Key Features of Effective Gateway Education Programs 10 14 ... · Susan GanoSusan...
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Key Features of Effective Key Features of Effective General Education ProgramsGeneral Education ProgramsGeneral Education ProgramsGeneral Education Programs
14 October 200814 October 2008STEP Session 2STEP Session 2
Dr Susan GanoDr Susan Gano--PhillipsPhillipsDr. Susan GanoDr. Susan Gano--PhillipsPhillipsVisiting Fulbright Scholar in General EducationVisiting Fulbright Scholar in General Education
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Intended Lea ning O tcomesIntended Lea ning O tcomesIntended Learning OutcomesIntended Learning Outcomes
Define the purposes of general education Define the purposes of general education programsprogramsp gp g
List common features of GE programsList common features of GE programsList common features of GE programsList common features of GE programs
Compare CityU’s outcomes and current Compare CityU’s outcomes and current implementation with ‘Best Practices’implementation with ‘Best Practices’
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O tline of Toda ’s P esentationO tline of Toda ’s P esentationOutline of Today’s PresentationOutline of Today’s Presentation
Why have General Education? What is GE? Why have General Education? What is GE? Historical Features of GE ProgramsHistorical Features of GE ProgramsHistorical Features of GE ProgramsHistorical Features of GE ProgramsCommon Features of Cutting Edge GE Common Features of Cutting Edge GE ProgramsProgramsProgramsProgramsEffective Practices for Implementing GE Effective Practices for Implementing GE PPProgramsPrograms
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Why Have General Education?Why Have General Education?Why Have General Education?Why Have General Education?
What is General Education?What is General Education?
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Wh Gene al Ed cation?Wh Gene al Ed cation?Why General Education?Why General Education?
UGC mandated a 4 year curriculumUGC mandated a 4 year curriculumBut why?But why?yy
In periods of change, narrow specialization In periods of change, narrow specialization condemns us to inflexibility condemns us to inflexibility –– precisely what precisely what
d d Wd d W d th fl ibld th fl iblwe do not need. We we do not need. We need the flexible need the flexible intellectual tools to be problem solvers, intellectual tools to be problem solvers, to be able to continue learning overto be able to continue learning overto be able to continue learning over to be able to continue learning over time.time.
David Kearns, former CEO of Xerox CorporationDavid Kearns, former CEO of Xerox Corporation
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Defining Gene al Ed cationDefining Gene al Ed cationDefining General EducationDefining General Education
What does General Education What does General Education mean to you today?mean to you today?mean to you today?mean to you today?
Concept Mapping (Mind Mapping) activityConcept Mapping (Mind Mapping) activity
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Defining Gene al Ed cationDefining Gene al Ed cationDefining General EducationDefining General Education
That part of a curriculum that is shared by That part of a curriculum that is shared by all students, provides broad exposure to all students, provides broad exposure to , p p, p pmultiple disciplines, and forms the basis multiple disciplines, and forms the basis for developing important intellectual and for developing important intellectual and p g pp g pcivic capabilities.civic capabilities.
http://www.aacu.org/leap/What_is_liberal_education.cfmhttp://www.aacu.org/leap/What_is_liberal_education.cfm
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Historical Features of GE ProgramsHistorical Features of GE Programs
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Changing Designs for University EducationChanging Designs for University EducationChanging Designs for University EducationChanging Designs for University Education
The 19th century universityThe 19th century universityA common core curriculum
All learning is general
Commoncoretexts
Commoncore
coursestexts courses
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Changing Designs for University EducationChanging Designs for University EducationChanging Designs for University EducationChanging Designs for University Education
The 20th century universitybreadth (general education) + depth (the major)(g ) p ( j )
In depthdi i li
Distributive
Often framed as a “distribution requirement” to assure
disciplinarystudies
courserequirements
Often framed as a distribution requirement to assure breadth of study
Similar to City U’s OOD requirement
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Growing Dissatisfaction with Growing Dissatisfaction with gg2020thth Century GE ProgramsCentury GE Programs
As the number of courses grows in a distributional As the number of courses grows in a distributional models, the consistent achievement of program models, the consistent achievement of program outcomes becomes more challenging.outcomes becomes more challenging.outcomes becomes more challenging.outcomes becomes more challenging.
