1. General Education at George Mason University Senate Task Force on General Education Fall 1999

2. Overview of Presentation 1. What we’ve done so far. 2.Summary of general education models. 3.Remarks on the SCHEV report. 4.Comparison of enrollment patterns for different degrees. 5.Presentation of mission statement and proposed goals and objectives. 6.Our next steps.

3. What We’ve Accomplished Reviewed SCHEV Report Compared GMU with other General Education models Discussed goals/objectives Reviewed enrollment data and current requirements Received some input from other faculty members Discussed commonalities and possible changes Reviewed progress with new Provost and Faculty Senate Chair

4. Summary of Other General Education Models American University Penn State University Mary Washington College William and Mary College University of Virginia

5. Remarks on the SCHEV Report GMU score goes up with committee activity Undercounts GMU requirements in most degree programs Current score as recomputed places us among the highest in the state

6. Current Enrollment Patterns Some commonalities Freshmen-to-Senior enrollment Embedded in majors/minors Mixes of lecture/seminar classes

7. Urban Systems Engineering, B.S. 24 credits in humanities and social sciences 30 credits in mathematics and basic science 66 credits in engineering and computer science courses

8. B.A. Degree in Psychology, minor in Dance 56 credits in general education 36 credits -- Psychology Degree Requirements 18 credits -- Dance Minor

9. Mission Statement for GMU’s General Education Program GMU’s Mission: Develop critical, analytical, and imaginative thinking skills; address complex issues; make well-founded ethical decisions; and find meaning in their lives. General Education’s Mission: To liberate and broaden the mind and, in conjunction with each student’s major degree program, to produce graduates with vision and perspective as well as intellectual skills and knowledge.

10. Administration/Faculty Objectives Develop an appropriate administrative structure. Allocate significant and predictable levels of resources to the program. Actively recruit faculty to teach in the program by providing recognition and incentives for participating in program. Develop an on-going assessment program and timetable for the program.

11. Curriculum Objectives Operational Skills –Communication and Literacy Skills –Quantitative Literacy –Interpersonal Effectiveness Focused Skills –Aesthetics Responsiveness –Citizenship –Ethics/Values Knowledge Areas/Modes of Thought

12. What Are Our Next Steps? Refine goals/objectives Continue to study other programs Analyze projected impact on GMU programs Seek to develop a “unique stamp” for GMU Elaborate on the links between General Education and majors/minors Consider modes of assessment Present report to Faculty Senate Seek more faculty input – public hearings, e-mail Propose changes and implementation process

13. The Overarching Question: What distinctive combination of skill and knowledge areas will best prepare George Mason University students for the 21 st Century?