Imagine an experimental college, one that would serve as an incubator for new courses and methods of learning on the Indiana University Bloomington campus. That was one of the suggestions of a faculty panel charged with the responsibility of taking a close look at undergraduate education.
Two studies were commissioned by IUB Chancellor Kenneth Gros Louis, the second one undertaken by his group of Chancellor's Scholars. He described the findings of both groups at the Jan. 20 meeting of the Bloomington Faculty Council.
Gros Louis had challenged the faculty group, headed by Donald Gray, who holds the Culbertson Chair in writing in the IUB Department of English, and the Chancellor's Scholars with several questions: What should graduates of baccalaureate programs in Bloomington know and be able to do? Where and how are we now succeeding, and where and how are we falling short in fulfilling those intentions? How can we do better?
"My hope is that the two narratives (reports), which I plan to send to all faculty as well as to the IU Student Association, will initiate a campus wide discussion this semester," Gros Louis said.
The faculty report pointed out there must be a basic assumption that the students want to learn, have intellectual curiosity and ask questions about the status quo. The desired outcome is graduates who have a command of the English language and who can express themselves in writing and speaking.
Noting that many students do not consistently take responsibility for their own learning, the report continued: "We heard many remarks from faculty members and others about student passivity, absences from class, reluctance to contest the ideas of their teachers and of other students, unwillingness to enroll in courses perceived as difficult, and an assumption that the payment of tuition almost by itself buys a respectable (b) grade."
Three recommendations of the faculty committee are: (1) the creation of a
commission or task force to study the first two years of undergraduate
education; (2) establishment of a campus-wide Council on Undergraduate
Education; and (3) the creation of an experimental college designed to
incubate new kinds of courses and new means of learning.
Beginning with the assumptions that each student should be proficient in
reading, writing, public speaking, information technology and
mathematics, the Chancellor's Scholars added some related
skills‹research, organization and planning, team building, adaptability,
task management, the ability to carry out projects, analytical skills and
critical thinking.
The Scholars suggested that the university provide credit for work experience, eliminate credit-hour fees for internships and allow for flexibility in degree programs so that overseas study is a feasible option. Exit interviews and senior portfolios would indicate competency in certain areas.
The university is urged to find a balance between teaching and research, to provide more rewards and incentives for excellence in teaching and to consider some form of post-tenure review. Learning options would include both group work and individual assessment, and more opportunities for distance education, alternatives to the semester-long, three-credit-hour course, more evening and eight-week courses and the addition of Saturday classes.
To read full text of the reports, go to these sites:
Faculty committee:
Chancellor's Scholars:
Chancellor's remarks: