Collective Table Response

Participant Responses to ‘None of the Three' Option

1. What are the two most valuable elements of the current general education

program?

•  General education requirements cover social sciences, humanities, physical science, natural science

•  IS course, critical thinking requirements

•  I.S. courses if the number of students is capped/The wealth of choice of classes and breadth of the general education courses

•  IS course (in theory)/Skill course (in theory)

•  Flexible/liberal arts education with variety of class areas to create well-rounded students/standard general education program that works fairly well as is and provides skills and diversity courses

•  Notify needs to be changed/Less challenging from a financial standpoint

•  Doesn't cost more money to implement

•  Flexibility/Manageable

•  Encourages students to take courses where they are confound with diversity issues/existing structure works ok, but needs improvement in communication among faculty and faculty/student/advisors.

•  It is telling our table could think of no advantages (other than the chair who can schedule classes because of knowing the requirements of the current system

•  IS course option/flexibility and breadth of curriculum

•  Breadth and depth of general education courses/technology/computer skills

•  Students have many choices/students have {illegible}

•  We understand it/advantages for transfer students/flexible

•  All areas represented/IS courses

•  Flexibility/faculty autonomy over what they teach and how little teaching is required/emphasize both skills and breadth / there are advantages to {illegible}

•  Must be flexible to work with all programs/allows choice for students/complies with state requirements for teacher education

•  Breadth/case for transfer

•  Students general education choices

•  None

•  None

•  Choice/IAI articulation/familiarity

•  We can see it clearly-for all of its good and bad elements/we know how to make it work for our own program-how to tweak it...

•  Cost for literature redevelopment is understood and administrative cost are understood. Computer information is ready to use science {illegible} and cost are workable. Freshman seminars are workable under the current plan-most convenient will transfer students and state plans that support transfers

•  Has upper level general education requirements/NCATE standards/courses aligned-no changes need to be made to meet accreditation goals/foreign languages accommodated for BA/IAI is more easily facilitated under this program

•  Variety of choices (but outcomes are not clear cut)/articulation (for both incoming and outgoing students)

•  Flexibility-less structured to meet students needs/easy to transfer in and out

•  Breadth: exposed to a variety of discipline; encourage them to think outside their boxes/basic skills of ENG 101/102 and PHIL 101 in thinking-required is very good

•  Breadth/III's are good

•  Beadth/skills component

•  System is understood by faculty and advisors. It seems to be working in many ways

2. What is missing from all three models?

•  Each had a piece missing

•  Technology/In

•  A true service learning component and an overseas or cultural component/credit for prior learning that meets the learning objectives of the university.

•  Attention to how outcomes will be addressed

•  Not integrated choices where they really support the major need, a theme, or gimmick that draws new students in and makes SIUE unique/change culture of “you have to take....”/more difficult to understand than current plan-would benefit from checklists and advising assistance needs more focused discussion and step-by-step on how to apply suggested plans

•  Technology course requirements

•  Learning community and integrated core proposals would be difficult to implement/difficulty for transfer students in learning community and integrated cored need emphasis on small class size.

•  Concern for transfer students/student input (30 not enough)

•  All assure equal value for all courses but none privilege “writing and speaking” well above all/no real health or PE requirements in any model/no coordination with federal schools-both CC and HS

•  Nuts and bolts (implementation issues)/technology/environmental stewardship and campus sustainability

•  Technology course

•  The ability for students to explore an area outside them major in depth/a practical implementation of connected courses.

•  The methods and support available to implement plan and name {illegible}

•  Pilot implementation/complete budgeting component/assessment component/ assessment component

•  None

•  No data on how similar models have wanted in other institutions

•  Practicality of operation/structure freshman seminars for 20 or fewer

•  Computer critical-not just basic/transfer students

•  Incentives to enter SIUE at freshman level

•  None

•  Need some technology component-either as course or as proficiency/foreign language requirement for everyone/resources-who's going to pay for this?/ different delivery-more online

•  Assessment and evaluation of outcomes/budgetary issues-constraints/computer technology

•  logistical details-not to mention faculty time (compensation) for implementation

•  health component/financial resources to implement the program for transfer students/faculty development and implementation/clear outcome measures/assessment

•  Have not considered individual department needs with each program proposal w/out more department input non of these proposals will work/technology not articulated/many programs not in current proposals for example secondary education has no place in these three designs

•  Detailed assessment plans in each proposal

•  Required computer skills-excel, etc.

•  Simplicity/clear implementation plans/why are some subjects required and some aren't/not sufficient evidence show emphasis on citizenship and relevance of individual to politics and world.

