• Read, write, listen, view critically
• Read, write, speak effectively
• Broad general base of knowledge
• Aesthetic appreciation
• Numerical competency / quantitative skills
• Make connections between disciplines
• Responsible citizenship
• Exposure to cultural / global diversity: U.S. pluralism, internationalism
• Self-awareness and interpersonal relationships
• Basic computer competency
• Technology and society science
• General Ed is beyond basic skills

Group 2

• Active learner
• Independent and critical thinker
• Library and information literacy
• Lifelong learner
• Effective oral and written communication (also in non-native language)
• Technology literate
• Aesthetic sense
• Moral reasoning ability
• Problem solving ability
• Evaluates, assimilates and integrates information
• Appreciates: own culture & history

other cultures & disciplines

other disciplines & fields of creativity

• Quantitative reasoning ability
• Sense of civic responsibility
• Productively work in teams

Group 3

Skills

• Command of language (in the broadest sense) including:

scientific inquiry

mathematical thinking

multiple purposes such as read manuals, follow directions, understand regulations

social debate

organize information meaningfully

be able to present positions

• Critical thinking
• Writing
• Problem solving
• Computer / info tech literacy
• Foreign language

Knowledge

• Ways of thinking in social sciences, sciences, humanities
• Connections among disciplines
• Global knowledge of societies / cultures

Dispositions

• Curiosity, risk-taking
• Ethic of hard work / persistence
• Self-discipline, responsibility
• Tolerance & understanding of others
• Ethical thinking / behavior

Group 4

• Ability to think critically

integrate & synthesize information

evaluate the value & quality of information

write about it, talk about it

move to reasoning

• Need some basic knowledge in order to get to a place where competent discussions take place ...this is hierarchical - knowledge builds on knowledge.
• Need to train to make interdisciplinary connections
• Think independently
• Recognize different modes of inquiry
• Know how to find information
• Appreciation of differences - intelligence types and communication styles
• Work with others, in particular others with different styles and from different backgrounds
• Sense of the past, possibilities of the future and how where we are now relates to both of these
• Change the questions:

what should SSU grads be able to do?

know?

have experienced?

• Have a sense of aesthetics
• Sense of philosophical thought
• Miami University had 4 questions
• Force students to be exposed to subjects they think they don't like - make sure that they can't dodge a subject area completely
• Quit asking "Why do I need to know this". Have an appreciation for knowledge and understanding other perspectives
• Curious, open-minded, willingness to look at things from other perspectives
• We need to read what other people have written on this, what conclusions other people have made
• Gen Ed as opposed to discipline should present a broad synthesis of information

Summary of those Attributes:

Attributes Cited by 4 Groups:

1. Critical thinking, independent thinking

2. Read, Write and Speak Effectively

3. Broad base of knowledge

4. Cultural exposure and appreciation

Attributes Cited by 3 Groups:

1. Aesthetic appreciation

2. Numerical Competency / quantitative skills

3. Interdisciplinary connections

4. Civic responsibility, ethics, tolerance and self-discipline

5. Computer skills

6. Self awareness and interpersonal skills

7. Integrate and organize information

Attributes Cited by 2 Groups:

1. Curiosity - risk taking

2. Problem solving

3. Know how to find information

4. General Education is beyond basic skills

5. Ability to reason

6. Ability to work in teams

7. Ability to read what others have concluded (Manuals)

Attributes Cited by 1 Group:

1. Foreign language

2. Recognize different models of inquiry

3. Appreciate differences - intelligence and communication styles

4. Have a sense of the past and the future

5. Sense of philosophical thought

6. Force students to be exposed to subjects that they think that they do not like.

7. appreciation for knowledge and understanding of other perspectives.

Additional announcements:

• Replies to the previous posting have been received already. Anyone who would like electronic copies of those messages let Steve Hetzler know. Otherwise, copies of those messages will be placed in the library.
• Steve Hetzler will send E-Mail out telling everyone that it is okay to continue to reply, discuss, think about the question of gen ed. Encourage people to reply even if it is only addressing one small sub-topic.
• Next meeting - continue discussion of Gen Ed - SSU student qualities. Compare to the draft of the SSU Mission Statement.
• Minutes will be distributed via GroupWise.
• Report back on dates for January AACU, planning day and retreat
• Any monographs that you have give to Jim Lackie and he will put them in the library. Jim will prepare a list for next time of the articles in the reserve section.
• Suggestion to request catalogs from UMS institutions and peer institution's. Pat Richards suggested rather than doing that, we look at the models that are presented in the book "Revitalizing General Education" that was received in Asheville.
• Robert Smith suggested we look at the work that William L. Tribby in North Carolina had already done as far as creating Gen Ed resources.

Handouts:

Eldred, Marilu and Brian E. Fogerty, Five Lessons For Curriculum Reform, reprint from Liberal Education, Vol 82. No. 1, AACU, Winter 1996.

SSU Mission Statement; Vision, Values and Expected Outcomes.

Maryland Higher Education Commission: Code of Maryland Regulations: Title 13B: Maryland Higher Education Commission Subtitle 06: General Education and Transfer, July 1, 1996

from Dick Logan, University of Wisconsin-Green Bay with emphasis by Mike Garner - 'The Educated Person'.

/vld

C:\allwork\COMMITTE\GENED\MN091797.WPD September 22, 1997