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Revise Not Only for Content and Skills But Also Gen. Ed. Pedagogy

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Revise Not Only for Content and Skills But Also Gen. Ed. Pedagogy

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Any Gen. Ed. revision needs to include not only revised content, themes, and skills, but also revision of the pedagogy of Gen. Ed.

It is well established by decades of research that students learn course content by having frequent opportunities to write and speak about it. UNCC needs to apply insights generated by our Communication Across the Curriculum program (https://cxc.uncc.edu/) to revise teaching approaches to Gen. Ed.

Teaching and learning should include frequent low-stakes “writing-to-learn” and “speaking-to-learn” assignments in every Gen. Ed. course.

Not only will this support learning course content, but it will also improve students’ writing and speaking abilities across the disciplines.

Everyone can agree that our students ought to write and speak more effectively, with the ability to adjust for purpose and audience in a variety of contexts, both in and out of the classroom. Gen. Ed. ought to be the centerpiece of this effort.

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Important for our students to be globally competent and hopefully have an international experience (i.e., study abroad) before graduation. Also, our students need to be able to know how to conduct research and have a research experience (i.e., presenting at the URC) before they graduate.

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Think for themselves.
Have an opinion
Make a persuasive argument and defend their own ideas based on credible sources.

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Digital Literacy skills, including transfer students

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Digital Literacy skills, including transfer students

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Communicate (read, write, speak, design) in different contexts to different audiences.
Collaborate, engage in ethical research practices.

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many ways to interpret

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"Noticing and questioning"

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different way to approach work in natural sciences

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different way to approach work in natural sciences

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tweak the focus, so it's teaching scientific literacy, want students to be scientifically literate even if not in STEM, be able to evaluate current information and find additional credible info

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Knowing how to evaluate sources

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Critical Thinkers who can evaluate and disseminate a wide range of information

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Critical Thinkers who can evaluate and disseminate a wide range of information

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Lifelong Learning Stance/Learning How to Learn

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Lifelong Learning Stance/Learning How to Learn

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Determine which sources are legitimate.

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how to do inquiry into anything - gaining competence by forging ahead with inquiry, be able to evaluate credible sources

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Climate change, social injustice, food insecurity, democracy

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racial awareness of self and others. Analysis of systems that cause oppression, and approaches to dismantle oppression

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racial awareness of self and others. Analysis of systems that cause oppression, and approaches to dismantle oppression

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understand statistics - today more useful than algebra and calculus - may be a shift in how we teach gen ed Math.

theoretical understanding is different from applied understanding. How to apply is very important for gen ed.

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Skill of navigating digital spaces/web spaces

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Skill of navigating digital spaces/web spaces

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disseminate truth and fact
digital literacy

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In multiple ways
Different audiences
Different modes
How communicate complex problems to each other with a discipline and to other audiences.

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Critical thinking (source evaluation) needs to be practiced in all courses at all levels.

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To have the ability to both understand and express their thoughts and positions and to also engage with and understand the thoughts  and positions of others.

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Need empathy to communicate

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know that knowledge is formed, research is done by diverse peoples

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know that knowledge is formed, research is done by diverse peoples

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different cultures have different perspectives, this diversity drives our construction of knowledge and our research

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Like sending email to professor or employer. No "dude." No emojis.

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CT pervades everything in life. We are all affected by Confirmation Bias and other cognitive biases.  Learn how to balance what you know by searching for what you do not know or believe.  We only look for things to back us up and it hurts our debate skills.

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habits of minds and practices in the arts, diversity

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Took a step back when we did revision when we moved away from two writing classes down to one. Students come in struggling and already have writing credits and testing out. Different technology and ways people communicating through technology.

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Intercultural Development, Comparative Perspectives

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engage with other cultures beyond what already used to encountering

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engage with other cultures beyond what already used to encountering

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new languages and cultures help us experience other disciplines, cultures, diverse populations

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Knowing own identity as writer, context and genre

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Knowing own identity as writer, context and genre

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We need to grow some skin too. Students watch the other adults in their life and start to model what they see. Too many of us look for opportunities to be 'offended' and it hurts our debate skills.

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students see it as a bunch of boxes to check off, faculty don't seem invested, need a wholesale revision not just tweaks.

Like it to be less of a laundry list and have some integration among things. Keep the building blocks, but then needs to be more integrated into the departments.

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CTC course doesn't work for writing skills

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CTC course doesn't work for writing skills

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LBST is too specific. Transfer students in and out of UNCC are at a disadvantage. 

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LBST is too specific. Transfer students in and out of UNCC are at a disadvantage. 

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These courses do not exist anywhere else.

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This course sparked my thinking daily as I teach it. It improves my teaching in all my other classes, my home life, and social life. It would be great if students grasp the skills to think critically, regardless of what their diploma says.

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Maybe restructure training. Not writing intensive, so writing skills don't continue to develop.

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need more equity in the sense of how many courses students must take

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need more equity in the sense of how many courses students must take

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some have an easier path through gen ed if they had earlier advantages - high school opportunites, etc.

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Students seem to value the "humanities" aspect in their Gen Ed courses. In my LBST and CTC courses, students value what they learn about communication, ethical research, collaboration. They also valued the emphasis on planetary thinking, inter-connections, and thinking and acting ethically.

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Tremendous amount of latitude but maybe too flexible.

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Critical Thinking is the one thing I am teaching my daughters to do at home and school (high school). If you are a CTer you are worlds ahead of those affected by confirmation bias.

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Experiential learning in community for students in a meaningful and responsible way.

