If the Faculty Senate accepts this proposal, the Wright State General Education program will be more balanced, more consistent, more flexible, and more likely to be effective in accomplishing its original objectives. The framework has been designed to a ccomplish several goals, most importantly to improve the environment for students' intellectual growth, to meet better the curricular needs of the university's major programs, to reduce reliance on 400+ seat classes, and to preserve or enhance writing across the curriculum.
The proposed new framework will enable faculty to provide a curriculum in GE that is more balanced across the four areas required in the Ohio transfer module, i.e. writing and mathematics; natural sciences; social sciences; and, humanities. This proposa l also gives added flexibility to departments and colleges that offer courses in GE, enabling them to expand the list of courses that may be taken to meet GE requirements, as recommended by the College of Liberal Arts "GE Reform: A Three Part Strategy" me morandum of August, 1997. Undergraduate colleges and schools will enjoy the option of designing or designating a course under the "College Component." This component can be used to address particular needs in a college or school to connect general ed ucation to specific work in a major program, an important innovation when accreditation requirements have grown more demanding and complex.
By converting the GE curriculum to a consistent, 4 credit base, as recommended in this report, student learning may be enhanced in several ways. Students and faculty will be able to explore their subjects in greater depth while on a quarter system. Stud ents enrolled in GE will be able to maintain full-time enrollment status while registering for fewer courses. Moreover, an expansion to a four credit base opens the possibility of curricular content expansion to include, for example, systematic attent ion to international and/or American diversity issues.
These revisions address the concerns raised by the NCA Report (1996), the Schoenberg Report for the American Association of American Colleges (1993),the 1992-1994 GE Task Force, and the WSU Strategic Plan (1997). The recommended changes will advance ou r shared interest in expanding opportunities for student-faculty interaction, and providing an instructional context that promotes the development of our students' intellectual skills.
In the eleventh year of this General Education program, faculty face an important responsibility to address the need for change in the way we structure and offer the educational core of our undergraduates' curriculum. This framework will allow us to reco ncile better our resources in terms of faculty and classroom space with the delivery of a General Education program that serves our students better in the cultivation of the knowledge and skills essential to meet the challenges and opportunities of the tw enty-first century.
Edgar A. Rutter, Jr. and Donna M. Schlagheck
GE Task Force 1997-1998 Members
Steve Hansell (Teacher Ed)
Keir Holeman (Student Government)
Larry Kurdek (Psychology)
Henry Limouze (English)
Carol Nathanson (Art History)
Ed Rutter (Mathematics)
Donna Schlagheck (Political Science)
Kenton Strickland (Lake Campus)
Tom Sudkamp (Computer Science)
Robert Sumser (History)
Celesta Warner (Nursing and Health)
Tim Wood (Biology)
Lillie Howard (Provost's Office)
William Rickert (COLA)
Tom Sav (UUCAPC)
Robert Weisman (COSM)