Liberal Education and
This presentation is the property of its rightful owner.
Sponsored Links
1 / 45

Liberal Education and General Education: PowerPoint PPT Presentation


  • 134 Views
  • Uploaded on
  • Presentation posted in: General

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.

Download Presentation

Liberal Education and General Education:

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Liberal education and general education

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 as foundational 20 th century

The Curriculum in Transition: General Education as Foundational – 20th Century


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 With the Wider Society (cont.)

  • Economic Challenges

  • Civic and Global Challenges


University learning for the 21 st century economy

University Learning for 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: 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

  • 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)


Liberal education and general education

The Growing Demand for Higher Order Skills

Source: Council on Competitiveness, Competitiveness Index


Economic pressures innovation and measured risk taking

Economic Pressures: Innovation and Measured Risk-Taking

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


To drive innovation employers seek employees who can think outside the box

To Drive Innovation, Employers Seek Employees Who Can “Think Outside the Box”


Employers want to find that 360 perspective

Employers Want to Find That “360° Perspective”

Hart Research Associates


Employers do not want people who can only see things from one point of view

Employers Do 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


Liberal education and general education

Thinking Across 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 With the Wider Society (cont.)

  • Economic Challenges

  • Civic and Global Challenges


As in the economy the global challenges we face are daunting

AS IN THE ECONOMY, THE GLOBAL CHALLENGES WE FACE ARE DAUNTING


Global challenges

Global Challenges

  • 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


Liberal education and general education

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


Liberal education and general education

A Crucible Moment (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, the 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 Learning 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)


Liberal education and general education

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


Liberal education and general education

Helping Students Achieve Essential Learning Outcomes


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


Liberal education and general education

  • Introduce “Big Questions” in First Year General 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 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

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


Liberal education and general education

  • Break Students of the Idea That They Have Come 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


Liberal education and general education

Practices That Work 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

3. Connect Knowledge with Choices and Actions

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


Liberal education and general education

  • Both the economy and society need graduates who 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 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


Liberal education and general education

  • Too often, faculty introduce ethical, intercultural (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


Liberal education and general education

Practices That Work 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


Liberal education and general education

General Education – Beginning, Middle, and Culminating Work


High impact reports

High Impact Reports

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

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.


Liberal education and general education

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


  • Login