GE program works well for some students but GE program works well for some students but leaves ‘holes’ in some students preparationleaves ‘holes’ in some students preparation
Solution: Seek additional common experiences forSolution: Seek additional common experiences forSolution: Seek additional common experiences for Solution: Seek additional common experiences for students to assure consistent delivery of program students to assure consistent delivery of program outcomes outcomes –– this ultimately aids in assessment of this ultimately aids in assessment of st dent learning o tcomes as ellst dent learning o tcomes as ellstudent learning outcomes as wellstudent learning outcomes as well
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Changing Designs for University EducationChanging Designs for University EducationChanging Designs for University EducationChanging Designs for University Education
The 21st century “New Academy”y yRethinking goals and practices for a globally interconnected knowledge society
Seeks integration of knowledge, often through “core” experiencescore experiences
GE permeates the boundaries of the disciplines and p pthe major
Addresses the skills, knowledge and values of 21st
century life-long learners
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Di t ib ti C C i lDi t ib ti C C i lDistribution vs. Core CurriculumDistribution vs. Core Curriculum“The one intolerable thing in education is the absence ofThe one intolerable thing in education is the absence of
intellectual design.” Mark van Doren
The goal of a Distribution requirement is breadth.
The goal of a Core curriculum is integrationThe goal of a Core curriculum is integration.
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2121stst Century University EducationCentury University Educationy yy y
Distribution RequirementsDistribution RequirementsCommon Core CoursesCommon Core Courses
General EducationGeneral Education
Integration with the MajorIntegration with the Major Knowledge, skills, & valuesKnowledge, skills, & values
Global EducationGlobal Education CompetencyCompetency--basedbased
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Common Features of Cutting Common Features of Cutting Edge GE ProgramsEdge GE ProgramsEdge GE ProgramsEdge GE Programs
Program Characteristics Program Characteristics andandand and
Program OutcomesProgram Outcomes
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Characteristics of EffectiveCharacteristics of EffectiveGE ProgramsGE Programs
f lf lPurposefulPurposefulCoherentCoherentEngagingEngagingEngagingEngagingRigorousRigorousExtends through all 4 years of studyExtends through all 4 years of studyExtends through all 4 years of studyExtends through all 4 years of studyHas good leadership from faculty and administrationHas good leadership from faculty and administrationIs a corporate responsibility of the facultyIs a corporate responsibility of the facultyEnjoys sufficient resources to achieve its purposesEnjoys sufficient resources to achieve its purposes
(Taking Responsibility for the Quality of the Baccalaureate Degree, AAC&U, 2004)(Taking Responsibility for the Quality of the Baccalaureate Degree, AAC&U, 2004)
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Intentional General Education ProgramsIntentional General Education ProgramsIntentional General Education ProgramsIntentional General Education Programs
clear learning goals and outcomes
tight link to institutional mission
clear programmatic goals a GE program is NOT a series of independenta GE program is NOT a series of independent courses where students are left to make the ‘connections’
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Good Practices in GE derived from Good Practices in GE derived from Educational ResearchEducational Research
Give special attention to the early yearsGive special attention to the early yearsInstilling a thirst for inquiry and reflection “early on” will set Instilling a thirst for inquiry and reflection “early on” will set the stage for more rapid growth development andthe stage for more rapid growth development andthe stage for more rapid growth, development, and the stage for more rapid growth, development, and educational attainmenteducational attainment
Create active learning experiencesCreate active learning experiencesg pg pResearch clearly demonstrated that students who are Research clearly demonstrated that students who are engaged in their studies learn more engaged in their studies learn more
Plan collaborative learning experiencesPlan collaborative learning experiencesPlan collaborative learning experiencesPlan collaborative learning experiencesStudents are affirmed in their learning by their peers Students are affirmed in their learning by their peers support, criticism, and collaboration. Collaborative learning support, criticism, and collaboration. Collaborative learning
t b h i t d ft i it t d i tht b h i t d ft i it t d i thpromotes behavior expected after university study, in the promotes behavior expected after university study, in the workplace.workplace.
