Going forward, what might the endgame look like?

 In laying out an endgame, it continues momentum of going forward and instills a measure of confidence that our efforts will, this time, succeed.  If the process is articulated in such a way that whatever the GenEd curriculum ends up being will be able to 'breathe,' it could free us up to take chances and propose bolder initiatives than we may otherwise have if we’d thought we'd be eternally stuck with what results.

 We will also have to answer the question “How should the new program be governed, such that it is effectively implemented and also subject to change when needed?”  Where do we find an answer: ◦ Preliminary suggestions already laid out in charge ◦ Examining the Governance Manual for possible solutions ◦ Asking our experienced faculty to propose its governance

 President Mooney proposed the creation of a new standing committee under the Academic Affairs Council  She proposed a charge, a committee structure, and a governance process ◦ The Curriculum Study Committee gives up oversight over the Gen Ed curriculum ◦ The new GE Committee would report to Academic Affairs Council which has the authority to enact curriculum changes ◦ It may seek general faculty input to the new General Education Curriculum through Faculty Assembly prior to Academic Affairs Council approving it.

Academic Affairs Council (finally approves the General Education Curriculum) Curriculum Committee (No longer Gen Ed) General Education Committee (proposes Gen Ed Curriculum) Other Committees Faculty Assembly (Could be consulted before General Education Curriculum is finalized, for Faculty Assembly recommendations and input)

◦ The General Education Committee will have authority to approve courses and rearticulate the statement of purpose and aims every ten years.  General Education courses must first be approved by the Curriculum Committee  These courses would then be approved to receive the General Education designation by the General Education Committee

Curriculum Committee Approves the course General Education Committee Approves the GEC designation Registrar Modifies the GEC in Banner and places it in Bulletin

 In addition, the General Education Committee has the right to determine a structure for faculty input before moving a proposal to the Academic Affairs Council ◦ Using Development Days ◦ Sponsoring Lunches ◦ Went to Faculty Assembly with Learning Outcomes ◦ Creating Design Teams

 Ad Hoc General Education Committee created in November 2006  Spring Development Day  Built Models A, B, C, and D and met with departments in spring 2007  Attended General Education Meeting in Rhode Island in summer

  Models Learning Outcomes (3 pairs) ◦ Knowledge Integration and Acquisition of Learning ◦ Cognitive and Communicative Skills ◦ Intercultural Competence and Social Responsibility

Learning Outcomes Design Team I Intercultural Competence and Social Responsibility Design Team III Knowledge Integration and Acquisition of Learning Design Team II Cognitive and Communicative Skills

Ways to implement LO 3 Ways to implement L02 Ways to implement LO1

Ways to implement LO3 Ways to implement LO2 Ways to implement LO 1

Draft of a General Education Curriculum General Education Curriculum Transition Plan

e.g. Specific L earning Outcomes for a language competency requirement e.g. Specific learning Outcomes for curricula that fulfill intercultural competence e.g. Specific learning Outcomes for curricula that fulfill communica -tion skills requirement e.g. Specific Learning Outcomes for curricula that fulfill cognitive skills requirement e.g. Specific Learning outcomes for curricula that fulfill an integration of learning requirement

Created Learning Outcomes for students 4 years with us Created Specific Learning Outcomes for aspects of the GEC Created (on going) required courses choices among courses experiences, etc.

Criteria General Education Document (including outcomes and GEC ) Approving body General Education Committee decisions General Education designations

General Education Curriculum Assessment of Courses Assessment of Program Revision 1. revise outcomes 2. revise parts of curriculum 3. Revise the entire curriculum (10-12 years?)

Are you satisfied with the current process and what is proposed for future governance?

 We will also have to answer the question “How should the new program be governed, such that it is effectively implemented and also subject to change when needed?”  Where do we find an answer: ◦ Preliminary suggestions already laid out ◦ Examining the Governance Manual for possible solutions ◦ Asking our experienced faculty to propose suggestions for its governance

 to assure us that we have a GEC that can “breathe”  to craft answers to governance questions  to advise on transition issues  to handle unforeseen matters