A Model of General Education: Interdisciplinary, Multileveled and Integrative

1. A Model of General Education:Interdisciplinary, Multileveled and Integrative Jill N. Reich, Dean of Faculty Alexander E. Dauge-Roth, Associate Professor of French Judy Head, Associate Dean of Faculty Bates College

2. Bates Saga • History • How to begin • Governance and organization • Legislated decision

3. “I can’t remember what we’re arguing about, either.Let’s keep yelling and maybe it will come back to us.”-by David Sipress

4. Bates Saga • History • How to begin • Governance and organization • Legislated decision

5. New Curriculum • Goals for new General Education • New curriculum

6. The goals of general education at Bates • To foster a comparative appreciation of how the several disciplines function and what they can teach us. This goal is met through the two General Education concentrations each student takes in addition to the major. • To help every graduate to meet the challenge of writing correctly and persuasively. This goal is met by a series of three writing-attentive courses taken at various points in a student's Bates career. • To ensure that all of our students have had formal instruction at the college level in the methods and findings of the sciences and in quantitative analysis. This goal is met by taking three distinct courses that call for scientific reasoning, develop quantitative literacy, and provide a laboratory experience. 6/2007

7. Implementation • Developing policies and procedures • Communication with faculty, students, staff • Course development • Faculty development • Assessment

8. http://www.bates.edu/gened2011.xml General Education and a Bates Education:Achieving breadth and depth of study • The goals • The requirements • FAQs on General Education • The concentrations • - Concentrations: FAQs for students • - Concentrations: FAQs for faculty • - Concentrations: FAQs for coordinators • Writing-attentive courses • - W requirements: FAQs for students • - W requirements: FAQs for faculty • SLQ courses • - SLQ requirements: FAQs for students • - SLQ requirements: FAQs for faculty • Faculty Legislation on General Education: introduction • - Faculty Legislation on General Education: brief version • - Faculty Legislation on General Education: annotated version New General Education Requirements for students entering the College in September 2007 as members of the Class of 2011 A Bates education balances breadth of knowledge and depth of study. Through the sustained focus of the major, students develop expertise in one or more areas. Every student declares at least one major, but many students double major. Students may also declare a minor, which offers directed study, though in fewer courses. To achieve breadth and depth in his or her education, each student takes courses beyond the major. General Education requirements help students develop a range of skills across many disciplines and challenge them to think in complex, interdisciplinary ways. Courses and units that meet General Education requirements are taken throughout a student's career at introductory, intermediate and advanced levels. In March 2006 the Bates faculty approved new General Education requirements, which go into effect with students entering the College in September 2007 as members of the Class of 2011. This overview of the new General Education requirements provides guidance to first-year students in planning their courses over the next year. Additional information is provided for faculty advisors. 6/2007

9. http://www.bates.edu/Sophomore-Hub.xml Welcome to this important year at Bates. As sophomores you are in the full swing of college life.  The sophomore year is a time of decisions, opportunities, and change.  It’s the year you move into ever more challenging courses. It’s the year you declare your Major, Minor and General Education Concentrations.  It’s the year you decide whether you would like to study abroad and where.  It’s a time you may apply for internships or jobs and the year many of you assume leadership positions as JAs, PALG leaders, writing assistants, in campus organizations, or in athletics. The Sophomore Hub is designed to help you navigate some of the important developments of this year. • Declaring your "Major Plus Two" • Study Off Campus • Pursue Research with Faculty • Consider Graduate Fellowships • Students and Community • Learn about Pre-Med • Look for Internships and Jobs • Explore Leadership

10. Implementation • Developing policies and procedures • Communication with faculty, students, staff • Course development • Faculty development • Assessment

12. Sound • This concentration is a wide-ranging exploration of the nature of sound. Topics include the physical nature of sound production, organismal perception of sound, and sonic elements in the performing arts • Requirements • Four courses/units, with a maximum of two from any one department/program. Students selecting MUS 290 will need any two sections to complete one course. One music performance co-curricular component may substitute for one of the four courses/units. Two non-Bates courses may be applied toward the concentration if judged comparable to one of those below by the concentration coordinator and with prior approval. BIO 103. Sensory Biology. CHEM s25. Science Meets Art: Loudspeaker Design and Construction. CH/PH s28. Digital Signals. INDS s34. The Soundscape. MUS 101. Introduction to Listening. MUS 103. Music Cultures of the World. MUS 231. Music Theory I. MUS 232. Music Theory II. MUS 235. Music Composition. MUS 237. Computers, Music, and the Arts. MUS 290. Musical Ensemble Performance. NS/PY 200. Introduction to Neuroscience. PHIL 321C. Colors and Sounds. PHYS 103. Musical Acoustics. PHYS 104. Physics of Electronic Sound. PSYC 302. Sensation and Perception. THEA 263. Voice and Speech. Co-curricular Activities Music Performance Participation for two consecutive semesters in one of the following ensembles: College Choir, Gamelan, Jazz Band, Orchestra, Steel Orchestra. Supervised by Music Department.

13. Implementation • Developing policies and procedures • Communication with faculty, students, staff • Course development • Faculty development • Assessment

14. Principles • Learning • Knowledge • Pedagogy • Students • Ongoing development of the curriculum

15. Advice • Develop goals • Know thyself • Involve broad group of stakeholders • Listen • Be realistic

16. Change is hard – even good change • “In truth, habit is a violent and treacherous schoolmistress.” (Montaigne, 1580) • “You miss 100% of the shots you never take.” (Michael Jordan, 2000)