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Ad Hoc Committee on General Education Monday, 4/22/2013

Ad Hoc Committee on General Education Monday, 4/22/2013. Models for Discussion. Modified Current. Reduce the total number of credits Reduce the three History classes to two and the Social Sciences classes from two to one

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Ad Hoc Committee on General Education Monday, 4/22/2013

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  1. Ad Hoc Committee onGeneral EducationMonday, 4/22/2013 Models for Discussion

  2. Modified Current • Reduce the total number of credits • Reduce the three History classes to two and the Social Sciences classes from two to one • Increase the required level of Foreign Language from one semester to two (but retaining the option to test out of one or both semesters, thus the range of total credits) • Eliminate the Western Civilization silo and reconfigure the American History and Other World Civilization requirements to U.S. and Western Civilization and Global Citizenship, respectively

  3. Modified Current

  4. Student Flexibility • This model utilized SUNY Oswego’s GE21 Gen Ed program as a starting point • Reduce total number of s.h. to 36-39 • Foreign Language requirement changes to 3-6 s.h. • Three history categories collapsed into two: American Traditions & Pluralism and Global Awareness • Additional writing requirement: WS3 • Student Choice: 12 s.h. • Select at least 3 from among 5 areas: American Traditions & Pluralism; Natural Sciences; Humanities; Social Sciences; and Fine Arts

  5. Student Flexibility

  6. Liberal Arts Intensive • The Gen Ed program presented in the Liberal Arts Intensive model recognizes the different dimensions of Gen Ed programs identified in previous research • High in integration so as to provide a meaningful educational experience for the student • Emphasizes breadth in order to counter the growing tendency toward specialization and polyspecialization. • Targets all the important skills of thought and character that have traditionally been a part of a liberal arts education and that are important for learning how to acquire knowledge and to communicate that knowledge to others in a thoughtful manner. • Balances thought and action with its ethics requirement. It balances humanistic, scientific, and historical methodologies and it incorporates non-Western perspectives in order to provide students with an array of problem-solving approaches

  7. Liberal Arts Intensive

  8. All Models, Compared to Current

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