General Education Redesign
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In early May, the Task Force (TF) reviewed public comments and
revised competencies
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In late May, TF examined GenEd at other institutions—peer, other TN
institutions, and exemplary models
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Each TF member designed a GenEd plan and presented to entire TF in
June/July.
•
After presentations, TF analyzed plans, finding common themes/ideas,
considering options, reaching out to institutions that had implemented
certain aspects (e.g., themes).
•
TF developed the proposed plan, reviewed and discussed it, and
reached consensus.
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Content
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Wellness
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ETSU Resources
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Values of education
CBAT and Honors
provide
models
Subcommittee under construction,
to
be charged with developing this
aspect of the proposal further.
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Information literacy
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Argument structure
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Cognitive biases
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Source reliability
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Misinformation
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Competency based
The proposed curriculum was
designed explicitly to meet the
competencies that campus had
reviewed.
THINK CRITICALLY
COMMUNICATE EFFECTIVELY
UNDERSTAND SOCIAL AND PHYSICAL
WORLDS
CULTIVATE AESTHETIC AWARENESS
COLLABORATE AND BUILD COMMUNITY
GROW AS A RESPONSIBLE AND
PRODUCTIVE CITIZEN
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Greater flexibility
The proposed curriculum gives
students greater autonomy to
pursue what interests them
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More courses
Although not reflected in the table,
the Task Force concluded that
General Education at ETSU should
give students more choice through
larger numbers of courses
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Continuities with current curriculum
eases transfer concerns
Many transfer students will find
that their courses can satisfy
requirements within the revised
curriculum
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Badges
Also not reflected in the table is the
hope that students will choose to
earn
badges
, by taking several
courses that explore a common
theme from distinct humanistic,
scientific and/or artistic
perspectives.
Potential badge topics:
Appalachian Studies
Environmental Studies
Health and Wellness
Religious
Studies
War and Peace
Justice and ethics
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As part of the proposal, we suggest that
all general education courses should
utilize at least one high-impact
practices.
High impact practices can be large or
small-scale, ranging from problem-based
learning activities during class sessions
to more formalized activities. Below is a
non-exhaustive list of possible HIPs:
Learning Communities
Writing-Intensive Courses
Collaborative Assignments & Projects
Problem-based assignments
Project-based assignments
Informal small group work
Reflective practices
Community-engaged Learning
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What next?
Gather feedback
Streamline approval process
Collaborate for FYE courses
Plan for meetings with
departments/units
Recommend new courses
Recommend badges
Plan for faculty development
Undertake impact on college
budgets
THANK YOU
The process of developing the proposed plan for a redesigned general education curriculum. Explore the first-year experience, strengthening foundational skills, understanding physical and social worlds, and cultivating aesthetic awareness. Gain knowledge in critical thinking, quantitative reasoning, and exploring connections. Develop as an individual and global citizen through this new educational approach.
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Presentation Transcript
Process of developing proposed plan In early May, the Task Force (TF) reviewed public comments and revised competencies In late May, TF examined GenEd at other institutions peer, other TN institutions, and exemplary models Each TF member designed a GenEd plan and presented to entire TF in June/July. After presentations, TF analyzed plans, finding common themes/ideas, considering options, reaching out to institutions that had implemented certain aspects (e.g., themes). TF developed the proposed plan, reviewed and discussed it, and reached consensus.
FIRST-YEAR EXPERIENCE (3-4 credit hours) STRENGTHENING FOUNDATIONS (12-13) Writing (6) Quantitative Reasoning (3-4) Critical Thinking (3) UNDERSTANDING PHYSICAL AND SOCIAL WORLDS (10-11) Natural Sciences (at least 4) Social/Behavioral Sciences (at least 3) EXPLORING CONNECTIONS (9-10) History (at least 3) Humanities outside of History (at least 3) CULTIVATING AESTHETIC AWARENESS (3-4) GROWING AS AN INDIVIDUAL AND GLOBAL CITIZEN (3-4)
Content Wellness ETSU Resources Values of education FIRST-YEAR EXPERIENCE (3-4) STRENGTHENING FOUNDATIONS (12-13) Writing (6) Quantitative Reasoning (3-4) Critical Thinking (3) First-Year Experience UNDERSTANDING PHYSICAL AND SOCIAL WORLDS (10-11) CBAT and Honors provide models Subcommittee under construction, to be charged with developing this aspect of the proposal further. Natural Sciences (at least 4) Social/Behavioral Sciences (at least 3) EXPLORING CONNECTIONS (9-10) History (at least 3) Humanities outside of History (at least 3) CULTIVATING AESTHETIC AWARENESS (3-4) GROWING AS AN INDIVIDUAL AND GLOBAL CITIZEN (3-4)
