARTMENT
?
ELEMENTARY EDUCATION DEPARTMENT
1. Basic K-6 curriculum requires a broad background of knowledge in
science, math, social sciences, literature and of fine arts. Present
distribution of GenEd credits provides ElEd majors with the necessary skill
and knowledge to succeed in the teaching of these subjects.
2. Provides our students with the general education courses they need to
become knowledgeable open-minded teachers.
3. GenEd requirements help meet PDE program approval standards.
4. Provides opportunities to explore the multicultural nature of
society.
5. Provides students with fundamental communication processes.
6. Exposes students to their place and their students' pi global
community.
ENGLISH DEPARTMENT: Individual Faculty Responses
1. Perspectives courses created new opportunities for our faculty to
develop courses; we added advanced writing requirements.
2. It hasn't.
3. None as far as I can tell. Hasn't hurt either I guess. Who can tell?
FOREIGN LANGUAGE DEPARTMENT
I cannot say that it has.
HEALTH AND PHYSICAL EDUCATION DEPARTMENT
Not applicable
INDUSTRY AND TECHNOLOGY DEPARTMENT
The MU GenEd curriculum has developed basic competencies and provided a broad
foundation for developing and applying technical and professional
competencies within the degree programs. Students have developed holistically
through their study and experiences in the liberal arts, perspectives and
health/physical education courses. They have been exposed to diverse
psychological, social, and cultural experiences that provide a framework for
understanding and productivity within their educational pursuits and
careers.
LIBRARY DEPARTMENT
The GenEd curriculum has had an effect on all of the Library Department's
programs, each of which supports all MU degree programs. Those library
programs which have been most affected by the GenEd curriculum include, but
are not limited to: collection development, library instruction, and
reference services. In each case, in recent years, we have restructured our
methods of providing services. While external factors have necessitated some
of this restructuring, many of the changes have been made in direct response
to meeting the needs of the GenEd curriculum.
MUSIC DEPARTMENT
1. The students involved in professional preparation are more articulate
and confident. Some of the required related courses have provided additional
knowledge to supplement the major field of study.
2. As a negative, the faculty have expressed a concern that we have one
of the highest GenEd requirements in the nation. Our accrediting agency, the
National Association of Schools of Music, has consistently found the current
GenEd requirements to be much too demanding for our students. Because of
the high number of general education credits that are required of the
students. Our music education degree program requires 132 credits to complete
the degree.
NURSING DEPARTMENT
The General Education curriculum provides a breadth of humanities, social
sciences, science/math courses giving the student a foundation for later
discipline courses. The communication, composition, and advanced composition
courses provide the student with important fundamentals needed in completing
the writing course requirement.
PHYSICS DEPARTMENT
As for question I.
PSYCHOLOGY DEPARTMENT
1. No data; no assessment; therefore, no conclusion can be offered.
2. W courses have improved students' writing skills.
3. Broadens students' general knowledge base and their multicultural and
world views.
4. Breadth aspect of courses and specific skills developed across the
curriculum.
5. Math and logic courses interface with our research design/statistics
courses.
6. Students seem to have a higher expectation that courses are
interrelated.
7. Broadening of students' perspective--i.e., students think about
problems from more than one viewpoint or framework.
8. No comment.
SOCIOLOGY/ANTHROPOLOGY DEPARTMENT
The core distribution requirement gives an incentive for advisors and
advisees to look carefully at a broad range of disciplines to see which
offerings in diverse departments may assist in broadening the student's
perspective in areas still viewed by the student as "relevant" or related
to their primary interests.
III. How has the MU GenEd curriculum assisted your department in
contributing to the education of all MU students, particularly those majoring
in other departments or programs?
BIOLOGY DEPARTMENT
The science/ math requirement has enhanced the quality of education received
by non-science students. The laboratory requirement is especially important
and should be retained. General Biology has provided many non-majors with the
laboratory course which is required for the GenEd curriculum. The basic
knowledge of biology and the scientific process that students gain from this
course enables them to become better informed citizens. The Department of
Biology has provided writing courses for many non-majors as well as
majors.
CHEMISTRY DEPARTMENT
1. Students outside our department are exposed to chemistry. Perhaps this
gives these students a new way of approaching the learning process since
chemistry requires more diligence on the part of the student because it
"builds upon" previous knowledge.
