To: The Faculty of Lewis &
Clark College From: William J. Randall, Chair,
The Curriculum Committee Subject: The Report to the Faculty on
General Education
The Curriculum Committee after
unanimously approving this document is pleased to present our Review
of and Recommendations for the General Education program at Lewis
& Clark College to the faculty.
This is the report that was mandated by faculty action at the
time we converted to the semester calendar and adopted the current
general education requirements.
We wish to extend our thanks for the input that we have
received from individual faculty and students, and especially to
thank the members of the Forum Task Force for their efforts in
organizing the forum last fall.
Details of our deliberations may be found in our minutes that
are on the college web page in the Curriculum Committee Minutes
section.
We have organized our report into three categories for each of
the current General Education requirements. The first section will be
the rationale and/or the current catalog copy for the requirement,
the second section will be our findings, and the third section will
be our recommendations to the faculty.
The information that led to our observations and
recommendations came from email, faculty and student forums, a
meeting with the Student Academic Affairs Board, student hearings,
other conversations that members of the committee had with faculty
and students, and our own deliberations and evolving perspectives on
each of the requirements. We
have made a recommendation for each of the current requirements. You will find that in several instances we have
suggested that there be no change in the requirement.
In others we have tried to suggest wording that streamlines
the catalog copy and makes the requirement more easily understood. Overall, we are not
suggesting great changes in the current set of requirements.
In the course of the review we found that there are widely
disparate views among the faculty about what the General Education
requirements should be and how they should be implemented.
We feel that these issues should and can be debated at length
by the faculty in the future. This
is a review of the current requirements, not an effort to rewrite the
specifics of a particular course.
Much of our time spent in this review involved discussions
about the first-year sequence. Consequently, we have
detailed our findings about Inventing America to a considerable
extent. It is essential to recognize that this
two-semester course has undergone evolution in specific content over
the last five years, especially in the last two years.
Also, we have attempted to outline the rationale for each
requirement, so that there is a conceptual basis and justification
for the requirement. This is particularly true
for the connection between the first-year sequence and the
International Studies requirement. In our deliberations, it
became apparent that these two parts of the general education program
were inextricably connected and should really be thought of as a
four-course requirement rather than two disparate sequences.
The articulation of this notion can be found in the preamble
to the section on the First Year Course.
The organization for this report, that includes rationale,
findings, and the recommendations for each category is as follows: 1.
Overview of General
Education (46 Semester Hours) 2.
The four semester
sequence in history, culture, and society a.
The First-Year
Sequence requirement that explores American history and culture (8
Semester Hours) b.
The International
Studies requirement that explores the history and culture of another
country or people (8 Semester Hours) 3.
The Foreign Language
requirement (12 Semester Hours) 4.
The Scientific and
Quantitative Reasoning requirement (12 Semester Hours) 5.
The Creative Arts
requirement (4 Semester Hours) 6.
The Physical
Education requirement (2 Semester Hours) 7.
Speaking, Writing,
and Information Retrieval across the curriculum 8.
A Senior Culmination
experience The philosophy of our current General
Education program was articulated in the document that set forth the
requirements that we adopted in 1993 and executed in 1994.
Much of the original rationale is included in our current
college catalog. Most of
the material in the 1994 report is still germane and support our
suggested changes. You may obtain a copy of the
Report of the General Education Task Force, June 4, 1993, from the
Dean of Faculty Office or consult the college Web page
(http:\\www.lclark.edu/~cas/faculty). You should familiarize
yourself with it before we engage in debate over this report and
these recommendations.
General Education along with competency in a major discipline
and a wide range of electives has become the hallmark of the
education that a student receives at Lewis & Clark College.
The rationale for the Lewis & Clark College curricular
plan may be found in a quote from the current college catalog:
“A liberal arts education at Lewis
& Clark College combines three inter-dependent curricular
elements: the departmental major, a
set of elective courses, and the General Education curriculum.
The major provides an opportunity to study a subject in depth
and to master the modes of thought and analysis necessary to advance
that study. Electives enable the student
to try out and develop new interests.
