Re-imagining General Re-imagining General Education at CarletonEducation at CarletonRe-imagining General Re-imagining General Education at CarletonEducation at Carleton

John Ramsay, Associate DeanJohn Ramsay, Associate DeanChico Zimmerman, Professor of Classical LanguagesChico Zimmerman, Professor of Classical Languages

John Ramsay, Associate DeanJohn Ramsay, Associate DeanChico Zimmerman, Professor of Classical LanguagesChico Zimmerman, Professor of Classical Languages

September 28, 2004September 28, 2004September 28, 2004September 28, 2004

We have lots of information technology.We have lots of information technology.We just don’t have any information.We just don’t have any information.

© The New Yorker collection from cartoonbank.com

What we proposed to studyWhat we proposed to study

We proposed to look at Carleton’s curriculum as an outsider We proposed to look at Carleton’s curriculum as an outsider might, using what other institutions and scholars of higher might, using what other institutions and scholars of higher education have done with the curriculum as our different education have done with the curriculum as our different “lenses”“lenses”

Along the way we decided that it would be helpful to know Along the way we decided that it would be helpful to know how we ended up with the curriculum we currently have.how we ended up with the curriculum we currently have.

To that end we read up on the history of American higher To that end we read up on the history of American higher education curriculum in generaleducation curriculum in general

General Trends in the Post-war General Trends in the Post-war curriculumcurriculum

Accelerating growth in discipline-based knowledgeAccelerating growth in discipline-based knowledge Increasing tension between “specialized” knowledge Increasing tension between “specialized” knowledge

and traditional “general” education—this is generally and traditional “general” education—this is generally seen as a choice between “broad” and “deep”seen as a choice between “broad” and “deep”

Less agreement on what an ‘educated person” should Less agreement on what an ‘educated person” should knowknow

New areas of interest outside the traditional canonNew areas of interest outside the traditional canon Special emphasis on science and technologySpecial emphasis on science and technology More diverse student body with less homogenous More diverse student body with less homogenous

preparation seeks more choice in course offeringspreparation seeks more choice in course offerings

Carleton’s Curriculum: Carleton’s Curriculum: The past 50 yearsThe past 50 years

Where did we look?Where did we look? Catalogs, Assessment Reports, Committee Catalogs, Assessment Reports, Committee

Reports, Faculty minutes, Grant applications, Reports, Faculty minutes, Grant applications, Institutional ResearchInstitutional Research

President Nason seems to have been a major force President Nason seems to have been a major force in shaping our current curriculumin shaping our current curriculum

Holding the line on “tradition”Holding the line on “tradition” Regarding the 1953 review of the curriculum:Regarding the 1953 review of the curriculum:

““It had long been clear that the compartmentalization of knowledge It had long been clear that the compartmentalization of knowledge implied by the usual subject-matter divisions introduced arbitrary and implied by the usual subject-matter divisions introduced arbitrary and misleading perspectives and impeded the development of that wholeness of misleading perspectives and impeded the development of that wholeness of view which is one of the aims of liberal education….The results of this view which is one of the aims of liberal education….The results of this study are to be found chiefly in the greater breadth of vision imparted to study are to be found chiefly in the greater breadth of vision imparted to the entire faculty concerning interrelationships among the various the entire faculty concerning interrelationships among the various disciplines. disciplines. While substantial changes in the curriculum itself were not While substantial changes in the curriculum itself were not proposedproposed, it is clear that teaching in the various courses was enriched and , it is clear that teaching in the various courses was enriched and that new avenues of integration were developed within the curriculum as a that new avenues of integration were developed within the curriculum as a whole. In many respects this study showed that whole. In many respects this study showed that so-called general so-called general education was possible through course work oriented within a particular education was possible through course work oriented within a particular discipline without formal organization along interdepartmental linesdiscipline without formal organization along interdepartmental lines .”.”

(President Nason in “Profile of Carleton College 1951-1971” [submitted on February 13, 1961 (President Nason in “Profile of Carleton College 1951-1971” [submitted on February 13, 1961 as part of the college’s application for a Ford Foundation grant in its Special Program in as part of the college’s application for a Ford Foundation grant in its Special Program in Education] p. 59, emphasis added)Education] p. 59, emphasis added)

Holding the line on “tradition”Holding the line on “tradition”

In 1959 it was possible for the review committee of the NCA In 1959 it was possible for the review committee of the NCA to report on its visit to Carleton that:to report on its visit to Carleton that:

““The Curriculum Committee is constantly scrutinizing new courses The Curriculum Committee is constantly scrutinizing new courses with a view to avoiding duplication and proliferation of courses. A with a view to avoiding duplication and proliferation of courses. A concept of pure liberal arts education is constantly kept before the concept of pure liberal arts education is constantly kept before the faculty, and courses that seem to emphasize the applications of faculty, and courses that seem to emphasize the applications of knowledge are not approved by the committee in order that knowledge are not approved by the committee in order that Carleton may adhere strictly to her announced aims.”Carleton may adhere strictly to her announced aims.”