2. Students from across campus are required to confront science and
mathematics. Science literacy is becoming a rare commodity in the general
public. It will not be so among Millersville graduates.
3. Chemistry courses counted as Gen Ed courses will help students in
other majors to accomplish their required related courses.
EARTH SCIENCES DEPARTMENT
Well, presumably they get something out of being in a 200-level lab course
that they would not get from a large lecture only class, but it's hard to
know for sure.
ECONOMICS DEPARTMENT
1. Economics perspective added to their background.
2. Economic analysis is important in all areas.
EDUCATION FOUNDATIONS DEPARTMENT
The gen ed program provides faculty members in the Educational Foundations
Department with the possibility of teaching perspectives courses. We have two
perspectives courses currently being offered and at least one under
development. These courses are offered once a year, consistently in demand
and attract more than half the students from majors outside either secondary
or elementary education. Virtually all MU students will, as parents and/or
taxpayers, have some business with schooling in the future. Richer
understanding (historical, philosophical, sociological) of the role of
education/schooling in a democratic society is desirable.
ELEMENTARY EDUCATION DEPARTMENT
1. Presently, the Department offers one perspective course, Gender and
Race Issues in Children's Education - (however, not enough faculty to
continue this plus meet major requirements).
2. This course has enabled us to expose the students throughout the
campus to the political and social nature of children's books, an idea
important to all parents, aunts and uncles, etc.
ENGLISH DEPARTMENT: Individual Faculty Responses
1. We teach advanced writing and general literature to all majors;
students know us and we know more students and faculty.
2. Has assisted in encouraging cross-campus students to take music
courses and aided in developing their communication and writing skills at the
same time.
3. The only way, and it's a great one, is how the freshman class is
assigned a first-year schedule. Our students develop a closeness.
FOREIGN LANGUAGE DEPARTMENT
I doubt if we have because there is no foreign language requirement.
HEALTH AND PHYSICAL EDUCATION DEPARTMENT
A. The purpose of education is to provide experiences for students by
which they can adapt themselves to the changing conditions of living.---The
Health and Physical Education curriculum at Millersville University presents
disciplines to improve the human condition of all students. Every
individual needs to grow and mature in five dimensions: physical, emotional,
social, intellectual, and spiritual. The curriculum is based on the
philosophy that the educated person is one who understands and appreciates
the interrelationships which exist among these vital components. Through the
development of physical fitness and the study of health sciences, students
University shall be afforded various opportunities by the faculty to develop
self understanding and expression, to acquire appropriate life-long skills
and interests, to understand concepts related to the health of the total
person and to develop human relationships which promote and encourage a full
life of healthful living in our multifaceted society.
B. The House of Delegates of the American Medical Association are on
record endorsing the need for holistic health and physical activity for all.
All biological creatures need activity and this is particularly true among
the young adults. On our campus each school day students eat, sleep, study,
go to class and find much of their recreation in an area roughly one mile
square. During the working day this space is further complicated by the
presence of members of the faculty and staff. Thousands of people occupying
an area this size represents a very high density population. Compound these
conditions by the fact that the average age of students is approximately 20
years, the most explosive and physically active age they will ever know.
College students need physical, spiritual, intellectual, social and
emotional outlets and they are more certain to have these opportunities in a
required Health and Physical Education Program. The requirement for all
students of three credits is a vital part of the General Education
Curriculum.
INDUSTRY AND TECHNOLOGY DEPARTMENT
The Department of Industry and Technology has contributed to the education of
all students by offering perspectives and writing courses. Our perspectives
courses (i.e., ITEC 301 Technology and Its Impact on Humans and ITEC 302
Futurology: Technology, Change and Society) have enabled understanding and
appreciation of the evolution, characteristics, significance, applications,
impacts, contextual relationships, and assessment of technology throughout a
globally interdependent world. The writing across the curriculum courses
(i.e., ITEC 356 Desktop Publishing and ITEC 392 Introduction to Industrial
Training) have enabled students to employ technology in applying their
writing skills and enhanced thinking processes in studying curricular
content.
LIBRARY DEPARTMENT
Faculty expectations for student research has increased in recent years. At
least part of this increase can probably be attributed to the GenEd
curriculum, especially to Writing courses and Perspectives courses. The
Library Department has contributed greatly to the education of all MU
students by providing access to appropriate resources and by providing
instruction and reference services to help students make effective use of the
growing amount of information available to them.
