Faculty Oversight

Faculty Oversight
Role of the Undergraduate Educational Policy and Curriculum Committee
Role of the General Education Curriculum Committee
Periodic Reviews of the General Education CLAS Core Requirements

Faculty Responsibility

The GE CLAS Core  has a special place in the College’s educational mission since every student must complete the program's requirements to receive a degree from the College.

Courses approved in the various required Core areas have a broader role than other courses in departments or programs, with responsibility for these courses extending beyond the departments in which they are taught. The program has special oversight  by the two committees, below. Careful attention is paid to all details of a proposal requesting GE Core status for a course to ensure that CLAS guidelines for the Program are met in every approved course.

Role of the Undergraduate Educational Policy and Curriculum Committee

The Undergraduate Educational Policy and Curriculum Committee (UEPCC) provides primary oversight for the GE CLAS Core as specified in the College’s Manual of Procedure, Article VI. In relation to the program, the UEPCC has responsibility for the following tasks.

Current membership on this committee may be found on the For Faculty>Faculty Governance page.

  • Appointment of members of the General Education Curriculum Committee (with the advice of the Dean).
  • Development of policies and procedures governing the program in consultation with the General Education Curriculum Committee.
  • Consideration of major changes to the program and recommendations of changes to the faculty of the college.
  • Final action on recommendations from the General Education Curriculum Committee.

Role of the General Education Curriculum Committee

Members of the General Education Curriculum Committee (GECC) are appointed by the Undergraduate Educational Policy and Curriculum Committee (UEPCC) with the advice of the Dean and serve in an advisory capacity to that committee and to the Dean.The committee has six faculty members, two appointed from each of the College’s three voting divisions. The term of appointment is for three years and these terms are adjusted so that two members are newly appointed every year. The committee includes a student member with a term of one year, which may be renewed. Others are invited to attend as appropriate in order to facilitate communication about the CLAS GE Program across offices and colleges. Faculty members wishing to serve on the committee are encouraged to contact the Associate Dean to see if a position is vacant.

Current membership on this committee may be found on the Faculty Governance page.

The General Education Curriculum Committee has as its principal duties the following:

  • To review and make recommendations on proposals requesting GE Core status for a course.
  • To make recommendations to the Undergraduate Educational Policy and Curriculum Committee (UEPCC) concerning courses that should be approved or removed as part of the program.
  • To educate instructors about the purpose, outcomes, and guidelines of the program.
  • To develop, review, and recommend modification to outcomes and guidelines that define the standards for courses to be approved in each requirement area.
  • To undertake special review tasks as requested by the Dean or the Undergraduate Educational Policy and Curriculum Committee.
  • To advise the Undergraduate Educational Policy and Curriculum Committee on possible improvements to the GE Core Program and to prepare an annual report on its work for the Undergraduate Educational Policy and Curriculum Committee.
  • To help assess the outcomes of the program and related courses.

Periodic Reviews of the General Education CLAS Core 

Around every five years, the College of Liberal Arts and Sciences reviews the GE CLAS Core, asking how the Core requirements support the UI and CLAS strategic plans and how they can better serve undergraduate students. Past reviews have resulted in key changes to these requirements, including the addition of the Diversity and Inclusion requirement and the removal of the Distributed requirement. This periodic review is in addition to the assessment of student learning organized by the GE Curriculum Committee (GECC) each year unless a periodic review is  underway. 

Both the General Education Curriculum Committee and the Undergraduate Educational Policy and Curriculum Committee are central to this review process since these two faculty committees are charged with oversight of the General Education CLAS Core and are regularly consulted during any periodic review.

Questions and suggestions may be addressed to the Chair or to any member of the committee.