In 1961 President Nason states that “certain dangers of In 1961 President Nason states that “certain dangers of excessive specialization in an undergraduate level, liberal arts excessive specialization in an undergraduate level, liberal arts curriculum must be watched”curriculum must be watched”

The Dreaded Calendar issueThe Dreaded Calendar issue In 1961 Carleton faculty vote to change from semesters to trimesters, after In 1961 Carleton faculty vote to change from semesters to trimesters, after

a similar attempt was defeated in 1958a similar attempt was defeated in 1958 ““The new curriculum provides very substantial opportunities for increased The new curriculum provides very substantial opportunities for increased

independent study in all departments and at all levels, and adds much independent study in all departments and at all levels, and adds much greater flexibility in the scheduling of courses and the conduct of classes. greater flexibility in the scheduling of courses and the conduct of classes. It is too early to predict particular developments within this new It is too early to predict particular developments within this new curriculum, but it has been organized in such a way as to provide curriculum, but it has been organized in such a way as to provide maximum freedom for the student in selection of courses and to encourage maximum freedom for the student in selection of courses and to encourage

experimental programs in teaching and learning.”experimental programs in teaching and learning.” (President Nason in “Profile of Carleton College 1951-1971” p. 59)(President Nason in “Profile of Carleton College 1951-1971” p. 59)

Faculty minutes from this period are missing!Faculty minutes from this period are missing!

Serving two mastersServing two masters The new Mission Statement adopted in 1964 says the college seeks The new Mission Statement adopted in 1964 says the college seeks

“excellence of intellectual training and breadth of understanding”“excellence of intellectual training and breadth of understanding” It also includes “different perspectives” and a “varied program of worship, It also includes “different perspectives” and a “varied program of worship,

inquiry and instruction.”inquiry and instruction.” The statement seems to affirm a balance between specialized and general The statement seems to affirm a balance between specialized and general

knowledge, while acknowledging the changing environment of higher knowledge, while acknowledging the changing environment of higher educationeducation

In the same year Nason states, “a limitation of the number of courses to be In the same year Nason states, “a limitation of the number of courses to be given credit within the major department and a reduction of the number of given credit within the major department and a reduction of the number of courses required for graduation are desirable in the interests of allowing courses required for graduation are desirable in the interests of allowing students a greater degree of academic freedom. It is easy to overdo the students a greater degree of academic freedom. It is easy to overdo the quantity of work required, and it might improve rather than downgrade the quantity of work required, and it might improve rather than downgrade the quality of education if the amount demanded were reduced. The faculty quality of education if the amount demanded were reduced. The faculty committee has recommended these steps, but the faculty as a whole has not committee has recommended these steps, but the faculty as a whole has not taken definite action.”taken definite action.”

The appearance of “pressure” as a feature of the Carleton experienceThe appearance of “pressure” as a feature of the Carleton experience

Serving two mastersServing two masters In the 1969 accreditation self-study, President Nason states: In the 1969 accreditation self-study, President Nason states:

““It [the provision of a liberal arts education] will involve some It [the provision of a liberal arts education] will involve some modification of departmental practices and requirements which can easily fall into modification of departmental practices and requirements which can easily fall into patterns of rigidity. It will mean a review of the distribution requirements which patterns of rigidity. It will mean a review of the distribution requirements which are an attempt to create some beginning of a common universe of discourse. It are an attempt to create some beginning of a common universe of discourse. It will necessitate flexibility and imagination in developing subjects and courses will necessitate flexibility and imagination in developing subjects and courses without regard for departmental boundaries. The curriculum as a whole must be without regard for departmental boundaries. The curriculum as a whole must be loose-jointed enough to allow students free time for intellectual development, for loose-jointed enough to allow students free time for intellectual development, for the pursuit of individual interests, and for recovering from errors which are a the pursuit of individual interests, and for recovering from errors which are a natural part of the process of experimentation and discovery….The chief danger natural part of the process of experimentation and discovery….The chief danger for a small college is the over-extension of offerings, and this danger must be for a small college is the over-extension of offerings, and this danger must be carefully weighed before new areas are included.”carefully weighed before new areas are included.”

There is no indication that a review of the distribution requirements took place at There is no indication that a review of the distribution requirements took place at this timethis time

The college added Asian Studies, Black Studies, and Writing Across the The college added Asian Studies, Black Studies, and Writing Across the Curriculum at about this time. Interdisciplinary studies were emerging as an area Curriculum at about this time. Interdisciplinary studies were emerging as an area of tension and innovation.of tension and innovation.

