Presentation Transcript

1. Proposed Core Literacies for General Education

   General Education Tactical Team September 2011
2. Team Members Janet Moore Lindman, History and CLAS Assistant Dean, co-chair Roberta Harvey, Associate Provost, Academic Affairs, co-chair Erin Herberg, Writing Arts, co-chair Bryan Appleby-Wineberg, Music David Klassen, Physics/Astronomy Mira Lalovic-Hand, Associate Provost, Institutional Effectiveness Rory McElwee, Psychology, Academic Transition Programs Darren Nicholson, Marketing and BIS Peter Rattigan, Health and Exercise Science Will Riddell, Civil and Environmental Engineering Cindy Vitto, English, CLAS Senior Fellow Rihab Ezzat Saadeddine, graduate student Joseph Perella, undergraduate student
3. A Rowan University Education Core literacies (defined and assessed at campus level) Discipline-specific knowledge, dispositions and skills (defined and assessed at program level as appropriate) Discipline-embedded competencies (defined and assessed at program level as appropriate) Non-program learning (defined and assessed at program, course, or individual level as appropriate) Co-curricular learning (defined and assessed by Division of Student Life)
4. General Education Model, 2011-12 Artistic Literacy CommunicativeLiteracy Discipline-specific Competencies Discipline-embedded Competencies Mathematical Literacy Non-program Learning Contextual Literacy ScientificLiteracy Co-curricular Learning Community Literacy
5. Why “Literacies?” Tied to the ideal of the educated citizen with the capacity to participate in society—to access information, to analyze and reflect, and to express conclusions and opinions; Extends this vision of the educated citizen to include many forms of learning; Is more complex and nuanced than other alternatives such as using the topic areas alone (Mathematics, Science, Communication, etc.) or using a different companion term such as competencies.
6. Overview of General Education Model Intentions, Definitions, and Learning Goals
7. Overall Intentions of the Model Define core literacies that all graduates should achieve regardless of their major Re-conceive core literacies as an integral and distinctive component of a Rowan education Revitalize the curriculum and create integrated learning experiences Create shared curricular vision that transcends disciplinary boundaries
8. Desired Characteristics of Core Literacy Definitions Appeal and make sense to diverse audiences (students, faculty, administration, Board of Trustees, transfer institutions, etc) Clearly communicate the essence and value of the core literacy Avoid jargon Remain general
9. Desired Characteristics of Learning Goals Define the parameters of what students will know, understand, and appreciate Define how students will engage their learning Focus on what is essential learning for all Rowan students Lead directly to the development of concrete outcomes statements and learning experiences
10. Process Summer 2011
11. Summer 2011 May and June: Literacy Subcommittees met to discuss and create definitions and learning goals July and August: Tactical Team reviewed literacies and suggested changes; subcommittees responded August: Tactical Team refined language of literacies; planned 2 forums for fall 2011 August: Added 3 new members to team from Colleges of Business, Education, and Engineering
12. Timeline
13. Core Literacies in General Education Artistic Communicative Community Contextual Mathematical Scientific
14. Your Task Join a break out group to discuss one of the literacies (please do not join the one most closely related to your discipline). Consider how well the specific literacy fits the desired characteristics of the proposed general education model: Focused on general education for EVERY Rowan graduate Jargon-free Clear Useful Report back to the larger group.