Grand Rapids Community CollegeAcademic Governing Council

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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

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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)

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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

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Group I: HumanitiesGroup II: Social SciencesGroup III: Natural Sciences and

Mathematics*Note: The next 3 slides are copied from Educational

Planning Guide for Associate in Arts Degree with MACRAO

MACROA

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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

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

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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, 131133, 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,

121122, 126, 127, 151, 152, 204, 207, 215

Chemistry (CM) (except CM 100 and 102), 101, 103, 104, 109, 113, 114, 210, 212, 231,229+230, 236+237, 238+239, 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,

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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])

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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.

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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

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*Additional faculty & staff may be added as needed to serve in a resource capacity.

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)

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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

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