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need a virtual international experience woven in

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need a virtual international experience woven in

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could be a module within a course, project-based with students in other countries, could find a portion of a semester where there's overlap

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What are they really getting? Too amorphous. More taught from instructor's interests than programmatic needs or student needs.

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Students get poor modeling at home and high school about financial literacy. Parents struggle with handling money and students also go into debt before graduating. They are in college to get a job, but they need to know what to do with that money, including charity.

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unifying experience for most students. need more of this - ways to bring students together

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In the disciplines people understand what those are.

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the 1st year experiences are a good example, more interactive

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apply designations across many disciplines

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apply designations across many disciplines

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if service learning is a designation, how might it be applied to courses in different areas rather than just happen as its own course

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problem solving and soft skills, including multiple types of communication to leadership/teamwork to project work

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forces students to take courses outside of their major

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forces students to take courses outside of their major

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students might not do this if given the choice. need to balance disciplinary focus with exposure outside the discipline.

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1. Curricula and pedagogies that are rooted in antiracist ideologies; accessibility; justice, equity, and inclusion across all disciplines.
2. More focus on repurposing and transfer of knowledge.

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don't silo students too early, don't force them to spend all of their time in their own discipline in the first year

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Understand race is not a biological construct. Understand systemic racism. Back to empathy piece. Very broad brush to reinforce that. Recognize how things become real.

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role of advisors: how might advising encourage breadth and inquiry, exposure to many areas

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Can we incorporate these "requirements" across courses/disciplines/ etc.? Students often feel like they are "done" when take a course - if we want them to be life longer learners, let's model this

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need to ask: what is our philosophy of gen ed?

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need to ask: what is our philosophy of gen ed?

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need to explain to students why something matters - why should students care about particular theories, approaches, etc.

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Promote truth and be committed to responsible citizenship

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All faculty who teach or will teach gen ed

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All faculty who teach or will teach gen ed

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large-scale gatherings to figure things out works really well and is very productive. Moves PFS forward.

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time to degree, choosing majors quickly, financial pressure - all of this prevents exploration. university messaging needs to change.

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strategic recruitment to taskforces that represent multiple departments and colleges

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strategic recruitment to taskforces that represent multiple departments and colleges

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those who are teaching
students present what they are doing in PFS classes

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Those who have been through several courses. Some of their feedback will be off, but some will be very useful.

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will know if these changes are workable, advisors can easily see if something puts an extra burden on a particular population

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Someone who works with first-year students and those who work with marginalized communities. 

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Someone who works with first-year students and those who work with marginalized communities. 

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if students have to stay in school longer due to organizational format of requirements, it can be an undue burden. needs to be able to be completed in 4 years.

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beyond the bottom line. Not always corporate.

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have conversations with prospective students that faculty do not - what could we learn from that?

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need someone from honors college on task force

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need someone from honors college on task force

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We could model collaboration that we expect of our students.

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Teamwork/working on projects together

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Internships/coops, research

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don't just rely on hand-picked people for task force

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don't just rely on hand-picked people for task force

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mixed feelings about asking PT faculty to be involved, but need to hear Lecturers voices. Who is in the room really matters.

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Tenure line faculty need to participate in gen ed

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Tenure line faculty need to participate in gen ed

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people who teach in gen ed MUST be involved

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people who teach in gen ed MUST be involved

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interdisciplinary collaboration. Gen Ed working with programs to ensure that Gen Ed support majors

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interdisciplinary collaboration. Gen Ed working with programs to ensure that Gen Ed support majors

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ensuring we are asking students and recent alumni what they think worked. Both groups should be at the table when making decisions

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ensuring we are asking students and recent alumni what they think worked. Both groups should be at the table when making decisions

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Have faculty members (from different disciplinary backgrounds) work together to determine how to achieve the "competencies" defined by General Education. For example, a biology instructor and a communication instructor can have conversations together and determine what it meant for scientific communication.

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A thread of social justice that begins in Gen Ed, then moves into majors. 

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A thread of social justice that begins in Gen Ed, then moves into majors. 

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lecturers, tenure-line -- those who actually teach these courses should be in the group or consulted.

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-Writing/Comm across the board, and discipline specific.  Managerial comm vs Discipline.

-Professional disposition, soft skills, ability to "carry oneself"

-Technologically savvy within context.

-Ability to evaluate evidence and information to make decisions and hold professional debates.

-Understanding of diversity, inclusion, equity in context.

-Students need to be employable.  Cannot just "know things" but have to make sure courses help to show them how the content/skills relate to life after college

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-Classes that bring in diverse majors for conversation and debate

-Cross function teamwork

-Keeping the sciences to promote problem solving

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-We need to be more explicit on what GE is for...the "why" so students have better understanding as to importance to life after college

-"North Star" purpose statement so that all GE is tied together towards a common goal or purpose.

-We have SLOs, but they MUST be implemented and easy to find and use.

-Careful about overloading students with GE that do not matter.  Need to think through more "major" courses that actually help them after college

-More courses that can transfer between majors so students are not having to get behind in credits required.

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-Faculty at ALL levels (tenure, assist, lecturer, newly hired, been here awhile).  Not just doctorate level that tend to only have one view.

-advisors and those in the trenches helping students understand the complexity

-Students

-Development of "model courses" so that faculty have resources to draw from.

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-Better internal communication of SLO, training, toolkits, new ways to teach.

-Do not assume faculty already know how to transition a course or teach in new ways.

-MUST have leadership buy in from all angles.

-A firm plan for faculty support and rollout timeline

-Utilize theory in continuous improvement process, systems thinking, networked communities.  Don't go at this haphazardly THINKING you are making sense.

-Plans to help faculty understand "HOW" they are going to help students develop the skills and competencies we say they will develop before they graduate