Title: Past, Present, and Future of Core Curriculum at MCLA
1Past, Present, and Future of Core Curriculum at
MCLA
- Presented at SoTLs
- 6th Annual Conference
- May 18, 2006
- London
Nancy Ovitsky, Ph.D. Department of Business
Administration Economics
2MCLA Massachusetts College of Liberal Arts
- Small state public liberal arts college in
northwest corner of Massachusetts - Area renowned for its natural beauty, cultural
attractions and outdoor recreation - College has 100 year history of programs in
teaching, liberal arts, and the professions
3A 1000 Words
4A Brief(!) History of Core Curriculum Development
at MCLA
- Pre-1992 work done for several years on
reforming General Education - Fall 1992 Undergraduate Experience Committee
formed - Spring 1993 Assumptions, Desired Outcomes, and
Criteria proposed
5History (cont)
- Fall 1993 Summer Study Group presents Three
models - 1. Inquiry Model
- 2. Problems Projects Model
- 3. Seminar-Based Model
6Inquiry Model
Senior Junior Interdisciplinary Inquiries into Contemporary Issues (15 cr) Interdisciplinary Inquiries into Contemporary Issues (15 cr) Interdisciplinary Inquiries into Contemporary Issues (15 cr)
Soph Core Modes of Inquiry (9 cr) Modes of Inquiry (9 cr) Modes of Inquiry (9 cr)
First Year Core Growth of Knowledge (18 cr) Growth of Knowledge (18 cr) Growth of Knowledge (18 cr)
Natural Sciences Domain Social Sciences Domain Humanities Domain
7Problems Projects Model
- First Year Two multi-disciplinary seminars
equal to 3 courses each (18 cr) - Second Year Two cluster courses, each
consisting of 3 linked courses - Junior Year A single course on individual
society taken in the major - Senior Year A multi-disciplinary seminar on an
ethical problem
8Seminar-Based Model
- 8 multi-disciplinary seminars distributed over 4
years - First 4 semesters one 6-credit seminar each
semester - Last 4 semesters one 3-credit course each
semester
9Fall 1993 Assumptions, Desired Outcomes,
Criteria for Revision
- Assumptions included our expectations of
challenges our graduates would need to meet in
the 21st century - Desired Outcomes were the Knowledge,
Perspectives, Abilities, and Values needed in the
21st century
10Desired Outcomes
- Knowledge be informed about perennial human
questions, possess sufficient knowledge to be
qualified for a position in ones chosen field - Perspectives historical - to understand
long-run trends cultural - for living in a
diverse world global - to be responsible 21st
century citizen
11Desired Outcomes (cont.)
- Abilities to think critically creatively, to
communicate effectively, including social skills
to become a lifelong learner quantitative
computer-oriented to access evaluate
information to know how to ask the right
questions examine issues from multiple
perspectives capacity for aesthetic appreciation
12Desired Outcomes (cont.)
- Values taking responsibility for defining ones
values convictions, participating in the
responsible play of ideas in the search for
truth, striving for excellence in each
undertaking, recognizing ones responsibilities
in an interdependent world
13Criteria for Gen Ed Revision
- Be a 4-year developmental curriculum
- Provide foundational knowledge skills in
different curriculum domains for subsequent
interdisciplinary approach - Challenge students to make connections
- Promote across-the-curriculum the development of
communication and critical thinking skills
14Criteria for Gen Ed Revision (cont.)
- Enable students to access manipulate data with
computers - Active learning as individuals in collaboration
with others - Provide opportunities to integrate liberal arts
professional programs - Increase awareness of diverse historical,
cultural, ideological perspectives
15Criteria for Gen Ed Revision (cont.)
- Provide an understanding of the impact of science
technology on contemporary life - Challenge students to understand the foundations
of ethical judgments understand question their
own value systems carefully formulate their
beliefs values - Account for the special needs of non-trads and
transfer students
16Criteria for Gen Ed Revision (cont.)
- Be sufficiently distinctive to attract funding
sources higher quality students - Have clear objectives for each curricular domain
level of the program - Develop implement evaluation procedures for
these objectives which incorporate a variety of
assessment techniques.
