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Liberal Education and General Education: Educating 21 st Century Students for a World Shared in Common. General Education and University Curriculum Reform: An International Conference in Hong Kong June 12, 2012 Carol Geary Schneider. Overview.

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Liberal Education and General Education:

Educating 21st Century Students for a World Shared in Common

General Education and University Curriculum Reform: An International Conference in Hong Kong

June 12, 2012

Carol Geary Schneider


Overview
Overview

  • Clarifying Our Terms: Liberal Education, General Education, Excellent University Education

  • General Education and the Aims of Education

  • Connecting Learning with Wider Society

  • Principles of Excellence for General and University Education

  • Aligning Principles with Practices – Preparing Students for a World Shared in Common


Clarifying our terms
Clarifying Our Terms

  • Liberal Education

  • General Education

  • Excellent University Education Across General Education and Major Programs


General education and the aims of education
General Education and the Aims of Education

Asking What All Students Need to Learn – Goals for General Learning – Raises Issues of Institutional Mission and Purpose – and Then Leads Directly to the Connections Between Learning and the Wider Society


Connecting learning w ith the wider society
Connecting Learning With the Wider Society

  • The Economy?

  • Global Engagement and Community?

  • Civil Society?

  • Personal Integrity and Development?

  • A World of Rapid and Fast-Paced Change?

What Will Students Need for Success in


The twenty first century university
The Twenty-First Century University

  • The Curriculum in Transition:

  • Rethinking educational purposes and practices to better prepare students for

  • Innovation in the Economy

  • Global Interdependence

  • Healthy, Humane, and Just Societies



The curriculum in transition general education and connections with the major 21 st century
The Curriculum in Transition: General Education and Connections With the Major – 21st Century


Connecting learning with the wider society cont
Connecting Learning Connections With the Major – With the Wider Society (cont.)

  • Economic Challenges

  • Civic and Global Challenges


University learning for the 21 st century economy
University Learning for Connections With the Major – the 21st Century Economy

  • Employers are demanding more – much more

    • They want and seek many more university-educated workers

    • They also seek much higher and broader levels of learning in those they employ, retain, and promote


Economic pressures volatility and complexity
Economic Pressures: Connections With the Major – Volatility and Complexity

  • Rapid scientific and technological innovations are changing the workplace and demanding more of all employees

  • Global interdependence and complex cross-cultural interactions increasingly define modern society and the workplace and call for new levels of knowledge and capacity


Employers are raising the bar
Employers Are Raising the Bar Connections With the Major –

  • 91% of employers say that they are “asking employees to take on more responsibilities and to use a broader set of skills than in the past”

  • 88% of employers say that “the challenges their employees face are more complex than they were in the past.”

  • 88% of employers agree that “to succeed in their companies, employees needs higher levels of learning and knowledge than they did in the past.”

    Source: “Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn” (AAC&U and Hart Research Associates, 2010)


The Growing Demand for Higher Order Skills Connections With the Major –

Source: Council on Competitiveness, Competitiveness Index


Economic pressures innovation and measured risk taking
Economic Pressures: Connections With the Major – Innovation and Measured Risk-Taking

  • In a globalized knowledge economy, the capacity to drive INNOVATION is the key strategic advantage



Employers want to find that 360 perspective
Employers Want to Find That “360° Perspective” “Think Outside the Box”

Hart Research Associates


Employers do not want people who can only see things from one point of view
Employers Do “Think Outside the Box” Not Want People Who Can Only See Things From One Point of View

“You cannot retreat to a cave and work in isolation until you like the solution.” – Frank Levinson, Managing Director, Small World Group, Singapore


Thinking Across “Think Outside the Box” Disciplines

“[T]he reason that Apple is able to create products like the iPad is that we’ve always tried to be at the intersection of technology and liberal arts, to be able to get the best of both…And it’s the combination of these two things that I think has let us make the kind of creative products like the iPad.”Steve Jobs, Co-Founder, Apple Inc.


Connecting learning with the wider society cont1
Connecting Learning “Think Outside the Box” With the Wider Society (cont.)

  • Economic Challenges

  • Civic and Global Challenges



Global challenges
Global Challenges DAUNTING

  • Poverty, War, Suffering…Sustenance and Human Dignity

  • Illiteracy and Its Effects…Education and Opportunity

  • Energy and the Environment…Sustainability,Research, and Innovation

  • Terrorism and Fear…

    Law, Justice, Self-Determination


We Must Graduate Students Who Are DAUNTINGPreparedandInspired to Take Responsibility for Solving Global Problems – At Home and Abroad


A Crucible Moment DAUNTING(AAC&U, 2012) Recommends Civic Learning as a Priority Both in General Education and in Major Programswww.aacu.org/civic_learning/crucible/documents/crucible_508F.pdf


From a decade of analysis the key elements for a 21 st century curriculum are now in hand
From a Decade of Analysis, DAUNTINGthe Key Elements for a 21st Century Curriculum Are Now in Hand

