The
Undergraduate Curriculum at Doane
A briefing by the
General Education Task Force
Gerry Allen, John Burney, Alec Engebretson, Kay Hegler, Adam Hunke (student), Kim Jarvis,
Linda Kalbach, Kate Marley, Carrie Petr, Jeff Stander, and Phil Weitl
August, 2011
The Charge (fall 2010)
• Review the purposes, learning outcomes, and structure of Doane's
general education program
• Make recommendations on revisions that will enhance student
learning and connect the program clearly to Doane's mission
• Working assumptions
– Changes to the general education program, if any, will intentionally
address the student learning outcomes that reflect the philosophy of
general education formed from the college’s mission
– Changes to the general education program, if any, will allow all
undergraduate students, present and future, to graduate in four years
– Changes to the general education program, if any, will not affect current
full-time faculty positions
The Activity (so far)
• Education (numerous resources and conference)
• Working Statement on General Education
– Philosophy
– Essential Student Learning Outcomes
– Faculty and student briefings/feedback (spring 2011)
• Retreat (summer 2011)
• Working Framework for Undergraduate Curriculum at
Doane
(All materials available at www.doane.edu/gened)
The Questions (at this time)
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Does the Undergraduate Curriculum at Doane draft have the potential for
developing the mission's learning outcomes?
Does the concept of a sequence of liberal arts seminars provide a distinctive
curriculum that matches well with students' intellectual development in college?
Is it valuable to treat general education as a place for integration?
Do we have the right Integrative Areas of General Study?
Do the individual areas have the right outcomes?
Will the curriculum and portfolio provide an adequate vehicle for student reflection
and help them pull together their academic, co-curricular, and experiential
learning?
Does the curriculum address the major elements of liberal education?
After the task force gets general feedback and revises the framework as needed,
we will ask for the specific opportunities and challenges that your
program/division/campus would see in implementing such a curriculum revision
The Mission
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Doane College’s mission is to provide an exceptional liberal arts education
in a creative, inclusive, and collaborative community where faculty and staff
work closely with undergraduate and graduate students preparing them for
lives rooted in intellectual inquiry, ethical values, and a commitment to
engage as leaders as responsible citizens in the world.
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Core Values: help us continue to put the student experience first.
– Community: Doane is an engaged and cohesive community comprised of
individuals and smaller communities, in which everyone can contribute and
participate.
– Empowerment: Doane encourages its community members to take initiative—to
act effectively and ethically by making principled decisions and taking
responsibility for them.
– Excellence: Doane sets high standards of teaching, scholarship, service and
leadership.
– Impact: It is the heart of the Doane experience. At Doane, one can make a
positive difference on oneself, on others, on the environment, and on life.
The Essential Learning Outcomes
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Develop crucial intellectual skills. Students will learn to:
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Build connections of knowledge across various disciplines. Students will learn to:
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engage in discovery;
assemble and evaluate facts and assumptions;
support conclusions with relevant evidence; and
practice effective communication.
synthesize knowledge across general and specialized studies;
develop creative insights and expressions; and
apply and integrate knowledge collaboratively to solve complex problems.
Adapt their liberal education to serve and to lead at all levels of citizenship.
Students will learn to:
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create a refined, empathetic understanding of a multifaceted world;
orient their own ethical compasses to act accordingly; and
engage with people of varying perspectives to build just societies.
The Undergraduate Curriculum at Doane
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Liberal Arts Seminars 101, 201, 301, 401
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Address Essential Learning Outcomes
Vertical, progressive structure
Integrative Areas of General Study
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21 credits
Define General Studies found in Essential Learning Outcomes
Address Learning Outcomes for each Integrative Area
Horizontal, integrative structure
Fields of Specialized Study (majors, minors, electives)
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variable credits
Define Specialized Studies found in Essential Learning Outcomes
Blended as part of Undergraduate Curriculum
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10 credits
Address Learning Outcomes for each Field of Study
Address Essential Learning Outcomes as appropriate
Address Integrative Areas Learning Outcomes as appropriate
Experiential Learning
Portfolio development and review
3 credits
Total graduation credits = 124
Liberal Arts Seminars
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The sequence of Liberal Arts Seminars progressively address the essential learning
outcomes
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LAR 101 – Inquiry Seminar (3 credits) addresses first learning outcome
LAR 201 – Integrative Seminar (3 credits) addresses second learning outcome
LAR 301 – Impact Seminar (3 credits) addresses third learning outcome
LAR 401 – Insight Seminar (1 credit – tied to major) reflects on all learning outcomes
Draft descriptions and outcomes for each seminar developed
Coordinated within and between each level of seminar
Integrative Areas of General Study
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The Integrative Areas of General Study further define the general studies referred to
in the essential learning outcomes.
