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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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
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
What Will Students Need for Success in
Source: “Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn” (AAC&U and Hart Research Associates, 2010)
Source: Council on Competitiveness, Competitiveness Index
Hart Research Associates
“You cannot retreat to a cave and work in isolation until you like the solution.” – Frank Levinson, Managing Director, Small World Group, Singapore
“[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.
Law, Justice, Self-Determination
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
Both Faculty and Employers Value the Essential Learning Outcomes; Employers Seek “More Emphasis” on These Capacities
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 General Education Programs
e.g. What is a Good Society? Historical, Cross-Cultural, and Personal Reflections
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 Come to the University Mainly to Learn “What is Already Known”
In early AND advanced General Education
In Major Programs
Connecting “Big Questions” with Majors
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 who are ready to apply their learning to new settings and problems—AND, who are competent in learning FROM experience
4. Foster Civic, Intercultural, and Ethical LearningEmphasize Personal and Social Responsibility, in Every Field of Study
Too often, faculty introduce ethical, intercultural (diversity) and ethical questions in general education, but spend little or no time on them in major programs
Note: Frequency Matters!
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
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”
And the Importance of the Connections Between Them.
Working Together, We Can and Must Educate Students Who Will Work Together to Build and Sustain a Better Future