Millersville University, Faculty Senate
General Education Curriculum
Program Review
May 1996
Appendix E
Summaries of Works Consulted
"How to Improve Your College's Intellectual Outcomes," by Leonard
Baird
"For Whom is Liberal Education Produced," by David W. Breneman
"CSUN Preliminary Discussion: Guide on General Education," California
State University, Northridge
"Proposed Outcomes of University Studies," California State University,
Northridge
"Alternative Model Programs for General Education," California State
University, Northridge
"The General Education Program: We're Taking a Fresh Look at General
Education," Carnegie Mellon University
"The Administration and Governance of Interdisciplinary Programs," by
Beth A. Casey
"The Need for Liberal Education," by Gordon K. Davies
"General and Liberal Education: Competing Paradigms," by Michael E.
Erickson
"General Education Reform and the Computer Revolution," by Ann S.
Ferren
"Toward a Second Wave of Reform," by Jerry Gaff
"Multidisciplinary Curriculum: A Review of A Curriculum for the Citizen
of the 21st Century," (Kline, 1995)
"What is liberal education?" by H. Mark
"Public purpose and public accountability in liberal education," by M.
McPherson
"The Public Interest in Liberal Education," by Kathryn Mohrman
"The Components of Construct Validity: A Comparison of Two Measures of
General Education Outcomes," by Gary R. Pike
"General education: The insiders's view," by S. Twombly
"Student Perspectives on General Education in a Research University: An
Exploratory Study," by Susan B. Twombly
"How to Improve Your College's Intellectual Outcomes," by Leonard Baird
The cover page indicated that the article would give specific steps leaders
can take to improve academic achievements during college based on a summary
of 25 years of research. However, the ensuing pages contained an article
concerning important lessons from innovative colleges and universities and
traced the history of the University of Wisconsin at Green Bay. Development
of the U. of Wisconsin at Green Bay began in the mid 1960s with many
innovative programs and rapidly increasing enrollment. However in 1974
they were merged into the state system resulting in loss of funds due to
"productivity" budget cuts. After experiencing a decline in enrollments
in the 70s, there was an increase in the 80s along with curriculum reform
eliminating old requirements and adding new. They continue to specialize in
environmental sciences and an interdisciplinary approach. They are also
experiencing an increase in graduate level demands.
"For Whom is Liberal Education Produced" by David W. Breneman
Breneman defines liberal education as education in the traditional liberal
arts disciplines, in particular, where a student majors in one of these. He
notes that fewer students are majoring in these disciplines, especially in
less selective and/or public colleges. He attributes this to student worries
about finding a job, to more students attending college, and to the decline
in the availability of jobs for high school graduates. Because students who
major in vocational areas now receive little of the "transformational"
benefits of liberal education, better opportunities for high school graduates
through technical training would benefit those not really interested in
college. If colleges want to make a case for liberal education for these
students, they need to find a way to provide its transforming potential to
students who are not majoring in the liberal arts.
CSUN Preliminary Discussion: Guide on General Education California
State University, Northridge
Web materials taken from
http://www.csun.edu/~hfaas004/guide.htm
Introduction
The purpose of this report is to provide a preliminary outline of some of the
common issues facing general education and to begin to provide a common
knowledge base on which to center our discussions in the coming months.
The Purpose of General Education
The goals for general education must be clearly articulated by the faculty.
The article lists ten possibilities suggested.
Approaches to General Education
In the 19th century, general education was a well defined body of knowledge
in European and American universities. The core curriculum generally
included the European classics, mastery of European languages, and some
aspects of basic science. It was a curriculum created for upper class
gentlemen and designed to develop a sense of exclusivity and privilege. In
the United States, the traditional European core curriculum, albeit with an
American flavor and broader curricula, still dominated general education into
the 1970's. The upheaval at universities in the late 1960's and early
1970's led to two broadly conceived approaches. They emerged as
representative of general education strategies organized by universities.
Many faculty find neither of these broad approaches to be entirely
satisfactory and many universities have sought a middle road. One
approach is the Distributive Approach. It is defined as the offering of a
breadth of experiences to the undergraduate. Seen as an opportunity for
students to sample major disciplines, this approach offers students
experiences in areas known and unknown to them before entering college.
Another approach is the Integrated Approach. Rather than focusing on discrete
and specific knowledge, this approach is more process-oriented, focusing on
the development of fundamental academic skills and the ability to
acquire, process, and integrate knowledge. It offers the potential of
crossing disciplinary lines and developing "thematic" interdisciplinary
courses. The article gives a list of questions raised with respect to
this issue.