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Common GE Program OutcomesCommon GE Program Outcomesgg
Knowledge of Human Cultures and theKnowledge of Human Cultures and theKnowledge of Human Cultures and the Knowledge of Human Cultures and the Natural WorldNatural World
Intellectual and Practical SkillsIntellectual and Practical Skills
Individual and Social ResponsibilityIndividual and Social Responsibility
Integrative LearningIntegrative LearningIntegrative LearningIntegrative LearningLiberal Education and America’s Promise, 2008Liberal Education and America’s Promise, 2008
https://www.aacu.org/leap/documents/GlobalCentury_ExecSum_3.pdfhttps://www.aacu.org/leap/documents/GlobalCentury_ExecSum_3.pdf
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Alignment with CityU’s Ideal Alignment with CityU’s Ideal g yg yGraduate OutcomesGraduate Outcomes
Apply effective communication, language, numerical, and IT skills to a variety of professional settings
Apply multi-disciplinary critical thinking skills to solve problems and create new ideas
Relate cultural awareness to collaborate effectively in a broad range ofRelate cultural awareness to collaborate effectively in a broad range of teamwork situations
Generate a positive and flexible approach to lifelong learning and employabilityemployability
Reflect on the ethical and social responsibilities required of professional citizens in a global society
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Alignment with CityU’s Alignment with CityU’s g yg yApproved GE OutcomesApproved GE Outcomes
apply intellectual and practical skills to learningrelate to diversity in terms of people and cultures apply a broader knowledge of the natural and physical world to their own experiences generate the capacity to assume individual and social responsibilities generate the capacity for lifelong learning
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Alignment of Program Outcomes Alignment of Program Outcomes with ‘Best Practices’with ‘Best Practices’with Best Practiceswith Best Practices
CityU Graduate CityU Graduate OutcomesOutcomes
CityU GE CityU GE OutcomesOutcomesOutcomesOutcomes OutcomesOutcomes
Knowledge of Culture Knowledge of Culture & Natural World& Natural World& Natural World& Natural WorldIntellectual & Practical Intellectual & Practical SkillsSkillsSkillsSkillsIndividual & Social Individual & Social ResponsibilityResponsibilityResponsibilityResponsibilityIntegrative LearningIntegrative Learning
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Effective Practices for Effective Practices for Implementation of GE ProgramsImplementation of GE ProgramsImplementation of GE ProgramsImplementation of GE Programs
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Ke Implementation P inciplesKe Implementation P inciplesKey Implementation PrinciplesKey Implementation Principles
Intentional Integration in LearningIntentional Integration in Learning
Developmental view of student learningDevelopmental view of student learning
Actively engaging of studentsActively engaging of students
AlignmentAlignmentAlignmentAlignment
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Integration of Learning in GE ProgramsIntegration of Learning in GE ProgramsIntegration of Learning in GE ProgramsIntegration of Learning in GE Programs
Across the curriculum and traditional Across the curriculum and traditional disciplinary boundariesdisciplinary boundariesBetween the curriculum and coBetween the curriculum and co--curriculumcurriculumBetween the curriculum and coBetween the curriculum and co curriculumcurriculumAcross the GE program courses and Across the GE program courses and courses in the majorcourses in the majorcourses in the majorcourses in the majorSkills, knowledge and values integrationSkills, knowledge and values integrationSocial, personal, academic, and Social, personal, academic, and experiential integration (whole person experiential integration (whole person d l t)d l t)development)development)
Huber, M. T. & Hutchins, P. (2004). Integrative Learning: Mapping the Terrain. AAC&UHuber, M. T. & Hutchins, P. (2004). Integrative Learning: Mapping the Terrain. AAC&U
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A Developmental View of A Developmental View of ppStudent LearningStudent Learning
GE introduces foundational knowledge and GE introduces foundational knowledge and skills needed for disciplinary studyskills needed for disciplinary studyp y yp y yThose skills are reinforced, advanced, and Those skills are reinforced, advanced, and refined within the majorrefined within the majorrefined within the majorrefined within the majorThe process of gaining mastery in a The process of gaining mastery in a discipline is itself a transferable generaldiscipline is itself a transferable generaldiscipline is itself a transferable general discipline is itself a transferable general education skilleducation skill
