Integrating Goals Integrating Goals For General EducationFor General Education

With the Work of With the Work of DepartmentsDepartments

© 2004 Paul L. Gaston© 2004 Paul L. Gaston

Learning Outcomes of the Learning Outcomes of the WorkshopWorkshop

Come to grips with the problems Come to grips with the problems Understand the risks of disconnectsUnderstand the risks of disconnects Define the goals of integration between Define the goals of integration between

general education and the majorgeneral education and the major Consider ways to balance institutional and Consider ways to balance institutional and

departmental objectivesdepartmental objectives Observe exemplary practicesObserve exemplary practices Frame strategies for bridging, integration, Frame strategies for bridging, integration,

assessmentassessment

Workshop ElementsWorkshop Elements11 An emerging consensus An emerging consensus (2:00-2:15)(2:00-2:15)

22 Academic charrette stage I: defining a problem Academic charrette stage I: defining a problem (2:15-2:50)(2:15-2:50)

33 Techniques, tactics, and exemplary practices Techniques, tactics, and exemplary practices (2:50-(2:50-3:05)3:05)

44 Academic charrette stage II: responding to design Academic charrette stage II: responding to design issues issues (3:05-3:45)(3:05-3:45)

55 Considerations towards implementation Considerations towards implementation (3:45-4:00)(3:45-4:00)

66 Academic charrette stage III: drafting a solution Academic charrette stage III: drafting a solution and assessing its effectiveness and assessing its effectiveness (4:00-5:00)(4:00-5:00)

77 ConclusionsConclusions

An Emerging ConsensusAn Emerging Consensus

CHANGING PARADIGMSCHANGING PARADIGMS

1919thth Century college: common core curriculum Century college: common core curriculum

2020thth Century university: breadth (general Century university: breadth (general education) + depth (the major)education) + depth (the major)

2121stst Century colleges and universities: Century colleges and universities: connecting liberal and professional connecting liberal and professional learning learning (Carol Geary Schneider, “Contemporary Goals for Undergraduate (Carol Geary Schneider, “Contemporary Goals for Undergraduate Learning,” AAC&U, 10 June 2002)Learning,” AAC&U, 10 June 2002)

An Emerging ConsensusAn Emerging Consensus

GOALS FOR 21GOALS FOR 21STST CENTURY LEARNING CENTURY LEARNINGAccomplishment of complex core proficiencies Accomplishment of complex core proficiencies

((e.ge.g., epistemological savvy, ability to work in ., epistemological savvy, ability to work in teams)teams)

Command of multiple inquiry capacities (e.g., Command of multiple inquiry capacities (e.g., investigation, analysis, problem-solving, investigation, analysis, problem-solving, innovation)innovation)

Appreciation for diversityAppreciation for diversity Experience in examining and affirming personal Experience in examining and affirming personal

valuesvalues Associative, integrative approach to knowledgeAssociative, integrative approach to knowledge

(Carol Geary Schneider, “Contemporary Goals for Undergraduate (Carol Geary Schneider, “Contemporary Goals for Undergraduate Learning,” AAC&U, 10 June 2002)Learning,” AAC&U, 10 June 2002)

An Emerging ConsensusAn Emerging Consensus

STRATEGIES FOR UNDERGRADUATE LEARNINGSTRATEGIES FOR UNDERGRADUATE LEARNING””Active” learning: emphasis on “hands-on” projectsActive” learning: emphasis on “hands-on” projects Across-the-curriculum reinforcement of core skills Across-the-curriculum reinforcement of core skills

(writing, computation, second language, listening)(writing, computation, second language, listening)Experiential learning (apprenticeships, fieldwork, Experiential learning (apprenticeships, fieldwork,

service learning)service learning)Team learning (at a distance and face-to-face)Team learning (at a distance and face-to-face) Course-to-course linkagesCourse-to-course linkages Culminating experiencesCulminating experiences Emphasis on competenceEmphasis on competence

(Carol Geary Schneider, “Contemporary Goals for Undergraduate (Carol Geary Schneider, “Contemporary Goals for Undergraduate Learning,” AAC&U, 10 June 2002)Learning,” AAC&U, 10 June 2002)

Academic Charrette Stage IAcademic Charrette Stage IWhat’s the problem?What’s the problem?

