Pellissippi State Technical Community College acknowledges the need for a general education core and supports the drive to assure transferability of core courses among TBR schools. However, we encourage the board to continue to reconsider its approach to a core curriculum as defined in the TBR General Education Core Proposal.
Please consider the attached recommendations.
Allen
G. Edwards
President
·PSTCC requests that individual colleges be allowed to determine an appropriate committee (existing or new) for instituting and documenting changes. PSTCC’s existing Curriculum Development Committee (CDC) has the experience and expertise necessary for implementing the revised general education core. One of the integral functions of the CDC is to “ensure the goals of general education are reflected in the offerings, programs, and degrees offered by the College.” The CDC includes an interdisciplinary group of faculty whose membership normally spans three academic years.
I.Response
to Core Requirements (Hours and Categories)
The TBR Philosophy of General Education states in part, “… general education is included in lower division courses but may be incorporated at the upper division as well.”
In keeping with this philosophy, PSTCC advocates a reduction in the total hours required in TBR’s proposed general education core at the associate level (A.A. and A.S.), by allowing students to complete three (3) of the nine (9) hours required in humanities/fine arts and three (3) of the six (6) hours required in social/behavioral sciences at either the associate or the baccalaureate level.
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Associate
of Science (A.S.) and Associate
of Arts1 (A.A.) Degrees (University
Parallel) Communication9
hours2 Humanities/Fine
Arts6 hours3 Social/Behavioral
Sciences3 hours4 History6
hours Natural
Sciences8 hours Mathematics3
hours Physical
Education1 hour 36
hours |
Bachelor
of Science (B.S.) and Bachelor
of Arts1 (B.A.) Degrees Communication9
hours2 Humanities/Fine
Arts9 hours3 Social/Behavioral
Sciences6 hours4 History6
hours Natural
Sciences8 hours Mathematics3
hours Physical
Education1 hour 42
hours |
Notes:
1Foreign
language courses will be an additional requirement for the A.A. and B.A.
degrees as presently prescribed in TBR policy 2:01:00:00, Undergraduate
Degree Requirements.
2Six
(6) hours of English Composition and three (3) hours or the equivalent
in communication. Broaden the criteria for communication to include computer
literacy.
3Three
(3) hours of literature and three (3) hours of humanities/fine arts courses
at the associate level. Three (3) additional hours of humanities/fine arts
courses at either the associate or the baccalaureate level.
4Three
(3) hours of social/behavioral sciences at the associate level and three
(3) additional hours at either the associate or the baccalaureate level.
The
proposed Associate of Applied Science (A.A.S.) core is accepted without
revision.
Note: Specific courses satisfying the general
education requirement must be the same courses that satisfy the general
education requirement for the A.S./B.S. and A.A./B.A. degrees.
·A larger, more flexible elective block is needed. Under the present TBR proposal, the A.S. degree only has 19 hours for electives; the A.A. only has 13 (because of the intermediate foreign language requirement). A significant number of majors require substantial pre-major coursework prior to the junior year; however, there is no such constraint on the completion of general education requirements. Thus, TBR’s abbreviated elective hours will ultimately delay many students in starting their upper-division coursework in a timely and financially equitable manner. A larger elective block encourages persistence to graduation and the completion of associate degree requirements, while simultaneously providing for the inclusion of a reasonable portion of major prerequisites required before the junior year. Several examples of majors that will be adversely affected without access to a larger elective block include:
·Pre-professional fields (engineering at TTU requires 33 hours of pre-major coursework)
·Fine arts (music at Austin Peay requires 39 hours of pre-major coursework)
·Mathematics (ETSU requires 27 hours of pre-major coursework)
·Business (UT Knoxville requires 21 hours of pre-major coursework).
Other majors affected include communications, education, and science intensive fields.
·The
proposed TBR general education core exceeds minimum requirements established
by the Southern Association of Colleges and Schools (SACS). By keeping
TBR in line with SACS, we encourage accreditation and transferability while
leaving institutions free to respond to their communities.