General Education at CSUN
The current general education program is a distributive model. Students are
provided an array of courses from which to select within six different
sections of general education.
Specific issues are described as follows:
1. The General Education-Major Relationship
This relationship at CSUN is informal. While faculty almost universally
voice concern about the increasing lack of preparation of their majors and
bemoan the necessity to teach basic skills at the upper division level, many
faculty and students view general education as a separate and somewhat
burdensome part of the undergraduate curriculum. There is at least a
perceptual disconnection between the general education program and the major.
Linking a revitalized general education withthe major may improve the
situation.
2. Size of the General Education Program
A large general education package will is an issue for a number of
reasons:
It may limit students' ability to take electives and develop minors.
The delivery may be difficult with statewide economic difficulties and
future cutbacks.
It may overly tax faculty or require a large number of part-time
positions.
It may place us at a competitive disadvantage with community
colleges.
The article also lists a number of issues to be considered.
3. Administering General Education
Currently, the administration is decentralized. Limited central planning of
course offerings, course development, and evaluation is conducted. Local
control gives departments and faculty the greatest autonomy and flexibility.
It also makes evaluation difficult and could lead to inefficiencies in
planning, scheduling, and development. The article also lists a number of
issues to be considered.
4. Faculty Development and Incentives
If general education becomes a more central part of the undergraduate
curriculum, then the entire faculty must share the responsibility of
delivering the revitalized curriculum. It will require continual development
of faculty skills to deliver the new curriculum. Furthermore, if faculty are
to engage in general education as seriously as they do in the instruction of
their majors, then the rewards and incentives for faculty will need to be
modified. The article also lists a number of issues to be considered.
5. Transfer and Inter-Segmental Articulation
While a revitalized general education program may attract more freshman
students, it is likely that we will continue to be a major receiver of
transfer students. It is important, therefore, to understand the
inter-segmental agreements among the different parts of the California higher
education community. In particular, CSUN should seek consultation with its
community college partners and integrate them into the revitalization
process.
General Education Bulletin #4:
Proposed Outcomes of University Studies
California State University, Northridge
Web materials taken from
http://www.csun.edu/~hfaas004/4bulleti.htm
On January 26, 1995, over 175 faculty, students, and staff attended the
All-University General Education Conference held on January 26, 1995. The
following outcomes for a general education program were identified by the
conference for further discussion.
1. Acquire integrated fundamental education competencies.
2. Acquire an integrated perspective of knowledge and inquiry.
3. Acquire global, multicultural, personal, and ethical understandings
of the world. Faculty and Administrative Outcomes
4. Enhance faculty development, participation, and incentives in general
education.
5. Develop administrative and assessment structures which support the
continual adaptation and renewal of general education and establish clear
responsibilities for the general education program.
6. Develop a seamless transfer from other institutions to our general
education program.
There is a continuous process of revitalizing the general education program.
It includes:
1. Submit outcomes of general education generated by the conference
to EPC and Faculty Senate.
2. Form workgroups to develop alternate models and modes of achieving
the outcomes.
3. The university community should review the developed models.
These models will also be submitted for approval to the appropriate
legislative and administrative bodies.
4. Faculty will develop curriculum and programs to implement the
approved models.
5. A phase-in of the revised program will include faculty and staff
training.
Alternative Model Programs for General Education
California State University, Northridge
http://www.csun.edu/~hfaas004/6bulleti.htm
This article focuses on model programs for delivering the general education
goals and outcomes developed earlier. There is an overwhelming consensus
among the faculty, students, and staff to support general education as the
core of the undergraduate curriculum. This curriculum should be designed to
develop fundamental and ways of knowing and support the development of
well-rounded students for the majors.
There are three divisions in all three models. They are: the first year, the
middle years, and the final year.
The three models developed are:
1. The Distributive/Discipline Based Model
The new general education program will integrate the building of
fundamental/foundational areas into every aspect of the general education
program. These areas are:
2. Quantitative, mathematical, and technological skills
3. Reasoning and analytical skills
4. Values and ethical perspectives
5. Multicultural and global perspectives
6. Aesthetic and artistic appreciation
The article also gives a list of specific issues on which one specific
workgroup is working.