•  Writing across the curriculum-each gen. ed. course

•  Real transfer plans/implications for graduate education/implementation plans/commitment to technology education

•  Philosophically based critical thinking as a requirement/ a basic understanding about the true viability of each one given the current availability of every resource and other real constraints that must be faced when implemented

3. What are your remaining concerns?

• None
• Do all plans meet IAI standards?
• How do we fit part time students into the proposed models (i.e. a student who takes one class at a time)/that implementation is more important than the model itself
• Administrative support for whatever is adopted
• Don't take the easy way out/many want the easiest approach so its not hurting or disrupting majors/want buy-in from everyone/make sure upper level courses count for gen. ed./careful about just “check the box” approach rather than what's best for the students
• More clarity
• BA and BS requirements are not equal now/lack of math competency in current model
• Implementation
• We don't trust administration to pay for any of these models/concern for transfer students absolutely essential/no model fully develops in any formal way
• How these models affect my department/what are the cost/will I have a team teach with someone I don't get along with/when/how will models be assessed
• Graduating seniors with basic computer literacy/integrated core or learning communities options may be implemented
• The design committees were ad hoc-the committees should each have had equal representations from each school. As such the current plans are based toward the schools that were represented on any one committee
• Whether the faculty will be committed to implementation. The best program is already workable with the dean's and Chancellor's Scholars
• Availability of courses (sections, class time)/how students will get through if thy have to miss a course for family, financial or other reasons
• Major changes/undecided students have to take different gen. ed. classes when they declare a major at least/not too much “busy work”-too many credit hours
• Don't require too much. Ultimately the major positions will establish an academic reputation.
• must have a model that meets the rules of teacher certification programs/overwhelms the NTT teachers who teach most of the general ed. classes
• minority students need programs to guide them through the first two years
• the details of implementation
• Transition/ financial support/ who may lose money?/ Who may gain money?
• None
• Selection models that allows support and self-instruction tools
• Salary/ Faculty classrooms
• concerns for over sight of implementation/ resource commitment/ staffing
• Our main concern is there faculty members be on board to make any of these proposals really work. the University must also promise to encourage faculty
• Students can't always get their first class choice/ gaming allowed in system/ currently you can graduate without a science lab/ writing component not emphasized
• Money and resources for implementation for any of the plans. No unfunded mandates!/ quality of new preparation required on faculty who already have tremendous research pressure
• how are needs of individual departments going to be taken into account as process moves forward/ is anyone looking at current programs making some changes such as adding global diversity etc.
• Do we have the resources to put these place?/ and to what extent should resources play a role in this decision?
• Will these be user friendly?
• Cost of implementing needs to be addressed/ linked classes may delay graduation

1. As we go forward with general education reform, identify the two most

essential components you would like to see developed.

•  Lower class size is important

•  writing across the curriculum

•  smaller sections

•  General educations classes taken over four years instead of first two.

•  Need a bridge course for transfer students to prepare the university model

•  That Gen.Ed needs to be perceived by students as core education rather than a set of prereq's to the major

•  Regular Re-evolution

•  Continuous3—5years

•  Proposed possible models for students so they can see what classes fit together best and will help them for certain majors.

•  Professional behavior course how relate to professional community that works in

•  Service learning technology and health in all programs make SIUE unique

•  None

•  of the three, learning community proposed is less understood ( what was original intent of introductory

•  Quantitative literacy

•  Depth and Integration

•  Recognize increased diversity of country/world

•  Demand full funding for general education. Don't it rely so much on part-time faculty and funding caps.

•  address faculty training, issues of development issues of promotion and tenure of risk of co-teaching

•  our students must graduate w/basic competence of reading, writing , math and science

•  Would like to see the core model phased in over a ten year period into the distribution model.

•  Core skill courses, reading and analytical skill courses, writing skill courses, technological skill courses, Clarification of freshmen seminar

•  Need to re-charge the general education committee to put a process of review and quality control

•  The process needed to be more systematic- committees getting input form all schools??????

•  Continuous oversight of current program

•  pilot of model or models

•  create a complete budget for each model

•  assessment plan

•  flexibility

•  diversity

•  allow courses in the majr to meet gene d requirements when appropriate

One credit hour courses on workshops- to introduce professions: intro to education: intro to nursing

•  Whatever the general education program looks like, students need to know why they are taken what they are taken

•  Flexibility and choice

•  limit required courses

•  small class size

•  linked courses need more faculty and time to plan

•  General education teachers need better compensation to allow them to focus on teaching and don't have to teach so many classes.

•  technology

•  mentoring

•  none

•  information literacy

•  emphasis on interdisciplinarity w/out hierarchy ( speech/comp/critical thinking)

•  These professors care about their disciplines- don't want to be relegated to????

•  ?? assessment- and revision of program- Effect on faculty workload

•  Improved internet tools to find general education transfer information and other tools Increase the number of human resources

•  skills up front writing communication critical thinking

•  Exposure to international culture

•  Service learning component

•  Make it easy to graduate in four years

•  Coordinate transfer

•  None

•  Quantitative literacy

•  Critical thinking and writing

•  Emphasis more and continued global issues, diversity, history, geography, current events

•  smaller class sizes for general education required courses

•  Provide justification as to why change is needed. Are we throwing away the baby w/the bath water? Why is there no suggestion to over??/ what we have

•  Provide more section of 15 courses and take what we have and reduce to 120 hours

•  Should incorporate SIUE ?? values

•  Core/basic knowledge

•  needs to be easy to navigate

•  must be more cab space two resource support for the departments

•  Articulation requirements for transfer students.