1. General Education Models General Education Reform Committee Lloyd Duman Carol Lindsay Sherry Simkins Karen Ruppel Bob Vogeler Peter Zao Bob Murray

2.  Foundational courses are the ‘structure’ or initial learning that makes for ‘applicability’ in other kinds of learning. Learning a structure creates ‘a model for understanding other things that one is likely to encounter’ and assists the student in ‘understanding in a way that permits many other things to be related to it meaningfully’. (From The Process of Education by Jerome S. Bruner)  Written and oral communication, critical thinking, and mathematical and symbolic reasoning, are the foundational means by which students develop scientific reasoning, information literacy, historical, cultural, environmental, and global awareness, social responsibility and citizenship.  The foundational emphases are the means by which students learn and integrate the other learning outcomes. Foundational and Integrative: Defined

3. Foundational vs. Integrative:

4.  Communication – Oral: Recognize, send, and respond to communications for varied audiences both as speaker and listener. (State Board Core, Communication)  LEAP Value Rubric: Communication  Communication – Written: Recognize, send, and respond to written communications for varied audiences as both writer and reader. (State Board Core, English Composition)  LEAP Value Rubric: Communication  Critical/Creative Thinking and Analysis: Engage and demonstrate the ability to analyze and evaluate information and arguments; select or design appropriate frame- works and strategies to solve problems in multiple contexts individually and collaboratively. (Across the curriculum)  LEAP Value Rubric: Critical and Creative Thinking  Mathematical and Symbolic Reasoning: Apply mathematical reasoning to investigate and solve problems. (State Board Core, Mathematics)  LEAP Value Rubric: Quantitative Literacy Foundational Outcomes

5. Integrative Outcomes  Information Literacy: Access information for a given need, develop integrated set of skills, and have knowledge of information tools and resources.  LEAP Value Rubric: Information Literacy  Scientific Reasoning: Develop scientific reasoning to investigate and solve problems. (State Board Core, Natural Science)  LEAP Value Rubric: Inquiry and Analysis  Historical, Cultural, Environmental, and Global Awareness: Demonstrate the ability to think globally and inclusively with a basic understanding of key ideas, achievements, issues, diverse cultural views as they pertain locally, nationally, and globally. (State Board Core, Social Science)  LEAP Value Rubric: Intercultural Knowledge and Competence  Valuing and Ethical Reasoning: Demonstrate the ability to apply what one knows, believes, and understands toward developing an empathetic and analytical understanding of others’ value perspectives. (State Board Core, Humanities or Social Science)  LEAP Value Rubric: Ethical Reasoning

6.  Aesthetic Response: Demonstrate the ability to recognize the elements of design, the unifying elements, the context, the purpose, and the effect of craftsmanship in artistic creations. (State Board Core, Humanities)  NIC Rubric: Aesthetic Response  Wellness: Demonstrate an understanding of the factors that contribute to physical, psychological, occupational, social and spiritual well-being, life-long learning, and success.  NIC Rubric: Wellness  Social Responsibility and Citizenship: The student will demonstrate awareness of the relationships that exist between individuals and social groups, private/public institutions, and/or the environment, the nature of these relationships, the rights (State Board Core, Social Sciences)  Leap Value Rubric: Civic Knowledge and Engagement Integrative Outcomes

7. Conceptual Model

8. Depth and Breadth

9. Example: Foundational Degree Requirements Communication - Oral: Recognize, send, and respond to communications for varied audiences both as speaker and listener. (LEAP Communication) (State Board Core, Communication) (HS Language Arts - Speech) Complete 3 credits ____ COMM 101 Communication – Written: Recognize, send, and respond to written communications for varied audiences as both writer and reader. (LEAP Communication and LEAP Information Literacy) (State Board Core, English Comp) (HS Language Arts - English) Complete 6 credits ____ ENGL 101 ____ ENGL 102 Critical/Creative Thinking and Problem Solving: Engage and demonstrate the ability to analyze and evaluate information and arguments; select or design appropriate frameworks and strategies to solve problems in multiple contexts individually and collaboratively. (LEAP Critical and Creative thinking) (Across the curriculum) (HS Humanities/Fine Arts/Interdisciplinary) Complete 3 credits. ____ ENGL 175 Introduction to Literature 3 ____ ENGL 257 Literature of Western Civilization 3 ____ ENGL 258 Literature of Western Civilization 3 ____ ENGL 267 Survey of English Literature 3 ____ ENGL 268 Survey of English Literature 3 ____ ENGL 271 Introduction to Shakespeare 3 (300 L) ____ ENGL 277 Survey of American Literature 3 (300 L) ____ ENGL 278 Survey of American Literature 3 ____ ENGL 285 American Indian Literature 3 (400 L) ____ ENGL 295 Contemp. U.S. Multicultural Literature 3 ____ FLAN 207 Contemporary World Culture 3 ____ INTR 200 Interdisciplinary Seminar 3 ____ PHIL 201 Logic and Critical Thinking 3 Mathematical and Symbolic Reasoning: Apply mathematical reasoning to investigate and solve problems. (LEAP Quantitative Literacy). (State Board Core, Mathematics) (HS Mathematics) Complete 3-4 credits ____ MATH 123 Contemporary Mathematics 3 ____ MATH 130 Finite Mathematics 4 ____ MATH 143 College Algebra 3 ____ MATH 144 Analytic Trigonometry 2 ____ MATH 147 Pre-Calculus 5 ____ MATH 160 Survey of Calculus 4 ____ MATH 170 Analytic Geometry & Calculus I 4 ____ MATH 175 Analytic Geometry & Calculus II 4 ____ MATH 187 Discrete Mathematics 4 ____ MATH 253 Principles of Applied Statistics 3 ____ MATH 275 Analytic Geometry & Calculus III 4

11. Sample Rubric: Written Communication

12. Sample Rubric: Math