Chemeketa Community College Feedback

General Education Transfer Module

November, 2004

 

Chemeketa Community College held discussions regarding the proposed General Education Transfer module with members of the Academic Standards committee, as well as an open forum with faculty chairs. The feedback listed below represents summary comments from these forums. We ask that our feedback be carefully considered as the Joint Boards Articulation Commission influences the final shape and implementation of this curricular proposal.

 

• The module must guarantee something for students or it is of no benefit. Will they have sophomore status? Can these courses be unbundled? How does this solve the diversity of general education requirements now present within the university system? What happens if a student transfers between community colleges before the module is completed? Can categories of study within the module be broadly accepted if students complete that component? Are the problems with the AAOT simply being transferred to this module?

 

• This module is only as good as the academic advising program that supports it. Students will clearly need to understand that they have additional general education coursework for the AAOT. The addition of this module may be confusing and complex for those students who self-advise.

 

• The relative lack of elective credits during a student’s first year of study discourages the necessary exploration that undecided transfer students need. This module encourages a relatively straight and narrow path through the community college curriculum.

 

• How does this proposal encourage attendance at the community college beyond year one?

 

• This will best serve those who know what they want in college transfer.

 

• Science courses should specify lab requirements or the student may be penalized by needing to complete additional science courses at the AAOT degree level.

 

• Adult students may appreciate the “no nonsense” approach to this option.

 

• The next step – an outcomes-based approach with a representative group of community college faculty – is critical. Concern expressed that the presence of this short-term “solution” may prohibit more effective long-term problem solving that better addresses current problems with the AAOT.

 

• The module encourages sophomore level decision-making for the major and major pathway of study.

 

• A module at 60 credit hours would better account for all general education requirements.

 

• This must be transcriptable and eligible for financial aid

 

• Framing comments should be added that explicitly point to the development of general education philosophy and core outcomes – that this is the first step toward a larger process.

 

• This module begs a companion discussion about clarifying pathways to the major for sophomore students.

 

Elizabeth Goulard

Vice President, Academic Services

Chemeketa Community College