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A D l t l M d l f GE PA D l t l M d l f GE PA Developmental Model for GE ProgramsA Developmental Model for GE ProgramsFoundational Focused Studies Advanced Integrative Courses (Major & Minor) & Culminating Work
(Capstone)
Knowledge of Human CultureKnowledge of Human CultureKnowledge of Human Culture Knowledge of Human Culture and the Natural Worldand the Natural World
Intellectual and Practical SkillsIntellectual and Practical SkillsIntellectual and Practical SkillsIntellectual and Practical Skills
Individual and SocialIndividual and SocialIndividual and Social Individual and Social ResponsibilityResponsibility
Integrative LearningIntegrative LearningIntegrative LearningIntegrative Learning
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Acti e Engagement of St dentsActi e Engagement of St dentsActive Engagement of StudentsActive Engagement of Students
General Education Programs depend as General Education Programs depend as heavily on the heavily on the pedagogiespedagogies used as on used as on yy p g gp g gthe content delivered to achieve intended the content delivered to achieve intended student learning outcomesstudent learning outcomesgg
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What Really Matters in University Study: What Really Matters in University Study: y y yy y yStudent EngagementStudent Engagement
Because iBecause individual effort and involvement ndividual effort and involvement are the critical determinants of impact, are the critical determinants of impact, p ,p ,institutions should focus on the ways they institutions should focus on the ways they can shape their academic, interpersonal, can shape their academic, interpersonal, p , p ,p , p ,and coand co--curricular offerings to encourage curricular offerings to encourage student engagementstudent engagement..g gg g
Pascarella & Terenzini, Pascarella & Terenzini, How College Affects StudentsHow College Affects Students, 2005, p. 602, 2005, p. 602
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Foundations of Student EngagementFoundations of Student Engagement
Time on task Time on task (Tyler, 1930s)(Tyler, 1930s)
Quality of effortQuality of effort (Pace 1960(Pace 1960--70s)70s)Quality of effort Quality of effort (Pace, 1960(Pace, 1960--70s)70s)
Student involvement Student involvement (Astin, 1984)(Astin, 1984)
S i l d i i t tiS i l d i i t tiSocial, academic integration Social, academic integration (Tinto,1987, 1993)(Tinto,1987, 1993)
Good practices in undergraduateGood practices in undergraduateGood practices in undergraduate Good practices in undergraduate education education (Chickering & Gamson, (Chickering & Gamson, 1987)1987)
Student engagement Student engagement (Kuh, 1991, (Kuh, 1991, 2005)2005)
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Effective Educational PracticesEffective Educational PracticesEffective Educational PracticesEffective Educational PracticesFirst year experiencesFirst year experiencesCommon intellectual experiencesCommon intellectual experiencesCommon intellectual experiencesCommon intellectual experiencesLearning communitiesLearning communities**
Writing intensive coursesWriting intensive coursesCollaborative assignments and projectsCollaborative assignments and projectsg p jg p jDiversity/Global learningDiversity/Global learningService learning, communityService learning, community--based learningbased learningUndergraduate ResearchUndergraduate Research**
InternshipsInternships**
Capstone courses and projectsCapstone courses and projects**
Study AbroadStudy Abroad**
College Learning for the New Global Century: A Report from the National Leadership Council College Learning for the New Global Century: A Report from the National Leadership Council for Liberal Education and America’s Promise, AAC&U, 2007for Liberal Education and America’s Promise, AAC&U, 2007
http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdfhttp://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdf•• High Impact Activities as reported in NSSE 2007 Report, Experiences that Matter: Enhancing Student Learning and Success, 200High Impact Activities as reported in NSSE 2007 Report, Experiences that Matter: Enhancing Student Learning and Success, 20088
•• Purposeful Pathways: Helping Student Achieve Key Learning Outcomes, AAC&U, 2006Purposeful Pathways: Helping Student Achieve Key Learning Outcomes, AAC&U, 2006
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Alignment in GE P og amsAlignment in GE P og amsAlignment in GE ProgramsAlignment in GE Programs
P dP dPedagogy Pedagogy The The wayway one teachesone teaches
CCContentContentWhatWhat one teachesone teaches
CurriculumCurriculumHow the How the contentcontent is is organized across the organized across the programprogram
AssessmentAssessmentd ld lHow to examine student learningHow to examine student learning
How One Supports Learning (coHow One Supports Learning (co--curriculum)curriculum)
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Conclusions:Conclusions:
