AAC&U Institute on General Education Ann Ferren - Models of General Education Programs

MODELS FOR GENERAL EDUCATION

What is a “model”?
General Education programs have evolved into far more than just a collection of “liberal
arts and sciences” course requirements—the programs now are integrated with the major,
co-curricular activities, and practical experiences in the community and the work place.
They may include distinctive aspects to reflect the mission, character, and location of the
institution. Many are designed to create and sustain a shared sense of intellectual
community among both students and faculty. Thus a “model” is more than a set of
courses or experiences. Ideally, the goals, content, pedagogy, design, and assessment are
aligned and understood by all who share responsibility for the program.

When is change called for?

General Education is so important to our students that institutions should always be
seeking to improve the program. New understandings about how students learn can
encourage revision. Disciplines evolve and new perspectives on what is important
“knowledge” leads to change. New pedagogies emerge realizing both the potential of
technology and the demands of society and the workplace to link the classroom, the
community, and careers. Assessment may reveal lack of coherence or unrealized
potential. And yet, some ask, “Is different always better?” Others cite the old adage, “If it
ain’t broke, don’t fix it!”

What needs to change?

If there is not a clear sense of what has changed or should change, reform conversations
can be at cross purposes. If structure of the program is the only focus, faculty may bog
down in counting credits and arguing about adding and deleting courses. Failing to
understand the distinct purposes of the program, students often ask to meet general
education requirements with courses in the major to make room for more courses of their
choice. To be successful, reform efforts must identify how the parts fit together so that
the whole is more than the sum of the parts. Quick fixes, compromises, and add-ons will
have limited long term impact.

Where do we begin the conversation?

Language counts, and there is a big difference between review, reform, renewal,
renovation, restructuring, and reaffirmation. Assessment results are usually the best
guide for focusing the review of General Education. The integrity and vitality of any
program relies on a clear understanding of the purposes, the processes, and the outcomes.
Each of these needs to be assessed and the findings must be widely discussed on campus
to help faculty and student understand and analyze the program. If the conversations are
not carefully structured and focused, the change process is more challenging.

Are you a carpenter? a quilter? or a glass blower?

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AAC&U Institute on General Education Ann Ferren - Models of General Education Programs

1. EXPECTED OUTCOMES OF THE PROGRAM

Emphasis on intellectual Emphasis on social Emphasis on personal

development/inquiry development/civic development/love of
capacities responsibility learning
Strengthened core skills Designed to clarify values Designed to promote
e.g., proficiency in written and attitudes responsibility and action
and oral communication
Understanding of the Appreciation for the views Confidence in own
importance of preserving of others, respect for other independence, values, and
and transmitting culture cultures choices
Prepared to live in complex Capacity to create Strong sense of community
world through adaptability connections among and bond with institution
to change different ways of knowing
Appreciation of values of an Ability to provide informed Commitment to service to
open democratic society leadership in career and others, dedication to a good
community larger than oneself
Breadth of understanding Courage and capacity to Ability to look not just for
and context to support depth address key challenges answers but how to ask the
in field of choice for career such as poverty, terrorism, right questions
environmental sustainability
Ability to use moral Creative capacity, spirit of To be an informed skeptic
reasoning in everyday life innovation and able to identify and evaluate
entrepreneurship information and arguments

a. To what extent are the learning outcomes attractive to students?

b. Do the expected outcomes provide a persuasive rationale for the program/

c. Can the outcomes provide a clear basis for assessment of the program?

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AAC&U Institute on General Education
2. CONTENT OF THE PROGRAM
Required foundation
courses for key skill areas:
writing, mathematics
Exploration of US history,
culture, traditions in depth
Provides foundation of
Western thought through
classic texts/traditions
Required courses in ethics,
diversity, health
Focus on technology as
content
Content up to individual
faculty as long as course
achieves goals of the
program
Foreign language through
intermediate required of all
a. How is content selected? To what degree to the “disciplines” dictate who teaches
what?
b. How can faculty extend their knowledge and develop their ability to teach in the
program?
c. How are faculty helped to understand the content of other courses?
Ann Ferren - Models of General Education Programs
Additional designated
courses to be writing
intensive/ oral
communication intensive
Exploration of US in
comparative context
Emphasizes roots of
Western thought as drawn
from several traditions
Choice of courses identified
as addressing diversity,
ethics, health
Focus on technology as a
tool in many fields
Content agreed upon by
disciplines responsible for
the course
Credit for foreign language
in HS and SAT test
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Integration of skills into all
courses: e.g. writing and
oral communication across
the curriculum
Study in depth of another
culture(s)
Focus on world cultures to
give perspective on what
defines the West
Integration of perspectives
on diversity and values into
all courses
Expect technology use as
medium of teaching/
learning
Content debated and agreed
upon by all faculty and seen
as required element of the
program
Study abroad in language
encouraged/required of all
students
AAC&U Institute on General Education Ann Ferren - Models of General Education Programs

