A Quick Look:
Journey from “Core Reform” to Foundational Studies
Purpose
Foundational Studies Program will replace current Core Curriculum with a highly effective general education program that supports the desired learning outcomes of academic majors, and one that addresses the shortcomings of the current core curriculum.
History and Timeline
Key Features of Foundational Studies Program
Ø Courses with desired student learning outcomes provide a connected, multi-disciplinary framework of learning from freshman to senior years.
Ø Courses structured around a small number of specific, clearly-articulated learning outcomes.
Ø More inclusive and relevant learning outcomes: ethics, diversity and internationalization, teamwork and innovation.
Ø Built-in assessment process for key learning outcomes.
Ø First-year seminar, learning communities, service learning, communication in the discipline, capstone experience.
Ø University-level learning outcomes enhance connections between gen-ed program and majors.
Ø Coordination with Student Affairs to develop a co-curricular “transcript”/portrait.
Ø Organized around eleven University Learning Outcomes, which every Boise State graduate is expected to have met, regardless of major or baccalaureate degree.
University Learning Outcomes
Ø Intellectual Foundations: Writing, Oral communication, Critical inquiry, Innovation, Teamwork
Ø Civic Foundations: Ethics, Diversity & internationalization
Ø Disciplinary Perspectives: Mathematics, Sciences, Arts, Humanities, Social sciences
Ø ULO’s 1-6 are competency-based outcomes that are developed throughout the academic career and in multiple courses and contexts. After exposure to these ULO’s in early courses, students revisit these ULO’s in greater depth throughout their college experiences and academic programs.
Ø ULO’s 7-11 are associated with disciplinary course clusters that represent multiple perspectives to be encountered during a student’s academic career. The disciplinary clusters are clearly not mutually-exclusive: a particular course might be such that reasons could be given for including it in several different clusters. However, it is assumed that for each course there will be a cluster whose learning outcomes fit the course most naturally and all sections of the course in question will belong to that particular cluster.
Curricular Structure
Ø UF 100 – 1st year course focused on Oral Communication, Critical Inquiry, Innovation and Teamwork; courses based around compelling themes.
Ø UF 200 – 2nd year course focused on Ethics, Diversity and Internationalization. Students will have opportunities to expand their learning beyond traditional boundaries.
Ø Communication in the Discipline (CID) – course in the major, upper division. Focus on written and oral communication as they are practiced in the discipline.
Ø Disciplinary Lens (DL) courses – distribution requirements. Intended to provide a lens into study in the field.
Ø UF 300 Transitional Foundations – 1st semester course for transfer students. Students will develop essential skills and establish a learning community while entering upper division studies.
Ø UF400 – “Finishing Foundations” capstone experience in the major to provide an opportunity for students to assemble their undergraduate learning in a culminating project or presentation.
Ø Comparison of credit load: Old Core = 41-43 credits and 128 total credits; New FSP = 37-42 credits and 120 total credits.
Assessment
Ø Rubric developed for each of the 11 ULOs (co-created by teams of faculty).
Ø Used as frameworks for courses in the program.
Ø Used as basis for discussions of assessment of student learning.
Ø Fosters efficient program review for improvement and accreditation.
Ø Assessing outcomes will be embedded in the course design and implementation and the overall structure of the program.
Looking Ahead
Ø Foundational Studies Program to be implemented Fall 2012.
Ø Full transition to the Foundational Studies Program could last approximately 6 years, however being nearly complete within 2 years.