MUSIC DEPARTMENT
Our courses have served a major role in aesthetic education leading the
students to an increased sense of beauty and values. Many students have
expressed an appreciation for having had the opportunity to enroll in Music
103, The Language of Music, because it is a highly focused literary based
course. Through the exposure to music they have developed understanding and
listening skills that assist them in making critical judgments regarding
positive and negative influences in society.
NURSING DEPARTMENT
1. The nursing department offers two perspectives courses, NURS 315 and
NURS 316. These courses are filled with non-majors and provide an
introduction to health care and the multi dimensions of this field.
2. Nursing 350, Pathways to Healthy Aging, is also a general education
course which benefits the student in basic understanding of aging process as
well as health promotion needed for healthy aging.
3. Both types of general education courses provide a perspective or view
into health/health care that is important for all students.
PHYSICS DEPARTMENT
The science requirement has given us access to non-physics students so that
we may:
Bring out the scientific curiosity in them.
Convince them that they are capable of admiring, understanding, and applying
the physics involved in ordinary situations.
Dispose them more positively toward the sciences in the public policy
decision making process.
PSYCHOLOGY DEPARTMENT
1. Skills for self-development and self-understanding are provided by
certain GenEd psychology courses.
2. No data, no assessment; therefore, no conclusion can be offered.
3. Broadening of students' knowledge base and their multicultural world
views. Improves their decision making.
4. We teach many W courses. These have improved students' writing
ability.
5. Our department plays a major role through Psyc. 100 General
Psychology, Psyc. 227 Development of the Child and Adolescent, and Psyc. 228
Life Span Human Development.
6. We provide several sections of Perspectives courses each semester.
7. Our department's emphases on human cognition, personality, and
behavior, in general, are important in a society where change is so profound
and rapid.
8. Psychology is a discipline that has knowledge which is useful to
everyone, and the discipline lends itself to interdisciplinary studies.
SOCIOLOGY/ANTHROPOLOGY DEPARTMENT
[No response]
IV. What additional contributions does your department wish to make to
the GenEd curriculum?
BIOLOGY DEPARTMENT
1. Some faculty have expressed an interest in developing new Perspectives
courses.
2. In light of President Caputo's new definition, many existing biology
courses require extensive writing and would qualify as "W" courses. An
opportunity to have additional courses approved as "W" courses should be
provided.
3. If additional resources (faculty, facilities, supply funds) were
available, it would be possible to offer courses designed for non-majors
(Heredity and Human Affairs, Human Biology, Plants and People, Human
Sexuality, etc.) more frequently.
CHEMISTRY DEPARTMENT
1. To offer enough sections of our general education courses to respond
to the needs of the students at Millersville.
2. To offer our Perspectives course on a regular basis.
3. The Chemistry department could contribute to a Mathematics competency
requirement if one were adopted. The previously-proposed competency was
discarded in the past since it was believed that the mathematics department
would bear the entire burden.
4. The Chemistry Department also could contribute to the Speech
competency. Currently we spend considerable instructional time advising our
seniors how to make an effective scientific presentation.
5. Perhaps the Chemistry Department could develop Perspectives courses in
conjunction with Psycology (drug addiction, including chemical structure and
function) and ITEC (automobiles in America).
6. Add offerings in analytical chemistry for non-chemistry majors.
EARTH SCIENCES DEPARTMENT
We have one new Perspectives course "in the pipeline" for approval. We also
are thinking about making either an existing course or a new course a "W"
course, especially now that the requirements for a course to be so designated
have been relaxed.
ECONOMICS DEPARTMENT
1. Women's development
2. Global courses
EDUCATION FOUNDATIONS DEPARTMENT
Courses in the history, philosophy and sociology of education are appropriate
contributions to any students' general education. It would not violate the
spirit of the general education goals to approve study in these areas that
happens to take place in the School of Education.
ELEMENTARY EDUCATION DEPARTMENT
The School of Education is not considered a part of the General Education
curriculum yet during the past year this school offered 70% of all the
perspective courses on campus. No more can be offered, as there is not
enough staff to meet major requirements.
ENGLISH DEPARTMENT: Individual Faculty Responses
1. We have more perspectives courses and we would like greater
flexibility for interdisciplinary teaching.
2. [no response]
3. ?