Process of Charrette Stage IProcess of Charrette Stage I

Individual sketching (10 minutes)Individual sketching (10 minutes) Team consultations (10 minutes)Team consultations (10 minutes) Team presentations (20 minutes)Team presentations (20 minutes)

Individual Sketching (10 Individual Sketching (10 minutes)minutes)AA What prompts your participation in this workshop?What prompts your participation in this workshop?

BB At your institution (or another you know well) what At your institution (or another you know well) what issues arise from inadequate integration of general issues arise from inadequate integration of general education and the major?education and the major? Complaints from major departments about inadequate Complaints from major departments about inadequate

preparation?preparation? Reliance on intuitive judgments rather than assessment?Reliance on intuitive judgments rather than assessment? Student lack of esteem for general education as Student lack of esteem for general education as

“something to get behind you”?“something to get behind you”? Assumption in culture that liberal arts offer noble but Assumption in culture that liberal arts offer noble but

irrelevant skills and knowledge?irrelevant skills and knowledge? Little deference within majors to concerns of liberal Little deference within majors to concerns of liberal

education?education? Little esteem for professional education conveyed Little esteem for professional education conveyed

through liberal education?through liberal education? Perplexity of students whose majors do not lead directly Perplexity of students whose majors do not lead directly

to related employment?to related employment?

Team Consultations (10 Team Consultations (10 minutes)minutes)

Consider sketchesConsider sketches Seek opportunities for consolidationSeek opportunities for consolidation Agree on and frame statement of Agree on and frame statement of aa

problemproblem Articulate the problem statement on Articulate the problem statement on

the charrette form (one for each the charrette form (one for each team)team)

CHARRETTE FORM

Please write clearly, like an architect. Your statements will create the RFP for another charrette team.

STAGE I: What’s the Problem?

In no more than 100 words, define an issue concerning the integration of general education and the major that limits the effectiveness of baccalaureate education at your institution or one you know well.

Team Presentations (20 Team Presentations (20 minutes)minutes)

What issues arise from inadequate What issues arise from inadequate integration of general education and integration of general education and the major?the major?

Charrette Stage I ConcludedCharrette Stage I Concluded

Techniques, tactics, best Techniques, tactics, best practicespractices

AA Developing overarching Developing overarching elementselements

BB Sustaining linkagesSustaining linkages

CC Relaying responsibilityRelaying responsibility

DD Sharing responsibilitySharing responsibility

EE Assessing constructivelyAssessing constructively

A Overarching ElementsA Overarching Elements

Implement distinctive elements at critical Implement distinctive elements at critical junctions throughout baccalaureate junctions throughout baccalaureate curriculum so as to create defining curriculum so as to create defining educational experienceeducational experience First-year experienceFirst-year experience Second tier, in-depth learningSecond tier, in-depth learning Capstone experienceCapstone experience

Techniques, tactics, best practicesTechniques, tactics, best practices

““University-Wide Goals”University-Wide Goals”

““The task of educating the whole person for The task of educating the whole person for lifelong intellectual pursuit and responsible lifelong intellectual pursuit and responsible citizenship in a multicultural society citizenship in a multicultural society must be must be incorporated into the major as well as the incorporated into the major as well as the general education programgeneral education program. In other words, the . In other words, the ideals of liberal education must be university-ideals of liberal education must be university-wide goals for which all members of the faculty wide goals for which all members of the faculty are held responsible.” are held responsible.”

~Raymond Lou and Karen Mendonca~Raymond Lou and Karen Mendonca

California State University, Monterey BayCalifornia State University, Monterey Bay

Integrated Curricula, One by Integrated Curricula, One by OneOne

Meeting with a faculty member, a student at Meeting with a faculty member, a student at Wesleyan UniversityWesleyan University completes a “General completes a “General Education Compliance Plan” so as to indicate Education Compliance Plan” so as to indicate how she or he will address the university’s how she or he will address the university’s “expectations” (as opposed to “expectations” (as opposed to “requirements”) as they make progress “requirements”) as they make progress towards graduation. towards graduation. Together, students and Together, students and faculty members attempt to ensure that such faculty members attempt to ensure that such plans are both consistent with expectations plans are both consistent with expectations that will await them in a chosen major and that will await them in a chosen major and internally coherentinternally coherent. .

Creating CompetenceCreating CompetenceMary Washington CollegeMary Washington College has identified eight goals it has identified eight goals it expects students to meet: expects students to meet: effective writing, effective writing, computation, scientific computation, scientific literacy, cultural awareness, literacy, cultural awareness, knowledge about Western knowledge about Western civilization, understanding of civilization, understanding of “the forces shaping human “the forces shaping human behavior,” competence in a behavior,” competence in a second language, and second language, and physical fitness. physical fitness. The catalog offers The catalog offers alternate alternate approaches through which approaches through which competence may be competence may be documenteddocumented or or demonstrateddemonstrated. .