·Local
private schools, such as Carson-Newman College, Maryville College, Tennessee
Wesleyan College, and Lincoln Memorial University, require literature in
the general education core.
·In both the TBR and UT systems, at least one literature course is required. Other degree programs, such as business and communications, require a literature sequence.
·The rise in obesity and weight-related diseases is approaching epidemic levels nationally, and students who truly need physical education are the least likely to enroll in PE courses.
·Inclusion
sends a message that TBR schools understand their role in fighting the
nation’s leading cause of death.
II.Response to Course Parameters (Category Characteristics)
·PSTCC’s current general education goals were judged effective and measurable by a recent SACS visit; we offer some of them for your consideration as a possible framework for selecting courses and improving the ability of member institutions to document outcomes.
·Current suggested categories and their associated criteria will eliminate student choice and lead to a generic educational experience in opposition to the expressed TBR Philosophy of General Education.
For the purposes of the communication requirement, courses will come from such areas as English composition, oral presentational communication, computer literacy, and other areas emphasizing communicating to an audience. This requirement does not include coursework in areas such as writing intensive courses in disciplines like literature, history, or philosophy.
Proposed Change
Add computer literacy as a communication category choice.
Justification
·As mentioned earlier, the communications category is too narrowly focused. The use of computers has become an essential component of effective communication. A core curriculum that does not include computer literacy leaves graduates ill equipped to adequately continue their education or pursue any career.
·The Office Systems Technology Advisory Board has members from both the business community and from area high schools. The board strongly stated that computer literacy should be included in the general education core, either as a separate requirement in the core or incorporated into the communications category.
Measurable Outcomes
Students will demonstrate the ability to:
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1. Listen effectively.
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2. Read and demonstrate comprehension of written
materials or data by discerning main ideas, making comparisons and generalizations,
and drawing conclusions.
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3. Develop appropriate
rhetorical patterns (i.e. narration, example, process, comparison/contrast,
classification, cause/effect, definition, argumentation) and other special
functions (i.e., analysis or research), while demonstrating communicationskills
from process to product.
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4. Write clear ideas in standard English, exhibiting
logical organization in well-developed unified composition, and using adequate
grammar, spelling, and mechanics.
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5. Speak in standard English with unity of thought
and logical arrangement of ideas, choosing appropriate language and tone.
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6. Manage and coordinate basic information gathered
from multiple sources for the purposes of problem solving and decision-making.
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7. Recognize the
use of evidence, analysis, and persuasive strategies, including basic distinctions
among opinions, facts, and inferences.
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8. Use appropriate
supporting materials that may include quantitative and qualitative models
and symbols, such as graphic support, as a means of presenting information
with clarity, accuracy, and precision.
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9. Demonstrate computer literacy by communicating
effectively using the Internet.
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For the purposes of the humanities/fine arts requirement, courses will come from the areas of art, dance, literature, philosophy, music, theatre, and those offerings from other disciplines that also include, among other criteria, analytical study of primary texts and works of art as forms of cultural and creative expression. This requirement does not include coursework in areas such as studio, performance, or skills-based language courses.
Proposed Change
Delete from TBR’s present description, “Also excluded are pre-major and discipline-applied courses such as medical ethics, school art, children’s literature, and narrowly focused religion courses such as Old Testament Survey, Life of Paul, or Fundamentals of Islam.”
Justification
Original description is too narrowly focused; courses must be reviewed on an individual basis to determine suitability.
Measurable OutcomesStudents will demonstrate the ability to:
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1.
Understand personal heritage through close study ofprimary
texts and/or works of artas forms of
cultural and creative expression.
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2. Analyze the contribution of the humanities/fine
arts to the development of civilization and their role of humanistic and/or
artistic expression as a historical recorder.
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3. Write effective responses to varied assignments
to demonstrate understanding, critical analysis, and appreciation of the
works studied.