FOREIGN LANGUAGE DEPARTMENT
1. We would like to convince more people (students and faculty) of the
value of foreign languages and knowledge of a foreign culture.
HEALTH AND PHYSICAL EDUCATION DEPARTMENT
A. Writing Courses
B. Perspective Courses
C. The Health and Physical Education Department has a new three (3)
credit course approved which will replace the traditional three course
offerings of Health (2 credits) and two (2) Physical Education Activity
classes (.5 credit each) Enclosed is a copy of HPED 175 Wellness: Concepts
for Health and Fitness. This course will satisfy the three credit requirement
in Health and Physical Education. HPED 175 will also enhance the new funding
formula. Enclosed is a copy of this formula and shows the differences
between a three (3) credit offering and a 0.5-credit physical education
activity course, when computing full-time equivalent (FTE) students and
full-time equivalent (FTE) faculty ratios.
INDUSTRY AND TECHNOLOGY DEPARTMENT
The department wishes to continue offering a minimum of 10 - 12 sections of
perspectives courses each academic year. Continued interest exists in
developing Science, Technology and Society courses that could contribute to
GenEd. Additional information concerning this involvement is included in our
department's response to the Provost's question #3 (see attached sheet).
Courses such as ITEC 100 Introduction to Technology and OSHM 120 Introduction
to Occupational Safety may be recognized as courses for general education
credit. Laboratory courses having experiences with the technological method
of design and problem solving would enable authentic learning in the
intellectual domain of technology as a discipline. Also, additional courses
within the department that already have major writing requirements such as
the EDTE 491 Professional Seminar should be considered as GenEd Writing
courses. What constitutes a liberal arts-based education is changing. Jerry
Gaff conducted an extensive review of general education programs throughout
the United States. He defines liberal arts and sciences as follows:
"understanding history and culture; having a familiarity with science and
technology; and knowing principles of human motivation and behavior, logical
and critical thinking clarity of expression, and other aspects of a broad
general education" (1991, p- 34). Notable is the addition of technology as
a concept related to but distinct from science. Millersville's mission also
recognizes the important role of technology: "Millersville University seeks
to prepare its students to live in an increasingly diverse, multicultural,
and technologically complex society."
Gaff identifies the Science, Technology and Society (STS) Movement as a force
in general education. He uses Syracuse University as an example. Introduction
to Technology and The Social Impacts of technology are two courses in an STS
cluster. Attempts to create curricular coherence have resulted in the
development of interdisciplinary core courses. Technology can serve as a key
component of such a core. Trenton State College has such a program.
Justification for a technology component within general education seems
strong. Maley has made several observations about the importance of including
a study of technology in secondary curriculums; these points also seem
appropriate for the inclusion of a technology component in the general
education sequence in higher education. Samples of his statements are as
follows:
The study of technology may well be the study of that which will sustain life
and contribute to human existence in a world that doubles its population
every 37 years.
A democracy in an era so profoundly affected and influenced by technology
depends on citizens being informed about the nature and significance of
technology as a prerequisite for effective decision making.
The study of technology is merited simply because of its enormous importance
to the maintenance and growth of civilized mankind on an earth with finite
resources.
The proper use of technology and its further development may actually be the
thread by which the fabric of human existence may be held together.
The current general education component allows for the study of technology
through our two departmental perspectives courses-ITEC 301 Technology and Its
Impact on Humans and ITEC 302 Futurology: Technology, Society and Change.
Students who have taken these courses in recent years have frequently
expressed strong feelings about their importance to better understanding life
in a technological world. A concern is that both courses may now be in
jeopardy because of the present administrative concern about cost and lack of
availability of perspectives courses. The department of Industry and
Technology remains committed to contributing to general education at MU, and
faculty in the department are uniquely qualified to help students understand
the role of technology in past, present and future societies.
All of the previous information reinforces the need and the appropriateness
of a technology component in general education. We are, therefore, proposing
that a study of technology be a requirement within MU's general educafion
component. This core could be composed of courses like ITEC 301 and ITEC 302.
It could also include additional courses developed or now offered by this
department or others, or new interdisciplinary courses in technology
cooperatively developed and taught by various departments on campus. Courses
in technology could be part of a general core of required courses, or the
courses could be housed in one of the G1, G2 or G3 blocks within the current
general education curriculum.