The General Education Program: We're Taking a Fresh Look at General
Education
Carnegie Mellon University
http://hss.cmu.edu/HTML/gened.html
In 1992-93, a new General Education program was activated in the College of
Humanities and Social Sciences (H&SS) at Carnegie Mellon University. The
program focuses on analytical styles appropriate to solving different kinds
of problems and on using data to address significant interpretive issues:
ranging from the application of social science models to understanding how to
compare diverse cultures. There is a variety of ways in which different
topics are presented. They also have the opportunity to learn in small
studio settings and in larger lecture and discussion class environments.
Various major features include:
1. The program encourages intellectual expeditions into other
disciplines.
2. The program respects students' independence as a decision maker.
3. Students can dive in or dabble.
4. The common course requirements (four courses) prepare students for
participation in the university and beyond.
5. The six multidisciplinary categories (eight courses) challenge and
excite students.
6. In addition to the above twelve courses, students will choose two
more courses depending on what degree they choose to pursue - the bachelor of
art or bachelor of science.
The following are important parts of the curriculum.
8. Introduction to intelligence
10. Statistical reasoning
12. Economic, political, and social institutions
13. Creative productions and reflection
15. Mathematical reasoning
16. Science and technology
"The Administration and Governance of Interdisciplinary Programs,"
by Beth A. Casey
Enrollment in interdisciplinary programs has increased rapidly over the past
decade. Their are now approximately 235 interdisciplinary programs, the
majority of which were started after 1971. Interdisciplinary programs can
help develop gen ed curricula because they share several common purposes,
including integrated learning, and the development of skills essential to
life in an interdependent society. Casey suggests that an integrated gen ed
program requires a university-wide office for gen ed with its own director or
coordinator. The office exists primarily to ensure that gen ed development is
an ongoing process not just an activity that takes place during five year
reviews. The gen ed review committee should be comprised of members from all
contributing departments and programs and faculty development groups or
learning communities should be formed to support gen ed development in all
curricular areas. These learning communities are essential if the goals of
gen ed are to be accomplished a creatively as possible. Creativity is key as
is developing a flexible structure based on faculty and curricular strengths
as well as student characteristics and needs.
"The Need for Liberal Education,"
by Gordon K. Davies
Davies asks whether liberal education is for everyone. He disputes
Breneman's definition, saying it implies that liberal education is only for
the privileged, especially through class, sex, or race. While less selective
colleges have emphasized practicality, they have also emphasized
egalitarianism. Seeing liberal education as connected to a particular set of
disciplines emphasizes elitism. The pre-World War II German people had
plenty of this Ògentleman's finishingÓ type of liberal education, and it did
not make them better human beings. We should focus our attention on
"the results of education," so that graduates have the ability to "act
justly, skillfully, and magnanimously in the world." It is in this sense
that liberal education is for all, not just those who will be "leaders".
"General and Liberal Education: Competing Paradigms,"
by Michael E. Erickson
Erickson argues that, although the terms "liberal education" and
"general education" are often confused, they are different and offer
significantly different models for educational reform. They differ in
underlying assumptions, ideological orientations, pedagogical methods,
curricular aims, and ultimate aims. Liberal education believes there is a
fixed body of eternal truths, written by great thinkers; these truths need to
by assimilated by students through "classic texts." which also teach
"mental discipline"; these texts are best taught through the traditional
disciplines, and using such traditional teaching methods as lecturing and
mentoring; and the ultimate aim of liberal education is transmission of
culture and right reasoning. In striking contrast, Erickson argues that
general education is instrumentalist, in that it sees reality as always
perspectival and knowledge as relative, tentative, and hypothetical; the
specific content of education is less important than its usefulness; it
emphasizes experimentation over tradition and sees students as active
partners in their own education; and its aim is pragmatic, which is to say,
"the development of behaviors and actions through praxis, action based on
reflection." "Knowledge as such is not as an end in itself as it is for
liberal education, but an instrument for personal/social growth."
"General Education Reform and the Computer Revolution,"
by Ann S. Ferren
Reform consists of restructuring requirements and identifying skills and
knowledge essential for all students. Computer literacy is currently not a
universal requirement. Should it be? The answer of this paper is YES,
computing and general education should be linked.
