Flanagan Campus Discussion Group
February 22, 2005
Attendees at the meeting on Tuesday, 2/22/05 in the Lincoln faculty cafeteria:
Facilitators: Jeanne Mullaney, Rosemary Andreozzi, Jack Owens
Participants: John Rapczak, Girard Brousseau, Paul LeClerc, Linda Beith, Lynda Codega, Alberta DelPrete, Sharon Perkins, Heather Smith
CCRI Faculty - Lincoln Campus
Characteristics of Liberal Arts Graduates
Problem: Programs at CCRI all have a core of Liberal Arts or General Studies requirements. The report of the visiting accreditation team requires the College to develop a statement of the purposes served by these requirements through a process that entails input and approval by the faculty in general.
Below is input received at Lincoln to date. Your comments, additions, or deletions would be greatly appreciated. This meeting is one of the general faculty meetings called at the three campuses to discuss these ideas.
[Participant contributions are indented and set off in a different font.]
Write and speak English (or another language) properly
Issue: What about a mature adult who grew up speaking another language? Such a person may never be able to learn to speak English properly
Contributing member of society
What does contributing member of society mean?
How about constructive?
Re-word to read: Develop or acquire the intellectual skills necessary to become a contributing member of society.
What kind of skills? Intellectual.
Horizons should extend beyond their individual selves
Horizon should extend beyond individual selves. Community emphasis.
Democracy means responsibility to everyone around us, not just what's in it for me.
Balance individual rights with communal responsibilities.
A Horizons @ B what does that mean?
How about rights and responsibilities? Don't have a right to abuse other people.
Make people think broadly implied by a horizon.
Students no longer know what democracy is. Equated to freedom = do what I please.
There are different degrees of freedom.
Students need to realize that they are part of a community for which they have a responsibility; e.g. to vote. Responsibilities as well as rights.
How about positive contributions to society.
Thinks globally, acts locally.
Too much of a slogan.
Knows foreign languages and other cultures
Need some exposure to foreign language or culture. But probably not practical for all programs.
Need general approach to broadening students horizons - diversity. E.g. global seminar project (biology, chemistry, social science, history)
Course with multicultural - cross-cultural studies components.
Several possibilities (i.e. courses) for cross-cultural appreciation.
Identify courses in the catalog for students.
Avoid shallow, superficial courses!
Sensitive to differences between cultures, openness, sensitive to other people. Awareness of other cultures and different ways of thinking.
Has goals for the culture of what you wish the country to be.
Underlines and reinforces the canon of own ideal culture.
Skip A Ideal Culture
Should be information literate: know how to locate and evaluate information resources.
Should have visual literacy - learn to see as well.
Visual literacy, younger students are becoming more visual and less literate. Students should think about what they are seeing. Explain a concept visually, using an image. How does the image express the concept?
Creates life-long learners who recognize their own learning activities and moments.
Important to k
now how to learn and evaluate information. Relates to critical thinking.
Replace information with knowing how to learn.
Take more responsibility for their own learning. Knows how to do so.
Needs institutional support. Students should be inculcated with the idea of life-long learning.
Students need help understanding how different requirements will benefit them long-term.
Ability to make distinctions
Computer skills: keyboarding, windows, word processing
Expresses ideas clear in writing and orally
Can read and understand the newspaper - discuss not just the comics and sports, but also local, national, and global issues
Evaluate and critique what they do, read, hear
Ability to make distinctions B part of critical thinking. Also related to language skills, expression of ideas orally and in writing. Element of composition classes.
Evaluate what they do, think, hear B related to critical thinking.
Skeptical about what they read in paper.
Can learn a job - is trainable and progresses in their career
Ability to solve problems using logic
General skills - Prerequisites probably not within the scope of the committee.
Completed a K - 12 education
Necessary, not sufficient
Working knowledge used in everyday life
Prerequisite: Ability to solve problems using logic
Basic science and math literacy
Historical perspective on the historical development of our own civilization
Understanding of other cultures
Appreciation of the creative arts
Training for a specific job
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