LIBRARY DEPARTMENT
A major goal of the GenEd curriculum should be to ensure that our graduates
be information literate. The National Forum on Information Literacy defines
information literacy as "a subset of critical thinking skills that consists
of individuals' abilities to know when they have an information need, and to
access, evaluate, and effectively use information. " While information
literacy has always been an important educational goal, the increased use of
information technology in recent years has created a proliferation of
information accessible to the general consumer. The Library Department,
through its existing programs, is prepared to help both students and faculty
develop the skills that will enable them to sift through all of the
information, deciding what is valid and relevant for their purposes and using
the information to solve problems and answer their informational needs.
MUSIC DEPARTMENT
We are examining all of our courses and have discussed the possibility of
revising the focus of Music 100, Music and Culture. We also plan on reviewing
our other course offerings to determine how they may be made more culturally
inclusive. In addition, we hope to incorporate music performance experiences
in the GenEd offerings.
PHYSICS DEPARTMENT
1. We wish to teach many more sections of Physics 103, a course for
non-science majors in which we strongly believe. We are currently limited by
both facilities and faculty. With the new building, we will have the room to
teach these sections. We will need (as proposed when Physics 103 was first
introduced) a new physics professor to staff Physics 103 at the level that we
desire.
2. We believe that every MU student has a right to a demonstration of
what fun physics can be.
PSYCHOLOGY DEPARTMENT
1. It is doubtful that any data exist to suggest "additional
contributions" are desired or needed
2. Psyc. 211 Statistics & Experimental Design I should certainly count
as a QARC course; however we have trouble offering sufficient sections for
even our majors and minors.
3. None.
SOCIOLOGY/ANTHROPOLOGY DEPARTMENT
To offer "P" courses to appropriate size classes (max. 20) so that the
valuable research component can be properly supervised. Proper class size
allows each student the time to make appropriate length presentations of
their efforts without devoting too large a portion of the semester to this in
class activity.
V. What changes in the GenEd curriculum would assist your department in
achieving its goals?
BIOLOGY DEPARTMENT
1. In order to enable students to graduate within four years,
Millersville University must strive to ensure that courses required as part
of the GenEd curriculum are offered with adequate frequency.
2. Faculty members who were not pleased with the current Writing courses,
suggested that the implementation of genuine Writing-Across-The-Curriculum
should be implemented.
3. It was also suggested that Millersville University should reduce the
numbers of committees, task forces, studies, reports and continuous tinkering
that are associated with the GenEd Curriculum and simply allow it to be
implemented in its present form.
CHEMISTRY DEPARTMENT
1. The alleged complexity of the current GenEd curriculum is not apparent
to our majors. Except for 2 perspectives courses and 2 writing courses, our
majors complete the other requirements within the required related area.
2. Consider perspectives offerings across the campus and perhaps impose a
limit of one perspectives course from each department. Perspectives courses
should not be a mans of enhancing the enrollments of departments with few
students.
3. Frivolous and "politically correct" perspectives courses should be
weeded out.
4. Require two Laboratory courses rather than just one.
EARTH SCIENCES DEPARTMENT
One of our goals is to graduate our majors in four years. A reduction in the
number of "W" courses required, or an increase in the number of courses with
"W" designations, would help in this regard, as this usually is the GenEd
requirement which "hangs up" our majors more than any other.
ECONOMICS DEPARTMENT
1. Make economics a universal requirement.
2. Separate perspective classes from major requirement.
EDUCATION FOUNDATIONS DEPARTMENT
1. It is my view that the gen ed distribution requirements might be
revised in favor of some specific experiences/ways of knowing (for example,
scientific inquiry/lab, quantitative reasoning, social scientific analysis,
arts, other cultures, literature, historical studies, language studies,
physical movement/expression) and leave open at least three course slots for
free electives within gen ed, allowing students to follow-up as they wish. In
this way, advisors really could work with students to address deficiencies in
their general knowledge or pursue particular interests as they prepare for
teaching.
2. [This does NOT mean cutting GenEd to allow for additional study in the
major.]
3. For this plan to work, two factors require attention. One, courses
fulfilling GenEd requirements must be carefully designed to be "liberating"
experiences, revealing the syntax of the ways of knowing and their usefulness
in understanding ourselves and our world. (This requirement does not mandate
anything about class size or pedagogy since this can be accomplished in a
variety of ways.) Two, demand scheduling (i.e. allowing students to specify
six months - one year in advance what their curricular needs will be and
building the schedule around that) would probably be required.