The ZINS ReportThe ZINS Report 1984 report commissioned by EPC on “graduation requirements”1984 report commissioned by EPC on “graduation requirements” ““As things stand now the distribution requirements are not presented to As things stand now the distribution requirements are not presented to

students with any clear rationale, nor is it obvious that they have any, students with any clear rationale, nor is it obvious that they have any, beyond insuring that, broadly speaking, departments do not lack for beyond insuring that, broadly speaking, departments do not lack for students. We have tried to provide some such rationale in accordance with students. We have tried to provide some such rationale in accordance with EPC’s mandate to pursue a ‘modes of thinking’ model.”EPC’s mandate to pursue a ‘modes of thinking’ model.”

Curriculum would be organized around “ways of thinking,” “skills,” a Curriculum would be organized around “ways of thinking,” “skills,” a major, an integrative exercises, and “experiences”major, an integrative exercises, and “experiences”

Suggests that perhaps a concentration should be requiredSuggests that perhaps a concentration should be required Floats the idea of a ‘core’ of information to be masteredFloats the idea of a ‘core’ of information to be mastered Clear about the tension between department turf and college-wide Clear about the tension between department turf and college-wide

responsibilities to general education goals.responsibilities to general education goals. Clearly an attempt to respond to the new language of assessment in higher Clearly an attempt to respond to the new language of assessment in higher

education.education.

What does he know, What does he know, and how long will he know it?and how long will he know it?

© The New Yorker collection from cartoonbank.com

The Assessment movementThe Assessment movement A great deal of research has been done in the last thirty years A great deal of research has been done in the last thirty years

about how students learn, and how they develop various about how students learn, and how they develop various intellectual skillsintellectual skills

This has produced the current language of education theorists This has produced the current language of education theorists and our accreditorsand our accreditors

Can we demonstrate that we actually accomplish what we claim Can we demonstrate that we actually accomplish what we claim in our literature? in our literature?

First wave of Carleton’s response was anecdotal evidence, First wave of Carleton’s response was anecdotal evidence, The second wave was self-reported dataThe second wave was self-reported data Third wave will attempt to quantify and measure learning Third wave will attempt to quantify and measure learning

outcomes with a view to providing useful information for outcomes with a view to providing useful information for planning and improvement. The Writing Portfolio is a current planning and improvement. The Writing Portfolio is a current example at Carleton.example at Carleton.

What we learn from assessment What we learn from assessment datadata

The CSEQ is a survey of student learning experiences dating back to 1982The CSEQ is a survey of student learning experiences dating back to 1982 We have comparative data with other COFHE schoolsWe have comparative data with other COFHE schools In the section where students rate the amount that Carleton has contributed In the section where students rate the amount that Carleton has contributed

to their academic abilities, we see an interesting trendto their academic abilities, we see an interesting trend While “in depth knowledge of a field” always ranks first, “acquire broad While “in depth knowledge of a field” always ranks first, “acquire broad

knowledge” ranks eighth, “integrate ideas and information” ranks tenthknowledge” ranks eighth, “integrate ideas and information” ranks tenth Many of the goals we hope to achieve with our distribution requirements Many of the goals we hope to achieve with our distribution requirements

rank in the bottom half of the list:rank in the bottom half of the list: Identify moral and ethical issues, Appreciate the arts, Lead and Identify moral and ethical issues, Appreciate the arts, Lead and

supervise others, Relate well to people of different races, religions and supervise others, Relate well to people of different races, religions and nations, Evaluate role of science and tech in society, Function nations, Evaluate role of science and tech in society, Function effectively on team,effectively on team, Understand scientific processUnderstand scientific process

Greater ExpectationsGreater Expectations

• National Panel Report of the AAC&U begun in 2000 and National Panel Report of the AAC&U begun in 2000 and completed in 2002completed in 2002

• Intended to respond to the changing demands for quality higher Intended to respond to the changing demands for quality higher education in the 21education in the 21stst century century

• Documents changes in how and why students go to college and Documents changes in how and why students go to college and what students need to know to succeed in life endeavorswhat students need to know to succeed in life endeavors

• Articulates a general program of skills and best practices to achieve Articulates a general program of skills and best practices to achieve them based on selected model schoolsthem based on selected model schools

• Some issues identified are not relevant to Carleton, but most are.Some issues identified are not relevant to Carleton, but most are.• A useful “measuring stick” for Carleton to refer to, since it has A useful “measuring stick” for Carleton to refer to, since it has

been highly influential in the curricular deliberations at other been highly influential in the curricular deliberations at other schools around the countryschools around the country

• Get your own copy at Get your own copy at www.greaterexpectations.orgwww.greaterexpectations.org

Greater ExpectationsGreater Expectations

• A curriculum is outlined in general principles that can be adapted to a A curriculum is outlined in general principles that can be adapted to a variety of institutional settingsvariety of institutional settings

• The goal is to create “intentional learners” who have: intellectual and The goal is to create “intentional learners” who have: intellectual and practical skills, knowledge and ways of knowing, and are responsible practical skills, knowledge and ways of knowing, and are responsible for personal actions and civic valuesfor personal actions and civic values

• This is true liberal education: “Liberal education is an educational This is true liberal education: “Liberal education is an educational philosophy rather than a body of knowledge, specific courses, or type philosophy rather than a body of knowledge, specific courses, or type of institution….The best undergraduate education for the twenty-first of institution….The best undergraduate education for the twenty-first century will be based on a liberal education that produces and century will be based on a liberal education that produces and individual who is intentional about learning and life, empowered, individual who is intentional about learning and life, empowered, informed, and responsible.” (p. 25)informed, and responsible.” (p. 25)

• The report argues for changes on all constituency levels from local The report argues for changes on all constituency levels from local school boards and institutional curriculum committees to national school boards and institutional curriculum committees to national policy makers. policy makers.

