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Grand Rapids Community College Academic Governing Council 1.

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Presentation on theme: "Grand Rapids Community College Academic Governing Council 1."— Presentation transcript:

1 Grand Rapids Community College Academic Governing Council 1

2  GRCC currently does not have a process to determine where a course fits into the General Education distribution system  GRCC lacks a process to determine if a course fits into the General Education distribution  The College does not articulate the learner outcomes it expects students to achieve as a result of satisfying the General Education distribution requirements 2

3  Handicaps the College from being programmatically responsive to students, faculty, and departments  Changes must be harmonious with the Michigan Association for College Registrars and Admissions Officers Agreement (MACRAO) 3

4  Establish a definition of each distribution area  Define the criteria that will be used in making decisions about inclusion of courses in the distribution areas  Articulate expectations for outcomes upon successful completion of the distribution areas 4

5  Group I: Humanities  Group II: Social Sciences  Group III: Natural Sciences and Mathematics *Note: The next 3 slides are copied from Educational Planning Guide for Associate in Arts Degree with MACRAO MACROA 5

6 6  Architecture (AR) 111  Art (AT) 105, 106, 270, 271  Communications (COM) (formerly SC) 131, 135, 227, 228, 232, 235, 236, 240, 241, 250  English (EN) 233, 235, 237, 242, 246, 247, 248, 249, 250, 251, 252,  261, 262, 270, 271, 272, 275, 278, 281, 282, 284, 291, 293  Foreign Language (ARA, CHI, FR, GR, SP) 101, 102, 231, 232, 294  Humanities (HU) 204, 205, 210, 240, 245, 270, 273, 274, 280, 281  Music (MU) 107, 109, 235, 236, 237  Philosophy (PL) 201, 202, 205, 206, 207, 209, 212  Photography (PO) 105  Sign Language (SL) 150, 155, 171, 172  Theater (TH) 248

7  Anthropology (AN) 201, 205, 210, 280, 285  Criminal Justice (CJ) 110, 111, 140, 235, 236, 237  Economics (EC) 251, 252, 290  Geography (GE) 132, 135, 140, 210, 253, 281  Gerontology (GO) 203, 261, 262, 263  History (HS) 101, 102, 120, 121, 215, 225, 230, 239, 240, 241, 242, 249, 250,251, 260, 276, 281, 290, 295  Political Science (PS) 110, 200, 201, 202, 215, 225, 230, 245, 250  Psychology (PY) 101, 106, 201, 203, 231, 232, 233, 234, 251, 260, 263, 281  Social Science (SS) 120, 293  Sociology (SO) 205, 251, 254, 260, 261, 262, 263, 265, 270, 295  Social Work (SW) 102, 103 7

8 Non-lab courses:  Astronomy (AS) 102  Biology (BI) 125, 160, 171, 232  Business (BA) 150, 254  Computer (CO) 124, 127, 225, 227  Electronics (EL) 132  Mathematics (MA) (except MA 003, 095, 096, 097), 104, 105, 107, 108, 110, 124, 127, 129, , 134, 138, 210, 211, 215, 245, 255, 257  Psychology (PY) 281  Technology (TE) 103, 104  Lab Courses:  Astronomy (AS) 103, 106, 108  Biology (BI) 101, 103, 104, 117, , 126, 127, 151, 152, 204, 207, 215  Chemistry (CM) (except CM 100 and 102), 101, 103, 104, 109, 113, 114, 210, 212, 231, , , , 241, 252, 282  Geography (GE) 132 (counts as lab fall 2004 or later)  Geology (GL) 101, 104, 105, 111  Physical Science (PC) 101, 111, 141, 151  Physics (PH) 115, 125, 126, 245, 246 8

9  Technology Skills  Communication Skills  Computation Skills  Critical Thinking and Problem Solving Skills  Information Management Skills  Interpersonal Skills  Personal Skills  Diversity Skills  (Sustainability and Community Engagement Skills [proposed]) 9

10  The General Learner Outcomes are currently being revised for unity and clarity so that they express competencies, not merely content.  Additionally, it is likely that the General Learner Outcomes will evolve to Institutional Learning Outcomes.  Notably, there will be fewer, but each will be broad enough to embrace the skills and competencies expressed in many of the current GLOs. 10

11  Steve Abid (Co-chair)  Sandy Andrews  Janice Balyeat  Rebecca Brinks  Glenn Gelderloos  Bernie Manker  Fatima Nieves  Deb Nordman  Diane Patrick  Ric Underhile (Co-chair)  Doug Wabeke 11 *Additional faculty & staff may be added as needed to serve in a resource capacity.

12  Three formal planning meetings that resulted in a review of how other institutions have addressed this common problem  The review of a complex rubric that illustrates a strategy for organizing general education  A kick-off meeting with the original team, many of whom have now retired  A repopulation of the committee  A new kick-off and working meeting ( Oct. 22nd ) 12

13  Communicate your ideas to team members  Patience  Assistance in helping faculty make greater meaning of the significance of general education  Recognition that this work is separate, but inseparable from assessment of student learning efforts 13

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