Integrated Core Proposal Team Members –Emmanuel Eneyo, Ind & Mnfg Engineering –Allison Funk, English Language and Literature –Jo Gibson, Office of the Registrar –David Kaplan, Physics –Cem Karacal, Ind & Mnfg Engineering –Linda Markowitz, Sociology and Criminal Justice –Kerry Slattery, Construction –Chad Verbais, Instructional Services

Integrated Core Proposal Significant change from current program Simpler approach Centers around team-taught courses designed to provide a foundation in the liberal arts and sciences linked to skills courses

SIUE Objectives for Baccalaureate Degree Analytic/Problem-Solving/Decision-Making Oral and Written Communication Foundation in Liberal Arts and Sciences Appreciation of Cultures Scientific Literacy A Sense of Ethics Preparation in Discipline

Philosophy Learning through integration and connection Information organized by themes rather than departments Courses integrating multiple disciplines in a field of liberal arts and sciences linked to skills courses can provide content with which to practice the skill and improve outcomes in both courses

Goals Provide a foundation in the Liberal Arts and Sciences Reinforce connections across disciplines Develop essential skills Require breadth in academic experience

Core Proposal (36 crh) Integrated core [content and skills] (18 crh) Independent skills (6 crh) Global citizenship (3 crh) Intergroup relations (3 crh) Discipline-specific balance (6 crh)

Integrated Core [Content] FAH 101 – Investigation and Expression of the Human Experience SS 101 – Social Construction of Individuals and Society NS 101 – Science and Human Endeavor

Integrated Core [Content] Foundation in the Field (FAH, SS, NS) Professor A discusses application to her area of interest Professor B discusses application to his area of interest

Integrated Core [Content and Skills] Team taught, large lecture, 3 crh content course integrating disciplines in one Liberal Arts and Sciences field Linked to multiple small skills sections that will use the content in skill development Content courses will be designed by instructors across the field to present a foundation in the field

Integrated Core [Skills] Communication Studies (SPC 103, 104, or 105) Written Expression II (Eng 102) Critical Thinking (Phil 106, FL 106, Math 106, IME 106) As a minimum, one major assignment must be based on the Content course.

Integrated Core [Content and Skills] WE IICTCS FAHX SSX NSX WE IICTCS FAHX SSX NSX WE IICTCS FAHX SSX NSX WE IICTCS FAHX SSX NSX WE IICTCS FAHX SSX NSX WE IICTCS FAHX SSX NSX

Example FAH 101 –Professors from English Language and Literature and Art teach a 100 student lecture –Four sections of skills courses would be linked to that course. All students in the skills courses are in the same FAH 101 section Eng 102 SPC 103 SPC 105 Phil 106

Independent Skills English 101 English Composition – 3 crh –currently offered Math 101 Quantitative Reasoning – 3 crh –Focus on applied math and statistics –Students taking Math 120 or higher and Statistics 244 or higher are exempt –Non-exempt students will take a second, 3 crh math course as part of the Balance requirement – Math 102 Quantitative Reasoning or higher

Global Citizenship & Intergroup Relations GC 301 – Diversity, Global Engagement and Social Responsibility –Writing intensive –Mission critical, i.e. transfer students must also complete this course Intergroup Relations –Requirement met through an approved list of courses

Discipline-Specific Balance Requirements based on student’s major to insure breadth –Engineering and Physical Science One FAH and one SS course –Education, Fine Arts, Humanities, and Social Science One natural science, one mathematics –Mathematics and Business One FAH or SS, one natural science –Nursing, Pre-health, and Life Sciences One FAH or SS, one mathematics All students must have one laboratory science course

Conclusion The Proposed Integrated Core Model –May require a paradigm shift at SIUE –Retains some elements of current general education program that are strengths of SIUE –Enhances focus on skills development, integration and assessment –Requires breadth for each field of study –Requires all students to complete the integrated core –Requires commitment of resources for faculty development for new pedagogical approaches