Philosophical arguments: FOR requiring computer literacy: prediction that 70%
of all jobs will require computer technology (1992). AGAINST: traditional
liberal arts faculty feel that broad liberal arts education is best for a
complex and changing world. Emphasis on computer is vocationalism or teaching
for career. Also: although many faculty agree that computing-like writing,
speaking, and critical thinking, is a fundamental skill, they are far less
supportive of computer literacy requirements. FOR: empowerment for good
career and a good life. Those without computer skills may end up "have
nots".
PRACTICALITY CONSTRAINTS: It is difficult to find the right place in the
curriculum for computing. The curriculum must fit the context, mission, and
history of a single school. There are many forms of general education.
There is no one right way.
"SPECTRUM" offer as a distribution requirement <-------> mandate exit
competency
SEVEN EXAMPLES OF MODELS
1. Distribution requirement: doesn't answer "what should all our
students know?"
2. Core curriculum: can result in power struggles
3. Correlated courses: i.e. writing and philosophy could be computing
and philosophy
4. Freshman studies: library skills, oral and written communication.
Computing skills could fit in here.
5. Satisfying General Education requirements with a course in the
major: e.g. "Computers in EducationÓ or ÒBusiness Information Systems"
6. Certification of Computer Proficiency: focus on outcomes
7. Integration into all courses: idealistic, but American U. does it
for all foundation gen ed courses, e.g. freshman writing courses are taught
in a computer-supported environment.
HURDLES:
1. FORMAT: Some faculty reluctant to change, don't want to give up
traditional lecture format. Computing is too time consuming of class time.
Computer is often used for out of class assignments rather that as a medium
for instruction.
2. TIME: Requirements on faculty to prepare new courses and new
approach could take a year or more. Could impinge on research time.
RECENT CHANGES TO ENCOURAGE INTEGRATION OF COMPUTING:
1. Computers now in elementary and secondary schools and homes.
Freshmen now more "computer ready".
2. Computers more widely used in life.
3. Faculty development: faculty now demand computers for own use.
MAJOR SUMMARY: Computing is important, all agree. What is needed is a clear
focus on the place of computing in the curriculum for the particular school.
"Toward a Second Wave of Reform," by Jerry Gaff
New Directions for Community Colleges, 81, 5-12 (1993).
The focus of the article was the reform movement of general education for
community colleges. He identified trends in community colleges. Gaff
contends a second wave of reform through the 1990's goes beyond
content/curriculum and should involve students actively taking part to shape
the changes. He examined several community college programs who have made
big and successful strides in general education.
"Multidisciplinary Curriculum: A Review of A Curriculum for the Citizen
of the 21st Century" (Kline, 1995)
In his book Conceptual Foundations for Multidisciplinary Thinking (Standard
University Press, 1995), Stephen Jay Kline argues for a change in education
as usual. He suggests that what is needed is for learners to see more than
connections between and among disciplines (interdisciplinary). They need to
experience the whole intellectual enterprise in a way which gives them the
tools they will need for the 21st century. Taken together, learners
experience a coherent system of learning Kline calls multidisciplinary.
Kline directs his comments at undergraduate education and derails both the
shortcomings and possible solution for the general or common core of
education. Inasmuch as high schools model their programs after undergraduate
colleges, his comments are equally relevant to them.
Individuals in each discipline tend to see their own discipline as paramount.
These narrow disciplines do not provide the correct perspective to understand
the world as a whole. According to Kline, simply requiring students to take
courses in a variety of disciplines does not create a common core.
In fact, requiring that they use knowledge and skill from a variety of
disciplines to solve problems (interdisciplinary) does not prepare students
adequately; they lack an understanding of the whole intellectual enterprise
(world as a whole). A coherent, whole-world view requires the synthesis of
discipline-based concepts into an academic toolbox. It requires that some
advanced concepts be taught without the benefit of an arduous apprenticeship
within a discipline. While this is possible, it is not often done. Kline does
not provide a complete description of these tools of thought but does give a
few examples. They are: (1) Constraints and determination, (2) Feedback
Systems, (3) Rational thought, and (4) Probability distribution
functions.
"What is liberal education?" by H. Mark
New Directions for Higher Education, 85, 31-36 (1994).
The author provided a historical evolution of liberal education. The core of
learning is equated to liberal education yet none can agree on what should be
in this core. He provides several definitions/views of liberal education.
"Public purpose and public accountability in liberal education,"
by M. McPherson
New Directions for Higher Education, 85, 83-92 (1994).
