Creating a Comprehensive General Education Program: Implementing a Sustainable Process

1. Our Signature Program A Five-course sequence that focuses explicitly on CULTURE spanning the four years of the undergraduate experience Progress through General Education Creating a Comprehensive General Education Program: Implementing a Sustainable Process In the First Year. . . First through Third Years . . . . Preparing for Graduation Freshman Experience Senior Integration Distribution Courses G.E. 1 Courses Take course in each of four distribution areas outside your major. 16 credits □ Fine arts □ Humanities □ Philosophy/ ethics/ religion □ Social sciences □ Natural sciences (w/Lab) CCE Cross-Cultural Experience “Study Away” 2 credits Cultural Seminar □ CCS 100 4 credits Writing Seminar □ ENG 170 4 credits GPC Global Perspectives Colloquium 2 credits G.E. 2 Course Take additional upper level course in one area. 4 credits. □ _____________ Fred Beuttler and Susan Lewis Carroll University, 100 North East Avenue, Waukesha, WI 53186 PLUS Graduation Requirements: Math 106 or 112 or 140 Attend 8 Convocations CCD Cross-Cultural Development Have at least ONE GE 1 or GE 2 course be designated: "Cross-Cultural" Gen Ed Requirements Cultural Seminar 4 credits English 170 4 credits G.E. 1 Courses 16 credits G.E. 2 Course 4 credits CCD Course (4 credits) CC Experience 2 credits GPC 2 credits 32 credits Distribution Component (20 credits) = 4 G.E. 1 courses + 1 G.E. 2 In 2007, Carroll University initiated the process of reforming our general education curriculum. Our process was inclusive, cost effective, and successful. The new curriculum was approved following a three year design process. In these two posters, we articulate the key steps in both the design and implementation of the curriculum. Cross-Cultural Component (12 credits) = CCS + WS + CCD + CCE + GPC • Key Elements of Program Implementation • Strengthen the Administrative Support for General Education • Hire a Director of General Education • Strengthen staff support for cross-cultural experiences and general education • Merge two standing committees: International and Multicultural Committee and General Education Committee • Leverage Resources of Title III Grant for Faculty Development • See outline of faculty development programming, at right • Structure Course Improvement and Course Continuity • Course and program review by Program, Curriculum, and Assessment Committee • Cross-cultural Seminar faculty retreats (summer, pre-semester, post-semester) – model will be adopted for Global Perspectives Colloquium, too • Strengthened support for Cross-Cultural Experiences by streamlining and clarifying business office and risk management processes; enhanced development and advertising of available opportunities (e.g., CCE Fair) • Strengthen Campus-wide Integration of General Education • Involve representatives from Advising, International/Off Campus Programs, Student Affairs, Library on standing committee and subcommittees • Strengthen affiliations with Admissions Department • Develop and Implement Course and Program Assessment • Global Perspectives Inventory (pre-CCS, post-CCS, post-GPC) • Signature Assignments • CCS 100: Final writing assignment on culture • CCE: Reflective journal • GPC: Professional presence portfolio Our Working Definition of Culture: “the fluid set of traditions, customs, beliefs, values, and practices developed over time by a specific group or community.” • The goal of Carroll’s General Education Program is to prepare students to achieve • the four pillars of its liberal arts education: • Integrate knowledge through understanding the interrelationship among ideas. • Develop lifelong skills in critical and creative thinking, collaboration, and communication. • Apply enduring values through opportunities for service and reflection. • Prepare for successful transitions through cross-cultural and gateway experiences. • Priorities for Continued Program Implementation • Continue to develop faculty-led domestic and international Cross-Cultural Experience Courses • Mechanisms to ensure the continuity of student learning in courses in the five distribution areas • Mechanisms to ensure the continuity of student learning in the Cross-cultural Development courses • Processes for strengthening program assessment for continuous improvement