FIRST-YEAR EXPERIENCE (3-4) Information literacy Argument structure Cognitive biases Source reliability Misinformation STRENGTHENING FOUNDATIONS (12-13) Writing (6) Quantitative Reasoning (3-4) Critical Thinking (3) First-Year Experience UNDERSTANDING PHYSICAL AND SOCIAL WORLDS (10-11) Natural Sciences (at least 4) Social/Behavioral Sciences (at least 3) EXPLORING CONNECTIONS (9-10) History (at least 3) Humanities outside of History (at least 3) CULTIVATING AESTHETIC AWARENESS (3-4) GROWING AS AN INDIVIDUAL AND GLOBAL CITIZEN (3-4)
FIRST-YEAR EXPERIENCE (3-4) Competency based STRENGTHENING FOUNDATIONS (12-13) The proposed curriculum was designed explicitly to meet the competencies that campus had reviewed. Writing (6) Quantitative Reasoning (3-4) Critical Thinking (3) First-Year Experience UNDERSTANDING PHYSICAL AND SOCIAL WORLDS (10-11) Natural Sciences (at least 4) Social/Behavioral Sciences (at least 3) THINK CRITICALLY COMMUNICATE EFFECTIVELY UNDERSTAND SOCIAL AND PHYSICAL WORLDS CULTIVATE AESTHETIC AWARENESS COLLABORATE AND BUILD COMMUNITY GROW AS A RESPONSIBLE AND PRODUCTIVE CITIZEN EXPLORING CONNECTIONS (9-10) History (at least 3) Humanities outside of History (at least 3) CULTIVATING AESTHETIC AWARENESS (3-4) GROWING AS AN INDIVIDUAL AND GLOBAL CITIZEN (3-4)
FIRST-YEAR EXPERIENCE (3-4) Greater flexibility STRENGTHENING FOUNDATIONS (12-13) The proposed curriculum gives students greater autonomy to pursue what interests them Writing (6) Quantitative Reasoning (3-4) Critical Thinking (3) First-Year Experience UNDERSTANDING PHYSICAL AND SOCIAL WORLDS (10-11) Natural Sciences (at least 4) Social/Behavioral Sciences (at least 3) EXPLORING CONNECTIONS (9-10) History (at least 3) Humanities outside of History (at least 3) CULTIVATING AESTHETIC AWARENESS (3-4) GROWING AS AN INDIVIDUAL AND GLOBAL CITIZEN (3-4)
FIRST-YEAR EXPERIENCE (3-4) More courses STRENGTHENING FOUNDATIONS (12-13) Although not reflected in the table, the Task Force concluded that General Education at ETSU should give students more choice through larger numbers of courses Writing (6) Quantitative Reasoning (3-4) Critical Thinking (3) First-Year Experience UNDERSTANDING PHYSICAL AND SOCIAL WORLDS (10-11) Natural Sciences (at least 4) Social/Behavioral Sciences (at least 3) EXPLORING CONNECTIONS (9-10) History (at least 3) Humanities outside of History (at least 3) CULTIVATING AESTHETIC AWARENESS (3-4) GROWING AS AN INDIVIDUAL AND GLOBAL CITIZEN (3-4)
FIRST-YEAR EXPERIENCE (3-4) Continuities with current curriculum eases transfer concerns STRENGTHENING FOUNDATIONS (12-13) Many transfer students will find that their courses can satisfy requirements within the revised curriculum Writing (6) Quantitative Reasoning (3-4) Critical Thinking (3) First-Year Experience UNDERSTANDING PHYSICAL AND SOCIAL WORLDS (10-11) Natural Sciences (at least 4) Social/Behavioral Sciences (at least 3) EXPLORING CONNECTIONS (9-10) History (at least 3) Humanities outside of History (at least 3) CULTIVATING AESTHETIC AWARENESS (3-4) GROWING AS AN INDIVIDUAL AND GLOBAL CITIZEN (3-4)
FIRST-YEAR EXPERIENCE (3-4) Badges STRENGTHENING FOUNDATIONS (12-13) Also not reflected in the table is the hope that students will choose to earn badges, by taking several courses that explore a common theme from distinct humanistic, scientific and/or artistic perspectives. Writing (6) Quantitative Reasoning (3-4) Critical Thinking (3) First-Year Experience UNDERSTANDING PHYSICAL AND SOCIAL WORLDS (10-11) Natural Sciences (at least 4) Social/Behavioral Sciences (at least 3) Potential badge topics: EXPLORING CONNECTIONS (9-10) History (at least 3) Humanities outside of History (at least 3) Appalachian Studies Environmental Studies Health and Wellness Religious Studies War and Peace Justice and ethics CULTIVATING AESTHETIC AWARENESS (3-4) GROWING AS AN INDIVIDUAL AND GLOBAL CITIZEN (3-4)
As part of the proposal, we suggest that all general education courses should utilize at least one high-impact practices. FIRST-YEAR EXPERIENCE (3-4) STRENGTHENING FOUNDATIONS (12-13) Writing (6) Quantitative Reasoning (3-4) Critical Thinking (3) High impact practices can be large or small-scale, ranging from problem-based learning activities during class sessions to more formalized activities. Below is a non-exhaustive list of possible HIPs: First-Year Experience UNDERSTANDING PHYSICAL AND SOCIAL WORLDS (10-11) Natural Sciences (at least 4) Social/Behavioral Sciences (at least 3) Learning Communities Writing-Intensive Courses Collaborative Assignments & Projects Problem-based assignments Project-based assignments Informal small group work Reflective practices Community-engaged Learning EXPLORING CONNECTIONS (9-10) History (at least 3) Humanities outside of History (at least 3) CULTIVATING AESTHETIC AWARENESS (3-4) GROWING AS AN INDIVIDUAL AND GLOBAL CITIZEN (3-4)
FIRST-YEAR EXPERIENCE (3-4) STRENGTHENING FOUNDATIONS (12-13) Writing (6) Quantitative Reasoning (3-4) Critical Thinking (3) What next? Gather feedback Streamline approval process Collaborate for FYE courses Plan for meetings with departments/units Recommend new courses Recommend badges Plan for faculty development Undertake impact on college budgets First-Year Experience UNDERSTANDING PHYSICAL AND SOCIAL WORLDS (10-11) Natural Sciences (at least 4) Social/Behavioral Sciences (at least 3) EXPLORING CONNECTIONS (9-10) History (at least 3) Humanities outside of History (at least 3) CULTIVATING AESTHETIC AWARENESS (3-4) GROWING AS AN INDIVIDUAL AND GLOBAL CITIZEN (3-4)
