Scenario I – Apple CC

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At Apple Community College, the faculty in the social sciences and the humanities have mapped their major courses and indicated where general education courses should be incorporated into individual student education plans. They have resisted providing any sort of guidance to their counseling faculty colleagues or to students regarding what courses would best enhance the experiences of students in specific majors. They are committed to allowing students the freedom to take the general education courses that most appeal to them.

The administration is planning to implement a comprehensive degree-planning tool that will guide student course selections and, ultimately, facilitate enrollment management. Courses that are not explicitly identified as part of a given major or as a recommended general education option will become low-priority. Given declining enrollments, low priority courses may be removed from the schedule and, eventually, from the curriculum entirely.

As Curriculum Chair, you have been tasked with working with your faculty and, ideally, helping the resistance to see the value of incorporating general education recommendations into all program maps.

What additional information about the college, its curriculum, and its transfer partners would be useful as you address this issue?

How do you reframe the conversation? What guidelines or guidance do you provide to faculty regarding the mapping of GE?