The General Education curriculum supports and enhances the
other elements; it provides the general foundations for liberal
learning. Its courses
expand students’ perspectives and essential skills, helping them
become educated and thoughtful contributors to society. ‘Lewis & Clark College
considers the following elements to be essential to a liberal arts
education: 1)
Mastery of the
fundamental techniques of intellectual inquiry: effective writing, active reading, critical and
imaginative thinking, and reasoned discussion. 2)
Exposure to the
major assumptions, knowledge, and approaches in the fine arts,
humanities, natural sciences, social sciences. 3)
Critical
understanding of important contemporary and historical issues using
modes of thought that are evaluative as well as descriptive and
analytic, and that consider the relationship between thought and
action. 4)
Awareness of
international and cross-cultural issues and gender relations. 5)
Application of
theory and knowledge developed in the liberal arts to search for
informed, thoughtful, and responsible solutions to important human
problems. The curriculum is built around these
essentials, and the members of the faculty and the administration
place their skills, resources, and services in support of these
goals.” (Lewis & Clark College Catalog,
1998-1999, p. 13) The committee has tried to review the
current General Education requirements with these overriding
principles in mind as we deliberated and formulated our
recommendations. III. FIRST
YEAR SEQUENCE (8 SEMESTER CREDITS) A.
Rationale (Current Catalog Copy) “Inventing
America, a first-year requirement for all first-year students, seeks
to understand the present through exploration of the ideas, values,
and competing interests behind the founding of the American republic
and the framing of its Constitution. The course explores the
continuing evolution of the idea and practice of the American
democratic experiment by following the struggles of persons and
groups to achieve citizenship and cultural presence in the nation. This
full-year, common-syllabus course is grounded in the belief that the
making and evolution of American society are both familiar and
unfamiliar to first-year students.
To study other cultures and societies, students need a grasp
of their own. The course
gives students a yearlong common experience shared readings, writing
assignments, library and computer exercises, lectures, and musical
performances. Above all, the course engages the entire first-year
class in a common intellectual, cultural, and social experience with
variations respectful of the diversity of American life. Credits
for this course may not be applied toward the fulfillment of any
other requirement. .
. . The
first-year course provides students with a sustained opportunity to
develop and hone their skills in reading, writing, and speaking. Over the two-semester course, students engage a
diverse array of textual materials that call upon their critical
skills as readers. They advance their strength
and confidence as writers of college-level work through regular
practice, constructive feedback from faculty and peers, and
opportunities to revise and polish their work.
One of the goals of Inventing America is to help first-year
students improve as speakers in command of rhetorical choices and
strategies. This purpose
refers to the ability to speak persuasively and present ideas with
some formality in front of a group as well as informally in class
discussion. Class sessions are
structured to foster thoughtful and articulate discussion of key
texts and central ideas of the course. In addition to regular
feedback on writing assignments, faculty provide assessments of
student writing four times during the year (at the middle and end of
each semester). Students identified as needing special assistance
to meet the standards of writing expected in the course are directed
to the appropriate resources, in particular tutoring, workshops, and
specially designed courses taught by the Writing Center staff.
Such students are those whose writing suggests underlying
problems with developing and expressing ideas or insufficient grasp
of grammar, syntax, mechanics, and organization.
By the end of spring semester, these students will have made
substantial improvement in their writing or be asked to pursue
further measures to improve as writers.” (Lewis & Clark College
Catalog for 1998-1999, pp. 14-16) Inventing America, comprised of two required courses taken
by first-year students over two semesters, is the first half of a
four course requirement complemented by international study, either
overseas or on-campus through student selection from a list of
International Studies courses in the arts & humanities and social
sciences. The
complementary relationship of these four courses is designed with the
view that a modern liberal arts education should provide the
students, as informed citizens, to effectively engage both the
traditions, values, and developments in their own country and of
other cultures, and explore the interactions between the two. The two-semester "Inventing America"
sequence was instituted in 1994, concurrent with the College's move
from a modified quarter or "trimester" to a semester calendar. With the shift, student
course load was increased from three to four courses per academic
term with credit allocation per course reduced to four credit hours
from five. The total course requirement for graduation was
also lowered from thirty-seven courses to thirty-two.
