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Peer Review, 2010
Volume 12, Issue 1, Pages 27 - 29, Association of American Colleges and Universities
Volume 12, Issue 1, Pages 27 - 29, Association of American Colleges and Universities
When our team arrived at AAC&U’s 2009 Engaging Departments Institute in Philadelphia, we wanted to work on a plan to both broaden and deepen our students’ knowledge of the liberal arts, and in doing so address issues relating to retention, graduation, and assessment as collateral benefits. We had already spent some years working on a number of parallel projects—a spectrum of general education core competencies; a means for students and faculty to assess the coverage of those core competencies; a set of general education rubrics; the design of an e-portfolio philosophy; the criteria for capstone courses—so what we were really interested in was a way to link everything together. We also knew that to create a viable plan we would have to collaborate with a variety of researchers and build on the contributions of others. The solution we came up with at the institute was a plan for the renovation of our liberal arts curriculum.
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