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 …
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