A faculty teaching load that had generally been six courses
per year, or 30 quarter-hours, was adjusted to five courses per year
or twenty semester hours, commensurate with the .66 conversion ratio
for quarter to semester hours. In moving to the semester
calendar, the faculty maintained the proportion between general
education, major, and elective courses at 1/3 each. Under the former
calendar that had been in place for thirty years, the College had
instituted several variations on a first-year general education
course, either one-quarter or full year. These included a full year
“Western Civilization” course from 1964-72, a one quarter
“Freshman Seminar” from 1972-78, a full year combination of
team-taught and department-based surveys called “Society and
Culture” from 1978-84, and a one quarter “Basic
Inquiry” course from 1985-94. In the transition process, the general
education component was reduced from fifteen to eleven courses to
meet the 1/3 goal. The Inventing
America/International Studies requirement, in effect, folded the
predominantly humanities and social science portion of the former
general education program--the inquiry sequence and the humanities
and social science perspective courses into a quartet. Since faculty from the arts,
mathematics, and natural sciences had contributed to the inquiry
sequence, their contribution carried over to complement the
humanities and social science in the staffing of Inventing America. 1)
Inventing America was
conceived as the first-year and two-course portion of a four-course
requirement in readings and hermeneutic approaches in the humanities
and social sciences. Inventing
America required of all first-year students their first two semesters
at the College, provides a foundation in American political and
social and cultural thought. The second two courses
complement the American emphasis of the required sequence with a
focus on international studies. This may be completed by courses
taken while participating in an overseas study group or by selecting
the courses from a list of on-campus offerings from the arts &
humanities and social sciences divisions. On-campus courses may be in
area studies (focusing on a national
or regional culture) or transnational (the study of an institution or
aspect of cultural or artistic expression across several nations).
This complementary relationship of Inventing America and
International Studies is: a)
A response to the
College's history as a liberal arts college with an international
focus. b)
The expression of a
goal that Lewis & Clark students who engage other cultures either
through off-campus or on-campus study will do so with a solid
grounding in American intellectual history. 2) Inventing America has been
designed to meet an ambitious agenda for the two Inventing America has been led by a Director and Planning
Committee, usually five to six faculty who have taught within the
course. In line with a goal to staff
general education with regular rather than adjunct faculty, the
twenty to twenty four sections each semester have been predominantly
staffed with tenure-track or other faculty on regular appointment
from the Arts & Humanities and Social Sciences Divisions.
This core has been complemented by two to three faculty per
year from the math and natural sciences and one professor per year
from the law school or graduate school. The course proceeds with the
support of regular faculty seminars, either weekly or biweekly, where
faculty meet together to discuss forthcoming course materials and
share pedagogical approaches. Since the inception of the course,
students have completed both course and instructor evaluations
at the end of each semester. The
course evaluations include a response to the readings, lectures,
writing, speaking, and other course proceedings.
To some extent the regular faculty seminars offer a mechanism
for an on-going informal evaluation, but formal evaluation of the
course materials by faculty occurs at the end of each semester as the
faculty who have taught the course comment upon and review the
readings and other assignments for their effectiveness. The planning committee in
developing course design and syllabus for the following year assesses
both the student and faculty evaluations of the course. In addition to these mechanisms for on-going review, the
course was evaluated by an outside reviewer, Robert Steptoe of Yale
University, during its first two years as part of the grant from the
NEH that helped establish the course.
Professor Steptoe visited the campus periodically, observed
classes, met with faculty, and read student and faculty responses.
In addition, the Curriculum Committee conducted an evaluation
in the third year of the course through questionnaires that were
distributed to faculty and students, in effect evaluating their
experience the course during the first five semesters. Both the Steptoe and the
Curriculum Committee reviews in 1995 supported the course's
continuation and further development. 1)
Inventing America has
been an innovative experiment for the College, distinctive in
particular ways from previous first-year general education courses. It offers a unique combination for the College--a
core course that all first-year students take in small sections, a
syllabus comprised of common readings, a year-long duration, a
faculty drawn from all three divisions (though predominantly the Arts
& Humanities and Social Sciences Divisions), a focus on American
thought and culture, and a commitment to staff the course with
tenure-track or regular faculty. 2)
Inventing America has
been a work-in-progress that has undergone significant change,
innovation, and evolution in its five-year history. At the same time,
the Planning Committee has kept faith with a commitment to the
faculty to retain some course continuity in content.
The evolution and innovation has been driven by an effort to
balance the course's delivery on its several goals--critical reading
of difficult texts, developmental writing, etc.
The most recent developments have included an attempt to
realize more fully the goals that are related to speaking and
bibliographic skills. 3)
On balance, the
course has met its goals of sustaining a common reading in American
thought and culture, with an emphasis on critical reading of complex
texts and developmental writing.
It has been less successful in cultivating public speaking and
research skills, though revisions over the past two years have
fostered improvement in these areas. 4)
The faculty has set
ambitious expectations for a first-year course: critical reading and thinking, effective writing
and speaking, computer and bibliographic literacy, and mastery of
traditional and on-line research skills.
