ACTIVE LEARNING IN GENERAL EDUCATION CLASSES

(from the University Faculty Senate, "Report of the Special Committee on General Education")

Recommendation #4: Integrate key competencies for active learning (writing, speaking, quantitative reasoning, information retrieval and computer literacy, problem solving and critical thinking, collaboration and teamwork, intercultural and international competence), as appropriate, in all general education courses in the domain-knowledge areas (health sciences, sciences, arts, humanities, social and behavioral sciences).

Rationale: In order to bridge between the learning of skills and the application of those skills to learn, it is important to have students utilize and sharpen their competencies in the knowledge domain component of the curriculum. The above recommendation is predicated on the accepted notions that (1) proficiency is reinforced by repetition and practice, and (2) understanding of content, critical thinking and problem solving in the knowledge domains can be improved by active involvement of students -- through writing, speaking and other forms of self-expression, through their work in teams, through comparisons with their own and other cultural orientations and environments, through quantitative and statistical analysis and interpretation, and through their own discovery and retrieval of pertinent information. By prescribing a handful of key competencies for integration into the domain knowledge courses, the SCGE hopes to encourage the incorporation of a more active engagement of students intheir own learning, both in and out of the classroom. The Committee is aware that an obvious way to promote a more active learning environment is by reducing the class size. Large classes not only discourage discussion and student- or group-centered activities, but the evaluation of writing assignments and non-objective forms of evaluation become difficult and time-consuming. The Committee is hopeful that the recommendation will exert some downward pressure on class sizes, and anticipates that some new and reallocated resources will need to be provided. However, since it is not within our means to deliver all of general education in small classes, we should take advantage of the many good mechanisms for introducing active learning into large classes as well. The Committee intends through this recommendation to raise the expectations and challenge the status quo for what currently transpires in many classrooms, large and small.

Guidelines for Implementation: The emphasis on integration, application and active/ collaborative learning is focused on the following competencies:

• active use of writing, speaking and other forms of self-expression;
• opportunity for information gathering, synthesis and analysis in solving problems, including the use of library and computer/electronic resources and the application of quantitative reasoning and interpretation;
• engagement in collaborative learning and teamwork;
• application of intercultural and international competence;
• dialogue pertaining to social behavior, community and scholarly conduct.

It is proposed that all courses approved for the various knowledge domains (health science, sciences, arts, humanities and social sciences) incorporate as many, but at least three, of the above active learning elements, as appropriate. Such integration could occur through a combination of in-class activities and out-of-class assignments. The University Learning Resource Center, the Libraries, the Center for Academic Computing and the new Center for Excellence in Writing available to both undergraduates and instructors can offer valuable support for out-of-class learning and assistance through tutoring and training in media-based and computer resources. Peer evaluations of assignments and of participation in class or on teams should be encouraged as part of the learning (and grading) processes.