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4. Demonstrate a comprehensive grasp of chronological
and conceptual relationships of individual works to other works and schools
of thought.
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5. Conduct research and draw critical inferences
about the humanities and fine arts.
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None. History Category Characteristics accepted as written.
Measurable OutcomesStudents will demonstrate the ability to:
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1. Analyze historical
facts and interpretations.
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2. Analyze and compare political, geographic, economic,
social, cultural, religious and intellectual institutions, structures,
and processes across a range of historical periods and cultures.
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3. Analyze what past societies have contributed
to the contemporary world.
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4. Use critical thinking skills to relate factual
information to historical themes.
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None. Social/Behavioral Sciences Category Characteristics accepted as written.
Measurable OutcomesStudents will demonstrate the ability to:
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1. Recognize, describe, and explain social institutions,
structures, and processes and the complexities of global societies and
diverse cultures.
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2.
Recognize and explain implications of differences and similarities of diverse
cultures.
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3.
Explain the relationship between the individual and society as it affects
the personal behavior, social development and quality of life of the individual,
the family, and the community.
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4.
Empathize with others through the development of an understanding of human
needs and problems.
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5.
Use critical thinking skills to interpret, evaluate, and make informed
judgments about the adequacy of arguments, data, and conclusions.
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6.
Recognize and respond to social, political, economic, and environmental
issues.
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For the purposes of the mathematics requirement, courses will come from those such as Probability and Statistics, Finite Mathematics, Pre-Calculus Trigonometry, Calculus, or other courses which clearly expand students’ understanding of mathematics. Not eligible are logic courses or any course that does not meet a majority of the measurable outcomes for the mathematics category.
Justification
·The proposed outcomes will eliminate College Algebra as an option, which will hurt students’ success rates in higher-level math (PSTCC’s Finite Mathematics course faced twice the failure rate when College Algebra was removed as a prerequisite).
·Revision recognizes that students do not get the preparation they need in high school.
·Very few math courses could meet every one of the mathematics criteria as they are currently written; a course that resulted from the given criteria would not fit all students’ needs.
·A step-by-step learning process is needed for math where students build on the competencies they acquire, not an all-in-one course.
Measurable OutcomesStudents will demonstrate the ability to:
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1. Interpret and draw conclusions from tables, graphs,
and data.
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2. Apply mathematical concepts to the solution of
real-life problems.
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3. Express quantitative ideas using the language
and notation of mathematics.
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4. Determine if solutions are reasonable.
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5. Use technology for mathematical reasoning and
problem solving.
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6. Use abstract ideas and symbols to describe, translate,
analyze, and solve problems.
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For the purposes of the natural sciences requirement, courses will come from areas such as astronomy, biology, chemistry, physics, geology, and interdisciplinary studies in science.A significant laboratory experience is required.Not eligible are introductory or foundational science courses designed specifically as prerequisite or foundational experiences leading to a major in professional science areas like nursing, dietetics, and engineering.
Justification
The first sentence would be more accurately expressed as “fostering an understanding of the scientific view and the scientific approach to problem solving.” The last three sentences in the TBR proposed goal try to provide some justification for the goal (which is unnecessary) rather than just stating the goal itself.
Measurable OutcomesStudents will demonstrate the ability to:
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1. Design an experiment, collect and analyze data,
and interpret results in a laboratory setting.
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2. Articulate factual information relevant to a
chosen course of study.
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3. Develop and demonstrate a vocabulary that enables
students to communicate.
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4. Articulate the theories and principles which
underlie observed processes within a chosen course of study.
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5. Use critical thinking skills to interpret, evaluate,
and make informed judgments
about the adequacy of arguments, data, and conclusions. |
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6. Locate and evaluate related scientific information
within
a chosen course of study.
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For the purposes of the physical education requirement, courses will come from those such as lifetime fitness and individual sport courses. Participation in ROTC, marching band, collegiate sports or armed forces experiences may substitute for a physical education course. Not eligible are courses in the psychology of sport or sport management.