• This awareness of the need for coordinated change is one that we This awareness of the need for coordinated change is one that we have taken seriously in our examination of the curriculumhave taken seriously in our examination of the curriculum

I don’t know anything about global I don’t know anything about global warming, but these ice cubes are warming, but these ice cubes are

melting like crazy.melting like crazy.

© The New Yorker collection from cartoonbank.com

TheThe Curriculum? Curriculum?Distinctions, Cliches, MetaphorsDistinctions, Cliches, Metaphors

The aspirational curriculum: “Purpose of the College” The aspirational curriculum: “Purpose of the College” (page 1, Catalog)(page 1, Catalog)

The policy curriculum: rules and regulations on The policy curriculum: rules and regulations on graduation requirements graduation requirements

The evolving curriculum: new and continuing course The evolving curriculum: new and continuing course offeringsofferings

The assessed curriculum: What our accreditors want The assessed curriculum: What our accreditors want to knowto know

The lived curriculum: the total educational experience The lived curriculum: the total educational experience at a residential liberal arts collegeat a residential liberal arts college

The Aspirational CurriculumThe Aspirational Curriculum

The aspirational curriculum: the purpose of the The aspirational curriculum: the purpose of the college (Catalog p. 1)college (Catalog p. 1)

Key stakeholders: Board of Trustees, President, Key stakeholders: Board of Trustees, President, alums, prospective students and parentsalums, prospective students and parents

Question to ask: Is the aspiration too limited or too Question to ask: Is the aspiration too limited or too grandiose? Is it achievable?grandiose? Is it achievable?

Our assumption: Rhetorical commitments are Our assumption: Rhetorical commitments are important because they anchor the long term vision of important because they anchor the long term vision of the institutionthe institution

The Policy CurriculumThe Policy Curriculum

The policy curriculum: rules and regulations on graduation The policy curriculum: rules and regulations on graduation requirementsrequirements

Key stakeholders: Dean of the College, ECC/FCPC, ASC, Key stakeholders: Dean of the College, ECC/FCPC, ASC, students who wish to graduatestudents who wish to graduate

Question to ask: Is there reasonable balance among major Question to ask: Is there reasonable balance among major requirements, distro’s and electives? What is their role in requirements, distro’s and electives? What is their role in helping us to achieve the aspirational curriculum?helping us to achieve the aspirational curriculum?

Our assumption: balance is constantly being challenged; Our assumption: balance is constantly being challenged; distro’s are only distro’s are only oneone way to meet general education goals way to meet general education goals

The Evolving CurriculumThe Evolving Curriculum

The evolving curriculum: new and continuing course The evolving curriculum: new and continuing course offeringsofferings

Key stakeholders: Faculty, departments, Registrar, Associate Key stakeholders: Faculty, departments, Registrar, Associate Deans, FCPC, and studentsDeans, FCPC, and students

Question to ask: What is a good way to think about the value Question to ask: What is a good way to think about the value added by new course offerings (127 in 04-05)? How do these added by new course offerings (127 in 04-05)? How do these serve the goals of our policy curriculum?serve the goals of our policy curriculum?

Our assumption: let a thousand flowers bloom: the Carleton Our assumption: let a thousand flowers bloom: the Carleton approach to curricular innovation. There is an important approach to curricular innovation. There is an important managerial challenge to the evolving curriculum.managerial challenge to the evolving curriculum.

The Assessed CurriculumThe Assessed Curriculum

The assessed curriculum: What our accreditors want The assessed curriculum: What our accreditors want to knowto know

Key stakeholders: ECC, Dean of College Office, North Key stakeholders: ECC, Dean of College Office, North Central Association, Institutional ResearchCentral Association, Institutional Research

Question to ask: How well do ECC’s 9 (10) learning Question to ask: How well do ECC’s 9 (10) learning assessments goals intersect with our other curricular values?assessments goals intersect with our other curricular values?

Our assumption: assessment of learning outcomes will become Our assumption: assessment of learning outcomes will become increasingly important role in curricular issuesincreasingly important role in curricular issues

The Lived CurriculumThe Lived Curriculum

The lived curriculum: the total educational experience The lived curriculum: the total educational experience at a residential liberal arts collegeat a residential liberal arts college

Key stakeholders: Students, Student Life staff, coaches, off-Key stakeholders: Students, Student Life staff, coaches, off-campus studies faculty, alumnicampus studies faculty, alumni

Question to ask: How well does the lived curriculum of our Question to ask: How well does the lived curriculum of our residential college prepare our students to “lead a fully residential college prepare our students to “lead a fully realized life in a diverse and changing world?realized life in a diverse and changing world?

