1. General Education Task Force II Phase I: Conceptual Framework (Draft) Presentation for Faculty Conference January 16, 2014

2. Task Force Members  Ed Shannon, Chair (SSHGS)  Christina Connor (LIB)  Carol Bowman (SSHS)  Jackie Skrzynski (CA)  Alex Olbrecht (ASB)  Larry D’Antonio (TAS)  Paula Straile-Costa (DAC)  Seth Cluett (GECCo)  Eric Daffron (Vice-Provost)  Emma Rainforth (ARC)  Frank Albergo (Student rep)

3. Phase I: Develop Conceptual Framework Initial charge for the end of Fall 2013 semester:  Explore best practices, national trends, and local assessments.  Develop a conceptual framework in response to the following:  Purpose of Ramapo’s GE  GE’s guiding fundamental principles  GE as inspiration for life-long learning  Fulfillment of Ramapo’s Mission

4. Survey Methods/Results  Solicited over 100 individual answers to the survey.  Interviewed some key focus groups on campus:  Conveners, Deans Council, FRC, Student Affairs, Admissions, Enrollment Management, Honors/LLC/FYS, Current GE Coordinators, CAAFYE, faculty from all five schools (ASB, SSHGS, SSHS, CA, TAS).  Collected, read, and evaluated over 30 GE models and conceptual frameworks from other institutions.

5. Interpreting the Data  Data read and organized by  Members of the task force  Kristen Kenneavy’s Sociology Students (processed the results using SPSS)  Recurring themes were identified to help shape the conceptual framework

6. Themes that Emerged  Well-Roundedness: breath of knowledge and experience; emotional intelligence; compassion  Exploration/Flexibility: pivot, adaptability; curiosity; creativity  Strong Academic Skills: foundations; communications; critical thinking; math; reading; abilities and understandings; empathy; information literacy  Diversity: active citizenship; compassion; open- mindedness; humanity; knowledge of cultures, art, etc. other than one’s own

7. Goals For Drafting the Conceptual Framework  Honor themes that emerged from the survey.  Present a case for the value of GE in a tone that is inviting to both students and faculty, using language that can be understood on and off campus.  Used off-campus models to evaluate optimal tone.  Convey a sense of how a program rooted in the Liberal Arts integrates itself into the curriculum as a whole: majors, minors, concentrations, study abroad, certifications, etc.

8. Discussion on Conceptual Framework  Please share!

9. Moving forward  Beginning of Spring 2014 semester:  Use feedback from Faculty Conference to refine the conceptual framework  Begin the next phase our charge: drafting student learning goals and outcomes

10. Phase II: Task Force Charge  By end of the Spring 2014 semester review & revise current GE student learning goals and outcomes in the context of the conceptual framework and the following questions :  Do current goals & outcomes reflect what we want Ramapo students to know & be able to do?  What does assessment of current GE say about current learning goals & outcomes?  Do goals & outcomes align with the conceptual framework?  Are the student learning outcomes measurable?  What fundamental principles will guide this structure?  How might goals & outcomes be assessed?

11. Thank you!  If you have additional comments and feedback – please pass them on to your unit representative or the task force chair, Edward Shannon (eshannon@ramapo.edu)  For updates and a copy of the presentation, please visit the GE Task Force II website: http://www.ramapo.edu/task-force-2/