Some Radical Ideas forSome Radical Ideas forSome Radical Ideas for Some Radical Ideas for ConsiderationConsideration
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ConclusionsConclusionsGeneral Education Programs, when well designed General Education Programs, when well designed and implemented areand implemented are equally as important asequally as important asand implemented, are and implemented, are equally as important as equally as important as studies in the majorstudies in the major
Good design involves developing a shared Good design involves developing a shared understanding of the purposes and desired understanding of the purposes and desired outcomes of GE programs as well as carefuloutcomes of GE programs as well as carefuloutcomes of GE programs as well as careful outcomes of GE programs as well as careful decision making regarding pedagogies and contentdecision making regarding pedagogies and content
Integrative and/or interdisciplinary studies Integrative and/or interdisciplinary studies De elopmental app oach to scaffold highe achie ementDe elopmental app oach to scaffold highe achie ementDevelopmental approach to scaffold higher achievementDevelopmental approach to scaffold higher achievementPedagogies that foster active student engagementPedagogies that foster active student engagementAlignment of the overall curriculum/coAlignment of the overall curriculum/co--curriculum, curriculum,
d t t d t f i td t t d t f i tpedagogy, content, and assessment for improvementpedagogy, content, and assessment for improvement
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Upcoming Professional Upcoming Professional Development OpportunitiesDevelopment Opportunities
STEP 3STEP 3 -- Progress Report on City University’s GE Programme ImplementationProgress Report on City University’s GE Programme ImplementationSTEP 3 STEP 3 Progress Report on City University s GE Programme ImplementationProgress Report on City University s GE Programme ImplementationSpeaker: Professor A. Reza HoshmandSpeaker: Professor A. Reza HoshmandDate: 21 October, 12:30pm Date: 21 October, 12:30pm -- 2:30pm, Venue: Room N, CSC 2:30pm, Venue: Room N, CSC
STEP 4STEP 4 -- Faculty Perspectives on General Education (GE) Course DevelopmentFaculty Perspectives on General Education (GE) Course DevelopmentSTEP 4 STEP 4 Faculty Perspectives on General Education (GE) Course DevelopmentFaculty Perspectives on General Education (GE) Course DevelopmentSpeakers: Professor Robert Li (FSE), Professor Graeme Lang (AIS), Dr Ron Kwok (IS), Speakers: Professor Robert Li (FSE), Professor Graeme Lang (AIS), Dr Ron Kwok (IS), & Dr Carmencita Cheung (MEEM)& Dr Carmencita Cheung (MEEM)Date: 28 October, 12:30Date: 28 October, 12:30-- 2:30pm, Venue: Room N, CSC2:30pm, Venue: Room N, CSC
GE Lunchtime Discussions GE Lunchtime Discussions 5 November, 12:305 November, 12:30--2:30 pm, Venue: Staff Lounge2:30 pm, Venue: Staff Lounge19 November, 12:3019 November, 12:30--2:30pm, Venue: Staff Lounge2:30pm, Venue: Staff Lounge
Workshops to assist with Course Proposal DevelopmentWorkshops to assist with Course Proposal DevelopmentConceptualizing and Designing GE Classes Conceptualizing and Designing GE Classes
3 December, 12:303 December, 12:30--4:00pm, Venue: G52174:00pm, Venue: G5217Assessment and Pedagogies in GE ClassesAssessment and Pedagogies in GE Classesg gg g
Early February, 2009, Venue: TBDEarly February, 2009, Venue: TBD
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Contact Info mationContact Info mationContact InformationContact Information
Susan GanoSusan Gano--PhillipsPhillipsFulbright Scholar in General Education (08Fulbright Scholar in General Education (08--09)09)
Visiting Associate ProfessorVisiting Associate ProfessorCity University of Hong KongCity University of Hong Kong
401 Festival Walk Office Tower (EDO)401 Festival Walk Office Tower (EDO)34423442--57965796
sganophi@cityu edu hksganophi@cityu edu [email protected]@cityu.edu.hk
Please feel free to call or email if you’d like to discuss any of the ideas Please feel free to call or email if you’d like to discuss any of the ideas presented today, if you’d like me to speak to your department orpresented today, if you’d like me to speak to your department orpresented today, if you d like me to speak to your department or presented today, if you d like me to speak to your department or faculty, or if you’d like to consult with me about a course proposal faculty, or if you’d like to consult with me about a course proposal for the GE Program.for the GE Program.
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Refe encesRefe encesReferencesReferencesAssociation of American Colleges and Universities. (2007). College Learning for the New Global Century. (A Report
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Research and ImprovementTinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition, (2nd edition). San Francisco:
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