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)   Paula Straile-Costa (DAC) Seth Cluett (GECCo)  Carol Bowman (SSHS)  Jackie Skrzynski (CA)  Eric Daffron (Vice-Provost)  Emma Rainforth (ARC)   Alex Olbrecht (ASB) Larry D’Antonio (TAS)  Frank Albergo (Student rep)

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



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.

Interpreting the Data

 Data read and organized by   Members of the task force Kristen Kenneavy’s Sociology Students (processed the results using SPSS)  Recurring themes were identified to help shape the conceptual framework

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

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.

Discussion on Conceptual Framework

 Please share!

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

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?

Thank you!

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