Teaching-Learning Academy Response

to the General Education Task Force Report

12 May 2003

I. Overall

The Teaching-Learning Academy strongly supports the Purpose Statement (as outlined on p. 5), the opportunities for small courses, and the call for fewer GER credits. We truly believe that the overall design is definitely a step in the right direction and that it should move forward for further development, detailing, and implementation.

II. Specific features

In addition to supporting the overall framework, we view the following features as having particular potential:

  • The revised model is simple and more streamlined than the current requirement.
  • The revised design looks beyond individual curricular content to the whole undergraduate experience, and we endorse that attention to the big picture.
  • Retaining the CGMs as a separate requirement reflects a curricular need, and we urge continued development of this component to ensure its integrity.
  • The idea of a small first-year seminar that includes understanding the purpose of general education is justified. Students say they need this kind of small group experience in their first year. Many students say they chose WWU because they thought they would receive this kind of interaction and guidance. The literature on learning says they need it.
  • The idea of the second required writing course is heavily favored by all assuming that it will provide both writing instruction and practice and that the necessary resources will be provided.
  • Many people hope for the opportunity to work with integrated studies, but agree that it does not need to be a requirement for all. Specifically, many endorse the idea of providing opportunities to explore such overarching themes as Civic Engagement and the Environment (as noted in section 5a of the GETF report).
  • The idea of expanding the math requirement to a QSR requirement makes good sense as long as the options do not diminish the math skill level students need. This expansion is supported because it would entail more choice for students and would also provide for the kinds of analytical skills that enable students to be more quantitatively informed citizens.
  • The creative expression requirement reflects the values of a liberal arts education and deserves further study and development.

III. Recommended Next Step:

The Teaching-Learning Academy acknowledges that implementation will require much more work and strongly endorses the idea of implementation work groups for 2003-04 as outlined by the General Education Task Force. Many TLA members including students, faculty, staff, and administrators recognize that remaining questions need to be resolved, and express their willingness and desire to participate in that next level of planning and detailing.