Doane Plan Table Responses
August 24, 2010
Question 1: What do you think the Doane Plan does best to help student learning – what
would you like to retain about the Doane Plan?
The Doane Plan provides students a breadth of knowledge. We want to retain this, but with a
strong emphasis on the classic liberal arts. We would like to see more flexibility.
Broad exposure to different learning areas and methods. Flexibility and choice, however, are
still part of the Doane Plan.
Variety of perspectives: strategists (creates); Ownership of curriculum – student choice;
Enhances student adaptability; Exposure to broad array of disciplines.
Opportunities to take courses across the disciplines in a directive way
Requires/guarantees broad exposure to various disciplines and approaches to learning.
Broad base of knowledge in many content areas fostering critical thinking; some choice;
Structure
Best; Exposure to broad variety of disciplines and approaches to teaching and learning
Retain: Equal representation of all disciplines
Required exposure/coursework to cross-disciplinary subjects/content that students might not
otherwise pursue on their own
Importance of choice within liberal arts tradition
Ability to experience wider diversity outside major, drawing connections between disciplines
Forces students outside comfort zone – should be retained
Provides a breadth of study opportunity; retaining some type of framework
Question 2: What is the biggest problem you face with your students? If we were going to
make changes in the Doane Plan to improve student learning – what most needs to be
revised or improved?
Lack of motivation or intellectual curiosity (outside of major)
Students (and faculty) don’t take ownership of courses. They take easy way out. Lack of
equitable rigor in Doane Plan courses; Seen as required hoop to jump through; Scheduling
conflicts; Lack of flexibility; Students need to see connections between Doane Plan, major, and
areas of Doane Plan.
Student ownership and course connections
Students are spread too thin; Students don’t see relevance; Unmotivated
Doane Plan requirements are sometimes too inflexible given a student’s experience (past
learning experiences); The solution is building in flexibility.
Failure to see relevance of broad liberal learning; Proper preparation for learning within another
discipline (prior instruction, exposure, lived experiences); How to think, read, write, or
communicate critically.
Advisor perspective – Challenges include getting students to value a broad education, and
fulfilling student choices due to limited availability of popular sections.
Broad perspective – Getting students to value and take an interest in developing their academic
and intellectual abilities and skills.
Resistance to reading – anti-intellectual environment; Lack of interest in learning how to be a
critical reader and writer; Lack of focus – prioritizing academics and learning; Difficult for
students to see the “real” value of their education; Develop engaged students.
Most students resist the diversity of the Doane Plan; they just want to get Doane Plan course out
of the way.
Lack of ownership toward their own learning; Apathy
Apathy, entitlement; Excessive value placed on utility; Uneven rigor; Resistance to intellectual
growth; Jobs are a distraction.
Question 3: What are the most important skills, knowledge, dispositions, or learning
experiences for Doane students to get out of the general education program?
Understand alternative perspectives; Multi-perspective empathy; Self-education – ability to
creative thinking
Engage, invite, challenge, open minds to learning; Develop curiosity; Develop problem-solving
skills – critical thinking/creative thinking; Develop global and ethical and socially responsible
skills; Become an effective communicator (write, speak, listen, read)
Dispositions: Open mind, curiosity – inquiry
Skills: Communication (and listening)
Knowledge: Wide array of disciplines
(We assume that students opted for a Doane Plan course because it’s easy?)
1. Instill curiosity about other areas outside of major and see connection
2. Have all requisite skills
3. process/democratic arts/learning experience
4. Ability to communicate ideas which have been arrived at through critical thinking and
discovery.
5. Ability to make connections: intellectually, ethically, and socially
The knowledge, skills, and dispositions of ethical inquiry and problem solving, and being able to
communicate it effectively.
1. Basic information in the liberal arts area
2. Global awareness and desire/commitment to be a player
3. Empathy/responsibility
4. Established reading patterns
5. Established attendance patterns at cultural events (enjoyment beyond one’s own culture)
6. Instill curiosity
1. Read, listen, write effectively
2. Relevancy – in a multifaceted sense
3. Problem solving/critical thinking skills – apply
4. personal/social r4esponsibility/ethics
Valuing their education – knowledge in diverse areas to become informed, ethical, responsible
citizens
Emphasis on service
Question 4: What are the biggest obstacles to achieving those outcomes?
Time
Resources
Course relief