Objective 1.1 and 1.2 History and Context
Objective 1.1: Provide and assess a rigorous, challenging and relevant outcomes-based core curriculum in all academic programs.
And
Objective 1.2: Provide and assess rigorous, challenging and relevant outcomes-based general education requirements throughout the curriculum.
The UMA baccalaureate core curriculum and general education requirements are intended to enable students "to function…as effective and informed citizens." They include the core skills of quantitative reasoning, oral and written communications that are reflected and reinforced within each student's own program of study. They also include general education requirements, including scientific inquiry, social sciences, humanities and fine arts. These requirements introduce students to a diversity of disciplines, methods and content outside of their program field. The academic policy committee of UMA developed the current baccalaureate core and general education requirements in 1999. It based the baccalaureate curriculum upon UMA's associate degree core curriculum, which it mirrors. It is a course based curriculum that is satisfied by passing thirty-seven credits of classes.
Objectives 1.1.1 and 1.2.1 acknowledge that the baccalaureate core and general education requirements have not been assessed or systematically reviewed since their inception in 1999. As UMA evolves into a Carnegie Baccalaureate General University, it becomes incumbent upon the institution to develop institutions that periodically assess, review and revise this core and general education curriculum to ensure that its outcomes are appropriate for students to function well in their course of study, their profession and as citizens of the broader community. It is also important to assess whether current delivery methods achieve their intended outcomes. Objectives 1.1 and 1.2 mark a shift from a course based curriculum to an outcome based curriculum; this is the first step that allows UMA to effectively assess the core and general education curriculum.
Many current UMA core and general education requirements are achieved within specific program and departments without significant discussion with degree programs. For example, quantitative skills outcomes are achieved by the math department's standard course offerings, and writing intensive classes are heavily concentrated within the English department. Objective 1.1.2 acknowledges the importance of integrating written communications requirements within discipline specific writing intensive classes. Objective 1.2.2 recognizes that general education outcomes are continuous with program specific outcomes and the critical importance of developing students' ability to apply classroom theory to community and professional practice is highlighted. This marks a significant shift regarding the baccalaureate core and general education curriculum; academic programs and departments take on some responsibility for the delivery, outcomes and assessment of this curriculum as these outcomes become integrated throughout a student's course of study.
UMA decrees that "all core and general education courses will address issues of diversity." But without assessment or an outcomes statement, diversity within our general education requirements has been difficult to evaluate. As such, objective 1.2.3 acknowledges the importance of developing relevant diversity outcomes, integrating these within programs and assessing the achievement of these outcomes.
Objectives 1.2.4 and 1.2.5 recognize areas of deficiency in the UMA general education requirements. Unlike many baccalaureate institutions we currently have no critical thinking or information literacy requirements within our general education program. Our current computer literacy requirement is shared with other science requirements. As such, these core skills must be fully integrated into our campus wide curriculum.