The focus was on the role and rationale for public support of liberal
education. Growing tension between public demands for accountability of
public money and freedom granted to the university toward interest of general
education. The author provides opposing views of the tension between the
public demand for accountability and rationale for the deletion of general
education versus university autonomy and academic freedom in search for truth
and knowledge.
"The Public Interest in Liberal Education,"
by Kathryn Mohrman
The key reasons for state government to invest in higher education are:
to ensue the future of our democratic society
because it benefits the broader public (public investment in a particular
good)
because public education is the primary way for communicating the values
on which our society is based.
Mohrman believes that if we take seriously our responsibility to produce
effective citizens we need to provide a liberal education along with
professional studies for those students for whom the B.S. degree is the end
of the line because they represent the majority of the population.
Economically speaking, productive workers require both the knowledge and
intellectual skills associated with a liberal education as well as the
insight provided. Since our society is rapidly changing, we must prepare our
students not only for the problems they face today but also for the ones they
will face tomorrow. Students also need to understand the concept of critical
inquiry--the ability to question what they read and hear, to challenge
one's own assumptions and the assumptions of others and to ask difficult
questions. The students also need to then take this critical inquiry one step
further and act. The study of liberal arts should be taken seriously not
just for content, but for the development of the essential skills of
analysis, judgement and critical thinking.
"The Components of Construct Validity: A Comparison of Two Measures of
General Education Outcomes," by Gary R. Pike
The purpose of this article is to provide criteria that can be used to judge
appropriateness of measures of general education outcomes and to use these
criteria to evaluate two commercially available tests: the College Basic
Academic Subjects Examination (College BASE) and the College Outcome Measures
Program (COMP) Objective Test. The testing and research took place at the
University of Tennessee at Knoxville with a focus on use of the tests to
improve the gen. ed. program and satisfaction of performance funding
requirements. Although "assessment is here to stay", the general results of
this study were that :
1. Neither of these tests measured the majority of outcomes of the gen
ed program at UTK
2. The results were not precise enough
3. Both tests strongly related to students background characteristics
as measured by the ACT test.
Since UTK's mission is not to limit admission to only the brightest high
school graduates, the test results would bring pressure on the school's
mission by the results influencing funding. The problem with standardized
tests is that they are not generalizable to other schools and are only
valuable within the school to improve its own program. Also, the Gen. Ed.
program could be defined by the test scores. Efforts to improve scores could
divert resources from other outcomes not included in the measurement
instrument. He concludes the following. It is time for institutions to
consider alternate approaches to assess general education outcomes. These
approaches will be institution specific, frequently qualitative in nature,
and will seek information about the effectiveness of general education from
faculty and student perceptions. This form of assessment is designed for
program improvement rather than accountability.
"General education: The insiders's view," by S. Twombly
New Directions for Higher Education, 80, 91-103 (1992).
The author examined research that focused on perceptions of students,
faculty, and administrators involved with general education. Students
defined general education as exposure to broad range of subjects. A high
value was placed on effective communication skills and cognitive skill. Many
students formulate perceptions of general education in relation to their
major and usefulness in meeting career goals. For those undeclared students,
the meaning is rather vague. Faculty influence students understanding of
general education not by advisement but by their assignments, methods of
teaching, and type of content. Most students studied less, did not recognize
general education goals that were explicitly expressed in courses. The
higher order thinking skills were not occurring in general education courses.
Author recommends faculty examine what is important--student perceptions
and experiences--that is where you can learn the real curriculum and what
goes on in the classroom.
Faculty development--link general education to professional education and
spend more time talking to each other about general education goals and how
to accomplish them.
"Student Perspectives on General Education in a Research University: An
Exploratory Study," by Susan B. Twombly
The study of student views gave the following results:
Purpose of General Education as seen by the students:
to make students well rounded,especially being able to carry on an
intelligent conversation and relate to others
to help students understand history and the human process
instrumental purposes include outcomes such as confidence and
discipline
also seen as a safety net because no student is 100% sure
what they will be doing in the future
Factors that influence the understanding of the gen ed
program:
perceptions of need or use in future job, program or life
people: community college students tend to rely on the opinion of
teachers and advisors in shaping their views of general education whereas
other students rely more heavily on their own opinions as well as the
opinions of their parents and siblings
When choosing courses, students use the following criteria:
attempt to find the easiest course
desire to get the requirement out of the way
In reference to how they fit into the workload, students tend to fill the
sciences first because they are typically the hardest to fit. The least
favorite requirement is foreign language. "What you can get into"
frequently determines course selection.
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