17Some Models We Reviewed
- Alverno College
- Evergreen College
- American University
- Morse Academic Plan at New York University
- King's College
- The Core Curriculum - Saint Joseph's College
18History (cont)
- 1993-1995 Models considered various
conversations, First Year Seminar a first step
towards change - 1995-1997 revisited Gen Ed and re-certified
courses for inclusion in Gen Ed - 1997-2000 - Format of a Core Curriculum emerged
and became refined into two models
19Major Institutional Change1997
- Changed name of institution from North Adams
State College to Massachusetts College of Liberal
Arts to reflect the adoption of the public
liberal arts mission four years earlier
20Recent History Core Curriculum
- 11-3-97 General Education Subcommittee of the
Curriculum Committee commences meeting. Its
role to examine current general education
requirements and to make recommendations to the
Curriculum Committee as to what changes should
occur given the revised mission of the college as
a premier liberal arts institution
21Recent History Core Curriculum
- Continuing conversations throughout the 97-98 and
98-99 academic years resulted in the model on the
next slide - Spring 1999 Generic criteria approved for all
domains. The first Tier 1 courses were piloted - Spring Summer 2000 faculty worked throughout
to develop Tier 1 and Tier 2 courses
22Models 2 versions into 1
Capstone Course Capstone Course Capstone Course Capstone Course Capstone Course Capstone Course Capstone Course Capstone Course
Tier 2 Creative Arts Tier 2 Creative Arts Tier 2 Human Heritage Tier 2 Human Heritage Tier 2 Self Society Tier 2 Self Society Tier 2 Science Tech Tier 2 Science Tech
Tier 1 Creative Arts Tier 1 Creative Arts Tier 1 Human Heritage Tier 1 Human Heritage Tier 1 Self Society Tier 1 Self Society Tier 1 Science Tech Tier 1 Science Tech
Math Comp Writing Comp Writing Comp Computer Comp Computer Comp Speech Comp Speech Comp Language Comp
Tier 1 Great Ideas Tier 2 More focused
Other model had Tiers reversed
23Recent History Core Curriculum
- 2000 decide on Core Curriculum model pilot
courses developed and offered develop Domain
criteria - Spring 2001 Curriculum and All College have
close votes on implementation proceeding in Fall
2001 President decides we should proceed -
24Recent History Core Curriculum
- Fall 2001 Entering Freshmen required to
complete Core Curriculum - 2001-2002 - Curriculum Committee and All College
continue to consider approvals and reapprovals of
Core Courses and deal with the myriad side
effects, expected unexpected, of Core
implementation and Gen Ed phaseout
25Recent History Core Curriculum
- Fall 2002 Core Conversations we learn we can
keep faculty on campus on Friday afternoons! - Fall 2003 - Conversations lead to suggestion to
allow each student to opt out of one Domain
passes Curriculum but not ACC. Leads to a
reexamination of what we want from Core Curriculum
26Proposed modifications
- The All College Committee recommended in May 2003
that a summer work group (SWG) should discuss the
status of the core curriculum, due to a
consistent demand from departments for discipline
based courses
27Summer 2003
- The summer work group reviewed material from
previous work groups - Generated a list of issues that had been
identified as concerns - Suggested changes in response to the issues and
concerns identified - Kept the campus community informed via e-mail on
meeting updates, and welcomed comments and
suggestions - Held a college wide meeting early fall 2003 to
inform the campus community.
28Proposed Changes Fall 2003
- Remove the term competency. Make the basic skills
part of the core. Move to become the first tier
(Tier I) - Combine 100 level courses and 200 level courses
into Tier II - Students required to take a total of eight
courses, two from each of the four domains. - Discipline based courses, as long as they meet
the learning outcomes, can be submitted for core
approval.
292004-2006 Core Issues
- Approved various discipline based courses for
Core designation - Postponed Capstone implementation to Fall 2006 to
allow time for development and staffing ILP
Project - Required foreign language as of Fall 2006
- Expanded Math competency requirement
30MCLA Involvement in ILP
- Submitted Proposal September 2003 work on
outcomes and assessment of and proposals for Tier
3 Capstone Courses - One of 10 institutions selected out of 140
applicants - Project covers 3 years 3 January meetings and 3
July workshops 2004-2006
31Core Curriculum at MCLA Fall 2006
Tier I Competencies Writing Math Computer
Literacy Foreign Language
Tier II Domain Courses 2 courses from each domain
Human Heritage Self and Society Creative Arts Science and Technology
Tier III Capstone to the Core 1 course
incorporating at least two of the above domains
32Core Capstone
- Challenges students to integrate knowledge from
several disciplines, applying academic learning
and critical thinking skills to modern-day
issues. - Encourages students to work with others and
become engaged citizens in the context of today's
world.
