Transcript General Education at George Mason University

General Education at
George Mason University
Senate Task Force on
General Education
Fall 1999
Overview of Presentation
What we’ve done so far.
Summary of general education models.
Remarks on the SCHEV report.
Comparison of enrollment patterns for
different degrees.
5. Presentation of mission statement and
proposed goals and objectives.
6. Our next steps.
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What We’ve Accomplished
• Reviewed SCHEV Report
• Compared GMU with other General Education
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models
Discussed goals/objectives
Reviewed enrollment data and current
requirements
Received some input from other faculty members
Discussed commonalities and possible changes
Reviewed progress with new Provost and Faculty
Senate Chair
Summary of Other
General Education Models
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American University
Penn State University
Mary Washington College
William and Mary College
University of Virginia
Remarks on the SCHEV Report
• GMU score goes up with committee
activity
• Undercounts GMU requirements in
most degree programs
• Current score as recomputed places us
among the highest in the state
Current Enrollment Patterns
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Some commonalities
Freshmen-to-Senior enrollment
Embedded in majors/minors
Mixes of lecture/seminar classes
Urban Systems Engineering, B.S.
• 24 credits in humanities and social sciences
• 30 credits in mathematics and basic science
• 66 credits in engineering and computer
science courses
B.A. Degree in Psychology,
minor in Dance
• 56 credits in general education
• 36 credits -- Psychology Degree
Requirements
• 18 credits -- Dance Minor
Mission Statement for GMU’s
General Education Program
GMU’s Mission: Develop critical, analytical, and
imaginative thinking skills; address complex
issues; make well-founded ethical decisions; and
find meaning in their lives.
General Education’s Mission: To liberate and
broaden the mind and, in conjunction with each
student’s major degree program, to produce
graduates with vision and perspective as well as
intellectual skills and knowledge.
Administration/Faculty
Objectives
• Develop an appropriate administrative
structure.
• Allocate significant and predictable levels
of resources to the program.
• Actively recruit faculty to teach in the
program by providing recognition and
incentives for participating in program.
• Develop an on-going assessment program
and timetable for the program.
Curriculum Objectives
• Operational Skills
– Communication and
Literacy Skills
– Quantitative Literacy
– Interpersonal
Effectiveness
• Focused Skills
– Aesthetics
Responsiveness
– Citizenship
– Ethics/Values
•Knowledge Areas/Modes of Thought
What Are Our Next Steps?
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Refine goals/objectives
Continue to study other programs
Analyze projected impact on GMU programs
Seek to develop a “unique stamp” for GMU
Elaborate on the links between General Education
and majors/minors
Consider modes of assessment
Present report to Faculty Senate
Seek more faculty input – public hearings, e-mail
Propose changes and implementation process
The Overarching
Question:
What distinctive
combination of skill and
knowledge areas will best
prepare George Mason
University students for the
21st Century?