Committees & DTFs


Suggestions Generated at the Summer GenEd Institutes

Faculty attending the institutes generated the following suggestions that concern ways to improve student access to quantitative reasoning, writing, and inclusivity. These suggestions are grouped in four categories: suggestions for faculty, suggestions focusing on curriculum, suggestions for assessment and remediation, and suggestions for programs.

Suggestions Focusing on Faculty

  • Continue summer institutes for teams that encourage "public" planning.
  • Provide on-going faculty development (within the context of the public planning institutes) in areas such as writing, quantitative reasoning, multicultural inclusiveness, critical thinking, and cross-disciplinary teaching.
  • Continue conversations and raise faculty awareness about the differences between assigning and teaching (this suggestion was directly related to the need to make sure that we teach what we expect students to do).
  • Raise awareness among faculty about quantitative reasoning � what it is and how it can be included in programs.
  • Insist that programs participate in and consider the issues in the items above.
  • Assign responsibility for change.
  • Gear faculty hiring to improving quantitative reasoning.
  • Have faculty move their offices every year to encourage more conversation among faculty.

Suggestions Focusing on Curriculum

  • Create interesting and innovative math modules.
  • Pay more attention to ways quantitative reasoning might be imbedded in programs that have research.
  • Create a math team to go into programs to help.
  • Develop the 12-4 model to address general education requirements concerning quantitative reasoning and writing.
  • Envision the idea of multiple literacies and how to treat quantitative reasoning as one literacy.
  • Develop week-long, campus-wide events, e.g. a diversity week during which all programs would be involved in issues of diversity.
  • Institute a physics or critical thinking Olympiad.
  • Structure classes in a way that forces students to find answers rather than the teachers.
  • Create courses based on invented knowledge, e.g., science fiction, as a way of addressing quantitative reasoning (?)
  • Establish student exchanges with colleges in other countries.
  • Change the way institutional data is organized to reflect what students have learned at Evergreen.
  • Require the curriculum dean and PUCs to address the problem of numbers in terms of core and inter-area programs, brokering rather than imposing.

Suggestions Focusing on Assessment and Remediation

  • Assess what students are doing about ensuring that they develop their quantitative reasoning abilities.
  • Assess students' knowledge of quantitative reasoning when they enter Evergreen and when they leave.
  • Reexamine, possibly through interviews, what students are being taught and what they have learned.
  • Insist that students who don't have basic competencies in math and writing work with the LRC.
  • Attach advisors from academic advising to each program.

Suggestions Focusing on Programs

  • Clearly articulate program goals for student learning at the beginning and end of each program.
  • Write evaluations to make the invisible, visible, e.g. a statement could be included at the end of evaluations that says, "significant work was also done in_________ even though credit was not awarded".
  • Create a research position that allows for follow-up on faculty implementation of planning goals during the year.