Undergraduate UVM Five Colleges Arts and Sciences Arts and Sciences Agriculture and Life Sciences Agriculture and Life Sciences Education and.

Undergraduate UVMUndergraduate UVMFive CollegesFive Colleges Arts and SciencesArts and Sciences Agriculture and Life SciencesAgriculture and Life Sciences Education and Social ServicesEducation and Social Services Engineering and MathematicsEngineering and Mathematics Nursing and Health SciencesNursing and Health Sciences

Two SchoolsTwo Schools Business AdministrationBusiness Administration Natural ResourcesNatural Resources

UVM - CALSUVM - CALS

DepartmentsDepartments Animal SciencesAnimal Sciences Botany and Agricultural BiochemistryBotany and Agricultural Biochemistry Community Development and App. Econ.Community Development and App. Econ. Microbiology and Molecular GeneticsMicrobiology and Molecular Genetics Nutrition and Food SciencesNutrition and Food Sciences Plant and Soil SciencePlant and Soil Science

ProgramsPrograms Biological SciencesBiological Sciences BiochemistryBiochemistry Environmental Studies Environmental Studies Environmental SciencesEnvironmental Sciences

1960-2001 Distribution 1960-2001 Distribution RequirementsRequirements

1 course in writing1 course in writing1 course in oral communications1 course in oral communications1 course in math or statistics1 course in math or statistics1 course in computers1 course in computers2 courses in biological or physical science2 courses in biological or physical science2 courses in social science2 courses in social science2 courses in humanities and fine arts2 courses in humanities and fine artsBeginnings and Race and CultureBeginnings and Race and Culture

Guiding PrinciplesGuiding Principles

Students complete a core set of courses and/or Students complete a core set of courses and/or experiences yielding a defined array of experiences yielding a defined array of knowledge skills and values.knowledge skills and values.Completion of specific courses or a series of Completion of specific courses or a series of courses satisfies a competency.courses satisfies a competency.Core curriculum replaces distribution Core curriculum replaces distribution requirementsrequirementsCourses should be sequenced for an integrated Courses should be sequenced for an integrated experience.experience.Department and advisor serve as ultimate Department and advisor serve as ultimate judges for course selection.judges for course selection.

UVM – CALS Core Curriculum UVM – CALS Core Curriculum August 1997August 1997

CALS Faculty approves “principles” of a CALS Faculty approves “principles” of a core curriculum based on:core curriculum based on:

KnowledgeKnowledge

SkillsSkills

ValuesValues

Dean forms ad hoc committee to “design an Dean forms ad hoc committee to “design an implementation of the Core Curriculum.”implementation of the Core Curriculum.”

UVM – CALS Core CurriculumUVM – CALS Core Curriculum

KnowledgeKnowledge: Students develop a : Students develop a fundamental base of knowledge that will fundamental base of knowledge that will serve as a foundation for lifelong learning.serve as a foundation for lifelong learning.

ScienceSciencePhysical and Life SciencesPhysical and Life Sciences

Social ScienceSocial Science

Humanities and Fine ArtsHumanities and Fine Arts

UVM – CALS Core CurriculumUVM – CALS Core Curriculum

SkillsSkills: Students develop abilities and use tools : Students develop abilities and use tools to effectively communicate, analyze, problem to effectively communicate, analyze, problem solve, think critically and work with others.solve, think critically and work with others. Communication SkillsCommunication Skills

OralOralWritten Written

Information TechnologyInformation Technology Quantitative SkillsQuantitative Skills

MathMathStatisticsStatistics

Critical Thinking SkillsCritical Thinking Skills Interpersonal SkillsInterpersonal Skills

UVM – CALS Core CurriculumUVM – CALS Core Curriculum

ValuesValues: Students are exposed to values that : Students are exposed to values that are expressed through relationships with are expressed through relationships with community, the environment, and themselves community, the environment, and themselves that are consistent with the mission of CALS and that are consistent with the mission of CALS and the UVM campus compact known as “Our the UVM campus compact known as “Our Common Ground.”Common Ground.” Citizenship and Social ResponsibilityCitizenship and Social Responsibility Environmental StewardshipEnvironmental Stewardship Personal GrowthPersonal Growth

May 1999 CALS Faculty MeetingMay 1999 CALS Faculty Meeting

Memo to all CALS Faculty two weeks Memo to all CALS Faculty two weeks before meetingbefore meeting

PowerPoint PresentationPowerPoint Presentation

Motion to adopt implementation planMotion to adopt implementation plan

Discussion …Discussion …

Faculty ConcernsFaculty Concerns

Faculty ConcernsFaculty Concerns

Faculty ConcernsFaculty Concerns

Faculty ConcernsFaculty Concerns

Committee ResponseCommittee Response

The MatrixThe Matrix

Committee ResponseCommittee Response

Facilitated communication among membersFacilitated communication among membersModified Guiding PrinciplesModified Guiding Principles

Departments given final authority over how curriculum would Departments given final authority over how curriculum would meet competenciesmeet competencies

Core Curriculum treated as a “dynamic model”Core Curriculum treated as a “dynamic model”

Dropped student demonstration of competencyDropped student demonstration of competencyMet with University faculty governanceMet with University faculty governanceMet with every Department and Program DirectorMet with every Department and Program DirectorArranged 1 on 1 with vocal/influential faculty membersArranged 1 on 1 with vocal/influential faculty membersMet with Dean’s CouncilMet with Dean’s CouncilSolicited faculty to speak positivelySolicited faculty to speak positivelySent memo to all facultySent memo to all faculty

May 2000May 2000

CALS Faculty CALS Faculty unanimouslyunanimously passed two passed two motions:motions:

Adoption of Core Curriculum to go into effect Adoption of Core Curriculum to go into effect Fall 2001Fall 2001

Departments and Programs align their Departments and Programs align their curriculums by the end of Fall 2000 semester curriculums by the end of Fall 2000 semester

So…What has HappenedSo…What has HappenedAfter Fall 2000… After Fall 2000…

No giant explosionNo giant explosion

Catalogue changes made, checklists updated Catalogue changes made, checklists updated (although suspicion remains)(although suspicion remains)

Website up and running (and no one uses it)Website up and running (and no one uses it)

How many P’s equal an X remains problematicHow many P’s equal an X remains problematic

Transfer students are a problemTransfer students are a problem

Student demonstration of competency is deadStudent demonstration of competency is dead

Sequencing of skills courses seems to have Sequencing of skills courses seems to have created backlashcreated backlash

New BeginningsNew Beginnings

Combine Beginnings, Information Combine Beginnings, Information Technology and Communication MethodsTechnology and Communication Methods

Year-long class for all F-Y CALS studentsYear-long class for all F-Y CALS students

Develop “foundational skills” that would be Develop “foundational skills” that would be built upon in next three years in upper-built upon in next three years in upper-level courseslevel courses

Implemented Fall 2001Implemented Fall 2001

Running into oppositionRunning into opposition

Obvious Lessons LearnedObvious Lessons Learned

LeadershipLeadership

TimeTime

InvolvementInvolvement

ListeningListening

CommunicationCommunication

CommitmentCommitment

Unexpected Lessons LearnedUnexpected Lessons Learned

Coursework is still kingCoursework is still king

Guiding principles importantGuiding principles important

Matrix was a breakthroughMatrix was a breakthrough

Faculty questions were “how” not “what”Faculty questions were “how” not “what”

““No new courses” was a major selling pointNo new courses” was a major selling point

Committee makeup reflected cultureCommittee makeup reflected culture

Should have kept committee going after Should have kept committee going after implementation dateimplementation date