Report to the trustees education for global citizenship program review
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- Bu səhifədəki naviqasiya:
- Introduction
- Departmental Majors and Graduates
- Statement of departmental accomplishments during the review period and problems that need to be addressed.
- VI. Description of departmental plans for the future including assignment of responsibilities and a timeline.
- VII. An attachment of course listings for the department.
- VIII. Degree requirements for all majors and minors in the program.
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REPORT TO THE TRUSTEES EDUCATION FOR GLOBAL CITIZENSHIP PROGRAM REVIEW Ken Pepion, Associate Vice President for Academic Affairs Office of Academic Affairs May 2011
ADMINISTRATION Coordinator, General Education: Paul McGurr FACULTY EGC courses are currently taught by over 60 faculty members from 23 departments. Not only does this show the interdisciplinary nature of the EGC program but it also indicates how the EGC program allow faculty to expand beyond the traditional departmental silos to teach courses of importance to the FLC Liberal Arts core. In addition, EGC courses serve as an outlet for instructors in departments that might have a temporary excess of faculty supply versus course demand. EGC courses keep these instructors teaching courses with a high FTE. In other words, EGC provides a service outlet for underutilized departments. Current Faculty who have taught EGC courses include the following:
STAFF The Education for Global Citizenship Program is monitored by the EGC subcommittee (consisting of five members all of whom are members of the EGC faculty: 2 from AHSS – Larry Hartsfield, chair, from English; Erik Juergensmeyer, from Writing Program; 2 from NBS, Kathy Fine-Dare, from Anthropology; Erin Lehmer, from biology; and 1 from SOBA, Bill Dodds, from Marketing) of the General Education Council, a faculty standing committee reporting to the Faculty Senate. Administrative activities such as scheduling, assessment, data gathering, etc. are performed as part of the duties of the General Education, Coordinator currently Paul McGurr, Associate Professor of Business and Assistant Dean, School of Business Administration.
The Education for Global Citizenship Program is part of the Fort Lewis College Liberal Arts Core. As part of the performance contract with the State of Colorado Fort Lewis College opted to use the gtPathways state-wide guaranteed transfer program as our lower-division General Education with the addition of a one hour fitness/wellness requirement. The Education for Global Citizenship Program was developed as an upper-division liberal education program to help Fort Lewis College meet our mission of “preparing citizens for the common good in an increasingly complex world.” The AAC&U (Association of American Colleges & Universities, a voice and a force for liberal education in the 21st century) has stated that they understand “the urgency of global questions as well as the heuristic and organizational value they hold for the improvement of undergraduate learning” and has “worked with colleges and universities to articulate a vision of educational excellence with a strong commitment to global, civic, and democratic engagement.” What this means is that the expectations related to liberal education are becoming more globally focused. With our capstone EGC program Fort Lewis is well positioned to meet the external demands for more globally aware students and graduates. Education for Global Citizenship (EGC) courses help students develop an awareness of global relationships by critically analyzing global problems or topics using knowledge from multiple disciplines and diverse cultural perspectives. Because Education for Global Citizenship courses are the capstone experience of general education, students are expected to demonstrate advanced skills in inquiry, critical thinking and communication. EGC courses are identified as “the capstone experience of general education” and the expectations are tied in directly to the mission-based liberal education outcomes of learning as inquiry, critical thinking as problem solving, communication as intellectual contribution, and action as responsible application of academic learning. Inclusion of the capstone requirement strengthens our commitment to our mission and to our stated college-wide liberal education outcomes, which are listed below. Learning as Inquiry – The ability to use modern methods to access, analyze, interpret and apply a wide range of information, data, and appropriate sources. Critical thinking as Problem Solving – The ability to analyze, evaluate, and apply information in order to solve complex problems. Communication as Intellectual Contribution – The ability to contribute to scholarly understanding of a subject by balancing complexity and clarity of argument, clear conceptual organization of evidence, and adaptation to context and audience. Action as Responsible Application of Academic Learning – The ability to use all of the above to make positive contribution to one’s community and the larger society. The Education for Global Citizenship (EGC) program outcomes/goals are listed below. Global Awareness – The ability to demonstrate an awareness of the global dimensions of social, ecological, political, economic, or cultural systems. Critical Analysis – The ability to critically analyze the global phenomena, problems, issues, or topics that are the specific focus of the course using diverse cultural perspectives and multiple disciplinary frameworks. Identification of Responses –The ability to identify possible responses to the global phenomena, problems, issues or topics that are the specific focus of the course. These responses may be enacted by individuals, social networks, movements, organizations, governments or other entities.
