D. Kent Johnson, PhD Director of General Education and the QEP Northern Kentucky University

1. Hoops, Hopscotch and Obstacle Courses:Exploring How Students “Make Sense” of General Education in a Completion Age • D. Kent Johnson, PhD • Director of General Education and the QEP • Northern Kentucky University

3. In Six Years, Students are Likely: Shapiro, Dundar (2012) “Completing College” National Student Clearinghouse Research Center

4. Hossler, Shapiro, Dundar (2012) Transfer and Mobility National Student Clearinghouse Research Center Yes, students “swirl”, but why and how much?

6. “I feel like the courses are required because they want us to learn as much as we can because knowledge is power. The value of general education is learning about all different ideas to possibly steer you to a profession you want to study in. I kind of feel like general education courses are needed, but not to the extent that NKU is doing. Thirty-seven credit hours is a lot. I feel like they should lower it so that students can get a fast education in the career they choose so they can get into the field of work quickly.”

8. “I think that general education courses serve to make college students well-rounded, knowledgeable citizens. They teach us basic skills, such as reading, writing, arithmetic, and speaking. They also serve to make us more aware of the world we live in.In order to be responsible people, we have to be informed and educated, not just in our own field, but in a variety disciplinesso that we may make responsible decisions for ourselves and maybe someday our family.”

9. I do not think that general education classes are important. I believe they are a waste of money for students who already know what they want to do.They are a good option for "undeclared" students, but we should not be forced into them.Biology-120, learning about genetic mutations of cats and dogs, does not correlate with my expected Psychology and Criminal Justice degree, when I'm pursuing a doctoral degree in criminology.It was irrelevant and a waste of time and tuition dollars.

10. Completion Only Approach

11. Of Course, What should we expect when State Governors Say Something Like: “So I’m going to adjust my education curriculum to what business and commerce needs to get our kids jobs as opposed to moving back in with their parents after they graduate with debt," ----- said, adding “Why are we teaching these courses if they're not going to help get a job?” Quote from –Unnamed Southeastern Governor

12. Father Guido Sarducci, DeanThe Five Minute University Economics: Supply and Demand Spanish: How are you?¿Cómo estás? Muy bien, gracias — Very well, thank you Business: You buy something and sell it for more “Teaching what students will remember five years after graduation”

13. “Completion Only” as Hopscotch • Focus on structure to facilitate articulation • Assumption: Completion Equals Success • Conceptual Flaw: A degree is simply a collection of somewhat equivalent but discreet credits • Completion as Hopscotch provides appearance of coherence while creating challenges to integration (Stark and Lattuca, 1996)

14. Start – Univ 101 C O M P L E T I O N Major/Minor/Etc. - Finish Cultural/Global H O P S C O T C H Science Social Science Arts/Humanities Written Communication Oral Communication

15. Completion Obstacle Course

17. A Conspiracy Theory for Completion Plus

18. Thank You • Our Mission Should We Choose to Accept • Completion • Plus • Quality Learning • Co-Conspiracy • (this message will self destruct) Contact Information: D. Kent Johnson Northern Kentucky University 859-572-1992 johnsond21@nku.edu