  • Essential Aims and Outcomes

  • Practices That Foster Achievement and Completion

  • Practices That Move Global and Social Responsibility Back to the Center

  • Assessments That Raise—as well as Reveal—the Level of Students’ Learning


The essential learning outcomes
The Essential DAUNTINGLearning Outcomes

  • Knowledge of Human Cultures and the Physical and Natural World

  • Intellectual and Practical Skills

  • Personal and Social Responsibility

  • Integrative, Adaptive, and Applied Learning

    (See handout)


Both Faculty DAUNTINGand Employers Value the Essential Learning Outcomes; Employers Seek “More Emphasis” on These Capacities



Four principles of excellence for general education and majors
Four Principles of Excellence for General Education AND Majors

  • Engage the Big Questions

  • Teach the Arts of Inquiry and Innovation

  • Connect Knowledge with Choices and Action

  • Foster Civic, Intercultural, and Ethical Learning


For broad knowledge and that big picture perspective
For Broad Knowledge – and that “Big Picture” Perspective

1. Engage the Big Questions

Teach Through the Curriculum to Far-Reaching Issues – Contemporary and Enduring – in Science and Society, Cultures and Values, Global Interdependence, the Changing Economy, and Human Dignity and Freedom


  • Introduce “Big Questions” in First Year PerspectiveGeneral Education Programs

    e.g. What is a Good Society? Historical, Cross-Cultural, and Personal Reflections

  • Expect Advanced Students to Explore Their Own “Big Questions” BOTH in AdvancedGeneral Education Courses AND in Their Majors


Practices that work to engage students with broad knowledge and big questions big picture
Practices That Work Perspective to Engage Students with Broad Knowledge and Big Questions/Big Picture

  • Common Intellectual Experiences

  • Writing and Research

  • Collaborative Assignments and Projects

  • Cluster Courses – Several Courses That Explore Common Topics Such as Technology and Social Conflict


To develop intellectual and practical skills
To Develop Intellectual and Practical Skills Perspective

2. Teach the Arts of Inquiry and InnovationImmerse All Students in Analysis, Discovery, Problem Solving, and Communication, Beginning in School and Advancing in the University


  • Break Students of the Idea That They Have PerspectiveCome to the University Mainly to Learn “What is Already Known”

  • Emphasize the Societal and Economic Value of Research into Emerging Questions–

    • Preparation for jobs that are rapidly changing

    • Solutions to problems we are only starting to understand

    • Responsibility for a world—local and global— that we share in common


Practices That Work Perspective to Help Students Master the “Arts of Inquiry” and Skills Related to Innovative Problem Solving

  • Research questions and assignments early and often

    In early AND advanced General Education

    In Major Programs

    Connecting “Big Questions” with Majors

  • Field-Based Research and Problem-Solving – With Employers and/or Community Partners

  • Culminating or Capstone Projects


To foster integrative and adaptive learning
To Foster Integrative and Adaptive Learning Perspective

3. Connect Knowledge with Choices and Actions

Prepare Students for Citizenship and Work through Engaged and Guided Learning on “Real-World” Problems


  • Both the economy and society need graduates Perspectivewho are ready to apply their learning to new settings and problems—AND, who are competent in learning FROM experience

  • So, the goal is to connect both inquiry and knowledge with action—but, also, to give students rich opportunities to reflect on their “real-world” learning and to revise their assumptions in light of experience


Practices that work to help students integrate knowledge with action
Practices That Work Perspective to Help Students Integrate Knowledge with Action

  • Internships and Practicums

  • Service Learning/Civic Problem-Solving

  • Research with Community Partners

  • Culminating or Capstone Projects That Blend Research and Real-World Problems


To help students take responsibility for a world shared in common
To Help Students Take Responsibility for a World Shared in Common

4. Foster Civic, Intercultural, and Ethical LearningEmphasize Personal and Social Responsibility, in Every Field of Study


  • Too often, faculty introduce ethical, Commonintercultural (diversity) and ethical questions in general education, but spend little or no time on them in major programs

  • A 21st century education should prepare students to tackle difficult cultural, ethical, and societal issues, both through general studies and through major programs


Practices That Work Common to Help Students Develop Intercultural Competence, Social Responsibility, and Ethical Judgment

  • Diversity studies and experiences, especially when “intergroup dialogue” is included

    Note: Frequency Matters!

  • Global studies and experiences

  • Guided ethical reflection—case studies; students’ own experiences



High impact reports
High Impact Reports Work

To Learn More About Practices That Work, See High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter by George Kuh (AAC&U, 2008)https://secure.aacu.org/source/Orders/index.cfm


Connecting learning to the wider society
Connecting Learning to the Wider Society Work

Once We Ask What General Learning Students Need for Success, the Answers Lead Back to the Purposes and Design of the Entire Educational Experience in Helping Student Achieve “Essential Learning Outcomes”


Thus general education raises issues that matter to the entire educational experience
Thus, General Education Raises Issues that Matter to The Entire Educational Experience

  • General Studies

  • Majors

  • Campus Community

  • Campus AND Community

    And the Importance of the Connections Between Them.


Working Together, We Can and Must Educate Students Who Entire Educational ExperienceWill Work Together to Build and Sustain a Better Future


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