For this reason it is argued that this common general
education course must extend over two semesters. 5)
The duration and
commonality of the course contributes to first-year class identity
and may also benefit the college by strengthening students' sense of
connection with Lewis & Clark.
It has been noted in previous studies that student ties to the
College seem looser and less well defined than at other small liberal
arts colleges with which we compete for admissions.
There may be several reasons for this, most of them
positive: 6)
The course has been a
focus of controversy among students.
To some extent this may represent the resistance that accrues
to any course specifically required of all students.
The same measure of dissent has not, for instance, gathered
around other required courses where there is a measure of choice such
as in the areas of international studies, natural science, creative
arts, foreign languages, and quantitative reasoning.
But some students resent the focus on the United States or
claim they have already had these materials as United States History
in high school. The Curriculum Committee
recognizes that Inventing America is a work in progress and has not
yet achieved the measure of acceptance among students that is
desirable. 7)
Many students
eventually recognize that the focus on philosophical backgrounds, the
use of primary texts and documents, and the efforts to recognize and
examine the contradictions in American thought distinguish Inventing
America from their earlier studies. 8)
When students have
been asked on the course evaluations at the end of each semester
whether the College should continue to offer a common two-semester
course for first year students, a majority of students reply in the
affirmative. The affirmative response
ranged from 53% for the first year of the course to 75% last year,
its fourth year. 9)
We examined the
question of whether or not retention had been positively or
negatively affected by the curricular changes implemented in 1994.
Retention of students across the first year has markedly
improved over the past five years (from 91% in 1993-94 to 97% in
1998-99). Retention of students from
the first to the second year has also improved significantly from 74%
for the class entering in1993 to 85% for the class entering in 1997.
However, the Curriculum Committee recognizes that Inventing
America is a work in progress and has not yet achieved the measure of
acceptance among students that is desirable. 10)
The course, however,
has been a source of controversy within the faculty. Some of the reasons for opposition are cited
below under FIRST YEAR SEQUENCE—RESOURCE ISSUES, and include
both resource and non-resource issues.
On the other hand, there is strong support for this course or
one similar, largely from those who have taught the course and found
it a challenging and enriching experience, and from others, who have
not taught the course, but support its premises. 11)
The Curriculum
Committee points out the benefits for the college of a general
education course reflecting the cohesiveness and intellectual
commitment of a faculty acting as a community.
This view is general among the faculty and is shared by many
regardless of whether they favor and oppose the current course.
The Curriculum Committee believes this goal can best be
achieved through a sustained dialogue that articulates and develops
objectives upon which all faculty can agree, that explores the bases
for common understanding, and that works to develop the common
general education first-year course as an evolutionary process. The faculty and college will
gain from avoiding the process that requires frequent revisions of a
first-year course, that is, an up-or-down vote that simply replaces
one point of divisiveness for another and shifts a fault line through
the faculty a few degrees to the right or left. 12)
The process of this
fifth-year review of general education has stimulated a lively
conversation carried forward through hearings, e-mail, and forums
that has focused largely on the first-year course.
These exchanges have promoted a range of alternatives,
including: 13)
We have been careful
listeners as well as, we hope, thoughtful participants in this
review. Of the alternatives that
have surfaced, the Curriculum Committee finds the most appealing to
be the proposal put forward in January by the ad hoc group of faculty
from the humanities and social sciences.
This proposal outlines a two-semester course with common
readings that would carry at least through the fourth week of the
second semester. The
remainder of the second semester would be set up so that for selected
sections a common syllabus would continue while other sections may
pursue research topics designed by the instructor for the duration of
the course. That the common readings carry over the semester break
preserves the identity of the course as a continuum that sustains a
year-long commitment to common intellectual experiences and to the
writing, speaking, and research skills that flow from that.
This ad hoc proposal has the additional advantage of
introducing the element of choice for faculty and students.
We believe that our recommendations below are consistent with
the content and spirit of that proposal.
In addition, the ad hoc proposal points in the direction the
Planning Committee has been moving in the development of Inventing
America. This spring,
for instance, the syllabus is more open-ended than ever before with
the last five-six weeks dedicated to instructor and class-designed
research projects. Preamble The
Curriculum Committee affirms the concept of a foundation experience
in In view of these
principles the Curriculum Committee recommends that the two-semester
first-year course and the two-semester International Studies
requirement be affirmed as an inseparable unit. 1.
The Curriculum
Committee recommends that the first-year general education course
retain the following characteristics and goals: (b) a substantial commonality especially
though not exclusively in the first 2.
