General Education Curriculum Redesign Update to Faculty Council March 9, 2018

We’ve been listening! Input from faculty, students, and staff Revised timeline Feasibility & Design committees Getting focus capacities right Coordinating Committee has been working intensively throughout February on listening to this input, synthesizing with goals and research, and specifying and amending

Revising the Timeline 2018-19: Continued coordination with Feasibility and Design committees 2018-19: Pilots of innovations e.g., III courses, Student Affairs coordination, e-Portfolio 2019-20: Potential Phase in of some elements No Faculty Council legislation this year Doing this right is much more important than doing it quickly. After hearing from the committees and our colleagues, we have decided to slow down and phase the process over time. At each point we will be assessing and amending as necessary to make sure we’re ready for the next phase.

Coordinating with F&D Committees 11 Committees with open participation Course Availability and Scheduling Student Learning Outcomes First Year Scheduling Ideas, Information and Inquiry (III) Course Student Affairs Cohort Program Junior/Senior Communication Course E-Portfolio Assessment and Amendment College Resourcing and Support Educational and Global Transfer Students Coordinating Committee has been working intensively throughout February on listening to this input, synthesizing with goals and research, and specifying and amending

Big Picture for Focus Capacities F&D committee insights and preliminary mapping Harvard: 9 courses (27 credits), plus foreign language Stanford: Approximately 22 credit, plus foreign language Virginia: 41 credits, plus foreign language Berkeley: 30-33 credits, plus foreign language UCLA: Approximately 43 credits Michigan: 39 credits, plus foreign language (not including writing requirement) Northwestern: Approx. 21 credit, plus foreign language Yale: 30 credits, plus foreign language William and Mary: 33 credits, plus foreign language New Capacity Categories Making Connections Gen Ed attributes Ethical, Civic, and Democratic Reasoning Philosophical and Moral Reasoning (PH) Social and Behavioral Sciences (SS)   Diversity, Power, and Inclusion U.S. Diversity (US) Global Issues (GL) Engagement with the Human Past Historical Analysis (HS) World before 1750 (WB) Quantitative Reasoning Quantitative Reasoning (QR) Quantitative Intensive (CI) Aesthetic and Interpretive Analysis Visual and Performing Arts (VP) Literary Arts (LA) Creative Expression Experiential Education – Performing Arts Communication Intensive (CI) Other Gen Ed courses that utilize “artistic creative expression” in some way Natural Scientific Investigation Physical and Life Sciences (PL) Physical and Life Sciences with lab (PX) Global Engagement Beyond the North Atlantic (BN) North Atlantic World (NA) Coordinating Committee has been working intensively throughout February on listening to this input, synthesizing with goals and research, and specifying and amending

Getting Focus Capacities Right Coordinating with F&D committees and all stakeholders regarding Draft Focus Capacities Emerging Items and Open Questions • Ethical, Civic, and Democratic Thinking • Diversity, Power, and Inclusion • Evidence-based Research and Inquiry • Engagement with the Human Past • Quantitative Reasoning • Aesthetic and Interpretive Analysis • Creative Expression • Natural Scientific Investigation • Global Engagement • F&D and stakeholder Input regarding capacities • Ensuring students engaged in “sustained” activities • Ensuring “global” priorities of University • Ensuring students can “work across distances” of space, time, etc. • Possibilities for innovations with “creative expression” Coordinating Committee has been working intensively throughout February on listening to this input, synthesizing with goals and research, and specifying and amending

Emerging First Year Adjustments Drop the first-year cohort as part of the curriculum Alternatives to FYS: small, faculty-taught courses; could be departmental “gateways,” global focuses, etc. Ideas, Information, and Inquiry (III): broad, collaborative courses proposed by faculty teams

More Representative Oversight Committee 6 members of the voting faculty: 5 elected, 1 appointed by the Dean The Chair of the Educational Policy Committee or another member of EPC designated by the Chair 2 undergraduate students, appointed by Student Government Senior Associate Dean for Undergraduate Education (ex officio) We heard colleagues concerned about representation of the faculty on the governance of the curriculum; we remain flexible on this but note that this structure means 6 elected faculty, 2 elected students, 1 appointed faculty, and 1 administrator

Assessment and Amendment Streamline and improve existing assessment requirements Overall goal: are we doing what we are trying to do for our students? Oversight Committee (faculty) leads the effort Periodic amendments proposed by Oversight Committee to Faculty Governance Faculty innovations piloted through Oversight Committee

Encouraging Exploration Reducing “size” of General Education Providing foundational breadth Preventing growth in size of majors Encouraging supplemental education to be outside Division of the major Leads to more space for elective courses outside Gen Ed and the Major

Communication and Information Campus email update approx. March 19 Additional information online soon: Research brief (background for some elements of the proposal) Gen Ed requirements at other universities Perrin, “Why the Liberal Arts? The Value of General Education” (blog post) EPC, Faculty Council briefings Email always welcome: curriculum2019@unc.edu