Associate dean for General Education addresses questions about UC-2016
By: Peter Moore, associate dean, General Education
Let me take a moment to address the issues Noah Bartos raised in his editorial regarding UC-2016.
Noah is rightly concerned about the potential headaches various groups will face regarding two very similar curricula (UC-2012 and UC-2016). We are too. He notes the increase in paperwork. That comes in three forms: 1) course proposals that faculty must write; 2) assessment; and 3) student petitions.
He is right in pointing out that in the near-term faculty will have some additional work to do. A significant portion of that has already been completed this spring and I hope that most of the rest will be finished by December. There is a sense of fatigue, but this is offset to some extent by the improvements he notes in the structure which allow for new opportunities for participation. Regarding assessment, my expectation is that this will actually decrease initially (while eventually returning to the current level).
My biggest concern is with student petitions that will arise through confusion between the two curricula. Noah notes this problem as well regarding the mixture of requirements in the same course. This mixture does not involve Proficiencies and Experiences which are identical in both curricula. We are aware of the problem regarding pillars (UC-2012) and breadth and depth (UC-2016) and will be working to mitigate the headaches that are bound to result.
Noah also raises concerns with the new STEM requirements which he believes have the potential to unduly impact Meadows’ students. With regard to the lab-based portion (PAS under UC-2012) of this requirement the revision in UC-2016 is closer to the original intent of the UC adopted in 2010, that students complete two lab-based courses. The TM requirement, however, should not be an additional burden for most Meadows’ students who will be able to complete it in the major (e.g., Theater Lighting).
Noah notes the advantages from the simplified Second Language requirement which should prove beneficial across all majors. The changes in UC-2016 are designed to lessen the need for double-counting pillar courses by opening up courses in the major.
For example, I expect Cox majors to benefit when ITOM 3306 (a required course for all Cox students) satisfies the TM requirement. In this case the number of UC requirements met in the Cox major will increase from two to three. The modifications introduced in UC-2012 were designed to address high-credit majors and enhance students’ ability to double major. Students should find the same advantages in UC-2016 along with a simplified structure.
Finally he argues that the language of the proposal does not provide an adequate description of content. The descriptions match the information provided in the original UC and are augmented by the Student Learning Outcomes. Together these do provide a good basis for determining what the new breadth and depth requirements are all about.
Nearly two years ago the University Curriculum Council responded to concerns about the original UC and introduced key modifications. Those modifications have helped the class of 2012 to graduate on time. However, the modifications led to some unintended consequences which UC-2016 addresses. We expect that our efforts this time around will be even more beneficial.