General Education Transitional Advising

1. General Education Transitional Advising Advising Workshops Fall 2013

2. General Education 2014 • Smaller. From 48 credits down to 35 credits. • Flexible. Eliminated sequences, threw open categories to multiple disciplines. Gives students choices. • Liberal Arts. Remains strongly based in the liberal arts & sciences, but opens the door for other areas to participate in the general education curriculum if they meet learning outcomes.

3. Big Change! • 10 basic categories • No more sequences • Mandatory first year seminar • Vertical writing model (No More Comp I and Comp II in first year) • Learning outcomes based rather than disciplinarily based categories • Restrictions on mandatory requirements (major requirements, mandatory minor, support courses, foreign language) for any flow sheet (78 credits)

4. Transition Fall 2014 • Transfer Students. All transfer students admitted before fall 2016 will follow a transitional model that allows students to satisfy new requirements with current core requirements. • Current Students. All current students will have the option to follow the same transitional model that new transfer students will follow.

5. TRANSITION MODEL Who, What, When and How?

6. Educating Students in Transition • Fall 2013 advising period is the first opportunity to educate students about the transition model • Spring 2014 advising period students can begin making their decisions. • Decision can be made any time before the end of the 14-15 academic year

7. How Will the Choice Happen? • All students with fewer than 60 credits will be upgraded automatically to the transition model and will have the choice to be reinstated to current core. • All students with 60 or more credits will need to notify the Registrar’s Office if they want the transition model. Forms will be available in spring 2014 advising period for fall.

8. Advising for Transition Challenges: • Advising on the transition model, the new general education requirements and the current core • Learning new requirements and policies • Understanding the transition • Each advisee will be unique in the factors impacting their decision on current core v. new general education

9. Advising Continued Opportunities: • Rethink relationship of general education requirements to major requirements • Advisees will meet many fewer obstacles in completing their degree requirements • Advisees will have much more freedom to follow their intellectual and personal interests

10. Understanding the Transition Model • Allows current students to use courses that fulfill current core categories (like health, DI, DII, DIII) to fulfill new general education categories • Students will be able to choose whether to stay on current core or follow transition model. • Each student’s decision will be individual. Don’t make assumptions. • Only temporary – limited time only

11. Who Can Use the Transition Model? • Students matriculated prior to fall 2014 who will be enrolled in fall 2014 or beyond. • New transfer students matriculated prior to fall 2016. Students graduating May 2014 or August 2014 MUST follow the current core requirements.

12. Advising and the Transition Model • Advisors will work with students to decide on whether they want the transition model or wish to stay on the current core. • Partnership with Institutional Research, Advising and Registrar to provide individual student reports for transition advising • New Course Shopping List and transition checklist

13. Questions to Consider – Current vs. Transition? • How far along is my advisee in completing her current core requirements? • How many existing major support courses may a student choose to use to fulfill general education requirements in the transition model? • Will the transition model add extra courses? • Will the transition model add courses the student is dreading?

14. NEW GENERAL EDUCATION CURRICULUM

15. Beyond the Transition – New Gen Ed • More workshops will come specifically for new general education advising. • Think about for your department: -How does the new general education impact progression through major requirements?-Will we advise students to complete gen ed requirements early or spread them out?- What will you want next year’s freshmen to take in their first semester? Second semester?

16. General Education Categories • First Year Seminar • Written Communication (Level I) • Oral Communication • Personal Growth and Responsibility • Creative Expression & Appreciation • World Cultures • The Human Past • Contemporary Society • Scientific Reasoning • Quantitative ReasoningWWW.SALEMSTATE.EDU/GENED

17. Written Communication (II and III) • Vertical model. No more Comp I & Comp II • Level II. Can be taken anywhere on the flow sheet – typically at the 200 or 300 level • Level III. Typically a 400 level capstone course in the major

18. Related Information • Basic competencies (computer, math, reading) remain the same. • Students may use support courses to satisfy general education requirements, but can’t be required to do so. • Students may use major discipline courses in gen ed, but can’t use them for both major requirements and gen ed. • Courses in general education categories must come from six different departments.

19. More Related Information • First year seminar, written and oral communication must be taken in first 30 credits. • World Cultures can be satisfied by Study Abroad/Study Travel outside the US. • All other general education categories can be taken anytime, and can be offered at any level (except for W2 and W3).

20. More Related Information • New General Education requirements replace left side requirements on the flow sheet. • Support courses will move to a separate section on the flow sheet. • General education requirements may be shared with minor and second major, but courses must be taken from six different academic disciplines. • New general education courses will be phased in over the next two to three years.

21. Department Specific Discussion