4. I would keep Comp and Speech as requirements, drop the upper level
writing requirement, and keep the two perspectives requirement.
5. I would drop W and CQ designations because I believe they have served
their purpose in "nudging" MU faculty to incorporate systematic
writing/analyzing/communications skills into their courses. It seems to me to
be the norm that writing is a significant requirement in most courses, even
though 10 pages of revised prose is not always required.
ELEMENTARY EDUCATION DEPARTMENT
1. Our goal is to provide the highest quality preparatory study for our
students. Therefore to make a significant impact on the success on our
programs:
a. Modify the student/ professor ratio.
b. Offer electives advertised in our program(to do this, need faculty) in
time frame to accommodate students toward graduation goals.
c. Offer more GenED, writing and perspectives courses.
2. Present GenEd requirements would be okay if limits of 20-25 in writing
classes were offered and the appropriate number of classes were offered (both
writing and Perspective). However, if financial limitations exist - drop the
number of Perspectives to 1 and adjust.
ENGLISH DEPARTMENT: Individual Faculty Responses
1. I don't know; the CBA keeps us from realizing the goals of the
perspectives courses. Perhaps GenEd Review could work on this as it would
affect GedEd course development and course offerings.
2. We need more flexibility in GenEd requirements between B.A. and B.S.
to allow B.S. students to take more courses in their major field. I would
rather produce students who are better trained and more competant in their
specialized field. Sepcialized courses in our department can ALSO be used to
stimulate creative thinking, promote writing skills, communication skills,
etc.
3. Back off the emphasis on menu selection like in a Chinese restaurant
(one from column A, one from column B, etc). The searching for CQs seems
when advising to be the most ridiculous. If every course does not expect a
person's whole brain (C and Q) to function, then it isn't a valid course.
FOREIGN LANGUAGE DEPARTMENT
Require knowledge of a foreign language.
HEALTH AND PHYSICAL EDUCATION DEPARTMENT
The administration moratorium should be lifted to allow courses such as
HPED 350 Sports in America (General Education writing course, 3 credits) and
HPED 365 African American Family (Perspective, 3 credits) to be approved.
These are courses developed by new faculty in the Health and Physical
Education Department with expertise in these areas. These courses are
currently being reviewed by the undergraduate curriculum committee (Dr. Woo,
Chairperson).
INDUSTRY AND TECHNOLOGY DEPARTMENT
Changes in the GenEd curriculum that would assist the department in
developing technological literacy and capability focus primarily on the
inclusion of technology as a GenEd core discipline. Technology is essential
for being liberally educated and for effective functioning as a citizen,
worker and consumer in the 21st century. Technology has a knowledge base and
an established method of inquiry and problem solving for generating new
knowledge. The current exponential explosion of knowledge is primarily
attributed to advancements in technology. Productive people within a
technological society need to be able to manage resources, work with others,
learn and apply information, understand complex systems, and solve problems
with technology. Relevancy can be added to GenEd by engaging business and
industry representatives in the GenEd curriculum revision and implementation
process. In addition, varied performance-based assessment strategies need to
be applied in determining the success of our students in fulfilling the
expected outcomes of GenEd.
LIBRARY DEPARTMENT
1. The Library Department has identified information literacy as a major
departmental goal.
2. The integration of information literacy within the GenEd curriculum
would assist us in achieving this goal.
MUSIC DEPARTMENT
The faculty agreed that the one thing that would assist our department in
achieving our goals would be to reduce the number of required GenEd credits
to reduce the number of credits required in the degrees. Another solution
would be to permit students to count certain required music courses in
block G 1 of the curriculum sheet. In addition:, the faculty felt that
artistic performance should be included in GenEd.
PHYSICS DEPARTMENT
Formalize the distinction between lower division and upper division to
simplify the establishment of an appropriate timeline for progress towards a
degree
Enforce the existing rules for course numbering.
Institute a university wide language requirement.
Return to 5 required science courses.
Institute a mathematics requirement for graduation.
Assure breadth by requiring separate laboratory requirements in the life
sciences and the physical sciences.
Consider replacing "writing" and "perpective" requirements with a literature
requirement.
PSYCHOLOGY DEPARTMENT
1. A clear separation land definition) of C vs. Q courses. They are still
"CQ."