The Curriculum
Committee recommends that the principles articulated in
Recommendations #1 and #2 above be implemented by a Planning
Committee organized as follows: the Director of the
first-year sequence, in consultation with the Academic Council,
selects representatives from the members of the faculty to serve as
members of the Planning Committee. The selection should include
at least one and ideally two members of the junior faculty as well as
adequate representation from the Arts & Humanities and Social
Sciences Divisions. 3.
While the focus on
American thought and culture remains appropriate within the framework
of this general education requirement, the Curriculum Committee
recognizes that the course title may give rise to misconceptions
about the nature and intent of the course.
It may be appropriate both in accord with the course's
evolution and its interface with international studies to change the
course title. We
recommend that the Planning Committee consider this issue, seeking a
course title that reflects the thematic and textual focus of the
course rather than place or national identity. 1.
Faculty discussion of
Inventing America has pointed to resources as an issue needing
attention. The current tenure-line
Lewis and Clark faculty is not large enough to mount the necessary
number of sections of the first-year course without placing undue
strain on other teaching obligations.
The Curriculum Committee views the resource question as real
and pressing. 2.
The problems with
staffing Inventing America provide a lens though which larger
staffing issues simply become clearer.
Lewis & Clark currently advertises a 13:1 student-faculty
ratio. Other distinguished colleges
in the region that mount two-semester general education courses--Reed
and Whitman--list a 10:1 student faculty ratio.
Other Phi Beta Kappa colleges in the region, Willamette and
University of Puget Sound are currently at a level of 12:1.
It should be noted at the same time that Lewis and Clark's
teaching load compares favorably with other comparable institutions
in the region (UPS, Whitman, and Willamette, for instance, carry a
3/3 teaching load on a semester calendar). 3.
The size of the
faculty, and student-faculty ratio bear directly on the ability of
the College to mount any two-semester general education requirement. The pressure on staffing
that is posed by the general education requirement of 11.5 courses
compounds this difficulty. The
faculty has stretched to deliver a general education curriculum that
is distinctive, responsive to the College's traditions, comprehensive
in its attempt to embrace the diverse demands of a modern liberal
arts education, and intellectually challenging.
Individuals, departments, and divisions need the support and
relief in fielding this ambitious program that additional faculty
would provide. 4.
The College's goal
has been to staff Inventing America with tenure and tenure-track
faculty from all the disciplines, on the premise that first-year
students should build relationships in this course with faculty who
have an enduring relationship with the College.
It has not been possible to realize this goal fully in
practice for several reasons: (a) Faculty from the natural sciences,
foreign languages, and the arts already bear a (b) The unwillingness of some tenured
faculty, otherwise qualified, to teach in (c) Some do not accept the premise that
faculty can teach a cross-disciplinary (d) Others have had a negative
experience teaching their first section for any (e) Some dislike the focus of the course
on the United States and argue for either
Instructor interest. (f) The difficulty for some departments
to mount their own curriculum and also (g) Other teaching obligations and
opportunities facing this faculty, including 1.
Given the goals of
this portion of the general education curriculum (engagement with
texts, history, social institutions, and cultural values) the
Curriculum Committee underscores the principle and fact that faculty
in the humanities and social sciences bear the primary responsibility
for the first-year course and the International Studies requirement.
This is not to say that faculty in mathematics, the natural
sciences and the studio and performing arts have not taught--and
taught well--in the first year course and in international studies.
These faculty members are always welcome and enjoy a standing
invitation to continue to participate as their availability and
interests enable them. 2.
The Curriculum
Committee reaffirms the ideal of staffing the course with tenure-line
faculty while acknowledging the fact that we currently cannot
completely realize this ideal. 3.
To meet these
staffing demands when they occur, the College should engage
non-tenure-line faculty as needed according to the following
criteria: 4.
We recommend as well
that the College establish as a basic priority the goal of increasing
tenure-line positions so as to improve the student-faculty ratio at
the college overall and to approach our ideal for staffing the
first-year course with tenure-line faculty. 5.
We urge the Academic
Council to develop appropriate incentives for first-time teachers and
for those who engage in long-term service to the course. VI.