– Community and Identity
– Symbolic Communication
• Quantitative Reasoning
• Rhetorical Communication
– Global and Cultural Contexts
– Scientific Perspectives on Critical Issues
– Human Creativity
– In Search of Meaning and Well-Being
Address second learning outcome while building on first learning outcome in addition
to outcomes for each area and outcomes for each course
Draft descriptions and outcomes for each area developed
Existing courses, modified courses, new courses
Fields of Specialized Study
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The Fields of Specialized Study further define the specialized studies referred to in
the essential learning outcomes
Each Field of Specialized Study (major, minor, electives), in pursuing learning
outcomes for their own program, is also asked to determine how the essential
learning outcomes and Integrative Areas of General Study outcomes might also be
intentionally incorporated
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Review all existing courses for essential learning outcomes and Integrative Areas of General Study
outcomes and, where appropriate, identify in course syllabi
Faculty in the Field of Specialized Study offer a liberal arts seminar addressing essential learning outcomes
The Field of Specialized Study incorporates experiential learning such as service-learning projects or
internships as part of the major or minor
A portfolio in the Field of Specialized Study is integrated with the undergraduate curriculum portfolio
An Integrative Area of General Study course is developed and offered as part of the major or minor
Integrative Area of General Study courses or experiential learning opportunities are offered by faculty during
interterm
Experiential Learning
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LAR 250: Experiential Learning (or other appropriate department designation)
– Description: A defining experience, applying knowledge and skills to practice,
requiring guided reflection
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Service Learning, Study Abroad, Internships/Student Teaching, Independent Research,
Creative Production
– Students will work to:
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Understand and articulate how the experience helped achieve essential learning outcomes, as
appropriate.
Understand and articulate how the experience helped achieve Integrative Areas of General Study
outcomes, as appropriate.
Understand and articulate how the experience helped achieve Fields of Specialized Study outcomes,
as appropriate.
Through the portfolio, students will be encouraged to reflect on optional co-curricular
and extra-curricular activities
Portfolio
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The pursuit and achievement of the learning outcomes are documented and
reflected upon in individual portfolios that evolve over a student’s years at
Doane
Through their portfolio, students become self-directed learners, and will
reflect on how they will adapt their liberal education to define their values
and leadership skills
Portfolios will be developed throughout the liberal arts seminar sequence
The task force (or related working group) will further develop the portfolio
concept after discussion with faculty
Next Steps (Fall 2011/Interterm 2012)
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Briefings to Doane Plan Committee and full faculty
Faculty forums for feedback
Doane Lincoln briefing/forum for feedback
Briefing/forum for feedback with each academic division
Fields of Specialized Study impact studies – (1) faculty load and (2)
integration of outcomes
Formation of working faculty groups to refine each component and develop
additional materials as appropriate (such as rubrics)
Task force meetings
January faculty summit
Questions
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Revisiting the questions from the task force
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Does the Undergraduate Curriculum at Doane draft have the potential for developing the
mission's learning outcomes?
Does the concept of a sequence of liberal arts seminars provide a distinctive curriculum that
matches well with students' intellectual development in college?
Is it valuable to treat general education as a place for integration?
Do we have the right Integrative Areas of General Study?
Do the individual areas have the right outcomes?
Will the curriculum and portfolio provide an adequate vehicle for student reflection and help
them pull together their academic, co-curricular, and experiential learning?
Does the curriculum address the major elements of liberal education?
Questions from you?