2. Clarification of the difference between QARC and Q courses.
3. In the absence of any data, this would be speculation and not reliable
information.
4. More courses offered so students can get the classes.
5. The requirements are fine as they are; however, other departments
should offer more Perspectives courses.
6. W courses should be kept at 25 maximum enrollment; otherwise, the
10-page revised paper becomes a joke.
7. Changes in the basic speech course have resulted in many students'
lack of competence in public speaking. Perhaps the major emphasis upon giving
speeches should be reinstated.
8. Examination of the impact of the GenEd curriculum on financial
resources.
9. None.
SOCIOLOGY/ANTHROPOLOGY DEPARTMENT
Maintain the initially approved maximum class sizes for AW, W and P
courses.
VI. What changes in the GenEd curriculum would assist your majors in
furthering their educations?
BIOLOGY DEPARTMENT
1. Many faculty indicated that MU should liberalize GenEd requirements
and provide greater freedom for students to select courses of interest to
them. It was suggested that two courses in one department for each of the
liberal arts cores is not necessary.
Another faculty member suggested eliminating the requirement for at least one
Perspectives course as well as the speech (COMM 100) requirement.
2. Individuals also suggested that all MU students should be required to
take specific courses such as:
a) a mathematics course which would ensure competency in mathematics
through algebra.
b) an environmental awareness course
c) political science course enabling students to become intelligent
voters
d) a sensitivity course aimed at improving race relations
3. One faculty member voiced the opinion of all by stating: Biology
faculty have historically demanded rigor in analysis and written expression.
Long before the present requirements in writing, we required many papers and
reports in our courses. Given more human resource, faculty in the department
could teach biology majors to write effectively in the courses required for
their major.
CHEMISTRY DEPARTMENT
1. A language requirement should be added.
2. Writing courses should actually critique written expression. Students
are deficient in the mechanics of written expression.
3. Require a minor outside of the major and required related areas.
4. Make the GenEd curriculum more flexible, perhaps by having all 100-
and 200- level courses in blocks G1, G2, and G3 be GenEd courses and also by
requiring that each GenEd course be either Laboratory, Communications,
Quantitative reasoning, or Written expression, preferably more than one such
designation per course.
5. Have some way of "policing" the Writing requirement. Currently, there
is little writing done in some "W" courses, according to our students,
while other non-"W" courses require a good deal of writing.
6. Remove the HPED requirement (this from a former college athlete).
EARTH SCIENCES DEPARTMENT
None that are obvious. In those cases where one of our majors has wanted to
pursue graduate education but has had difficulty getting admitted to a
graduate program, the problem has been a low QPA or low GRE scores. But we
don't see how a change in the curriculum "rules" would help this.
ECONOMICS DEPARTMENT
As above.
EDUCATION FOUNDATIONS DEPARTMENT
See above, answer to V.
ELEMENTARY EDUCATION DEPARTMENT
1. Changes in the delivery of curriculum would assist students. Distance
learning is a must in today's society.
2. More courses available (Perspectives, Humanities, and W classes)
3. Limit Perspectives courses to 25-30 students. Re-examine construct of
Perspectives courses. Original intent (i.e., multidisciplinary) is still a
valid goal. Can they be re-designed to accommodates student's needs?
ENGLISH DEPARTMENT: Individual Faculty Responses
1. I don't know.
2. We need less [sic] GenEd requirements and/or more flexibility in
substituting professional preparation courses to be taught with GenEd goals
in mind. We are now graduating students who are supposed to be prepared for
specialized careers, but so many credits are given to GenEd they are no
longer as well prepared and appear to be no better prepared in creative
thinking, communication, etc.
3.
a. Drop the CQ requirement.
b. All[?] more courses to be used in GenEd. Some courses offer good
knowledge but are no[t] general enough and bland enough for GenEd, so we
deny a kid the right to learn!?
FOREIGN LANGUAGE DEPARTMENT
1. [no response]
HEALTH AND PHYSICAL EDUCATION DEPARTMENT
Not applicable
INDUSTRY AND TECHNOLOGY DEPARTMENT
Changes that have the potential for encouraging continued learning include
(a) increasing emphasis on process education to teach students how to learn;
(b) integrating disciplines through a thematic curriculum approach; (c)
identifying authentic outcomes that exhibit relevance in life and work;
(d) using technology to create, access, retrieve, store, manage and use
information; (e) matching learning styles of students with effective
pedagogy, (f) applying varied assessment strategies to evaluate multiple
types of learning; and (g) preparing faculty to serve as facilitators of
learning.