Justification
·Physical fitness and wellness are essential to support cognitive development.
·The rise in obesity and weight-related diseases is approaching epidemic levels nationally, and students who truly need physical education are the least likely to enroll in PE courses.
·Inclusion sends a message that we understand our role in fighting the nation’s leading cause of death.
Measurable OutcomesStudents will demonstrate the ability to:
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1. Formulate a physical fitness program.
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2. Demonstrate knowledge of physical fitness equipment
and facilities.
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3. Demonstrate knowledge of healthy nutritional
habits.
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4. Engage in activities that improve and maintain
a healthy body composition.
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III.Responses
to Principles of Administration and Accountability
·PSTCC’s Curriculum Development Committee (CDC) is better prepared to review the general education requirements than a separate general education committee. The CDC does not simply approve changes in the curriculum. The committee’s charge is to ensure PSTCC’s programs and courses meet the needs of students, business and industry, and the local community. Some of the CDC’s functions include:
·Review new and revised program and credit course offerings considering:
·consistency with institutional mission, college goals, and Academic and Student Affairs.
·compliance with TBR, SACS, and program accrediting agency requirements.
Special attention is given to new and revised credit course proposals to ensure clarity of course objectives and expectations for student performance and to avoid unwarranted proliferation and duplication of courses across the curriculum.
·Evaluate Associate of Arts and Associate of Science degree requirements and recommend changes.
·Ensure the goals of general education are reflected in the offerings, programs, and degrees offered by the College.
The CDC includes an interdisciplinary group of faculty whose membership normally spans three academic years.
IV.Additional
Comments/Recommendations
·As noted in the “Philosophy of General Education” of the TBR General Education Core Proposal, the core extends to the upper division, where it becomes the heart of a larger course of study. At the community college, transfer students are encouraged to make decisions about their future academic goals and plans. Often, this requires them to use the few elective hours they have outside the core to take courses that will facilitate their transfer to other institutions. An expanded core will harm both the ability to provide a broad range of courses that celebrate “an engaged citizenship” and the students’ need to take selected courses beyond that core to prepare themselves for specific baccalaureate degrees.
·The specifics of the General Education Core Proposal appear to excessively narrow the scope of course options. It is preferable to establish a way to increase communication among schools on what is being included and excluded to improve transfer.
·The mission of the “community” college will be compromised by the restrictive nature of such a rigidly defined number of core hours. The proposed core will:
·dilute PSTCC’s mission to “meet a broad spectrum of community needs, including life enrichment and civic and cultural advancement.”
·hamper PSTCC’s ability to serve the community in unique ways in preparing students for further academic study or the job market.
·lead to a drop in A.A. and A.S. graduates, which will result in a loss of performance funding dollars (if students cannot complete both their pre-major and general education core at the 2-year school, they will take the pre-major courses and simply transfer instead of graduating).
·The proposed change in number and nature of core hours will erode carefully established and long-standing relationships with transfer institutions (including TBR schools, private institutions, and the UT system) and will hurt existing articulation agreements.
·The
proposed TBR core does not match the general education core of several
institutions with which PSTCC has transfer or articulation agreements followed
by over 50 percent of our students.
·A more flexible core with a larger elective block is needed so students can complete pre-major courses required before the junior year at many transfer institutions, where the vast majority of PSTCC students go.
·The proposed core change will produce a wide range of detrimental effects on the quality of education 2-year schools can provide for students and the quality of student those schools can send to other institutions. The proposed core will:
·lead to more narrowly educated students.
·cause a drop in graduation rates that will hurt students entering the workforce where companies provide raises for educational credentials.
·dramatically reduce articulation with area private schools as the general education requirements between state and private schools move further apart.
·undermine what TBR, in its “Defining Our Future” document (2001), notes as a primary goal, to “retain and graduate more students.”