California State California State University-Monterey BayUniversity-Monterey Bay lists lists alternate approaches alternate approaches to 13 University Learning to 13 University Learning RequirementsRequirements. “Our ULR . “Our ULR system works system works a little bit like a little bit like getting your driver's licensegetting your driver's license. . To get a driver's license, you To get a driver's license, you need to demonstrate that need to demonstrate that you know how to drive and you know how to drive and that you know the rules of that you know the rules of the road. You can learn these the road. You can learn these things in various ways, e.g. things in various ways, e.g. private lessons, trial and private lessons, trial and error, or a driver’s ed course. error, or a driver’s ed course. When you do get your When you do get your license, you are not held license, you are not held accountable for how you accountable for how you learned to drive. You just learned to drive. You just have to demonstrate your have to demonstrate your knowledge and abilities.” knowledge and abilities.”

B Sustaining LinkagesB Sustaining Linkages

Regard liberal education as a four-year Regard liberal education as a four-year program aligned with (rather than program aligned with (rather than preparatory for) the majorpreparatory for) the major

Create opportunities for connection of Create opportunities for connection of learning from different courses, disciplines, learning from different courses, disciplines, contextscontexts

Encourage mediated connections between Encourage mediated connections between classroom and field-based learningclassroom and field-based learning

Techniques, tactics, best Techniques, tactics, best practicespractices

Education as a “Continuum”Education as a “Continuum”Education should be viewed as “a Education should be viewed as “a continuumcontinuum, both vertically—across the , both vertically—across the primary, secondary, and collegiate levels—but primary, secondary, and collegiate levels—but also also horizontally in college—across horizontally in college—across courses, programs of study, disciplines, courses, programs of study, disciplines, general education and the majorgeneral education and the major . . . .” To . . . .” To this end, this end, ““some campuses are using some campuses are using general education and the major in general education and the major in complementary and mutually supportive complementary and mutually supportive ways, essentially breaking down the ways, essentially breaking down the barriers between these two traditional barriers between these two traditional elements of a liberal educationelements of a liberal education.”.”

Andrea Leskes, AAC&UAndrea Leskes, AAC&U

Education as a “Continuum”Education as a “Continuum” Gustavus Adolphus Gustavus Adolphus

College College students who students who choose “Curriculum II” choose “Curriculum II” pursue “pursue “nine courses nine courses from various academic from various academic areas designed to be areas designed to be taken over a four-year taken over a four-year periodperiod in a recommended in a recommended sequence.” These courses sequence.” These courses stress “the relationship stress “the relationship between the individual between the individual and the community, and the community, examine the Western examine the Western intellectual and cultural intellectual and cultural tradition,” and introduce tradition,” and introduce students to “various students to “various facets of the global facets of the global society in which we live.” society in which we live.”

At At Illinois Wesleyan Illinois Wesleyan UniversityUniversity, “students , “students . . . are encouraged to . . . are encouraged to pursue multiple pursue multiple interests interests simultaneouslysimultaneously –a –a philosophy in keeping philosophy in keeping with the spirit and with the spirit and value of a broad value of a broad liberal arts liberal arts education.”. In recent education.”. In recent semesters, IWU has semesters, IWU has counted more than counted more than 300 students with 300 students with double majors. double majors.

Goals-Competencies-Goals-Competencies-CapstoneCapstone

A commitment to A commitment to outcomes-based education outcomes-based education expresses itself both in expresses itself both in overall goalsoverall goals (“creative (“creative expression in the service of expression in the service of transforming culture,” transforming culture,” “technological, aural, and “technological, aural, and visual literacy,” etc.) and in visual literacy,” etc.) and in required competenciesrequired competencies (“community participation,” (“community participation,” “science,” “vibrancy,” etc.). “science,” “vibrancy,” etc.). There is also a There is also a capstone capstone experienceexperience that that incorporates the “overall incorporates the “overall learning goals” of the learning goals” of the university. university. CSU-Monterey Bay

