Combining stand-alone and enriched courses gives students repeated practice, enabling deep learning. The third principle is grounded in research that pedagogical approach matters more to the quality and rigor of general education than form or content. The Committee recommends that instructors of general education courses combat student passivity by promoting students active participation in class, enhance rigor by raising their expectations for students work, and self- consciously encourage students to understand and value course goals and how those goals contribute to their acquiring a broader and deeper education. A related principle recognizes that the first year must begin by engaging, challenging, and supporting students in their academic work. The Committee discovered that expectations set for academic effort in the freshman year persist.
Students develop time economies that are resistant to change.
Freshman seminars, learning communities, service-learning courses, collaboration by faculty to set robust standards for freshman courses constitute approaches to establish high expectations in the freshman year. A final principle views institutional support and oversight as essential for program success. Both faculty and administration must embrace the program and devote resources to it. A General Education Council, with representatives from all colleges and a chair and with responsibility for standards, oversight and evaluation of the program, is essential to assure program implementation and quality and facilitate change based on experience. The program envisioned includes four components, foundational skills, breadth of knowledge, perspectives, and research, that would be part of every undergraduate s degree.