Our assumption: our graduates are judged not only by their Our assumption: our graduates are judged not only by their academic abilities but by the way they lead their livesacademic abilities but by the way they lead their lives

I, too, longed to find a cause greater I, too, longed to find a cause greater than myself—fortunately, I never did.than myself—fortunately, I never did.

© The New Yorker collection from cartoonbank.com

Strategies for Achieving Breadth in General

Education

Strategies for Achieving Breadth in General

Education

What Peer Institutions Are DoingYale, Williams, Harvard, Others

What Peer Institutions Are DoingYale, Williams, Harvard, Others

The Direction Breadth Theory and Practice is Moving and Why

The Direction Breadth Theory and Practice is Moving and Why

Traditional distribution groupings are becoming increasingly difficult to describe and justify—Appreciating, Sensitizing and Exposing are not enough anymore.

There is growing recognition that breadth is achieved and may be achieved more satisfactorily without distro’s.

Growing recognition that “front-loading” of general education for frosh and sophs is hard to justify on educational grounds.

Institutions are learning to articulate why breadth in liberal education is of value as well as formulating thoughtful and intentional strategies for achieving it.

Traditional distribution groupings are becoming increasingly difficult to describe and justify—Appreciating, Sensitizing and Exposing are not enough anymore.

There is growing recognition that breadth is achieved and may be achieved more satisfactorily without distro’s.

Growing recognition that “front-loading” of general education for frosh and sophs is hard to justify on educational grounds.

Institutions are learning to articulate why breadth in liberal education is of value as well as formulating thoughtful and intentional strategies for achieving it.

YaleYaleReport on Yale College Education, April 2003

YaleYaleReport on Yale College Education, April 2003

“It is a striking fact that, while the idea of a major has been almost universally adopted and has changed little over many decades, breadth requirements have enjoyed no such consensus. Excellent schools have given very different answers to the question how breadth should be assured.”

Brown has no formal requirements Columbia requires a great books core Harvard mandates certain kinds of intellectual encounters

with a fixed array of classes that fulfill the requirements. Duke requires ambitious general studies that combine

specified areas of knowledge, modes of inquiry, focused inquiries and competencies.

“It is a striking fact that, while the idea of a major has been almost universally adopted and has changed little over many decades, breadth requirements have enjoyed no such consensus. Excellent schools have given very different answers to the question how breadth should be assured.”

Brown has no formal requirements Columbia requires a great books core Harvard mandates certain kinds of intellectual encounters

with a fixed array of classes that fulfill the requirements. Duke requires ambitious general studies that combine

specified areas of knowledge, modes of inquiry, focused inquiries and competencies.

The current system remains almost spectacularly vague about the skills it expects students to build strength in, freeing them to avoid their weaknesses in ways that can prove seriously self-impoverishing.

… in the most blatant failure of the current system, whether a course counts for satisfying a distributional requirement is now a function of the instructor’s departmental appointment, not its particular intellectual content.

The current system remains almost spectacularly vague about the skills it expects students to build strength in, freeing them to avoid their weaknesses in ways that can prove seriously self-impoverishing.

… in the most blatant failure of the current system, whether a course counts for satisfying a distributional requirement is now a function of the instructor’s departmental appointment, not its particular intellectual content.

YaleYale

YaleYale

Proposed Distribution Proposed Distribution Requirement FixRequirement Fix

Proposed Distribution Proposed Distribution Requirement FixRequirement Fix

Two courses each in Humanities and Arts; Social Two courses each in Humanities and Arts; Social Sciences and Natural Sciences;Sciences and Natural Sciences;

Two courses in any field of writing skillsTwo courses in any field of writing skills

Two courses in any field of quantitative reasoningTwo courses in any field of quantitative reasoning

Competence in foreign language to intermediate levelCompetence in foreign language to intermediate level

YaleYale

Breadth InvestmentsBreadth Investments Center to support teaching of quantitative reasoning; center to

support teaching of science; continued support for the Center for Language Study and Bass Writing Program

Small classes for frosh and sophs to “strengthen a culture of close intellectual contact between teachers and students.”

International education, working toward the goal of funding the financial need of any student pursuing a Yale-approved opportunity abroad.

Adding faculty and facilities for the teaching of artistic practice; task force on role and organization of the visual arts in the Yale curriculum.

Increase the faculty in Arts and Sciences “by at least 10% over the next 5 years.”

Center to support teaching of quantitative reasoning; center to support teaching of science; continued support for the Center for Language Study and Bass Writing Program

Small classes for frosh and sophs to “strengthen a culture of close intellectual contact between teachers and students.”

