Part II

Framework

The purpose of general education at the University of Rhode Island is to lay a foundation for the lifelong enrichment of the human experience and for a thoughtful and active engagement with the world around us. This foundation is built on recognition of the complex nature of the natural and human worlds. The objective of general education is to introduce students to the fundamental dimensions of this complexity and to build an appreciation of different ways of understanding it and different cultural responses to it.

Specifically, courses in the seven (7) core areas of General Education address:

KNOWLEDGE

* Artistic and literary expression and interpretation (Fine Arts/Literature)

*Wisdom and traditions of the past and present in a global setting (Letters)

*Interrelationships of the natural world (Natural Sciences)

*Human behavior in social, economic, cultural, and political contexts (Social Sciences)

SKILLS

*Mathematical and quantitative skills and their applications (Mathematical/Quantitative Reasoning)

*Writing and speaking in English (English Communication)

*Communicating across cultures (Cross-cultural Competence)

In addition, because particular skills are essential to a thoughtful engagement with the world, each course in General Education must incorporate opportunities to practice three (3) or more of the following:

*Reading complex texts

*Writing logically

* Speaking logically

*Examining human differences

*Using quantitative data

*Using qualitative data

*Using information technology

General Education is only a portion of any undergraduate degree program. Major and minor requirements along with electives contribute significantly to students' education. All programs should include in their curriculums opportunities for students to develop further the skills that this general education program addresses. As a consequence of the interaction between General Education and major programs, the University of Rhode Island expects that all programs will lead students toward:

*the ability to think critically in order to solve problems and question the nature and sources of authority

*the ability to use the methods and materials characteristic of each knowledge area with an understanding of the interrelationship among and the interconnectedness of the core areas

*a commitment to intellectual curiosity and lifelong learning

*an openness to new ideas with the social skills necessary for both teamwork and leadership

*the ability to think independently and be self-directed; to make informed choices and take initiative

 Core Definitions

Fine Arts & Literature: courses that promote aesthetic interpretation and an appreciation of its role in human experience; courses related to historical and critical study of the arts and literature as well as creative activity

Letters: courses that examine the history of thought and human values in social and historical contexts through the use of written texts, e.g., primary source materials and critical expositions

Natural Sciences: courses that employ the scientific method to examine the physical nature of the world, the biological dimension of human life, and the nature of the environment and its various life forms

Social Sciences: courses related to the study of human development and behavior and varying social, economic, cultural, and political solutions to societal and global problems

Mathematical & Quantitative Reasoning: courses that advance skills in, understanding of, and appreciation for mathematics and the disciplines that have grown from mathematics.

English Communication: courses that improve written and oral communication skills

Cross-cultural Competence: courses that promote understanding of one's own cultural perspective in a multicultural world and develop the skills necessary to work, live, and interact with persons from different backgrounds, including developing bilingual skills, the comparative study of cultures, the study of cross-cultural communication, and/or study/internships abroad

Definitions of Integrated Skills

These skills should be addressed in a substantial part of the coursework and in the evaluation of students' performance.

Read Complex Texts: Course requires students to "read," evaluate, and interpret primary sources, critical commentaries, or works of art.

Write Logically: Course requires written assignments designed to allow students to practice and improve writing skills by submitting drafts and revisions.

Speak Logically: Course requires oral presentations designed to allow students to practice and improve speaking skills with instructor and/or group feedback.

Examine Human Differences: Course requires assignments which examine the role of difference within and across national boundaries. Appropriate examples of "difference" would include but not be limited to race, religion, sexual orientation, language, culture, and gender.

Use of Quantitative Data: Course requires assignments which involve the analysis, interpretation, and/or use of quantitative data to test a hypothesis, build a theory, or illustrate and describe patterns.

Use of Qualitative Data: Course requires assignments which involve the analysis, interpretation, and/or use of qualitative data to test a hypothesis, build a theory, or illustrate and describe patterns.

Use of Information Technology: Course requires assignments which involve the use of information technology such as web-based research (access to and evaluation of information), participation in class-related internet conferencing, or introduction to and use of computer programs.