GE CLAS Core Review Committee 2019-2020  Membership

Gary Christensen, Electrical and Computer Engineering, College of Engineering

James Cremer, Computer Science, CLAS

Helena Dettmer, Associate Dean for Undergraduate Programs and Curriculum, and Chair of CCRC

Denise Filios, Chair, Spanish and Portuguese, CLAS

Andrew Forbes, Biology, CLAS

Kathryn Hall, GE Coordinator, CLAS

Matthew Hill, Anthropology, past Chair of the General Education Curriculum Committee, CLAS

Alan Huckleberry, School of Music, CLAS

Cornelia Lang, Physics and Astronomy, Chair of the General Education Curriculum Committee, CLAS

Mark McDermott, Teaching and Learning, College of Education

Dhananjay Nayakankuppam, Marketing, Tippie College of Business

Amy Strathman, Chemistry, CLAS

Maggy Tomova, Chair,  Mathematics, CLAS

Charge to the Committee

What is the purpose of the review of the General Education CLAS Core?
The purpose is to explore the following questions:

  • In what ways could the General Education (GE) CLAS Core better provide a transformative educational experience relevant for the 21st Century that encourages the development of engaged students and citizens?

  • How can the GE CLAS Core better serve the UI strategic plan to create opportunities of student success?

  • Please also see the AAC&U Questions to Consider attachment.What is the UI Strategic Plan Goal for Student Success?

  • “Provide a transformative educational experience that educates all UI students to be engaged citizens.”  

Critical Tasks in the Student Success area that could connect to General Education CLAS Core:

  • Task: Design curricula that emphasize diverse contexts and the value of global citizenship  Strategy: Create a more inclusive campus culture).

  • Task: Invest in high-impact practices (HIPs) that promote critical thinking, problem solving, discipline-based knowledge, analysis, creativity, synthesis and perspective taking  (Strategy: Prepare students to be experts in their disciplines and leaders in their fields).

  • Task: Promote academic and co-curricular experiences that develop citizenship, including responsibilities to society and to the environment. (Strategy: Prepare students to be experts in their disciplines and leaders in their fields).

  • Task: Create technological tools and cohesive four-year success messages that empower students to chart their own course along pathways to success. (Strategy: Optimize campus environments to support holistic student success).

  • Task: Increase course-linked academic support and encourage course redesign for high failure rate and gateway courses. (Strategy: Optimize campus environments to support holistic student success).

  • Task: Capitalize on the rich synergies of UIHC, the health sciences, and the professional schools to provide an extraordinary student experience (Strategy: Become a Research I institution of choice for undergraduate students aspiring to pursue graduate or professional education).

  • For related tasks and strategies to reach this goal, see this link and below: https://provost.uiowa.edu/strategic-plan-2016-2021-student-success

Metrics used to define the successful completion of the above UI goal in student success are below, with the ones related to graduate students removed.

Metrics:  Student Success

2021 Goal

Undergraduate four-year graduation rate Definition: Four-year graduation rate for BA and BS degrees.

60%

Philanthropy in support of student success Definition: External philanthropy in support of student success (programmatic, scholarships, study abroad, student research support, etc.).

A total of $200 million in FY17 through FY21

Global/cultural diversity Definition: Student participation in programs that promote meaningful engagement with diverse and global cultures (international study, alternative spring break, internship, service learning, etc.) per Senior Exit Survey.

50% of graduating seniors report participating in at least one of the identified programs

Success of non-majority students Definition: Graduation rates of first-generation, underrepresented, and nontraditional students.

Equal to rates of entire student body

High impact practices (HIPs) Definition: Student participation in programs that demand integrating learning across contexts (research, capstone project, service learning, internships, writing-intensive courses, academic campus employment, leadership development) per Senior Exit Survey.

60% of graduating seniors report participating in three or more HIPs

Prestigious student awards Definition: Rhodes, Fulbright, Goldwater, Woodrow Wilson, Boren, Gates Cambridge, Critical Language, etc.

A total of 50 in FY17 through FY21

Entrepreneurship Definition: Number of students exposed to entrepreneurial and innovation activities.

Increase by 20% over FY16 value

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading

https://www.insidehighered.com/news/2016/01/19/survey-colleges-finds-distribution-requirements-remain-popular-new-features

https://www.insidehighered.com/views/2018/04/05/colleges-should-consider-halving-gen-ed-curriculum-requirements-opinion

https://www.chronicle.com/article/How-Notre-Dame-Rethought-Its/244572

https://www.chronicle.com/article/Research-Universities-Need-to/246070