INTERNATIONAL STUDIES REQUIREMENT (8 SEMESTER HOURS) “To become
educated citizens of an interdependent world, all Lewis & Clark
students are expected to engage in a significant encounter with
another culture, exploring in a thoughtful way the historical
experience, cultural traditions, and societal realities of another
part of the world. Students
may meet this requirement in one of three ways.” (Lewis &
Clark College Catalog for 1998-1999, p. 16) 4) Completion of two courses (8 semester
credits) on campus from courses 4. After this statement, include the list
of courses on pages 16 and 17 of the current college catalog. “The
acquisition of a language other than one’s own has always been a
hallmark of a liberal education. In the increasingly
interdependent world today this is all the more true.
Only by learning the language of another people is one able
adequately to understand the subtleties and nuances of its culture,
for language is the gateway to all cultures of the world.
At Lewis & Clark College in particular, where there exists
a historical commitment to international studies and where providing
all students with an encounter with another culture has become a
defining feature of the undergraduate program of studies, studying a
second language assumes a place of central importance. Not only does language study
open up our appreciation for and sensitivity to other parts of the
world, it also better enables us to understand and appreciate our own
native language. For the first twenty years of the
College's experience with the three/three plan, instituted in the
early 1960's, the general education requirement for the BA called for
four terms or quarters of foreign language study or its equivalent.
In 1986, the requirement was raised to six terms or two years
as part of a package of changes to the BA and BS degrees.
The primary distinction between the two degrees was the two
years of language study for the BA compared to the BS requirement of
four terms of math or natural science.
As a part of the semester conversion, instituted fall '94, the
College shifted to a single degree, the BA, with three semesters of
foreign language study or its equivalent required as part of a
uniform set of general education requirements for all graduates. 1.
While language study
may be pursued for its autonomous delight, as a capability that
graces a learned person, or for the access it enables to other
cultures, the committee notes as well the instrumentality of language
acquisition for a number of intellectual pursuits and careers.
The committee encourages recent innovations by the Foreign
Languages Department, some of which are in place through accelerated
courses or the expanded use of computer technology, that would
facilitate and speed the students' rise to a level that could satisfy
or exceed the general education requirement. 2.
A survey of language
requirements at other liberal arts colleges found no consistent
standard; the status of foreign language as a general education
requirement ranged from no requirement at all to two years.
Two years was the least common requirement. 3.
The three-semester
requirement is at a level consistent with the College's involvement
in international education both on and off-campus and enables
programs in language-oriented overseas study.
With the implementation of the BA degree, and despite
reduction of the requirement from two years with semester conversion,
foreign language enrollments have increased as a result of the 1994
change in requirements, though the increase, around 11%, is not
overwhelming. The
increase has been most strongly felt in Spanish with steady
enrollments in other languages, except for a small increase in
Chinese and small declines in Japanese and Russian. 4.
While the Curriculum
Committee recommends retaining the three-semester foreign language
requirement, we acknowledge support in the Foreign Languages
Department and among other faculty for a four-semester language
requirement. The department believes that the fourth semester
would complete the foundation essential for foreign language
acquisition within a liberal arts curriculum. Estimates vary but it
appears that increasing the foreign language requirement to two years
could necessitate the addition of six to ten sections per year,
predominantly in Spanish. 5.
The Curriculum
Committee views the current three courses (through 201) as the
appropriate level for a general education requirement.
This includes the first year of instruction plus the first
semester of the second year with its further vocabulary building and
its more sophisticated linguistic review of noun forms and verb
tenses, and other grammatical elements. Thus, the student has
experience with the advanced study of language available in the
second year and is thus prepared for an informed choice as to whether
she or he wants to continue. Completion
of the general education requirement also brings the student within
one semester of the level required to begin studying a foreign
language major program or to participate in overseas study programs
such as Munich. 6.
The current catalog
copy lists the rationale as follows: “The
acquisition of a language other than one's own is an essential part
of a liberal education. Study
of a second language enables students to think and read critically
and to understand values, beliefs, and cultural patterns different
from their own. It also enables them to
better understand and appreciate their native language.
For these reasons, the College requires the study of at least
one language other than English.” (Lewis & Clark College
Catalog for 1998-1999, p. 18) 1.
That there be No change in the present three course (12
Semester Hour) requirement. 2.
That the following to
be used for catalog copy as the Rationale for this requirement:
“The acquisition of a language other
than one’s own has always been a hallmark of a liberal
education. In the increasingly interdependent world today
this is all the more true. Only
by learning the language of another people is one able adequately to
understand the subtleties and nuances of its culture, for language is
the gateway to all cultures of the world.
