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General Education Task Force II

General Education Task Force II. Phase I: Conceptual Framework (Draft) Presentation for Faculty Conference January 16, 2014. Task Force Members. Ed Shannon, Chair (SSHGS) Christina Connor (LIB) Carol Bowman (SSHS) Jackie Skrzynski (CA) Alex Olbrecht (ASB) Larry D’Antonio (TAS)

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General Education Task Force II

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  1. General Education Task Force II Phase I: Conceptual Framework (Draft) Presentation for Faculty Conference January 16, 2014

  2. Task Force Members • Ed Shannon, Chair (SSHGS) • Christina Connor (LIB) • Carol Bowman (SSHS) • Jackie Skrzynski (CA) • Alex Olbrecht (ASB) • Larry D’Antonio (TAS) • Paula Straile-Costa (DAC) • Seth Cluett (GECCo) • Eric Daffron (Vice-Provost) • Emma Rainforth (ARC) • Frank Albergo (Student rep)

  3. Phase I: Develop Conceptual Framework Initial charge for the end of Fall 2013 semester: • Explore best practices, national trends, and local assessments. • Develop a conceptual framework in response to the following: • Purpose of Ramapo’s GE • GE’s guiding fundamental principles • GE as inspiration for life-long learning • Fulfillment of Ramapo’s Mission

  4. Survey Methods/Results • Solicited over 100 individual answers to the survey. • Interviewed some key focus groups on campus: • Conveners, Deans Council, FRC, Student Affairs, Admissions, Enrollment Management, Honors/LLC/FYS, Current GE Coordinators, CAAFYE, faculty from all five schools (ASB, SSHGS, SSHS, CA, TAS). • Collected, read, and evaluated over 30 GE models and conceptual frameworks from other institutions.

  5. Interpreting the Data • Data read and organized by • Members of the task force • Kristen Kenneavy’sSociology Students (processed the results using SPSS) • Recurring themes were identified to help shape the conceptual framework

  6. Themes that Emerged • Well-Roundedness: breath of knowledge and experience; emotional intelligence; compassion • Exploration/Flexibility: pivot, adaptability; curiosity; creativity • Strong Academic Skills: foundations; communications; critical thinking; math; reading; abilities and understandings; empathy; information literacy • Diversity: active citizenship; compassion; open-mindedness; humanity; knowledge of cultures, art, etc. other than one’s own

  7. Goals For Drafting the Conceptual Framework • Honor themes that emerged from the survey. • Present a case for the value of GE in a tone that is inviting to both students and faculty, using language that can be understood on and off campus. • Used off-campus models to evaluate optimal tone. • Convey a sense of how a program rooted in the Liberal Arts integrates itself into the curriculum as a whole: majors, minors, concentrations, study abroad, certifications, etc.

  8. Discussion on Conceptual Framework • Please share!

  9. Moving forward • Beginning of Spring 2014 semester: • Use feedback from Faculty Conference to refine the conceptual framework • Begin the next phase our charge: drafting student learning goals and outcomes

  10. Phase II: Task Force Charge • By end of the Spring 2014 semester review & revise current GE student learning goals and outcomes in the context of the conceptual framework and the following questions : • Do current goals & outcomes reflect what we want Ramapo students to know & be able to do? • What does assessment of current GE say about current learning goals & outcomes? • Do goals & outcomes align with the conceptual framework? • Are the student learning outcomes measurable? • What fundamental principles will guide this structure? • How might goals & outcomes be assessed?

  11. Thank you! • If you have additional comments and feedback – please pass them on to your unit representative or the task force chair, Edward Shannon (eshannon@ramapo.edu) • For updates and a copy of the presentation, please visit the GE Task Force II website: http://www.ramapo.edu/task-force-2/

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