current trends in liberal education curricular design · current trends in liberal education...
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Current Trends in
Liberal Education
Curricular Design:
A Primer
AAC&U Institute 2017
Paul Hanstedt
Professor of EnglishRoanoke College
@curriculargeek
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Perhaps the most important
thing to remember:
“A program for reforming general education
should be designed around each institution’s
character, the strengths and interests of its
faculty, and the needs of its students.”
--Jerry G. Gaff
“Avoiding the Potholes: Strategies for Reforming General Education” 1980
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Breadth
Models
Integrative
Models
2 Social Science
2 Arts and Humanities
2 Math
2 Natural Science
2 Foreign Language
2 PE
(Possible additions:
Writing 101 and 102)
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Breadth
Models
Integrative
Models
2 Social Science
2 Arts and Humanities
2 Math
2 Natural Science
2 Foreign Language
2 PE
(Possible additions:
Writing 101 and 102)
Common Core
Learning Communities
Interdisciplinary Courses
Integrative Courses
Team-taught Courses
Capstone Courses
Campus-wide themes
ePortfolios
Service Learning
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Sciences Social
Sciences
Arts and
Humanities
General Education 1.0
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Sciences
Social
Sciences
Arts and
Humanities
General Education 2.0
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Sciences
Social
Sciences
Arts and
Humanities
General Education 2.0
Major
Courses
Community Life Personal
Goals
Jobs
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Breadth
Models
Integrative
Models
2 Social Science
2 Arts and Humanities
2 Math
2 Natural Science
2 Foreign Language
2 PE
(Possible additions:
Writing 101 and 102)
Common Core
Learning Communities
Interdisciplinary Courses
Integrative Courses
Team-taught Courses
Capstone Courses
Campus-wide themes
ePortfolios
Service Learning
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High Impact PracticesGeorge Kuh
• First-Year Seminars
• Study Abroad
• Undergraduate Research
• Collaborative Assignments
• Internships
• Capstones
• Community-Based Learning
• ePortfolios
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Learning
Com-
munities
Under-
graduate
Research
Service
Learning
General Education 3.0
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Learning
Com-
munities
Under-
graduate
Research
Service
Learning
General Education 3.0
Major
Courses
Social Sciences Arts and
Humanities
Sciences
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1st-year
Exper-
iences
Global
Learning Capstone
General Education 3.0
Major
Courses
Social Sciences Arts and
Humanities
Sciences
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1st-year
Exper-
iences
Global
Learning
Capstone
General Education 3.0
Major
Courses
Social Sciences Arts and
Humanities
Liberal Education
Sciences
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Breadth
Models
Integrative
Models
15% 18%64%
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Reasons for this
shift:
1. Making meaning in a complex world
2. The exponential growth of knowledge in
our fields
3. A WICKED world requires WICKED
competencies
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Meaning-Full
Education
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Growth of Knowledge
in Our Fields
English:
• Traditionally: The Cannon—Chaucer,
Dickens, etc.
• More Recently: Multiethnic/World
Literatures
• And also: Critical Theory
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Growth of Knowledge
in Our Fields
Psychology:
• Traditionally: Social, Clinical, Developmental,
etc.
• More Recently: Evolutionary, Socio-cultural,
Positive
• And also: Neuroscience, Industrial
Organizational, Environmental, Sports . . .
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Living in a Wicked World
with Wicked Problems
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Living in a Wicked World
with Wicked Problems
• Gulf Horizon
• FBI vs. iPhones
• Zika
• Opioid Crisis
• Education
• 2016 Election/Fake News/Current Events
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The Wicked Workplace
• New challenges
• New technologies
• New markets/new clientele
• New regulations
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Plus. . .
• Students don’t always go into the fields they
study
• Or get the jobs they want
• Or stay in the fields they start in
• Or stay in the positions they start in
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A brief pause . . .
• What’s the most striking thing you’ve heard
thus far?
• Of the four rationales, which would most sway
your faculty back home?
• Complexity of student lives
• Exponential growth in our fields
• Workplace changes
• Demands of citizenship
• Questions?
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So what does
integrative liberal
education look like?
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A “Strands” Model
Nature &
TechnologyA Purposeful
Life
Globalization
Social
Sciences
Arts and
Humanities
Natural
Sciences
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A “Strands” Model
Nature &
TechnologyA Purposeful
Life
Globalization
Social
Sciences
Arts and
Humanities
Natural
Sciences
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A “Strands” Model
Nature &
TechnologyA Purposeful
Life
Globalization
Social
Sciences
Arts and
Humanities
Natural
Sciences
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A “Strands” Model
Nature &
TechnologyA Purposeful
Life
Globalization
Social
Sciences
Arts and
Humanities
Natural
Sciences
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A “Strands” Model
Nature &
TechnologyA Purposeful
Life
Globalization
Social
Sciences
Arts and
Humanities
Natural
Sciences
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First-Year Seminar(s)
Capstone Course
Social
Sciences
Maths and
Sciences
Arts and
Humanities
A Core-Distribution Model
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A Core-Only Model
Term One Term Two
The Contemporary Situation The Modern World
The Roots of Civilization I The Roots of Civilization II
Humanity in the Universe I Humanity in the Universe II
Intercultural Studies I Intercultural Studies II
Capstone I Capstone II
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Wagner College
• Three learning communities (1st, 4th, and ?
years)
• Learning communities have experiential
component
• Distribution requirements overlay learning
communities
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Worcester Poly
• Initial Qualifying Project
• Come from external sponsors
• Interdisciplinary in nature
• Students work in small groups
• Often international
• Counts for three courses
• Major Qualifying Project
• Small groups
• Within the major
• Counts for three courses
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A gentle reminder:
• These models are merely descriptive. Every
institution should begin this conversation by
asking: “What kind of graduates do we wish
to produce?”
• Once they’ve answered that question, the
curriculum should be designed to meet those
aspirations.
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That said . . .
• Take a moment and jot some notes:
• What models as a whole might work well at your
institution? Why do you think so?
• What bits and pieces of various models interest
you? Why?
• How might some of these models be adapted to fit
the particular mission/student population/needs of
your institution?
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A Few Final
Thoughts: 1. GE spread throughout a college curriculum will lead
to greater learning and a better chance of integrating
the values of the program into life-long learning
2. GE courses should not be “basic”
3. GE courses provide an opportunity for strong
pedagogy
4. Spreading the responsibility for GE amongst a
greater number of instructors will lead to a stronger
program
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Please take a moment and fill out your one
minute reflection essays: what will you take
from this session back to your colleagues?
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Just for what
it’s worth . . .
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Final questions or thoughts?