Core Curriculum Workgroup Presentation to UEAC April 16, 2010

Purpose adopted by the UEAC ( )  Through the core curriculum, students will gain a foundation of knowledge of human cultures and the physical and natural world; develop principles of personal and social responsibility for living in a diverse world; and advance intellectual and practical skills that are essential for all learning.

Draft: Core Objectives  Critical thinking skills  Communication skills  Empirical and quantitative skills  Teamwork  Social responsibility  Personal responsibility

Draft: Core Objectives  Critical thinking skills  to include creative thinking, innovation, inquiry, and analysis, evaluation of literacy, and synthesis of information  Communication skills  to include effective written, oral, and visual and digital communication  Empirical and reasoning Quantitative Skills  to include application of scientific and mathematical/ and statistical concepts quantitative literacy  to include applications of scientific and mathematical concepts

Draft: Core Objectives  Teamwork  to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal  Social responsibility  to include intercultural competency, civic knowledge, and the ability to engage effectively in regional, national and global communities  Personal Responsibility  to include the ability to connect choices, actions and consequences to ethical decision-making

Review: Current Core Framework  42 SCH required for core completion at both bachelor- and associate-program levels  36 SCH Core requirements comprising the foundational courses in the disciplines with the purpose of developing a breadth of knowledge  Component Area Chart I  6-12 SCH Institutionally Designated Options  Component Area Chart II

Proposed Foundational Component Areas  Communication  Mathematics  Life and Physical Sciences  Humanities  Visual and Performing Arts  U.S. History  Government / Political Science  Social and Behavioral Sciences

Workgroup recommendations  Mapping Core Objectives to Component Areas  Three core objectives minimum for each component area  Each core objective should be utilized a minimum of three times  Institutions can add core objective(s) beyond minimum recommendations  DISCUSSION in small groups  Consideration of alternate mapping core objectives to component areas

DRAFT: Core Objectives Mapping Foundational Component Areas Core Objectives (minimum recommendations) Communication Critical Thinking, Communication skills, Personal responsibility Mathematics Critical Thinking, Empirical reasoning, Social responsibility Life and Physical Sciences Critical Thinking, Empirical reasoning, Teamwork Humanities Teamwork, Critical thinking, Personal responsibility Visual/Performing Arts Critical Thinking, Teamwork, Communication skills U.S. History Critical Thinking, Social responsibility, Teamwork Government/Political Science Communication skills, Social responsibility, Personal responsibility Social/Behavioral Science Critical Thinking, Teamwork, Empirical reasoning

Draft: Provisions for All Institutions  Institutions determine courses to fulfill the Core Objectives within the appropriate component areas.  In addition to the subject matter of the course, each selected course must address every Core Objective mapped to that component area.  Institution will assess student attainment of the six Core Objectives.

Further Discussion  Component Area descriptions  Homework for break-out groups  Utilize current Assumptions and Defining Characteristics?  Implementation of Core Objectives  Ensuring that selected courses develop a breath of knowledge  Provide the proper variety and number of courses that students can choose

Further Discussion – Phase II  Guarantee transfer and applicability of core?  Tracks  STEM  Humanities  Social Science  Other  Block core  36 SCH core with no double-dipping  Unique Needs courses?  Senior Level capstone?  A 3 SCH senior-level capstone as part of the general education (but not necessarily core) component of the degree plan;  Each capstone course should cover at least 3 Core Objective s.

Further Discussion – Phase II  Legislative action?  Reduction of Government and History requirements?  Change definition of core curriculum: “academic undergraduate” to “baccalaureate”  Two levels of core complete?  one for AA/AS degrees (e.g. 36 SCH) and a larger requirement (+6 to12 SCH) for baccalaureate degree?  Options for upper-division capstone?  Core Curriculum or General Education?  Institutionally designation option?