All Fort Lewis students are required to take two Education for Global Citizenship classes as part of the Liberal Arts Core. Therefore, the EGC program touches upon all Fort Lewis graduates. IV. Evidence of placement of graduates in graduate and professional programs or employment. not applicable
EGC course offerings were first offered in Fall 2007. In 2007 and 2008 both EGC courses and TS2 courses were offered as there were students under two different general education programs. Effective Fall 2009 TS2 courses were phased out and only EGC courses have been offered for upper-division general education. Enrollment in the EGC courses on campus or part of have been as follows (EGC courses are also offered on Innovative months and in the Navajo Outreach program) Fall 2007 – 5 sections, 111 students (22.2 average) Winter 2008 – 8 sections, 184 students (23.0 average) Summer 2008 – 5 sections, 115 students (23.0 average) Fall 2008 – 10 sections, 254 students (25.4 average) Winter 2009 – 17 sections, 452 students (26.6 average) Summer 2009 – 18 sections, 352 students (19.6 average) Fall 2009 - 21 sections, 629 students (30.0 average) Winter 2010 – 25 sections, 656 students (26.2 average) Summer 2010 – 19 sections, 419 students (22.1 average) Fall 2010 – 19 sections, 520 students (27.4 average) Winter 2011 – 23 sections, 591 students (25.7 average) Summer 2011 (as of 4/25/11) – 19 sections, 425 students (22.4 average) Accomplishments
Problems Instruction of EGC courses has always been voluntary with approval of department administration. As such, some accommodations were necessary to ensure that departmental needs were filled when faculty taught EGC courses. This was often resolved by having adjunct faculty teach departmental classes covering for those faculty teaching EGC courses. However, with the recent budget cuts and reduction on the part-time faculty pool there has been greater pressure to have faculty teach in their discipline thereby reducing their availability to teach EGC courses. This difficulty in finding EGC faculty has already been noted in calendar year 2011 with two less EGC courses being offered in both Winter and Fall 2011 compared to 2010. Additionally, four of the seventeen EGC classes in Fall 2011 are being covered by part-time faculty. This trend is expected to continue, possibly weakening the value of the EGC courses unless a greater commitment to the EGC program is made. VI. Description of departmental plans for the future including assignment of responsibilities and a timeline. Recognizing the need for closer evaluation of the Liberal Arts Core, both the lower division gtPathways and the upper-division EGC program, particularly in anticipation of the Higher Learning Commission review in 2015-2016, the budget for the General Education Coordinator in 2011-2012 has been increased with the position becoming a ½ time release position increased from a 1/3 time release. Paul McGurr will be on sabbatical in 2011-2012 and the Coordinator, General Education in 2011-2012 will be Robert Bunting who has taught EGC courses and who previously served as Assistant Dean in the School of Arts, Humanities and Social Sciences. Plans for the future for the EGC program include:
VII. An attachment of course listings for the department. The following is a listing of the approved EGC courses ( a listing including course descriptions can be found in appendix A):
VIII. Degree requirements for all majors and minors in the program. All Fort Lewis students are required to take two Education for Global Citizenship classes as part of the Liberal Arts Core. Therefore, the EGC program touches upon all Fort Lewis graduates. Yüklə 68,15 Kb. Dostları ilə paylaş:
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