At Lewis & Clark College in particular, where there exists
a historical commitment to international studies and where providing
all students with an encounter with another culture has become a
defining feature of the undergraduate program of studies, studying a
second language assumes a place of central importance. Not only does language study
open up our appreciation for and sensitivity to other parts of the
world, it also better enables us to understand and appreciate our own
native language. A.
Rationale
(Current Catalog Copy for Mathematical and Natural Sciences and
Quantitative Reasoning requirements) “Mathematics And Natural Sciences
Requirement (8 semester credits) Just
as a liberally educated scientist has knowledge and appreciation of
the humanities, creative arts, and social sciences, and has the
ability to write clearly and effectively, so also the liberally
educated humanist has knowledge and appreciation of science and knows
how to reason scientifically. Therefore a liberal education must
include the study of mathematics and the natural sciences and an
understanding of their methods of inquiry. Such understanding
includes familiarity with the observational procedures employed by
all of the sciences, as in laboratory and field work; the theories
and methods that constitute the tools and subject matter of
scientific research; and in some instances the quantitative,
qualitative, and even aesthetic dimensions of work in the sciences. To
foster this understanding, students at Lewis & Clark College must
complete at least two courses in natural science study. At least one
of these courses must include a laboratory component (Category A
courses), and at least one must include a significant amount of
mathematical reasoning (Category B courses). Students not majoring in
the natural sciences should consult with science faculty before
enrolling in natural science courses, since either the introductory
major-sequence courses or specifically designed, non-major courses
may be used to fulfill this requirement. Quantitative Reasoning (4 semester credits) All
graduates from Lewis & Clark College must have training in
quantitative reasoning, ranging from making rough quantitative
estimates to solving word problems using algebra and logic,
understanding graphically presented information, and using modern
electronic devices such as calculators and computers. This training
introduces the student to discipline-specific methodologies, teaching
both the application and the understanding of why and how each
methodology works.” (Lewis & Clark College Catalog for
1998-1999, pp. 17 and 19) 1.
Students were
confused about the purpose and the rationale for the requirement. Student concern prompted our
recommended revision of the specifics of the requirement. 2.
The philosophy and
reasons for having the quantitative reasoning requirement as
currently stated in the catalog are difficult to understand.
This difficulty results from the overlap of courses that
satisfied the Natural Sciences requirement Category B and the
Quantitative Reasoning requirement. 3.
Some new courses on
quantitative subject material that were expected to be proposed by
faculty in the Arts and Humanities and the Social Science Divisions
were never developed. Hence,
the original plan for fulfilling this requirement was not realized.
The curriculum outside the Mathematics and Natural Science
Division alone is not sufficient to support the Quantitative
Reasoning requirement. 4.
No concern was raised
about the eight semester-hour Mathematics and Natural Sciences
requirement of one laboratory class and one quantitatively intensive
class. 1.
Combine the current
Mathematical and Natural Sciences and the Quantitative Reasoning
requirements into one requirement called the Scientific and
Quantitative Reasoning requirement1 with the following
catalog description:
“Just as liberally educated people have knowledge and
appreciation of the humanities, creative arts, and social sciences,
and have the ability to communicate clearly and effectively, so also
they have knowledge and appreciation of science and know how to
reason scientifically and quantitatively. Therefore a liberal education must include the
study of mathematics and the natural sciences and an understanding of
their methods of inquiry. Such
understanding includes familiarity with the observational procedures
employed by all of the sciences:
as in laboratory and field work; the theories and methods that
constitute the tools and subject matter of scientific research; and
the quantitative, qualitative, philosophical, social and aesthetic
dimensions of work in the natural and social sciences. All
graduates from Lewis & Clark College are expected to gain
experience in quantitative reasoning, ranging from making rough
quantitative estimates to solving word problems using algebra and
logic, understanding graphically presented information, and using
modern electronic devices such as calculators and computers. To foster
this understanding and experience, students at Lewis & Clark
College must complete at least two courses in natural science study
and an additional course in quantitative reasoning.” 2.
