Vol. 18, No. 31	May 13, 1999

Proposed, new curriculum to focus on UD strengths

More than two years in the making, the initial report on revising general education requirements at the University of Delaware proposes to make undergraduate education "a totally coherent experience."

The report by the 31-member Ad Hoc Committee on General Education, which was submitted to the Faculty Senate last week, must be considered first by the senate's Undergraduate Studies Committee before it is placed before the full senate.

According to Carol Hoffecker, Richards Professor of History and chairperson of the ad hoc committee, the committee's recommendations are intended to build upon the University's existing strengths. "This renewal of the undergraduate curriculum utilizes the best of what the University can offer," she said.

The proposed program includes cross-disciplinary thematic courses that introduce first-year students to the academic resources of the University, a discovery learning component in which students apply their knowledge to experiences outside the classroom and a required capstone course in the senior year to integrate the undergraduate educational experience. "All the proposals are based on the concept that the excitement of learning should begin as soon as these students arrive at the University," Hoffecker said.

In its report, the committee wrote: "If the University can better demonstrate its commitment to the needs of first-year learners, unite the freshman class in similar learning experiences, integrate the breadth and skills associated with general education into the undergraduate experience and provide a clear set of academic goals, we believe that the institution will be better able to attract the most motivated students."

Hoffecker pointed out that the committee tried to reduce, but never to increase, the number of credit hours needed for graduation and to make advising and mentoring more central to the undergraduate education. "We were dealing with different colleges and programs that have different credit requirements and accrediting restrictions," she said. "We also had to deal with limited resources of time--for both the faculty and the students."

"The faculty of the University needs to undertake serious discussion of the proposal," said Provost Mel Schiavelli. "I think it is one of great merit. I am particularly hopeful that a review of the undergraduate curriculum requirements will result in a more coherent learning experience for each undergraduate at UD."

Included in the report are the following proposals:

Pathways courses

These four-credit, interdisciplinary thematic courses are intended to introduce first-year students to college study and to the academic resources of the University. Pathway themes would be developed by faculty teams and could include such major concepts as oceans, food, money or justice and equality. Lecture/presentations enrolling no more than 100 students would be split into smaller sections of 20 meeting once or twice a week. These sections would emphasize writing, oral presentations, mathematics and both individual and group work. Students would learn to use library, computer and/or laboratory resources as research tools. Some Pathways courses might forge ties with residence halls for a speaker series or field trips. Participating faculty and teaching assistants would attend training sessions and receive help in planning the courses. Faculty advisers would be responsible for steering students into the Pathways courses that best meet the needs of their projected major fields and, for undeclared students, into courses in areas of interest to them.

Discovery learning experience

Structured to link classroom and textbook learning to the real world, this experience may be a part of the capstone course. Examples include directed research projects, study abroad, professional internships and service learning. The report indicates that about 54 percent of UD students already participate in one or more these experiences, but the committee believes that all UD students should do so. Students could be required to write a proposal for their advisers describing how they plan to use their discovery experience to advance their education, then document and reflect upon their actual experiences.

Capstone course

Many majors already require a senior course, often a seminar, that acts as a bridge to link college study to the world of work; the committee recommends that the capstone experience be extended to all students in all majors. In some instances, the capstone course and the discovery learning experience could be a single entity.

Administration

The committee recommends that the University create an Office of General Education to implement and coordinate the program. In addition to a director of faculty rank, two professionals would coordinate the training of Pathways instructors and develop opportunities for the discovery and service learning experience. A new senate Committee on General Education would solicit Pathways theme proposals and approve all University-wide general education courses.

Advisement system

Under this proposed program, advising would become a more integral part of University life and advisers would become mentors. Students will be required to consult their advisers regularly, taking more personal responsibility for meeting graduation requirements. Freshmen must consult with their advisers before accessing drop/add.

The committee also suggested that students keep a journal in which they record their educational experiences, which will be the basis for discussions with their advisers and may be useful in developing resumes.

The complete report can be found on the web at <www.udel.edu/facsen/reports/GenEdRpt.html>.

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