General Education Implementation Team (GEIT)
Faculty and Staff Groups
Call for Faculty Volunteers
In December 2015, the Ramapo faculty overwhelmingly voted to recommend approval of a
revised general education program. The Provost accepted that recommendation. The new
program will launch in fall 2017. To prepare for that launch, the College will engage in a multiyear, multi-faceted, collaborative process led by the General Education Implementation Team
(GEIT). For full details of that team’s work, please see this document:
http://www.ramapo.edu/provost/files/2013/04/D-1-Revised-GeneralEducation_implementation_2.pdf. For responses to frequently-asked questions about the team’s
work, please see this document: http://www.ramapo.edu/provost/files/2013/04/D-2-GeneralEducation-Implementation-Team_FAQ.pdf
As part of its work, the GEIT steering committee will guide and support the efforts of various
working groups. One set of working groups includes faculty and staff groups devoted to specific
parts of the general education curriculum. Their work will take place across the spring 2016
semester. Please see those groups and their respective work listed below.
Vice Provost Daffron, who chairs the GEIT steering committee, is calling for faculty volunteers
for these faculty and staff groups. Membership may come from faculty (with disciplinary
expertise or broad interest) who are committed to teaching in the program. Vice Provost Daffron
will share volunteers’ names with the GEIT steering committee, which will determine the
membership of the groups. Each group will include approximately three faculty, and each group
will have a facilitator. In addition, the groups devoted to Global Awareness, Experiential, and
Mid-Career Reflection may include staff members from Enrollment Management and Student
Affairs to address non-curricular issues.
Interested faculty should review the full GEIT document referenced above and express their
interest via e-mail to Vice Provost Daffron at edaffron@ramapo.edu no later than January 11,
2016.
Faculty and Staff Groups:
o
Social Science Inquiry: Draft the new 100- or 200-level Social Science Inquiry
course based on the assigned student learning outcomes.
o
Quantitative Reasoning: Create new or revised 100- and 200-level courses that
address all assigned student learning outcomes.
o Historical Perspectives: Create new or revised 100- and 200-level courses that
address all assigned student learning outcomes.
o
Scientific Reasoning: Create new or revised 100- and 200-level courses that
address all assigned student learning outcomes.
o
Global Awareness: Sort out the details about language placement (for those
students who elect to satisfy this requirement with a language course), consider
whether an approved study abroad program may automatically fulfill this
requirement, determine if a non-language/non-study abroad pathway to
completion of this requirement should consist of one course or a small number of
courses, and create one or more new or revised 100- and 200-level nonlanguage/non-study abroad courses. If a small number of courses will meet the
non-language/non-study abroad pathway, recommend protocols. Protocols include
measures to ensure that courses address all assigned student learning outcomes
and dedicate a large majority of the learning experiences towards meeting the
assigned student learning outcomes.
o
Studies in Arts and Humanities: Revise the course and the course title to include
the arts and the new student learning outcomes, and ensure that all assigned
student learning outcomes are met.
o
Experiential: Identify the experiential opportunities for FYS, Studies in Arts and
Humanities, and Social Science Inquiry, and propose an implementation plan
(including a budget) for these opportunities.
o Mid-career reflection: Identify experiences in each school that meet the outcomes.
Recommend if the College is ready to implement this requirement for new transfer
students with completed associate's degrees entering fall 2017.
o Senior presentation: Identify senior courses with opportunities that meet the
outcomes. Recommend if the College is ready to implement this requirement for
new transfer students with completed associate's degrees entering fall 2017.
Collaborate with the Scholars’ Day Committee to design the Annual Celebration
of Student Research, Creativity, and Performance (e.g., logistics).
o
Distribution categories: Recommend protocols for the distribution categories.
Protocols include measures to ensure that courses address all assigned student
learning outcomes for the categories and dedicate a large majority of the learning
experiences towards meeting the assigned student learning outcomes.
Prior to the work outlined above, the groups will work collaboratively to create rubrics
with outcomes as well as performance levels and descriptions to further refine and
operationalize the established learning objectives:
Objectives
Critically engage with the products of
culture, through interpretation or creative
Faculty/Staff Groups
Global Awareness
expression.
Studies in Arts and Humanities
Distribution categories
Critically interpret history and society.
Historical Perspectives
Social Science Inquiry
Distribution categories
Apply methods of scientific inquiry
effectively.
Scientific Reasoning
Distribution categories
Apply mathematical concepts effectively.
Quantitative Reasoning
Social Science Inquiry
Demonstrate logic and reasoning skills.
Quantitative Reasoning
Scientific Reasoning
Distribution categories
Write effectively in scholarly and creative
contexts.
Studies in Arts and Humanities and
Mid-Career reflection
in collaboration with faculty teaching or
interested in
Critical Reading and Writing
Speak effectively in scholarly and creative
contexts.
Mid-career reflection
in collaboration with faculty teaching or
interested in FYS
Develop the skills necessary to locate,
evaluate, and employ information
effectively.
Studies in Arts and Humanities
in collaboration with faculty teaching or
interested in FYS and
Critical Reading and Writing
Use technology to communicate information, Quantitative Reasoning in collaboration
manage information or solve problems.
with faculty teaching or interested in
FYS
Apply disciplinary and interdisciplinary
knowledge and skills to address complex
Quantitative reasoning
problems.
Scientific reasoning
Studies in Arts and Humanities
Practice reflective inter/intra-personal skills.
Mid-career reflection
Experiential
Distribution categories
in collaboration with faculty teaching or
interested in FYS
Understand diverse communities on local,
national, and/or global levels.
Experiential
Distribution categories
Global Awareness
Historical Perspectives
in collaboration with faculty teaching or
interested in FYS
Analyze ethical implications of the global
distribution of power and resources.
Historical Perspectives
Social Science Inquiry
Distribution categories
Question assumptions about individual and
group identity.
Historical Perspectives
Social Science Inquiry
Distribution categories
Demonstrate intercultural understanding
required to effectively negotiate a diverse
global society.
Global Awareness