Dreaming Designing Upon successful completion of a Carroll education, Carroll graduates will be able to 1. Understand world cultures and reflectively interact with cultures other than their own. 2. Critically evaluate global issues from multiple perspectives. 3. Understand and analyze multiple philosophical, ethical, and religious positions held by persons within their own and other cultures. 4. Understand the methodologies germane to the fine arts, humanities, social sciences, and natural sciences as well as their larger social context. 5. Analyze and integrate material in a field outside the major area of study. 6. Develop and defend a position that demonstrates logical reasoning both orally and in writing. 7. Demonstrate information fluency by gathering, analyzing, and synthesizing information using emerging technologies and traditional media. Deliberating Doing Creating a Comprehensive General Education Program: Planning for Campus Engagement James Grimshaw and Kimberly Redding Carroll University, 100 North East Avenue, Waukesha, WI In 2007, Carroll University initiated the process of reforming our general education curriculum. Our process was inclusive, cost effective, and successful. The new curriculum was approved following a three year design process. In these two posters, we articulate the key steps in both the design and implementation of the curriculum SummerAcademic YearSummerAcademic YearSummerAcademic YearSummerAcademic Year Learning outcome retreatCurriculum design teamsAAC&U Gen Ed Conference, Baltimore Component design teamsTitle III grant began AAC&U Gen Ed Conference, Seattle AAC&U High Impact Practices, Philadelphia AAC&U Faculty Learning Community, Pomona Engaging Faculty in General Education Retreat Faculty Learning Community Piloting Cultural Seminar Distribution Area Course Development Retreat We… 1.Seized opportune moment (new senior administrators, faculty momentum, readiness for change) 2.Identified best practices (LEAP resources, etc.) 3.Characterized Ideal Carroll graduate 4.Complained about existing curriculum 5.Drafted key learning outcomes 6.Reviewed literature on Gen Ed revision We… 1.Created 3 ideal curricula 2.Talked and talked and talked 3.Distilled curricula into 3 primary components: - coordinated core - distribution areas - cross-cultural component 4. Discussed concerns with provost regularly 5. Recruited targeted faculty for design teams We… 1.Presented draft plan to campus 2.Sought feedback from key stakeholders and credit- intensive programs 3.Consulted with Registrar and Admissions 4.Fine-tuned each component of plan 5.Presented plan to faculty 6.Secured faculty approval (formal vote) 7.Drank champagne with provost We… 1.Piloted freshman cultural seminar (with learning community) 2.Revised plans based on pilot 3.Incentivized course development 4.Approved distribution courses 5.Aligned development with progression of class of 16 through… -8 campus-wide listening sessions -Weekly committee meetings -Learning outcome retreat through: -Interdisciplinary summer design teams -Weekly committee meetings -Monthly Q&A with faculty -AAC&U Conference through… -7 campus-wide listening sessions -Weekly committee meetings -Conversations with deans -Interdisciplinary summer teams - AAC&U conference through… -Existing courses -Weekly committee meetings -Faculty learning community -Course development retreat with outside facilitator -Distribution area retreat 21 st Century Skills Cross Cultural Best Practices