C Relaying ResponsibilityC Relaying Responsibility

Clarify expectations of preparation for majorsClarify expectations of preparation for majors Ensure that expectations are understood and Ensure that expectations are understood and

addressed by students and facultyaddressed by students and faculty Promote understanding that skills not Promote understanding that skills not

challenged and developed are lostchallenged and developed are lost Make certain that all faculty accept Make certain that all faculty accept

responsibility for the baccalaureate education responsibility for the baccalaureate education of all studentsof all students

Techniques, tactics, best Techniques, tactics, best practicespractices

The “Liberalizing” MajorThe “Liberalizing” Major Emphasis falls not only on Emphasis falls not only on

what is learned—but what is learned—but howhow. . Undergraduate students Undergraduate students complete two or more complete two or more courses in each of four courses in each of four “ways of knowing.” Some of “ways of knowing.” Some of these “ways” are these “ways” are approached through liberal approached through liberal education courses. education courses. Others Others may be approached may be approached through courses in the through courses in the major.major.

Approaches to the PastApproaches to the Past Encounters with Texts and the Arts Encounters with Texts and the Arts Interpreting Human Behavior: Interpreting Human Behavior:

Individual, Social, and Cultural Individual, Social, and Cultural Engaging Science and TechnologyEngaging Science and Technology

Rice University

Ensuring Sustained Ensuring Sustained GrowthGrowth

Requirements, both curricular Requirements, both curricular and co-curricular, and co-curricular, span the four span the four years of the baccalaureateyears of the baccalaureate. .

As part of the 15-course program, As part of the 15-course program, for example, students in their for example, students in their third or fourth year must take a third or fourth year must take a “Seminar in World Issues Since “Seminar in World Issues Since 1945.”1945.”

Integral to these expectations is Integral to these expectations is “The Convocation Series,” which “The Convocation Series,” which brings a variety of speakers and brings a variety of speakers and presentations to the campus in presentations to the campus in the course of the academic year. the course of the academic year. All students register for All students register for convocation every semester as a convocation every semester as a one-quarter-credit course. one-quarter-credit course.

Berea College

D Sharing ResponsibilityD Sharing Responsibility

Through creative faculty appointments, extensive Through creative faculty appointments, extensive faculty development, and innovative curricular design, faculty development, and innovative curricular design, erase or perforate distinctions between liberal and erase or perforate distinctions between liberal and professional educationprofessional education

Expect all disciplines to consider germane “liberal Expect all disciplines to consider germane “liberal arts” issues (ethical issues in accounting, the rhetoric arts” issues (ethical issues in accounting, the rhetoric of economics, the history of chemistry, the sociology of economics, the history of chemistry, the sociology of health care, etc.)of health care, etc.)

Expect liberal arts disciplines to manifest awareness Expect liberal arts disciplines to manifest awareness of and appreciation for issues of professional of and appreciation for issues of professional educationeducation

Techniques, tactics, best Techniques, tactics, best practicespractices

Sustaining Skills: Sustaining Skills: Algèbre Aussi Algèbre Aussi ??

Through the college’s Through the college’s commitment to commitment to “foreign languages “foreign languages across the across the curriculum,”curriculum,” students students “may apply their “may apply their foreign language foreign language skills to the discovery skills to the discovery of content in a variety of content in a variety of disciplines which of disciplines which make use of make use of translated material.”translated material.”

Grinnell College

““Learning to Write Well”Learning to Write Well” Hamilton College’sHamilton College’s web site: “Of all the web site: “Of all the

framers, the most energetic word smith was framers, the most energetic word smith was Hamilton. . . . Hamilton's relationship with Hamilton. . . . Hamilton's relationship with words was intimate and inexhaustible.” words was intimate and inexhaustible.” Fittingly, the College requires “at least three Fittingly, the College requires “at least three writing-intensive courses” of all students, but writing-intensive courses” of all students, but that requirement is only “a small part of the that requirement is only “a small part of the culture of writing at Hamilton.” Alumni culture of writing at Hamilton.” Alumni frequently cite “learning to write well” as frequently cite “learning to write well” as a a characteristic value of their college characteristic value of their college education in both liberal education and education in both liberal education and the majorthe major. .

Practice in Your Chosen Practice in Your Chosen AreaArea

Arts and Sciences students at the Arts and Sciences students at the University of University of WashingtonWashington must earn 10 credits of writing- must earn 10 credits of writing-intensive courses following a 5-credit English intensive courses following a 5-credit English composition course. Catalog advice to students: composition course. Catalog advice to students: “Although you shouldn't wait until the last “Although you shouldn't wait until the last minute to meet the W-course requirement, minute to meet the W-course requirement, it it was originally intended that at least some was originally intended that at least some of your writing-intensive courses should of your writing-intensive courses should be courses in your majorbe courses in your major, providing you with , providing you with writing instruction and practice in your chosen writing instruction and practice in your chosen area of study.”area of study.”