33Connecting Institutional Outcomes to Course
Learning Outcomes
Need to review these
Institutional Outcomes
Connections we need to make to Tier 3 Core
School Program-Level Outcomes including
Professional Accreditation Outcomes
Course/Service Learning Outcomes
- Cooperation Collaboration between Academics
and Student Affairs - Student Ownership of their Learning
34Pilot Core Capstone Courses
- Stipends were provided to six faculty in Summer
2005 for development of pilot capstone courses.
Currently two faculty have applied for Summer
2006. - Assessment of the capstone course will serve as
assessment for our Core Curriculum program
35Pilot Capstone Courses 2005-2006
- America on the Worlds Stage Angel or Devil?
(History, political and economic theory,
philosophy, and literature are utilized to
explore American foreign policy.) - Culture, Power, and Protest (Social movements
from the point of view of historians, political
scientists, and environmentalists) - The Robotic Incursion (Technology and society)
- Science Human Values (Emphasis on genetics and
society) - Science Spirit (Faith and spirituality in this
technological age) - Foster Care Adoption (Sociology meets local
politics and economics)
36Summer 2006 proposals
- Course in women's poetry to explore how women
have used lyrical voices to understand and
explain their lives. - Course in language and censorship looking at
first amendment issues (this faculty member is
nationally known for his work on cursing).
37Related Institutional Initiatives
- MCLA's 4th Annual Undergraduate Research
Conference - April 13, 2006. Students presented
their research in either a poster format or as a
short talk. - Service Learning Important aspect of MCLA
education - Berkshire Compact for Higher Education
Countywide collaboration on education K-16
38Whos in Charge of this Show (and what have they
done lately)?
- Faculty Professional Development Team (Nuts and
Bolts) - College Curriculum Committee (Governance
Approval) - Dean of Academic Affairs ()
- Faculty Professional Development Team Recruited
faculty to teach pilot capstone courses. Will
oversee and guide course approval/implementation
and future recruitment efforts. - Curriculum Committee approved pilot courses and
CCAP courses to be offered beginning Fall 2006 - Dean of Academic Affairs Found some extra cash
laying around.
39Professional Development Activities for Core and
Assessment
- November 2004 6 faculty members attended
seminar presentation by Peggy Maki at Salve
Regina - March 2005 Day of Assessment for all faculty at
MCLA by Dick Gerber, President, New England
Educational Assessment Network - September 2005 Martha Stassen (University of
Massachusetts, Amherst) presented assessment
activities for all faculty - Pilot courses presented to campus November 2005
and April 2006
40Assessment of Tier I
- Massachusetts College of Liberal Arts
- Core Curriculum
41Mean Grades by Professor
42Expected Grade and Interest
- Expected grade correlates with end-of-semester
interest (t .33 p lt .001 - Not much difference between A and B grades
- Expected grade also correlates with initial
interest (t .16 p lt .001
43Student Opinion
- Students have mainly a moderate opinion of the
Core and mostly take its courses to fulfill
requirements. - The end-semester interest level is generally
higher than the initial level. - Student opinion varies significantly by domain
and course. - Since discipline courses were added to Core, they
are rated higher on interest level.
44Summary of Assessment
- Students appear mainly satisfied with Core
experience, based on questionnaires and grades - Questionnaires provide means for professors to
compare with peers (unlike previous Gen Ed
program) - Faculty and student concerns - grade inflation
(leniency), unequal workload, highly variable
standards, and high variability in classroom
techniques
45Issues for Future of Core
- Tight Staffing reason Capstone was postponed,
still an issue - Impact of discipline specific courses on
integrity of the Core - Assessment, assessment, assessment!
- Intentional learning creating a campus culture
46As our oldest building is renewed, so too our
Core Curriculum