October 27, 2015
Anne Kelsch and Kathy Wolfe are working on their GEMs blogs. Now if we can figure out how to make the community conversation work by interconnecting the blogs . . .
October 19, 2015
We will use this page to identify examples of general education innovations that are using GEMs principles.
There are five GEMs principles, which are defined here. They are 1) Proficiency
2) Agency and Self-Direction
3) Integrative Learning and Problem-Based Inquiry
5) Transparency and Assessment
You will see that high-impact practices are essential to GEMs pedagogy.
The California State Universities and the California Community Colleges have developed a number of programs that use GEMs principles. These programs were part of the Compass II project. You may find a YouTube clip here:
November 9, 2015
Here are resources you might find helpful for GE reform that keeps GEMs principles in mind:
"Guided Pathways Demystified: Exploring Ten Commonly Asked Questions about Implementing Pathways," Rob Johnstone, National Center for Inquiry and Improvement. Abstract: This report is designed for higher education leaders and explores ten commonly asked questions about implementing guided pathways. It addresses concern about compromising our higher education values, practical considerations about control and enrollment, and apprehensions about the impact on students’ learning and development—all issues that will need to be addressed to successfully pursue a guided pathways effort.
"Rethinking the Role of Leadership in General Education Reform” by S. Gano-Phillips, R. Barnett, A. Kelsch, J. Hawthorne, N. Mitchell and J. Jonson, Journal of General Education, v60 n2 p65-83 2011 Abstract: This article addresses the importance of leadership in general education reform, using three case studies. Abstract: We argue that campus leadership that fosters collaboration, trust, and a sense of stewardship among constituents is more likely to be successful in the challenging task of substantially reforming general education curricula.
"Making general education matter: Structures and strategies”by J. Hawthorne, A. Kelsch and T. Steen. New Directions for Teaching and Learning 2010(121):23-33 · NOVEMBER 2010 Abstract: When the University of North Dakota began working to improve general education, two concerns were recognized. The first issue, which faculty and administrators across campus found immediately engaging, was how to change general education so that it would be a better program, more likely to yield clear student learning benefits. A second concern, less obvious but ultimately more significant, was how to make general education really matter.