Assessing ConstructivelyAssessing Constructively

Begin with the baccalaureateBegin with the baccalaureate Within the context of institutional learning objectives, Within the context of institutional learning objectives,

define the distinctive competences created by a majordefine the distinctive competences created by a major Inventory existing means of assessmentInventory existing means of assessment Identify gaps (What do we Identify gaps (What do we saysay we do without we do without knowingknowing

that we do it?)that we do it?) Obtain or develop means of assessing performance.Obtain or develop means of assessing performance. Use the information obtained to create improvement.Use the information obtained to create improvement.

Academic CharretteAcademic Charrette Stage Stage IIII

Responding to Design IssuesResponding to Design Issues

Process of Charrette Stage IIProcess of Charrette Stage II

Small team consultations and Small team consultations and sketches (25 minutes)sketches (25 minutes)

Small team presentations (20 Small team presentations (20 minutes)minutes)

Team Consultations and Team Consultations and SketchesSketches

(25 minutes)(25 minutes) In no more than 100 words, In no more than 100 words,

describe in general terms the issues describe in general terms the issues raised by the problem that has been raised by the problem that has been defined defined

and provide guidance for the design and provide guidance for the design process by proposing one or two values process by proposing one or two values that a successful design would that a successful design would incorporate. incorporate.

Team Consultations and Team Consultations and SketchesSketches

(25 minutes)(25 minutes)EXAMPLEEXAMPLE

Problem:Problem:Faculty in the Department of Management complain that Faculty in the Department of Management complain that their students do not write well. “Why isn’t English doing its their students do not write well. “Why isn’t English doing its job?” the department chair asks.job?” the department chair asks.

Values that a successful design might incorporate:Values that a successful design might incorporate:aa Essential competences should be regarded as every Essential competences should be regarded as every faculty member’s responsibility and should represent one of faculty member’s responsibility and should represent one of the overarching elements in the curriculum.the overarching elements in the curriculum.bb An emphasis on competence, documented through An emphasis on competence, documented through assessment, should transcend disciplinary boundaries. assessment, should transcend disciplinary boundaries. Developing such competence is a responsibility that should Developing such competence is a responsibility that should be formally relayed and informally shared. be formally relayed and informally shared.

Charrette Stage IICharrette Stage IISmall Team Presentations Small Team Presentations

(20 Minutes)(20 Minutes)

Describe in general terms the issues Describe in general terms the issues raised by the problem that has been raised by the problem that has been defined.defined.

Provide guidance for the design process by Provide guidance for the design process by proposing one or two values that a proposing one or two values that a successful design would incorporate.successful design would incorporate.

Charrette Stage II Charrette Stage II ConcludedConcluded

Implementation AxiomsImplementation Axioms A proposal for academic reform is no A proposal for academic reform is no

better than the likelihood of its receiving better than the likelihood of its receiving the support of faculty governance.the support of faculty governance.

There may be There may be strongstrong reasons to support reasons to support curricular reform, but there are often curricular reform, but there are often manymany reasons to support the reasons to support the status quo.status quo.

Pragmatism is a principle, too.Pragmatism is a principle, too. Even Moses was a realist.Even Moses was a realist.

Launching from Long BeachLaunching from Long Beach

Keep the challenges of implementation in Keep the challenges of implementation in mind mind throughoutthroughout a commitment to closer a commitment to closer integration of general education and the integration of general education and the majormajor

Develop survival strategies for the Develop survival strategies for the whirlpools whirlpools

Create a navigation plan that respects all Create a navigation plan that respects all “frames”—including the political“frames”—including the political

Expect the unexpectedExpect the unexpected(Thanks to Jerry Gaff, Vice President, AAC&U)

Understand the TaskUnderstand the Task

Remember that you return as Remember that you return as manufacturers, not importers. manufacturers, not importers.

Respect the advantages of Respect the advantages of incremental change. incremental change.

Challenge prevailing practices—but Challenge prevailing practices—but respect individuals who may have a respect individuals who may have a vested interest in them. vested interest in them.

Organize EffectivelyOrganize Effectively

Assure adequate support. Assure adequate support. Adopt a realistic time frame. Adopt a realistic time frame. Call home and write often. Call home and write often.

