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Competencies / Levels / Distribution Matrix 

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Competencies / Levels / Distribution Matrix 

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Crosswalk of Current Gen Ed to Recommended Framework

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Crosswalk of Current Gen Ed to Recommended Framework

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Courses in gen ed that are participatory and inter-disciplinary.

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Courses in gen ed that are participatory and inter-disciplinary.

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For students who don't know what they want to major in, it would be nice if gen ed was designed to allow students to explore their options.

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For students who don't know what they want to major in, it would be nice if gen ed was designed to allow students to explore their options.

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It seems like the plan now is not very complicated.  I would encourage that "ease of Use" and "easy to Understand" are goals of the new gen ed curriculum.

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It seems like the plan now is not very complicated.  I would encourage that "ease of Use" and "easy to Understand" are goals of the new gen ed curriculum.

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Consider:  Foreign Language Requirement. Through language studies, students will address 3 of the 4 competencies. Other UNC system schools require a foreign language, but UNCC does not in its gen ed program.

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Consider:  Foreign Language Requirement. Through language studies, students will address 3 of the 4 competencies. Other UNC system schools require a foreign language, but UNCC does not in its gen ed program.

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Sustained inquiry happens naturally as we move from one level to the next in a language.

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Sustained inquiry happens naturally as we move from one level to the next in a language.

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When one learns a language, issues of culture are considered concurrently.

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When one learns a language, issues of culture are considered concurrently.

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What makes the UNCC population unique?  How do we capitalize on these aspects within the program?

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What makes the UNCC population unique?  How do we capitalize on these aspects within the program?

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Training for faculty about addressing equity and identity in order to be prepared to teach this.

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This framework may allow for more departments to contribute to the distribution of gen ed courses.  It is VERY concentrated now in CLAS.  We may get more involvement from more schools now. Especially if we reach out to them!

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This framework may allow for more departments to contribute to the distribution of gen ed courses.  It is VERY concentrated now in CLAS.  We may get more involvement from more schools now. Especially if we reach out to them!

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If a department is not engaged in general education, it may be a challenge for them to pull the competencies up through the majors.

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If a department is not engaged in general education, it may be a challenge for them to pull the competencies up through the majors.

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In my undergrad experience, the classes I had with majors across the university were really valuable.

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Where do departments see themselves plugging into these themes? If many departments can't see it, maybe we need to tweak the themes.

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Where do departments see themselves plugging into these themes? If many departments can't see it, maybe we need to tweak the themes.

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Conversely…if departments can’t find a fit for these themes…perhaps their curriculum needs to shift

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In current system, an unintended result of the LBST and social science requirements is that students consider majors that may not have occurred to them.  Will this still happen?  

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In current system, an unintended result of the LBST and social science requirements is that students consider majors that may not have occurred to them.  Will this still happen?  

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What about student engagement in the process of developing the new plan??

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What about student engagement in the process of developing the new plan??

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Consider:  Different requirements for B.S. majors and B.A. majors?

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Consider:  Different requirements for B.S. majors and B.A. majors?

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What about students who change their majors?

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What about students who change their majors?

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How are the learning outcomes for gen ed going to fit into learning outcomes for the university as a whole?

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How are the learning outcomes for gen ed going to fit into learning outcomes for the university as a whole?

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Confirm inclusion of input from arts related departments

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Confirm inclusion of input from arts related departments

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It's REALLY important for students to have exposure and access to the Arts.  This needs to be required of all students.  If that becomes optional, many students will not make the choice themselves.

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It's REALLY important for students to have exposure and access to the Arts.  This needs to be required of all students.  If that becomes optional, many students will not make the choice themselves.

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Anti-racism should be part of the conversation in the themes. Should be included in the language of the program.

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Anti-racism should be part of the conversation in the themes. Should be included in the language of the program.

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Anti-racism, justice, etc. are not mentioned explicitly.  They should be included in the clarification of the themes.

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Anti-racism, justice, etc. are not mentioned explicitly.  They should be included in the clarification of the themes.