Implementation Plan

Moving from Framework to Student Learning Outcomes

Overview

Our proposed plan for implementation calls for simultaneous action on two fronts: administration support and faculty governance. Both the President and the Faculty Senate will receive our report, and both will be asked to indicate their willingness to commit time, leadership, and resources to make this plan a reality. Following those mutual commitments, the University College and General Education Committee will move the implementation process forward. Members of the Committee will work collaboratively with faculty representing relevant disciplines throughout the University to: (1) clarify and refine the definitions, culminating in detailed materials and procedures for course approval and re-approval; (2) work with administrative leadership to create a supportive set of resources and guided opportunities for course proposal development; and (3) create review teams to process the applications for course approval. The intent is to effect a sunset on currently approved courses with the ultimate outcome being a multi-year, phased review and re-approval of each course included in our General Education program. This course approval process will be conducted in four phases, beginning in the spring of 2001 with the Social Sciences and the newly titled Cross-cultural Competence requirements. In each phase, time and support will be provided for the development of course proposals, and the review committees will work collaboratively with the relevant disciplines to establish feasible as well as meaningful standards. The final phase will end when courses in the Natural Sciences and Mathematical & Quantitative Reasoning are approved for the fall of 2003.

Phases of Proposed Process

Phases	Administration	Faculty
Pre 10/00-12/00	Allocation of funds; designation of administrator, orientation of deans; workshops, website; faculty consulting begins.	UCGE Committee reviews proposal and establishes subcommittees; * presents proposal to the Faculty Senate for endorsement.
Phase #1 2/01-3/02 (S) and (CC)	Administrative support for faculty workshops and course revision, etc.	Reapplication process for (S) and (CC) Review groups include faculty from related disciplines
Phase #2 11/01-10/02 (L)	Collaboration with UCGE on progress report to the Senate; support for course development and workshops specifically include (L).	Progress report to the Faculty Senate. Reapplication process begins for (L); review groups include faculty from related disciplines.
Phase #3 4/02- 9/02 (A) and (EC)	Continued support for course development and workshops specifically include (A) and (EC); collaboration with UCGE on progress report to the Senate.	Reapplication process begins for (A) and (EC); review groups include faculty from related disciplines
Phase #411/02-3/03 (N) and (MQ)	Collaboration with UCGE on progress report to the Faculty Senate; continued support for course development and workshops specifically include (N) and (MQ).	Progress report to the Faculty Senate. Reapplication process begins for (N) and (MQ); review groups include faculty from related disciplines.
Post 5/03-4/04	Monitor and provide support for enhanced program; review of distribution of skills courses and enrollments; report on review to the Faculty Senate	Monitor program and collaborate on review of distribution of skills courses and enrollments;report on review to the Faculty Senate

*These subcommittees, which may include membership not on the UCGE Committee itself, will devise (a) clarification and specification of the intent of the requirement (especially for CC); (b) detailed descriptions and forms for course applications, with special attention to "Incorporated Skills (ISK)"; (c) more specific approval procedures and timelines; (d) means for supporting faculty and departments in preparing proposals -- e.g. workshops with IDP assistance, a web page, individual consulting

Appendix

Comparison of Credit Hour Distribution

Current vs. Proposed Program

Current Program	Proposed Program
FineArts/Literature (A)..................6cr.	FineArts/Literature (A) .............................6cr.
Letters (L) ................................6cr.	Letters (L) .............................................6cr.
Natural Sciences (N) ....................6cr.	Natural Sciences (N) .................................6cr.
Social Sciences (S) .......................6cr.	Social Sciences (S) ....................................6cr.
Mathematics (M) ........................3cr.	Mathematical/Quantitative Reasoning (MQ).......3cr.
English Communication (C)............6cr.	English Communication (EC) .......................6cr.
Foreign Language/Culture (F)..........6cr.	Cross-cultural Competence (CC) ....................6cr.

Consistent with the current program, individual colleges may decrease the University General Education requirements by reducing the number of credits by three in any one of the following core areas: A, L, N, S, or CC.