Undergraduate UVM Five Colleges Arts and Sciences Arts and Sciences Agriculture and Life Sciences Agriculture and Life Sciences Education and Social Services Education and Social Services Engineering and Mathematics Engineering and Mathematics Nursing and Health Sciences Nursing and Health Sciences Two Schools Business Administration Business Administration Natural Resources Natural Resources

UVM - CALS Departments Animal Sciences Animal Sciences Botany and Agricultural Biochemistry Botany and Agricultural Biochemistry Community Development and App. Econ. Community Development and App. Econ. Microbiology and Molecular Genetics Microbiology and Molecular Genetics Nutrition and Food Sciences Nutrition and Food Sciences Plant and Soil Science Plant and Soil SciencePrograms Biological Sciences Biological Sciences Biochemistry Biochemistry Environmental Studies Environmental Studies Environmental Sciences Environmental Sciences

Distribution Requirements 1 course in writing 1 course in oral communications 1 course in math or statistics 1 course in computers 2 courses in biological or physical science 2 courses in social science 2 courses in humanities and fine arts Beginnings and Race and Culture

Guiding Principles Students complete a core set of courses and/or experiences yielding a defined array of knowledge skills and values. Completion of specific courses or a series of courses satisfies a competency. Core curriculum replaces distribution requirements Courses should be sequenced for an integrated experience. Department and advisor serve as ultimate judges for course selection.

UVM – CALS Core Curriculum August 1997 CALS Faculty approves “principles” of a core curriculum based on: KnowledgeSkillsValues Dean forms ad hoc committee to “design an implementation of the Core Curriculum.”

UVM – CALS Core Curriculum Knowledge: Students develop a fundamental base of knowledge that will serve as a foundation for lifelong learning. Science Science Physical and Life Sciences Social Science Humanities and Fine Arts Humanities and Fine Arts

UVM – CALS Core Curriculum Skills: Students develop abilities and use tools to effectively communicate, analyze, problem solve, think critically and work with others. Communication Skills Communication SkillsOralWritten Information Technology Information Technology Quantitative Skills Quantitative SkillsMathStatistics Critical Thinking Skills Critical Thinking Skills Interpersonal Skills Interpersonal Skills

UVM – CALS Core Curriculum Values: Students are exposed to values that are expressed through relationships with community, the environment, and themselves that are consistent with the mission of CALS and the UVM campus compact known as “Our Common Ground.” Citizenship and Social Responsibility Citizenship and Social Responsibility Environmental Stewardship Environmental Stewardship Personal Growth Personal Growth

May 1999 CALS Faculty Meeting Memo to all CALS Faculty two weeks before meeting PowerPoint Presentation Motion to adopt implementation plan Discussion …

Faculty Concerns

Committee Response

The Matrix

Committee Response Facilitated communication among members Modified Guiding Principles Departments given final authority over how curriculum would meet competencies Departments given final authority over how curriculum would meet competencies Core Curriculum treated as a “dynamic model” Core Curriculum treated as a “dynamic model” Dropped student demonstration of competency Met with University faculty governance Met with every Department and Program Director Arranged 1 on 1 with vocal/influential faculty members Met with Dean’s Council Solicited faculty to speak positively Sent memo to all faculty

May 2000 CALS Faculty unanimously passed two motions: Adoption of Core Curriculum to go into effect Fall 2001 Adoption of Core Curriculum to go into effect Fall 2001 Departments and Programs align their curriculums by the end of Fall 2000 semester Departments and Programs align their curriculums by the end of Fall 2000 semester

So…What has Happened After Fall 2000… No giant explosion Catalogue changes made, checklists updated (although suspicion remains) Website up and running (and no one uses it) How many P’s equal an X remains problematic Transfer students are a problem Student demonstration of competency is dead Sequencing of skills courses seems to have created backlash

New Beginnings Combine Beginnings, Information Technology and Communication Methods Year-long class for all F-Y CALS students Develop “foundational skills” that would be built upon in next three years in upper- level courses Implemented Fall 2001 Running into opposition

Obvious Lessons Learned LeadershipTimeInvolvementListeningCommunicationCommitment

Unexpected Lessons Learned Coursework is still king Guiding principles important Matrix was a breakthrough Faculty questions were “how” not “what” “No new courses” was a major selling point Committee makeup reflected culture Should have kept committee going after implementation date