International education, working toward the goal of funding the financial need of any student pursuing a Yale-approved opportunity abroad.

Adding faculty and facilities for the teaching of artistic practice; task force on role and organization of the visual arts in the Yale curriculum.

Increase the faculty in Arts and Sciences “by at least 10% over the next 5 years.”

Curricular Innovation at WilliamsCurricular Innovation at WilliamsApproved by 60% of Faculty, May 2003

Curricular Innovation at WilliamsCurricular Innovation at WilliamsApproved by 60% of Faculty, May 2003

The Process - Committee on Educational Policy (CEP) put out a call for curricular innovation ideas to the entire community. Over 150 recommendations—single sentences to full blown proposals—were sent to CEP, and published on a website.

Sampling of Ideas• ASL to fulfill foreign language competency• Eliminate double majors• Caribbean studies cluster• Dance major• Interdisciplinary Studies Center• Technological competence• Digital literacy

The Process - Committee on Educational Policy (CEP) put out a call for curricular innovation ideas to the entire community. Over 150 recommendations—single sentences to full blown proposals—were sent to CEP, and published on a website.

Sampling of Ideas• ASL to fulfill foreign language competency• Eliminate double majors• Caribbean studies cluster• Dance major• Interdisciplinary Studies Center• Technological competence• Digital literacy

Interdisciplinary TeachingInterdisciplinary TeachingInterdisciplinary TeachingInterdisciplinary Teaching

Provides an interesting and productive way to help students address intellectual questions from multiple perspectives.

Exposes both the explanatory power of disciplines and the limits of that power.

Provides an opportunity to show how to different modes of thinking operate.

WilliamsWilliams

Three Models of Three Models of Interdisciplinary TeachingInterdisciplinary Teaching

Three Models of Three Models of Interdisciplinary TeachingInterdisciplinary Teaching

1. Institute or Center Model

2. Team-Teaching Model

3. All faculty as one-course interdisciplinary “free agents.”

The Team-Teaching Model prevailed with 69% of the faculty voting in its favor.

Williams

Skills and Contents Distribution Requirements

Skills and Contents Distribution Requirements

Passed: Writing (82%)Quantitative /Formal Reasoning (60%)

Failed: SpeakingForeign Language Proficiency Contemporary Social Justice

Williams

““Signature” Tutorial ProgramSignature” Tutorial Program““Signature” Tutorial ProgramSignature” Tutorial Program

Dilemma:

Alumni surveys showed that the traditional tutorial program was rated as “the most valuable course” taken at the College by 80% who had taken tutorials.

The number of tutorial enrollments dropped throughout the 1990s, while the size of tutorials has grown to an average of 8.6 students.

The “sophomore tutorial” as site of investment:

Tutorials designed to include sophomores give students the opportunity to build critical intellectual skills early in their time at Williams. These skills include speaking, critical thinking, and writing. [Passes 82%]

Williams

Other Breadth InvestmentsOther Breadth InvestmentsOther Breadth InvestmentsOther Breadth Investments

Experiential EducationDefinition - Learning gained via field research, sustained work on special field

projects, and fieldwork placements with community organization.

Rationale - Students can learn to question assumptions in the academic literature and flag them as problematic by virtue of their experience; they can also learn that books and journal articles hold important and useful information that can help them analyze and solve problems in the world outside academia.

Fieldwork - Williams in New York, 4 courses, one semester

With a rigorous, required fieldwork component, the Williams in New York Program could be a highly distinctive program, one that provides an integrated program of traditional scholarship combined with ongoing fieldwork in related areas. Such a combination of traditional research, writing, contemplation, and action can best help students internalize the values of a liberal arts education, shaping critical reflective habits of mind that they will carry with them for their lifetimes into the world. Williams

HarvardHarvardHarvardHarvard

Core Curriculum as Major Vehicle for Breadth (7 areas required, depending on major)

Foreign Cultures Historical Study A Historical Study BLiterature and Arts A Literature and Arts B Literature and Arts CMoral reasoning Quantitative Reasoning Science AScience B Social Analysis

What Is Wrong? “Neither students nor faculty have a clear understanding about the specific guidelines of each Core area, and distinctions about why certain courses are in and others are out are therefore difficult to explain or justify.” (p. 12).

A Report on the Harvard College Curricular Review, A Report on the Harvard College Curricular Review, April 2004April 2004

Six Newly Emphasized Aspirations of Liberal Education

Six Newly Emphasized Aspirations of Liberal Education

1. Internationalization - Study, research, or work abroad to be encouraged for all Harvard undergrads.

2. The scientific and technological revolution - Graduates of Harvard College should be able to understand the news and expository articles in journals such as Science and Nature. “We should no more accept the proposition that some of our students are incapable of learning science than we believe that other students are unable to master subjects in the humanities and social science.” Introductory science courses will be redesigned.

3. Crossing disciplinary boundaries - Students should have the opportunity to explore a variety of disciplinary approaches to a problem and to pursue collaborative work with others who have different disciplinary skills.

4. Communities of learning - In 2002-2003 48% of all undergraduate enrollments were in courses with more than 50 students. This evoked eleven specific recommendations on first year experience focused on seminars, advising and housing.

5. Student research opportunities - Funding for summer research should be increased since 29% of Class of ’03 did research with faculty for credit.

6. College within a university - Students will be encouraged to take advantage of this opportunity. Harvard

Major Sites of Breadth InvestmentMajor Sites of Breadth InvestmentMajor Sites of Breadth InvestmentMajor Sites of Breadth InvestmentHarvard College Courses

• Foundational with respect to broad areas of knowledge, to cut across traditional disciplinary boundaries, and to define the basis of an educated citizenry

• Integrative - moving beyond the disciplinary perspectives that have defined much of modern academic life and the Core program.”

• Flagship - listed at the front of the course catalog

• Distinctive course materials developed for use in, and potentially beyond, Harvard College

Enlarge the faculty to enable smaller classes across the curriculum and throughout students’ undergraduate careers, beginning with the requirement of a small-group, faculty-led seminar in the first year and continuing with junior seminars in all concentrations. The faculty should therefore grow significantly in size over the course of the decade.”

Expanded range of capstone experiences encouraged to encounter the major intellectual controversies of the day through advanced work on topics that cross traditional disciplinary boundaries.”

Liberate January!: “As a month for experimental programs, in and beyond the curriculum.”

Harvard

Carleton CollegeEmerging Rationales for

Breadth in Liberal Education

Carleton CollegeEmerging Rationales for

Breadth in Liberal Education

I. Multiplying Disciplinary PerspectivesI. Multiplying Disciplinary Perspectives

II Defining and Elaborating Intellectual SkillsII Defining and Elaborating Intellectual Skills

III. Developing Specialized CurriculaIII. Developing Specialized Curricula

I. I. Multiplying Disciplinary Perspectives Multiplying Disciplinary Perspectives and Integrating Skills around Majorsand Integrating Skills around Majors

I. I. Multiplying Disciplinary Perspectives Multiplying Disciplinary Perspectives and Integrating Skills around Majorsand Integrating Skills around Majors

Multiple disciplines define their investigative strategies, Multiple disciplines define their investigative strategies, contributions, and limitations to common problems.contributions, and limitations to common problems.

Develop courses that use the tools of one discipline to Develop courses that use the tools of one discipline to investigate distinctive modes of inquiry, areas of knowledge, investigate distinctive modes of inquiry, areas of knowledge, foundational vocabulary, fundamental questions of another foundational vocabulary, fundamental questions of another discipline (e.g., Philosophy of Physics and Philosophy of discipline (e.g., Philosophy of Physics and Philosophy of Biology)Biology)

Develop intellectual and historical framework courses, those Develop intellectual and historical framework courses, those that have a more daring sweep than we are usually that have a more daring sweep than we are usually comfortable with, courses that attempt to provide students comfortable with, courses that attempt to provide students with knowledge base and interpretive tools for future study.with knowledge base and interpretive tools for future study.

II. Defining and Elaborating the Intellectual II. Defining and Elaborating the Intellectual Skills that Initiate, Develop and Refine Skills that Initiate, Develop and Refine

Student Thought and ExpressionStudent Thought and Expression

II. Defining and Elaborating the Intellectual II. Defining and Elaborating the Intellectual Skills that Initiate, Develop and Refine Skills that Initiate, Develop and Refine

Student Thought and ExpressionStudent Thought and Expression

WesleyanWesleyan - emphasizes “essential capabilities” that cut across all - emphasizes “essential capabilities” that cut across all disciplines (writing, speaking, quantitative skills, “reading” nonverbal disciplines (writing, speaking, quantitative skills, “reading” nonverbal texts, ethical reasoning, cross-cultural competence)texts, ethical reasoning, cross-cultural competence)

PomonaPomona - Perception, Analysis and communication requirement with nine - Perception, Analysis and communication requirement with nine components: components:

Read literature critically Read literature critically Use and understand the scientific methodUse and understand the scientific method Use and understand formal reasoning Use and understand formal reasoning Understand and analyze data Understand and analyze data Analyze or produce creative artAnalyze or produce creative art Explore and understand human behaviorExplore and understand human behavior Explore and understand an historical cultureExplore and understand an historical culture Compare and contrast contemporary culturesCompare and contrast contemporary cultures Think critically about values and rationalityThink critically about values and rationality

Carleton - What other literacies are appropriate and desirable to include? Carleton - What other literacies are appropriate and desirable to include? quantitative, visual, scientific, information, ethical reasoningquantitative, visual, scientific, information, ethical reasoning

III. Curriculum DevelopmentIII. Curriculum DevelopmentIII. Curriculum DevelopmentIII. Curriculum Development

Carleton curriculum should prepare students for regular appraisal of their Carleton curriculum should prepare students for regular appraisal of their own talents and weaknesses within the context of how and why to live well own talents and weaknesses within the context of how and why to live well and responsibly.and responsibly.

