Presentation to the Faculty Senate on General Education Beth Rosenberg, Dir. of Gen. Ed. – Jeff Jablonski, Asst. Dir. of Gen. Ed. – Dave James, Assoc. Vice Provost for Academic Programs March 27, 2007

Purpose To present current status of General Education at UNLV To request that you take the lead in changing UNLV General Education

Why Change Gen. Ed. Some More? Research-extensive universities have strong general education programs! Employers and graduate/professional schools see major needs to improve communications and critical thinking abilities in university graduates

UNLV General Education History 1995 ─ Boyer Commission on Educating Undergraduates in the Research University –Created under auspices of the Carnegie Foundation for the Advancement of Teaching 2000 ─ Northwest Commission on Colleges and Universities’ accreditation review –No coherent rationale, goals, or philosophy for Gen Ed core –Substitutions serve the needs of department majors and not students’ liberal education ─ Assoc. of American Colleges and Universities publishes Greater Expectations: The Commitment to Quality as a Nation Goes to College 2001 ─ Faculty Senate affirms General Education Rationale and Philosophy

UNLV General Education History 2002 ─ National context for Gen Ed reform –AAC&U Greater Expectations National Panel Report –Harvard University begins comprehensive review of its undergraduate core curriculum –U.S. News & World Report begins “Academic Programs to Look For” list 2003 ─ NWCCU Interim Report requests more progress on assessment and General Education –Gen Ed Ad Hoc Task Force appointed by Carol Harter –Gen Ed Task Force, chaired by Chris Hudgins, revises rationale and develops “interim core” for catalog deadline Lowers Gen Ed credits from to Recommends new position: Gen Ed Director

UNLV Gen. Ed History Beth Rosenberg appointed Dir. of General Education –Develops Mission Statement –Develops a “Roles and Responsibilities” document to clarify the charge of the Director, her General Education Advisory Committee, and FS Gen Ed Committee Rosenberg et al apply for NEH grant for Gen Ed pilot project; proposal rejected Rosenberg and Gen Ed Advisory begin assessment of the “non-distribution” courses: Constitution, ENG 101/102, ENG 231/232, math Harvard University faculty publish white papers on General Education

UNLV Gen. Ed. History 2005 ─ Rosenberg appoints Writing Across the Curriculum Committee 2006 ─ Assessment and Strategic Planning –Rosenberg sends out requests for assessment plans for one distribution area (unnamed), August deadline –Jeff Jablonski appointed Assistant Director of Gen Ed (WAC) –Bea Babbitt and Rosenberg visit College Executive Committees requesting assessment plans by December 18 –Rosenberg submits Strategic Plan to Provost’s Office requesting approximately $140,000 for faculty development and Writing Across the Curriculum Benchmark comparison of Gen Ed programs

UNLV: Gen. Ed Events Dave James appointed Associate Vice Provost for Academic Programs Babbitt, James, and Rosenberg send out letter requesting assessment plans by March 10 James, Babbitt, Jablonski, and Rosenberg apply to send five-person team to AAC&U General Education Institute: application rejected Rosenberg steps down from Dir. of General Education, June 30 Harvard University publishes Report of the Task Force on General Education Future milestones –2007 Fall ─ NWCCU Focused Interim visit –2010 ─ NWCCU full review

Progress in Last 3 Years Approved Gen Ed rationale and mission statement Developed learning outcomes Produced Strategic Plan and budget request Began Gen Ed Assessment Started Writing Across Curriculum initiative

Common Features of WAC More discipline-specific and “informal” writing - writing “in context” of major Faculty development Student support (writing center, tutors) Curricular requirements Knowledgeable leadership Administrative support ─ funding and faculty rewards

Results from Study of UNLV Undergraduate Writing First-Year Composition Program - Freshman writing comparable to other schools that use ACT Collegiate Assessment of Academic Proficiency (CAAP) exam Fall 2005 Assessment Reports - Practically all 87 undergraduate programs reported meeting their own expectations regarding learning outcomes, including communication skills Career Services ‘05-’06 On-Campus Recruiting Survey: –“Students’ written communication and interpersonal skills continue to be the lowest ranked qualities for our students year after year” Only 10 of 266 students who took GMAT exam in 2005 scored above 80th percentile, 70% scored below mean –Suggests drop-off of writing ability compared to freshman composition data

Faculty Survey 216 responses from faculty, PTIs, GAs (8% response rate) 94% reported requiring writing 57% rated student writing “poor,” 19% “very weak,” 6% “extremely poor,” 17% “good,” 1% “very good.” No one rated it “excellent” Support for writing requirements –76% supported more writing requirements in undergraduate major –72% supported more writing requirements as electives –82% supported more writing requirements in general education –55% supported requiring students to pass a writing proficiency exam after sophomore year

Proposed Actions for WAC See proposed mission and program objectives Goal, to improve retention of writing skills in upper division Options: –Within major: One upper-division WI course taught in major –Expand to include more WI courses, other curricular arrangements, e.g., gen. ed. writing “links” and writing “labs” attached to upper division major classes Study results of implementing options Suggest further exploring writing proficiency requirement

Gen. Ed. - Looking to the Future at UNLV Vision and Leadership –Who at UNLV will engage in national and campus dialogues on Gen Ed? –Who will engage with “customers” for UNLV graduates (employers, graduate/professional schools) –Who will implement changes? Operational –Budget? –Course/faculty/staff development? –Assessment?

Questions? Ideas and Suggestions? Thank you! Now, We’d Like Your Input!