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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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Need to explore the question of whether allowing majors to count themes courses as an elective course in the major will discourage students from exploration.

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Non departmental faculty teaching Themes

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Non departmental faculty teaching Themes

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Currently, folks in units not affiliated with a college can teach courses under the LBST prefix. Will academic staff in units like URCE, the Library, International Programs, etc) still be able to teach GenEd courses without being tied to a department?

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hoping that the culture aspect stays in here

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I would like to see "culture" stay in the theme title too.

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faculty "burn out" and being asked to revise courses to include themes

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I would like for the themes to be described as flexibly and broadly as possible--without becoming meaningfully.

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Where does ethics enter into these themes?

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Would prefer the softening or, ideally, elimination of the topical drawers within the themes, which seem overly "presentist" and not necessarily well aligned with faculty expertise. They're also not flexible enough to accommodate other emerging concerns, such as democracy/authoritarianism. Finally, they will make handling transfer credit more difficult. The themes themselves may give us enough of a guide.

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historical aspects need a place in  gen ed

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I like the idea of reducing 3 credits from the total gen ed curriculum.

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It would be helpful to see "global" and "local" (and "intercultural") defined more clearly but also it is important to emphasize that "local" and "global" are interconnected categories, rather than imagining them in a binary.

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It would be helpful to see "global" and "local" (and "intercultural") defined more clearly but also it is important to emphasize that "local" and "global" are interconnected categories, rather than imagining them in a binary.

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finding a way to include areas that might be less "quantitative"

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what how the Q/D competency is defined will impact which faculty are equiped to include that in their courses

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As Figure 1 is currently suggesting, it looks as though the Themes courses will primarily develop the critical thinking competency. Is that correct?

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Use of departmental headings for LBST classes

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Use of departmental headings for LBST classes

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This will be useful on the one hand, so that we can pull our department offerings and see LBST classes in there. On the other hand, sometimes it's useful to compare offerings throughout the college or university sometimes. Will there be a way to pull these?

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question: are culture and community the same?

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I would like for intercultural competence to include something beyond interpersonal interactions and to expand to textual and historical ways of understanding cultural differences and intersections.

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Q: what is the relation of title of the courses and the themes?

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Would the short title of the class be the Thematic Name? E.g., would "Arts and Society" now have a name like "Equity, Culture, and Identity" that has a more specific Long Title?

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I am wondering if "quantitative" would turn into an exclusionary or alienating competency. Perhaps having a flexible and broad definition of "quantitative" would be helpful. In other words, what do we mean by "quantitative" and can (or should) we realistically expect all out students to develop that competency?

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I am wondering if "quantitative" would turn into an exclusionary or alienating competency. Perhaps having a flexible and broad definition of "quantitative" would be helpful. In other words, what do we mean by "quantitative" and can (or should) we realistically expect all out students to develop that competency?

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If a class is only dealing with one of these three things (e.g. "Equity, Culture, and Identity") there may be confusion if students feel that it doesn't align with what they signed up for.

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Regarding quantitative/data analysis, I feel this implies the importance of statistical thinking.  And goals could be  accomplished through many departments.  These courses could be linked to Themes too (depending on what data is analyzed), as long as we have some agreed-upon bottom line on the sophistication of analysis.   The question is whether a hybrid course (communication + data analysis) could address topics like misinformation, information networks and spread... Something like this opens imagination.    

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Regarding quantitative/data analysis, I feel this implies the importance of statistical thinking.  And goals could be  accomplished through many departments.  These courses could be linked to Themes too (depending on what data is analyzed), as long as we have some agreed-upon bottom line on the sophistication of analysis.   The question is whether a hybrid course (communication + data analysis) could address topics like misinformation, information networks and spread... Something like this opens imagination.    

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need definitions of terms.

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will Departments be restricted to participate in just one theme? How would faculty who have strength/investment/expertise in more than one the themes feel about that?

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Concern about departments who now have a strong gen ed presence in being "restricted" to just 2 gen ed courses