One criticism of this model is the apparent lack of coherence in the individual student programs. Since students are free to select course among an array of approved courses, it is argued that self-selection may not always be in the best interest of the student and that it is often difficult to assess the impact of the general education program. Three remedies for this apparent weakness are the cooperation and consultation among faculty and departments, the introduction of a First Year Core and the requirement of a Final Year Capstone experience. Coordination among faculty and departments is essential to fulfill the overall goals of G.E. An ongoing review of G.E. offerings is required to assure continual adaptation and renewal of the G.E. offerings and to prevent the unnecessary proliferation of course choices. The Integrated model for general education focuses on the development of fundamental academic skills and the ability to acquire and integrate knowledge.
Students learn to acquire, process, and integrate knowledge from their courses.
G.E. courses within this model provide students with underpinning basic concepts in overlapping disciplines through cross-disciplinary connections, common approaches, and different ways of knowing. These linkages are used as a mechanism for basic skills acquisition and development of student knowledge. Integrating curricular material and knowledge from several distinct courses while maintaining the integrity of the disciplines will require joint planning, team teaching, and faculty collaboration. Such collaboration can support G.E. goals through pedagogies that enhance students' abilities to think critically, write coherently, present ideas orally, and synthesize and evaluate data. Active and participatory learning are encouraged.