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AAC&U – New Orleans – 23-25 Feb 2012

AAC&U – New Orleans – 23-25 Feb 2012. Attendees: Suzanne Forster Bart Quimby This report by Bart Quimby. Administration of General Education Programs. One Size Does Not Fit All . A Little About CAGLS. Council for the Administration of General and Liberal Studies

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AAC&U – New Orleans – 23-25 Feb 2012

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  1. AAC&U – New Orleans – 23-25 Feb 2012 • Attendees: • Suzanne Forster • Bart Quimby • This report by • Bart Quimby

  2. Administration of General Education Programs One Size Does Not Fit All

  3. A Little About CAGLS Council for the Administration of General and Liberal Studies Association for General and Liberal Studies

  4. Findings from Other Programs A Summary

  5. Cautions • My own experiences color my view of what makes a good administrative structure. • As I summarize across different programs, what I see as desirable may be woeful in your eyes. • We must consider structure within the context of our campus culture, values, mission, view of administration, etc.

  6. Who’s In Charge • Three basic patterns • Deans or Associate Deans • Directors • In most cases under these two patterns, there is also a committee or council. • General Education Committees with elected Chairs

  7. Bare Bones • Committee structure • Chair is elected. • No release time for anyone • Chair and committee membership change each year; membership on staggered terms • No budget or small budget for faculty development

  8. A Little More “Meat” on the Bone • Director or Chair with some release time • Director chairs committee • Director/Chair serves as resource person • Director/Chair may be voting member • Small budget allows Director & small team to attend conferences or to support innovations

  9. The Plumper Fish • Director with at least 50% -75% time • Clerical help (may be student workers) • At least one other faculty with ¼ release • Budget for faculty development, travel, and some additional resources • Committee members have 3-5 year terms • Part-time assessment coordinator

  10. A Whole School of Fish • A Full-time Administrator • Clerical staff • Associate Director(s) • Assessment Coordinator • Service Learning Coordinator • Substantial Budget • Ability to hire faculty or “buy” faculty from departments

  11. Advantages and Disadvantages • Program coherence? • Continuous program/curricular improvement? • Assessment? • Faculty support/by-in? • Overall ability to provide a high quality general education program?

  12. Structures and Responsibilities Do they match?

  13. Common Committee Responsibilities • Vary • Reviewing and approving new courses • Assessing program & • Assessing student learning • Recommending program revisions

  14. Responsibilities: Directors • Vary • Chairing committee/council • Promoting faculty development • Scheduling GE courses • Overseeing first year seminars • Dealing with transfer issues • Communicating with constituencies • Writing grants • Being the “go-to” person • Assessing the program

  15. Responsibilities: Deans • Vary greatly • From directing everyday operations to having only nominal involvement • From making final decisions to primarily coordinating program • Managing the budget • Communicating with higher administrators

  16. Administration of General Education Programs What’s your scenario? One Size Does Not Fit All

  17. Ongoing General Education Concerns • How would you describe your campus culture? • How does GE relate to that now? • How would GE ideally relate to that campus culture ? • What would need to be different for that ideal relationship to flower? • What is a first step you (or a group) could take to begin to move toward that ideal relationship?

  18. What is the present structure and organization of GE at your campus? • Does your organizational structure promote campus-wide ownership and governance of the program? • How is GE organized at your campus? • Who is “at the table” and how do they get there? • To whom does GE report?

  19. What is the present structure and organization of GE at your campus? • Does the GE director, coordinator, or chair have a clearly defined role? • Who has the power to define that role? • What are the key aspects of that role?

  20. What is the political terrain on your campus? • Who are your allies for your general education work? • What groups, individuals, or interests seem to be obstacles? • What are some strategies for working with those obstacles?

  21. When considering the “best” structure … • Are you looking for leadership and continuity? • What does your campus want to accomplish? • How is a “leader” selected? • What is the role of a “leader?” • If committee or council—their role? • How are committee/council members selected? • How long do leaders, members serve? • Who is responsible for what?

  22. Other Questions • Who makes decisions? • What decisions are they empowered to make? • What does it mean to have oversight? • What are the reporting lines?

  23. How does campus culture and campus governance structures impact the effectiveness of the “GE in-charge” person/committee to: • carry out stated responsibilities? • conduct meaningful assessment of student learning in the program AND • use assessment results to improve the program? • review and revise the program? • review and revise program goals and learning outcomes?

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