1. “And now, for something completely different…” Or, why is general education important? Or is it?

2. Apart from parking, what are our major concerns? A frequent faculty complaint is, “Why can’t my students think?” A frequent faculty complaint is, “Why can’t my students think?” This comes from faculty members in many subjects; it is not confined to any discipline. This comes from faculty members in many subjects; it is not confined to any discipline.

3. “Once upon a time… most students learned the ‘old logic’, and most students learned the ‘old logic’, and they could think, read, write, organize, and argue much better, at a younger age, and more naturally, than they can today. they could think, read, write, organize, and argue much better, at a younger age, and more naturally, than they can today. If you believe these two things are not connected, you probably believe storks bring babies.” If you believe these two things are not connected, you probably believe storks bring babies.” - Peter Kreeft, Socratic Logic

4. The goal of general education: To provide our students the intellectual wherewithal to succeed in the modern world. To provide our students the intellectual wherewithal to succeed in the modern world. Certain intellectual tools form the basis for this success: they include, Certain intellectual tools form the basis for this success: they include, An ability to read critically and with understanding An ability to read critically and with understanding An ability to recognize and dissect logically flawed arguments An ability to recognize and dissect logically flawed arguments An ability to formulate a solution to a problem An ability to formulate a solution to a problem An understanding of our place in the larger world An understanding of our place in the larger world

5. What’s the problem? Too often, students can’t offer a coherent explanation of the difference between a fact and an opinion students can’t offer a coherent explanation of the difference between a fact and an opinion they often are indifferent to evidence and have no appreciation of its importance they often are indifferent to evidence and have no appreciation of its importance they are completely unable to recognize a fallacious argument, much less construct a sound one they are completely unable to recognize a fallacious argument, much less construct a sound one

6. A well educated person is NOT one who … knows how to solve a quadratic equation knows how to solve a quadratic equation can name all 50 state capitals can name all 50 state capitals can name the bones of the inner ear can name the bones of the inner ear can recite the birth and death dates of all the pre-nineteenth century English monarchs can recite the birth and death dates of all the pre-nineteenth century English monarchs

7. An educated person… Can construct a logically sound argument Can construct a logically sound argument Can communicate that argument effectively in writing or orally Can communicate that argument effectively in writing or orally Understands their place in the larger world around them Understands their place in the larger world around them Can analyze a problem and propose a rational approach to solution Can analyze a problem and propose a rational approach to solution

8. What can we do? We do our students a disservice unless we teach them to be better readers, writers, and thinkers We do our students a disservice unless we teach them to be better readers, writers, and thinkers The skills of reading with understanding, logical analytical thinking, clear writing and speaking, and understanding other perspectives are essential elements of an effective general education. The skills of reading with understanding, logical analytical thinking, clear writing and speaking, and understanding other perspectives are essential elements of an effective general education.

9. HOW? So we should focus on strengthening these skills. How and where? So we should focus on strengthening these skills. How and where? An Obvious Answer: Begin with the Cornerstone Courses

10. Cornerstone Courses In Fall 2005: there were 1509 new HCC students In Fall 2005: there were 1509 new HCC students Of those, 862 were “full time”: that is, they enrolled in nine or more credits in Fall 2005. Of those, 862 were “full time”: that is, they enrolled in nine or more credits in Fall 2005. And 1382 of the new students enrolled in three or more credits that semester. And 1382 of the new students enrolled in three or more credits that semester. What was their course taking pattern? Was there a pattern at all? What was their course taking pattern? Was there a pattern at all?

11. Results for 2005-2006 Nine or more Fall Credits 862 students

12. Results: Part II Three or more Fall Credits 1382 students

13. An Action Plan Provide stronger emphasis on logical thinking in all courses Provide stronger emphasis on logical thinking in all courses Let us make principles of logical thinking an integral part of every course, but especially the cornerstone courses. In brief, let us be explicit and direct: Let us make principles of logical thinking an integral part of every course, but especially the cornerstone courses. In brief, let us be explicit and direct: LET US JOIN TOGETHER TO TEACH OUR STUDENTS TO BE BETTER THINKERS. LET US JOIN TOGETHER TO TEACH OUR STUDENTS TO BE BETTER THINKERS.

14. First steps… Develop a program of course modification or redesign that embraces these principles. Develop a program of course modification or redesign that embraces these principles. Its goal: to instill a better appreciation for and understanding of clear thinking and logical principles in our students from the first moment they enter the College. Its goal: to instill a better appreciation for and understanding of clear thinking and logical principles in our students from the first moment they enter the College. This is not an unfunded mandate: resources will be made available to restructure curricula. This is not an unfunded mandate: resources will be made available to restructure curricula. Let’s begin. Let’s begin.

15. Why is this important? “If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.” --Thomas Jefferson --Thomas Jefferson

16. Carpe Diem “There comes a time in the affairs of men when one must take the bull by the tail and face the situation.” --W. C. Fields --W. C. Fields