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Proposed Core Literacies for Rowan University Graduates

Proposed Core Literacies for Rowan University Graduates. General Education Tactical Team Campus Open Forums March 25, 2011 April 1, 2011. Open Forum Outline. Review of context and process Review of initial model Summary of feedback and decisions Revised model Overview of next steps

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Proposed Core Literacies for Rowan University Graduates

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  1. Proposed Core Literacies for Rowan University Graduates General Education Tactical Team Campus Open Forums March 25, 2011 April 1, 2011

  2. Open Forum Outline Review of context and process Review of initial model Summary of feedback and decisions Revised model Overview of next steps Questions, comments, and suggestions

  3. Members Janet Moore Lindman, History, co-chair James Newell, Associate Provost, co-chair Bryan Appleby-Wineberg, Music Jay Chaskes, Sociology, Exploratory Studies Roberta Harvey, Writing Arts, Provost Fellow David Klassen, Physics/Astronomy Mira Lalovic-Hand, Associate Provost Institutional Effectiveness Rory McElwee, Psychology, Rowan Seminar Cindy Vitto, Associate Dean, CLAS Rihab Ezzat Saadeddine, graduate student Joseph Perella, undergraduate student

  4. Context for Reform Middle States recommendation to develop coherent assessment of general education and consider overhaul of curriculum Inadequacies of current model based on inputs (checklist of courses taken) rather than outcomes (evidence of student learning) National trend to revitalize general education

  5. Reform Process • Transparency & communication: • Meetings with each College and with other constituencies (Deans, Senate, Advisors, Chairs, Students) • Information and updates on the Faculty Center website (click on Campus Initiatives) • Open forums for the University community • Email updates • Targeted engagement • Stages of the reform process: • Conceptual phase • Implementation phase

  6. Initial Model • Core Literacies • Characterize every Rowan graduate and form the general education program • Transdisciplinary Competencies • Developed throughout the general education and major curriculum; individual programs define and assess each according to its own values • Discipline-Specific Knowledge, Dispositions, and Skills • Defined and assessed by individual programs

  7. Basis for acceptance of initial model • General affirmation of framework in first round of forums • Continuity with historic gen ed curriculum at Rowan • Accommodation of desired characteristics: • Flexibility for programs • Feasibility of assessment • Compatibility with Lampitt Law • Potential for innovation • Alignment with national trends

  8. Ideas incorporated into revision of model Addition of sixth core literacy, tentatively called “Human Context Literacy” Renaming of transdisciplinary as discipline-embedded* Addition of non-program learning* Addition of co-curricular learning* *These aspects of the curriculum are not the explicit focus of this initiative; however, we feel it is important to situate the core literacieswithin the context of a comprehensive gen ed program.

  9. Next Steps Revise and/or refine one-sentence goals for the six core literacies Draft outcome statements to further define the kinds of learning that each literacy embodies Note: implementation questions will be considered later.

  10. Your Input Questions and comments on proposed model Suggestions regarding process for carrying out next steps

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