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Introduce the comp. early in the theme courses, and further develop later in major courses

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Introduce the comp. early in the theme courses, and further develop later in major courses

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Think about our online line programs for degree advancement and transfers students. 

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Think about our online line programs for degree advancement and transfers students. 

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we need to think about getting rid of the LBST prefix and just use Major prefix courses or keep the LBST or a GenEd prefix for all courses.

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we need to think about getting rid of the LBST prefix and just use Major prefix courses or keep the LBST or a GenEd prefix for all courses.

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Our college has been looking at setting up and getting support for more internship experiences with local employers or community groups, which is an opportunity for applying skills and problem solving but needs some sort of external and valid assessment.

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Is there room in the Gen Ed to offer opportunities for students in these courses to complete practical, industry-informed, projects? These could lead to clearer career identification and allows students to start building social capital based on these competency-based projects.

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Themes- offer students choices, whereas the competencies must be covered.

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Themes- offer students choices, whereas the competencies must be covered.

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We need to think about getting rid of all LBST Prefix courses and just using Major Proe

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We need to think about getting rid of all LBST Prefix courses and just using Major Proe

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If done well, students would have a much better sense of how the different parts of their education fit together.

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How is competency measured - quantitative skills tend to be highly domain specific - does it get built into those courses? How is that monitored?

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Who decides that a course fits a particular theme, how is that monitored over time?