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Invading the General Education Curriculum: A Step Toward Program Sustainability. Jessica Jensen, Assistant Professor a nd Daniel J. Klenow, Professor and Head from North Dakota State University Department of Emergency Management. Presentation Overview.

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invading the general education curriculum a step toward program sustainability

Invading the General Education Curriculum: A Step Toward Program Sustainability

Jessica Jensen, Assistant Professor

and

Daniel J. Klenow, Professor and Head

from

North Dakota State University

Department of Emergency Management

presentation overview
Presentation Overview
  • Tell the story of our introductory course;
  • Its role in our curriculum;
  • How it ended up as a general education course in the social and behavioral sciences category; and,
  • Suggest considerations if you want to pursue such a course too
history of program at ndsu
History of Program at NDSU
  • Brief, general history
  • Original orientation/approach to program
    • Role of course within that perspective
history of course
History of Course
  • Original design of course
  • How course was offered
initial changes to course
Initial Changes to Course
  • From EMGT 201: Introduction to Emergency Management to
  • EMGT 101: Emergencies, Disasters, and Catastrophes
initial changes continued
Initial Changes Continued…
  • Change in Content
    • From government-centric, technical, doctrine driven course to…
    • Exploration of 3 parallel streams
      • History of disasters
      • Evolution of emergency management
      • Functional areas of emergency management and key concepts
    • Relationship of streams to one another
initial changes continued1
Initial Changes Continued…
  • More frequent offerings
    • From 1 x per year to
    • Every semester
departmental shifts
Departmental Shifts
  • Convergence of three shifts in general orientation of the program led to exploring the possibility of 101 as a General Education course
1 orientation to numbers
#1: Orientation to Numbers
  • Campus wide focus on the $ relationship to#s of students in courses and program
  • Desire to draw more MINORS, majors too, BUT MINORS
2 orientation to awareness building
#2: Orientation to Awareness-Building
  • Students
  • Other departments
  • Administration
3 orientation to emgt in hi ed
#3: Orientation to EMGT in Hi Ed
  • Emergency management as
    • Broad career area
    • Distributed function
    • Emergency management as academic discipline
implications of shifts
Implications of Shifts
  • Curriculum
  • Potential numbers
  • Potential awareness
  • Potential societal impacts
  • Potential impact to program sustainability
deciding to pursue gen ed
Deciding to Pursue Gen Ed
  • Factors considered
    • Requirements for general education versus current course design
    • Benefits to program
    • Additional demands if so designated
    • Process involved with getting approval
  • Decision made
process of pursuing gen ed
Process of Pursuing Gen Ed
  • Learning expectations
  • Feeling out committee members
  • Developing application
  • Initial feedback
  • Formal submission
  • Corrections
  • Revised approval
  • Future steps
results
Results
  • Successful
    • Numbers
      • Enrollment only limited by size of classroom
    • Generating awareness
  • Broader audience
    • Shrinking proportion of our majors to others in the class
    • Who we are attracting
    • Minors, minors, minors
  • Implications
considerations if interested
Considerations if Interested
  • Course requirements to become a general education courses at your institution
  • The process at your institution including
    • Steps
    • Players
    • Timeframe
    • Recent approvals
  • Teaching capacity
broader potential
Broader Potential
  • Addressing a range of challenges programs experience currently
    • Majors versus minors and jobs
    • Numbers
    • Awareness
    • Sustainability
  • Societal impact
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