Outstanding Issues
Schools and Colleges Feedback
The General Education Committee sought general feedback as well as specific feedback on the following items Outstanding Issues:
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Do we include specific African diaspora ELOs or embed African diaspora issues within the disciplines?
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What does a Common Orientation Experience look like?
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How do we account for innovation (e.g. 6 maximum credits for Service/Experiential Learning Credits)?
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Should we move to encouraged minors vs. required minors (except in unique cases)?
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How do we cultivate a wellness culture and revisit current fitness requirements?
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How do we address financial literacy?
Summary
Do we include specific African diaspora ELOs or embed African diaspora issues within the disciplines?
Most schools and colleges did not fully address maintaining or enhancing African diasporic curriculum as a critical component of Howard's undergraduate experience. This may indicate that there is no primary concern as African Diaspora Awareness was included as a Student Learning Outcome under the proposed Knowledge of Human Cultures and the Physical and Natural World Essential Learning Outcome.
However, as aforementioned, the Chadwick A. Boseman College of Fine Arts suggested that Knowledge of the Global African Diaspora be included as an added Essential Learning Outcome with African Diaspora Awareness, Intercultural Knowledge, and World Languages Competency and Cross-cultural Comparative Skills listed as the student learning outcomes. Please refer to, Suggested Additional ELOs
The School of Business' preference for an African Diasporic curriculum standing outside of embedding it into the curriculum supports it being an added essential learning outcome.
What does a Common Orientation Experience look like?
Most schools and colleges did not fully address a common orientation experience. The School of Business, however, mentioned that they provide their own orientation for their respective students as a 2-hour credit course for both the Fall and Spring semesters. They plan to maintain this structure.
How do we account for innovation (e.g. 6 maximum credits for Service/Experiential Learning Credits)?
Most schools and colleges did not address experiential learning. This may indicate that they believe they have a sufficient experiential learning experience for their students embedded in their curriculum and are prepared to share their practices as the adoption of Howard University's General Education Program moves forward.
The School of Business expressed that they have a robust real-world learning experience for their students, which is inclusive of field studies, stock challenges, internships, and other experiential learning opportunities.
The College of Arts and Sciences is proposing that their students are required to complete 3 credit hours of experiential learning.
Should we move to encouraged minors vs. required minors (except in unique cases)?
The School of Education shared that the Department of Curriculum and Instruction (their only undergraduate program) does not possess a minor requirement in its program scheme. They do provide for secondary minors, however.
The College of Arts and Sciences proposes to no longer require minor declarations except for certain degree programs. All majors housed in COAS, however, will provide minor options.
The School of Business indicated that its programs contain concentrations and certifications outside of majors. Their preference is to maintain this structure.
How do we cultivate a wellness culture and revisit current fitness requirements?
Most schools and colleges did not address a wellness culture on campus. The exception was the College of Engineering and Architecture that suggested Personal Well-Being be an essential learning outcome.
The College of Arts and Sciences and the School of Business shared their determinations regarding physical fitness in lieu of wellness culture at Howard University.
The College of Arts and Science proposes not to require a swimming course but allow for it to be used as a fitness option.
The School of Business shared that it has already eliminated physical education requirements for its students.
How do we address financial literacy?
Most schools and colleges did not discuss how Howard can address financial literacy. The School of Business, however, shared its advocacy for financial literacy by offering suggestions for the modalities in which financial literacy opportunities can be provided.