Re-imagining General Education The North Park Dialogue David Koeller.
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Transcript of Re-imagining General Education The North Park Dialogue David Koeller.
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Re-imagining General Education
The North Park Dialogue
David Koeller
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An Education Based on Micah 6:8
Will be practical. It speaks of doing justice, not simply contemplating it.
Must be interdisciplinary. Real world problems do not nicely divide themselves into disciplinary boxes.
Cannot be completed in 4 years and 120 credit hours. Hence, life long learning.
Should not be preparation for life in the academy, but preparation for life in the world.
Must include concerns about character.
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Caveat
I have a personal stake in the program. This is paper is based on trends in the
program, not as it actually was at any moment.
The program since has been significantly altered.
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Three Elements of General Education
Knowledge Skills Character
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Knowledge
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The Dialogue Sequence
Dialogue 1: What Does it Mean to Be Human?
Dialogue 2: What Does it Mean to Be Ethical? Research Paper
Dialogue 3: Experiential Learning and Public Presentation
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Subject
Expert
AmateurAmateurAmateur Amateur
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Subject
Learner Learner
Learner Learner(Teacher)
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Skills
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A New Quadrivium:
Writing Rhetoric Logic Hermeneutics
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“the mixed message curriculum”
Gerald Graff. Clueless in Academe Commonalities Among the Disciplines
Source of dataForms of AnalysisMeans of Communicating Results
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Writing To Learn
Writing is part of the learning process Emphasis on revision
Global revisionsParagraph revisionsSentence level revisions
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Revision Steps
Peer Review of First Draft Revise First Draft Writing Advisor Reads Second Draft Conference with WA on Second Draft Revise Second Draft Third Draft is read and graded by
instructor
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Writing Assessment Summary
Essay 1:
Dialogue 1Essay 3:
Dialogue 1Essay 3
Dialogue 2
1: Strong Thesis 2.29 1.97
2: Coherent Argument 2.38 2.61
3: Supporting Evidence 2.35 2.92
4: Paragraph Unity 2.46 2.64
5: Paragraph Coherence 2.29 2.71
6: Transitions 2.08 2.42
7: Grammar: Comprehension 2.61 3.3
8: Grammar: Accuracy 2.57 2.97
9: Prose Clarity 2.48 2.85
10: Sentence Structure 2.43 2.95
Average 2.39 2.73
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Character
ReflectionNarrative Essay NPD 1What should be done? NPD 2
Experiential LearningNPD 3
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NPD 3: Justice and Education
Longitudinal Study of the Williams Multi-plex.
Students observe students, interview faculty members and administrators
Prepare a report that is presented to parents, faculty and administrators.
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Students who claim: NPD 1 (n=123)
NPD 2 (n=110)
To have missed no more than 3 class discussions. 88% 78%
To have missed no more than 2 lectures. 92% 69%
To have done more than 60% of the assigned readings.
92% 68%
That over the semester their understanding of the writing process improved moderately or substantially.
71% 49%
The course contributed either moderately or substantially to their ability to use the library and evaluate library sources.
33% 38%
They were moderately to extremely satisfied with the course
(Not on NPD 1 survey)
41%
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Why Did It Fail?
Failure to re-imagine the professoriate Failure to re-imagine the institution Failure to re-imagine our students
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Re-imagining the Professoriate
Expertise Passion for one’s Discipline A Liberal Arts program requires liberally
educated professors
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Re-imagining the Institution
University as Ivory Tower Pure over applied Knowledge for Knowledge Sake
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Re-imagining our Students
The professoriate should not be the standard for pedagogy:“That’s the way we did it when I was in
school”Our students aren’t us
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