3. PEDAGOGY FOR THE PROGRAM

Traditional 75 minute group Variety of class sizes and Individualized learning

lecture and discussion flexible time slots plans for each student

Faculty directed learning in Faculty facilitated learning Student independent

presentation environment in seminar environment learning

Content based presentations
of what is known, carefully
designed to show “how to
think”
Faculty selection and
presentation of
contemporary problems
Focuses on classroom
experiences
Faculty assigned projects,
research activities with
faculty feedback
Team teaching so that
faculty can present
alternative perspectives
On-line discussion groups
to enhance class experience
Process based for discovery,
challenge of ideas, and
integration with what is
known
Case based classes for
student analysis of
alternative responses
Collaborative learning,
small group work in class
Problem based learning
requiring student research
to “find answers”
Structured debate to
introduce students to points
of view/argumentation
Videoconferencing with
campuses abroad to connect
diverse students
Service learning with
reflection to integrate
student experience with
understanding,
Student selected and
application of learning to
real issues in the field
Promotes engagement with
other learners outside class
Student selected projects
and research with peer and
faculty response
Simulation to promote
realistic understanding of
conflict, persuasion, etc.
Self paced modules with
on-line quizzes to show
mastery

a. Are the “principles of good practice” reflected in the delivery of the program?

b. What support is provided to faculty who are interested in more variety in their
pedagogical approaches?

c. Is the pedagogy for the General Education program different from that of the majors?

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AAC&U Institute on General Education
4. STRUCTURE OF THE PROGRAM
All students take same
program
Program represents 50-60
credits of foundation and
distribution requirements
Designed for ease of
transfer based on course
equivalencies
Courses stand alone, taken
in any order
Interdisciplinary courses
serve only the core such as
Humanities, Classical
Thought
Unique feature related to
location: Appalachia,
Manhattan
Multiple section courses
uniquely designed by
faculty to match SLOs
Proficiency/competency
based and met through
examination/papers/etc.
1. How can the structure facilitate student learning?
2. How can structure facilitate faculty understanding of the program?
3. What administrative structures are necessary to keep a strong program?
Ann Ferren - Models of General Education Programs
Program modified for Each college has own
professional programs requirements
Program is 36-48 credits/ Program is less than 30
students can double dip credits/no overlap with
with major major
Unique structure requires Transfer facilitated through
adaptation for transfer course for transfer students
students/not all credits reflecting unique feature of
accepted program
Courses sequenced or Linked courses taken
clustered with prerequisites together to deepen learning
to be developmental
Many courses drawn from Choice of courses to
the major/disciplines such contribute to a theme or
as history and literature strand: Human Nature,
Civic Life
Unique feature expresses Unique feature related to
mission: Christianity, pedagogy: cooperative
African-American Heritage education, internships
Comparability across Comparability across
multiple sections through sections through common
core readings and activities syllabus and exams
Credit based met through Experience based met
passing a number of courses through opportunities for
reflection/co-curricular
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AAC&U Institute on General Education
5. ASSESSMENT OF THE PROGRAM
Focus of assessment is at
the outset: quality of
syllabi, faculty involvement
Assessment as part of each
general education course/
final exams, papers
Program assessed by
student periodic self-reports
of competencies
Regular assessment based
on GE faculty experience,
focus groups
Data from employers based
on expected performance is
key measure of success
Data from faculty about
student skill levels in the
major
Only direct measures of
student learning accepted
using scoring rubrics
a. What would you like to know about the program and what is the best way to find out?
b. What are the key findings from the most recent assessment efforts?
c. How important has assessment been to the development and maintenance of the
program?
Ann Ferren - Models of General Education Programs
Focus of assessment is Focus of assessment is
process: teaching outcomes: what can
evaluations, student students do, alumni success,
satisfaction fulfill institutional mission
Assessment of the program Assessment by performance
by standardized instruments in other general education
courses
Assessment by student Assessment of each course
portfolio for the entire through course portfolio:
program: value added objectives, syllabus, and
model examples of student work
Periodic assessment through Assessment by external
program review process of experts: accreditation, peer
the university review, every 5 years
Data from students through Multiple measures used and
focus groups is “goal free” regular trend analysis as the
to allow for discovery of basis for conclusions and
impact of program improvements
Assessment from faculty Senior capstone in the
about carry over to next major assesses both major
general education course and general education
Research level standards for Sample of students required
reliability and validity must to participate in assessment
be met: sample of work, day for direct measures
several evaluators after program completed