Temper Vision with RealismTemper Vision with Realism Dream ambitiously—but be prepared to Dream ambitiously—but be prepared to

face budgetary realities. face budgetary realities. Risk pushing your colleagues—but Risk pushing your colleagues—but

continue to gauge what the community is continue to gauge what the community is thinking. thinking.

If priorities compete, endeavor to reconcile If priorities compete, endeavor to reconcile them. them.

Watch your language. Watch your language. Commit to seeing it through. Commit to seeing it through.

Operate StrategicallyOperate Strategically Work both ends of the beach.Work both ends of the beach. Beware the “five month” academic year.Beware the “five month” academic year. Consider placing your eggs in more than Consider placing your eggs in more than

one basket. one basket. Demonstrate respect for legitimate Demonstrate respect for legitimate

concerns. concerns. Consider alternate approaches to Consider alternate approaches to

approval. approval. Consider incremental implementation. Consider incremental implementation.

Create IncentivesCreate Incentives

Invite skeptical colleagues to assist in Invite skeptical colleagues to assist in refining proposal and to join as full refining proposal and to join as full partners in implementation. partners in implementation.

Plan up front to create inviting, Plan up front to create inviting, challenging, rewarding professional challenging, rewarding professional development programs. development programs.

Celebrate the accomplishments of early Celebrate the accomplishments of early adopters. adopters.

Academic Charrette Stage Academic Charrette Stage IIIIII

Draft Design to BreakawayDraft Design to Breakaway

Academic Charrette Stage IIIAcademic Charrette Stage IIIFrom Draft Design to BreakawayFrom Draft Design to Breakaway

Please write clearly, like an architect. Your statements will create the RFP for another charrette team.

STAGE I: What’s the Problem?

STAGE II: What are the design issues?

STAGE III: What’s the Design?In the light of the problem statements and the design issues outlined above, draft a pragmatic, realistic plan capable of addressing the problem and strengthening the department and the institution—while taking into account the realities of implementation as you understand them and the importance of assessment.

Process of Charrette Stage IIIProcess of Charrette Stage III

DRAFT DESIGN: Small team DRAFT DESIGN: Small team consultations and design drafting, consultations and design drafting, using the charrette form (20 using the charrette form (20 minutes)minutes)

Process of Charrette Stage IIIProcess of Charrette Stage IIIBREAKAWAYBREAKAWAY

COMBINE TWO TEAMS. In 20 minutes, COMBINE TWO TEAMS. In 20 minutes, collaborate on a brief presentation that collaborate on a brief presentation that considers considers bothboth of the problem statements of the problem statements under consideration so as to offer a single under consideration so as to offer a single pragmatic, realistic plan capable of pragmatic, realistic plan capable of addressing addressing bothboth problems and strengthening problems and strengthening the department and the (now hypothetical) the department and the (now hypothetical) institution—while taking into account the institution—while taking into account the realities of implementation as you realities of implementation as you understand them and building in at least a understand them and building in at least a rudimentary commitment to assessment.rudimentary commitment to assessment.

Charrette Stage IIICharrette Stage IIIBREAKAWAY PRESENTATIONBREAKAWAY PRESENTATION

(20 minutes)(20 minutes) LARGE TEAMS REPORT their LARGE TEAMS REPORT their

consideration of consideration of bothboth of the problem of the problem statements under consideration and statements under consideration and offer a single pragmatic, realistic plan offer a single pragmatic, realistic plan capable of addressing capable of addressing bothboth problems problems and strengthening the department and and strengthening the department and the (now hypothetical) institution—while the (now hypothetical) institution—while taking into account the realities of taking into account the realities of implementation as they understand implementation as they understand them.them.

Charrette Stage III Charrette Stage III ConcludedConcluded

Learning Outcomes of the Learning Outcomes of the WorkshopWorkshop

Greater awareness of problems and of risks Greater awareness of problems and of risks of disconnects?of disconnects?

Clearer understanding of the goals of Clearer understanding of the goals of integration between general education and integration between general education and the major?the major?

Broader sense of strategies for balancing Broader sense of strategies for balancing institutional and departmental objectives?institutional and departmental objectives?

Enhanced readiness to frame prudent Enhanced readiness to frame prudent strategies for bridging, integration, strategies for bridging, integration, assessment?assessment?

Charrette

Congratulations!Congratulations!

Academic ArchitectsAcademic Architects