BRIDGE 101 The Foundations of (Re)Imagining General Education

History  Objectives Steering Committee  Statement of Objectives for the Baccalaureate Degree  Faculty Senate  Plan to Reconsider GE Requirements Plan to Reconsider GE Requirements  BRIDGE.htm BRIDGE.htm

Process  Open and transparent  Dialogic  Democratic  Iterative  Constructive  Affirmative

Basic Principle:  Build on the heritage of the institution and harness its strengths to re- imagine a general education program relevant to the 21 st century

Timeline: Phase I Fall 2005 and Spring 2006  BRIDGE Workshops Sep. 7 Sep. 15 Sep. 23 Sep. 26 Oct. 4  Call for Designs: October 3  Letter of Intent to Submit Design: October 14 Proposed Team Members  Preliminary Proposals Due: November 11 Abstract and Approach  Open Meetings for Proposal Feedback: Jan-Feb 2006  Complete Design Proposals Due: March 15

Timeline: Phase II Spring, Summer, and Fall 2006  BRIDGE Committee Audit: March 16  Publication of Designs: April  Peer Review Process Begins  Public Comment on Proposed Designs  Phase II Plans Selected or Created

Guidelines/Broad Criteria  Consistent with University Values: (SIUE —- Values)SIUE —- Values  Designed around the Statement of Objectives for the Baccalaureate Degree: (Statement of Objectives)Statement of Objectives  Builds on Strengths of the University Includes Interdisciplinary Studies classes or equivalent, New Student Seminar, and Senior Assignment or Capstone Experience  Considers the diverse range of SIUE’s student body and the special needs of the various professional and academic programs

Design Teams  At least 3 members  Faculty, students, staff, and community members  Teams that represent a variety of groups and interests across the community are especially encouraged  Please post on faculty and staff list- serves if you are interested in forming or joining a design team

Current GE Requirements  Current GE Requirements Current GE Requirements  SIUE Undergraduate Catalogs SIUE Undergraduate Catalogs

Possible Curricular Roles of a General Education Program  to provide a disciplinary foundation  to provide an interdisciplinary foundation  to provide an integrated investigation of a series of topics  to integrate general and disciplinary knowledge  to apply theoretical knowledge to societal problems (from Andrea Leskes)

Types of General Education Programs  Core Programs  Distribution Programs  Goals Across the Curriculum  Competency-based  Complex Models  Writing Across the Curriculum

Models of GE  Core Programs St. John's College Colgate University St. John's College Colgate University Fairleigh Dickinson University  Distribution Models Yale University Western Carolina University Yale University Western Carolina University  Goals-across-the-curriculum Programs King's College (The Core Curriculum, with core courses) Northeastern University (Academic Common Experience/Core Curriculum) Duke University (Curriculum 2000, without core courses) King's College Northeastern University Duke University (from Andrea Leskes and UNC Asheville)

Models of GE  Competency-based Programs Alverno College  Complex Models Wagner College (The Wagner Plan for the Practical Liberal Arts) Portland State University (University Studies) Wagner College Portland State University  Learning Communities Evergreen State University  Writing Across the Curriculum Cornell University (The John S. Knight Institute for Writing in the Disciplines) Elon University Mary Washington College (scroll down to "Across the Curriculum" requirements; see also links to General Education and to the Liberal Arts degree for more information) Cornell University Elon University Mary Washington College (from Andrea Leskes and UNC Asheville)

Models of GE  Miami University of Ohio Miami Plan  University of California San Diego Undergraduate Colleges  University of Chicago Integrated Sequences