LIBRARY DEPARTMENT
Many Library Department faculty are advisors to students who have not
declared majors. The structure of the current GenEd curriculum makes it
difficult for these students to explore a variety of options before choosing
a major. We should make it possible for all students to graduate from
Millersville in four years. When students who arrive at Millersville with
majors are unable to accomplish this, it is almost impossible for undeclared
freshmen to finish in four years.
MUSIC DEPARTMENT
Our majors have found it difficult to find an adequate number of upper level
courses to fulfill the GenEd requirements. Also, some faculty felt that there
should be a way to monitor the quality of instruction in writing,
communication, and perspectives courses.
PHYSICS DEPARTMENT
See answer to question V.
PSYCHOLOGY DEPARTMENT
1. The "CQ" designation is vague. The C and Q should definitely be
separated.
2. In the absence of any data, this would be speculation and not reliable
information.
3. None.
4. The requirements are fine as they are; however, other departments should
offer more perspectives courses.
5. Make courses available!
SOCIOLOGY/ANTHROPOLOGY DEPARTMENT
Require a C or higher in the AW course. Allow students to count up to two C/Q
courses in their major.
Additional Comments
SOCIOLOGY/ANTHROPOLOGY DEPARTMENT
1. Do not eliminate or water-down the writing requirements for students.
Support the principle of allowing a department to maintain reasonable class
sizes in key writing courses, e.g., Engl 110, all AW courses that 20
students); 'W' courses (max. of 25) and 'P' courses at 20 if the department
compensates by offering enough seats in introductory and upper level non
"W" courses to satisfy the Gen Ed. requirements for distribution and 200
level courses.
The following is taken from the department minutes of the October 4, 1995,
meeting:
The faculty vigorously responded to the request to discuss "the interim
measures concerning Writing Course requirements and class size." As an
interim measure, faculty should continue to use their discretion regarding
the number of pages of revisable prose as it relates to increasing class
sizes. However, it was felt that our Writing requirement, in as intensive a
form as it currently exists, is crucial for our students. Any long-term
increase in the number of students in classes, in which we focus on the
process of writing, will be detrimental. If necessary, the University should
look at reducing the number of "W" courses offered so that a thorough
critique can be done, even if in a reduced number of sections. We must
maintain the expectation of revised prose for our students. A dual system of
courses with "W" and "nonW" sections may be a desirable option providing
departments and the University with the flexibility they need. A reluctance
to participate in University-wide standard setting was seen as a possible
outcome of the current situation if it is felt that the faculty have no
control when the University responds to non-academic forces.
The following are taken from the department's response to the "conversations"
questions:
The cumbersome and conservative nature of the Millersville University
Curriculum approval process needs to be overcome. Courses need to be approved
quickly with a minimum of interference. One of the reasons for the current
general education crisis is because getting a course approved with a "P"
designation is harder than getting to the moon. Let's have courses be
approved in departments and then go directly to the Faculty Senate for
approval. The UCPRC would continue to function only as the subcommittee
of Senate, responsible for course processing but not as a separate stage of
approval. The School Curriculum Committees should be eliminated. The goal of
the curriculum approval process should be to improve course proposals, not to
block them.
It is essential that our students obtain a solid grounding in the liberal
arts and develop the necessary skills, as well as have an appreciation for
the value of life-long learning. This is necessary if they are to have the
ability and personal commitment to keep abreast of changes in their chosen
career field and current knowledge relevant to making informed decisions as
members of their local communities, states and nation. Certainly, one of the
most important and complex set of issues is, and will continue to be, those
involving the stewardship of the environment. This single issue alone will
demand that our students be able to develop the ability to make
interdisciplinary connections between fields in the humanities, natural, and
social sciences.
Clearly, a proficiency in using computer and other communications technology
to access and communicate information via World Wide Web/Internet will be
indispensable for graduates in the future if they wish to continue to be
productive and informed members of our society. To communicate effectively,
our students must develop good writing skills; thus, our writing intensive
courses must be maintained at a size which is consistent with our efforts to
emphasize the importance of clarity in writing and that good writing means
re-writing. The academic programs in anthropology and sociology assure that
our students will be both literate in the English language and the basic
communication technologies of the 21st century.
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