It should engage students with the problem of knowing what to do with It should engage students with the problem of knowing what to do with their “longing for a cause greater than themselves.”their “longing for a cause greater than themselves.”

It should join the issues of the examined life to the challenges of personal It should join the issues of the examined life to the challenges of personal integrity, the temptations of narcissism and nihilism, encounters with integrity, the temptations of narcissism and nihilism, encounters with difference, and demands of rapid technological changedifference, and demands of rapid technological change

“The goal of [a Carleton education] is to liberate individuals from the constraints imposed by ignorance or complacency and prepare them broadly to lead rewarding, creative and useful lives.”

Purpose, Carleton Catalog 2004-05

Where are we now?Where are we now? Courses are listed in special interest area clumps (Studies in Ethics, Health Courses are listed in special interest area clumps (Studies in Ethics, Health

Issues)Issues) 81% of students studied abroad in 2003. How do we think about the effect of 81% of students studied abroad in 2003. How do we think about the effect of

these powerful immersion experiences?these powerful immersion experiences? Courses aim (in part) to instill enduring habits of self-reflection and principled Courses aim (in part) to instill enduring habits of self-reflection and principled

living (Breakfast with the Times, The Taoist Way of Health and Longevity, living (Breakfast with the Times, The Taoist Way of Health and Longevity, Practical Conservation, Alcohol and American Society, Psychology of Practical Conservation, Alcohol and American Society, Psychology of Prejudice, Eco-House Design and ConstructionPrejudice, Eco-House Design and Construction

Some faculty integrate service learning commitments into coursesSome faculty integrate service learning commitments into courses

Where do we want to go from here?Where do we want to go from here? We need to decide how our students can and should be involved in defining We need to decide how our students can and should be involved in defining

and educating the weaker and narrower aspects of their minds, skills, and and educating the weaker and narrower aspects of their minds, skills, and valuesvalues

President Oden has argued that a good liberal education teaches students to President Oden has argued that a good liberal education teaches students to think seriously about what it means to live a worthwhile life.think seriously about what it means to live a worthwhile life.

Is additional investment needed to help us fulfill the promise of our mission Is additional investment needed to help us fulfill the promise of our mission that liberally educated undergraduates will become alums who find meaning in that liberally educated undergraduates will become alums who find meaning in principles and commitments greater than themselves?principles and commitments greater than themselves?

Tentative ConclusionsTentative Conclusions

Clarity: the current rationale for breadth in the curriculum is weakClarity: the current rationale for breadth in the curriculum is weak Simplicity: it would be good for our students to know what we want them Simplicity: it would be good for our students to know what we want them

to know and whyto know and why Alignment: the different stakeholders should not work at cross purposes Alignment: the different stakeholders should not work at cross purposes

and should strive to create a common language of the curriculumand should strive to create a common language of the curriculum Strength: Carleton enjoys abundant resources and an engaged faculty with Strength: Carleton enjoys abundant resources and an engaged faculty with

which to accomplish curricular innovationwhich to accomplish curricular innovation Constraints: the history of what we have done in the past with the Constraints: the history of what we have done in the past with the

curriculum and the 3-3 calendar will set limits on what changes we can curriculum and the 3-3 calendar will set limits on what changes we can imagineimagine

Unintended consequences: these will happen, and we should anticipate the Unintended consequences: these will happen, and we should anticipate the need to invest in ongoing evaluation and reviewneed to invest in ongoing evaluation and review

Question for the next stepQuestion for the next step

What is our appetite for change? Here’s the menu:What is our appetite for change? Here’s the menu: Soup of the day: The vibrant innovation of our faculty is sufficient to Soup of the day: The vibrant innovation of our faculty is sufficient to

accomplish an evolving vision of broad undergraduate learning.accomplish an evolving vision of broad undergraduate learning. Light rhetorical appetizer: We can articulate a more compelling Light rhetorical appetizer: We can articulate a more compelling

vision/definition of intellectual breadth and create a rationale for why it vision/definition of intellectual breadth and create a rationale for why it ought to be in our liberal arts curriculum.ought to be in our liberal arts curriculum.

Entrée: We can enact this vision in an imaginative way, utilizing the Entrée: We can enact this vision in an imaginative way, utilizing the most institutionally compatible models available at Carleton and most institutionally compatible models available at Carleton and beyond. beyond.

De(s)sert: We should simply abandon the notion of general education De(s)sert: We should simply abandon the notion of general education in light of a student’s broad lived experience —the total package of in light of a student’s broad lived experience —the total package of strong majors, off-campus studies,concentrations (intellectual) and strong majors, off-campus studies,concentrations (intellectual) and student organizations and teams, electives, talented and diverse peers, student organizations and teams, electives, talented and diverse peers, and access to high quality technology (social) is sufficient.and access to high quality technology (social) is sufficient.