Presentation to the Faculty Senate on General Education

1. Presentation to the Faculty Senate on General Education March 27, 2007 • Beth Rosenberg, Dir. of Gen. Ed.beth.rosenberg@unlv.edu – 895-3633 • Jeff Jablonski, Asst. Dir. of Gen. Ed.jablonsk@unlv.nevada.edu – 895-0947 • Dave James, Assoc. Vice Provost for Academic Programsdave.james@unlv.edu - 895-5804

2. Purpose • To present current status of General Education at UNLV • To request that you take the lead in changing UNLV General Education

3. Why Change Gen. Ed. Some More? Research-extensive universities have strong general education programs! Employers and graduate/professional schools see major needs to improve communications and critical thinking abilities in university graduates

4. UNLV General Education History • 1995 ─ Boyer Commission on Educating Undergraduates in the Research University • Created under auspices of the Carnegie Foundation for the Advancement of Teaching • 2000 ─ Northwest Commission on Colleges and Universities’ accreditation review • No coherent rationale, goals, or philosophy for Gen Ed core • Substitutions serve the needs of department majors and not students’ liberal education. • 2000 ─ Assoc. of American Colleges and Universities publishes Greater Expectations: The Commitment to Quality as a Nation Goes to College • 2001 ─ Faculty Senate affirms General Education Rationale and Philosophy

5. UNLV General Education History • 2002 ─ National context for Gen Ed reform • AAC&U Greater Expectations National Panel Report • Harvard University begins comprehensive review of its undergraduate core curriculum • U.S. News & World Report begins “Academic Programs to Look For” list • 2003 ─NWCCU Interim Report requests more progress on assessment and General Education • Gen Ed Ad Hoc Task Force appointed by Carol Harter • Gen Ed Task Force, chaired by Chris Hudgins, revises rationale and develops “interim core” for 2004-2006 catalog deadline • Lowers Gen Ed credits from 44-45 to 34-35 • Recommends new position: Gen Ed Director

6. UNLV Gen. Ed. 2004 History • Beth Rosenberg appointed Dir. of General Education • Develops Mission Statement • Develops a “Roles and Responsibilities” document to clarify the charge of the Director, her General Education Advisory Committee, and FS Gen Ed Committee • Rosenberg et al apply for NEH grant for Gen Ed pilot project; proposal rejected • Rosenberg and Gen Ed Advisory begin assessment of the “non-distribution” courses: Constitution, ENG 101/102, ENG 231/232, math • Harvard University faculty publish white papers on General Education

7. UNLV Gen. Ed. History • 2005 ─Rosenberg appoints Writing Across the Curriculum Committee • 2006 ─Assessment and Strategic Planning • Rosenberg sends out requests for assessment plans for one distribution area (unnamed), August deadline • Jeff Jablonski appointed Assistant Director of Gen Ed (WAC) • Bea Babbitt and Rosenberg visit College Executive Committees requesting assessment plans by December 18 • Rosenberg submits Strategic Plan to Provost’s Office requesting approximately $140,000 for faculty development and Writing Across the Curriculum • Benchmark comparison of Gen Ed programs

8. UNLV: Gen. Ed. 2007 Events • Dave James appointed Associate Vice Provost for Academic Programs • Babbitt, James, and Rosenberg send out letter requesting assessment plans by March 10 • James, Babbitt, Jablonski, and Rosenberg apply to send five-person team to AAC&U General Education Institute: application rejected • Rosenberg steps down from Dir. of General Education, June 30 • Harvard University publishes Report of the Task Force on General Education • Future milestones • 2007 Fall ─ NWCCU Focused Interim visit • 2010 ─ NWCCU full review

9. Progress in Last 3 Years • Approved Gen Ed rationale and mission statement • Developed learning outcomes • Produced Strategic Plan and budget request • Began Gen Ed Assessment • Started Writing Across Curriculum initiative

10. Common Features of WAC • More discipline-specific and “informal” writing - writing “in context” of major • Faculty development • Student support (writing center, tutors) • Curricular requirements • Knowledgeable leadership • Administrative support ─ funding and faculty rewards

11. Results from Study of UNLV Undergraduate Writing • First-Year Composition Program - Freshman writing comparable to other schools that use ACT Collegiate Assessment of Academic Proficiency (CAAP) exam • Fall 2005 Assessment Reports - Practically all 87 undergraduate programs reported meeting their own expectations regarding learning outcomes, including communication skills • Career Services ‘05-’06 On-Campus Recruiting Survey: • “Students’ written communication and interpersonal skills continue to be the lowest ranked qualities for our students year after year” • Only 10 of 266 students who took GMAT exam in 2005 scored above 80th percentile, 70% scored below mean • Suggests drop-off of writing ability compared to freshman composition data

12. Faculty Survey • 216 responses from faculty, PTIs, GAs (8% response rate) • 94% reported requiring writing • 57% rated student writing “poor,” 19% “very weak,” 6% “extremely poor,” 17% “good,” 1% “very good.” No one rated it “excellent” • Support for writing requirements • 76% supported more writing requirements in undergraduate major • 72% supported more writing requirements as electives • 82% supported more writing requirements in general education • 55% supported requiring students to pass a writing proficiency exam after sophomore year

13. Proposed Actions for WAC • See proposed mission and program objectives • Goal, to improve retention of writing skills in upper division • Options: • Within major: One upper-division WI course taught in major • Expand to include more WI courses, other curricular arrangements, e.g., gen. ed. writing “links” and writing“labs” attached to upper division major classes • Study results of implementing options • Suggest further exploring writing proficiency requirement

14. Gen. Ed. - Looking to the Future at UNLV • Vision and Leadership • Who at UNLV will engage in national and campus dialogues on Gen Ed? • Who will engage with “customers” for UNLV graduates (employers, graduate/professional schools) • Who will implement changes? • Operational • Budget? • Course/faculty/staff development? • Assessment?

15. Questions?Ideas and Suggestions?Thank you! Now, We’d Like Your Input!