April 1998
Gen Ed Reform Effort
to Pilot New Courses in Fall, 1998"The desired product of general education is a person with the tools and habits of mind needed for ongoing learning, responsible participation in intellectual and civic life, and the capacity for continuing adaptation and growth."From The Aims of a General Education Program,
Executive Summary, Proposed General Education Plan
for the University of Massachusetts Boston
Several years worth of work on a new plan for an undergraduate general education program reached a milestone in December when a proposed plan was endorsed by the Faculty Council. Since then, several working groups of faculty have been developing pilot courses for Fall, 1998, with the support of a $100,000 grant from the University President's Office.
The plan approved in December lays out a general education program built on three sequential phases. The initial phase includes four courses or equivalent CPCS competencies during a student's first year: two in writing and composition, one in mathematics/ quantitative reasoning, and a first year seminar (or CPCS equivalent) in which the student receives personal focused attention and assistance in making the transition to college.
The middle phase will include a sophmore/junior seminar, and a minimum of eight courses or competencies, with at least one and not more than three to be taken in the following areas: arts and humanities, natural sciences/mathematics, social and behavioral sciences, and world languages and cultures. During this phase, students will also be required to complete the diversity requirement and pass the writing proficiency exam.
The final phase of the program would be the completion of a capstone experience, possibly an internship or independent study, which would synthesize what the student has learned, and bridge the transition to the student's future plans.
To come this far, general education reform required a plan that enjoyed the support of faculty and administrators, and built on present curricular strength. It will continue to require time and resources for its development and implementation.
"A common vision and agreement on a curricular structure are already an enormous accomplishment," says Peter Langer, who became director of general education development in 1997. "But now we must do what we've said we think is good for our students," he adds. Langer says that groups of faculty are meeting every week to develop new syllabi and materials for pilot courses. Seventeen sections of first year seminars have been scheduled so far.
"To me, the most important part of the gen ed plan is the first year seminars," comments Prof. Estelle Disch of the sociology department, who co-chairs the general education steering committee with Langer. "It is important to welcome new students in an intimate classroom situation where they can get real practice in reading and writing," she adds. The first year seminars will also aim to assist students in learning about and using campus resources, such as the library and computer services. Each seminar will be taught by a faculty member assisted by a undergraduate "peer mentor," and linked to a professional staff academic advisor.
Disch adds that implementing the general education plan will depend on the allocation of sufficient resources. For example, the capstone experience called for in the third phase of the plan may not be mandated, because many departments lack the faculty and other resources to require it. Nonetheless, many students already undertake a capstone experience in the form of an honors program or intership.
Each course or seminar will be piloted, assessed and revised, and then returned to the Faculty Council for final approval. Full implementation of the general education reform plan is not expected to take place until Fall, 2000.