There seems to be a division between the academically rigorous model versus the student life, transition issues model. There is also a balancing act between a common core with common learning goals versus a discipline based variety of seminars. Programs that impose too many constraints on the structure of seminars have difficulty building faculty commitment. The Michigan Tech approach to building faculty commitment, of developing a critical mass of about 30 faculty each year, providing for summer faculty development and course construction, and providing release time for teaching up to two sections of the seminar, is worthy of consideration. Nory reported on the sessions and workshop on administration of general education programs.
Institutional support is critical to facilitating strong general education leadership.
Similarly, it is important for general education administrators to know exactly the parameters of their influence and power in order to be effective and have credibility. Only in exceptional cases is the administration of general education a rewarding and comfortable job. A strong administrative component can significantly influence the status of a program, and the respect a program receives is directly linked to its rigor. We must pay careful attention when we construct this part of our program. Lois handed out a copy of the summary of the assessment workshop.