The Scientific and Quantitative Reasoning requirement can be
fulfilled by taking Category
A: Science Laboratory
(All students must take one course) Biology: 100, 110 (summer only), 115,
141, 151, and all courses at the 200 level that include laboratory Chemistry: 100, 101, 105, 110, 115, 120,
135, 210, 220 Physics: 141, 142, 151, 152, 201, 265 Category
B: Mathematical and
Quantitative Reasoning: Sciences (All students must take one course,
and may take two courses) Chemistry: 100, 110, 115, 120, 135 Mathematical Sciences: all courses in
the department except Math 055. Physics: 105, 107, 110, 141, 142, 151,
152, 202, 215, 251, 252 Category
C: Quantitative
Reasoning: Humanities and Social Sciences (Students may take one
course) Communication: 260 Economics: 100, 103, 212 Philosophy: 101 Political Science: 201, 252 Psychology: 111, 122, 311 Sociology/Anthropology: 201 In order
that mathematical and natural science students acquire a breadth of
understanding of the sciences as a whole, they are expected to take
the Category A and B requirements from disciplines outside their
major department. Also,
they are encouraged to take a third course in Category C to broaden
their horizons. 1
To register for
Category B and many Category A and C courses, the student must meet
one of the following criteria: a) pass a math proficiency examination
administered during New Student Orientation or during the school
year; b) received a SAT math score of 630 or higher; c) received an
ACT math score of 30 or higher; d) completed a high school calculus
course with a grade of B or better; e) successfully completed
Mathematics 055. Some
courses in all categories have additional prerequisites (see course
descriptions). IX. Creative Arts Requirement (4
Semester Hours) A.
Rationale
(Current Catalog Copy) “The
distinctive element of the creative arts lies in the creative process
itself, the mobilization of often nonverbal, intuitive, and emotional
resources in providing new understandings about and insights into
human existence. The practice and study of
the creative arts can increase students' appreciation of the artistry
of others, and stimulate and enhance learning of all kinds.
Students at Lewis & Clark College should therefore
acquire, as part of their general education, an appreciation for and
understanding of this unique way of knowing and experiencing the
world. Students may fulfill
the Creative Arts requirement either by engaging in the creative
process itself through courses in studio art such as ceramics,
design, pottery, or drawing, or artistic performance (music, dance,
theatre, creative writing); or by the historical and theoretical
study of artistic production, including, where possible, a studio
component. Students majoring in the
creative arts must satisfy this requirement outside their
majors.” (Lewis & Clark College Catalog for 1998-1999, p.
18) B.
Findings 1.
The Creative Arts
requirement can be met by completing any course or combination of
courses totaling four semester credits drawn from Music, Art, a broad
range of Theatre courses, and English 300 (Fiction Writing).
Refer to page 18 of our current college catalog for the list
of courses that fulfill this requirement. 2.
The Creative Arts
requirement is only four semester hours in contrast to other general
education requirements, such as Inventing America or International
Studies requirements. By
requiring only four semester hours, however, the faculty does not
imply that those studies are less important that other areas of
general education. 3.
Current constraints
of staffing and of facilities mitigate against increasing this
requirement. C. Recommendation 1.
No change in the
requirement. 2.
Insertion of new
catalog copy that encourages students to register for more than four
semester hours as follows: “
In recognition of the importance of arts in our culture,
students are encouraged to explore a broad range of courses in the
arts.” X. Physical Education
Requirement (2 COURSES) A.
Rationale (Current Catalog Copy) “Physical
education is one facet of a total education program that stresses the
interrelationship and interdependence among the physical, mental, and
social dimensions of human experience.
Therefore, students are required to take a minimum of two
semester courses during their degree program that engage them in
physical exercise. In these courses, students
are encouraged to recognize the importance of physical activity as a
lifelong pursuit. Courses offered in Physical
Education and Athletics that may be counted toward this requirement
are numbered 101 and 102. Theatre
dance courses that may be counted toward this requirement are 106.
107, 108, 207, 208. Theatre courses counting
toward this requirement may be taken credit-no credit.
Students may register
for only one 101 course per semester.
The maximum credit in Physical Education and Athletics 101 and
102 courses that may be applied toward the 128 credits required for
graduation is 4 semester credits.
Up to eight courses may be recorded on the transcript (within
the regulations outlined above), but only four will count toward
graduation.” (Lewis & Clark College Catalog for 1998-1999,
pp. 19 and 20) B. Findings 1.
Until spring of 1998,
Physical Education/Athletics 102 (participation in a varsity sport)
did not fulfill one of the general education requirements. This was found to discriminate against varsity
sport participants, and the Curriculum Committee reported this fact
to the faculty. The faculty voted to remove
the restriction. Now
PE/A 102 activity credits will count toward the Physical Education
requirement. 2.
Students raised the issue of allowing credit for
two physical education courses in one semester to fulfill the general
education requirement. Currently, students may receive credit for
only one physical education course per semester. The Athletic
Department recommends maintaining the current standard. It was
explained that the philosophy behind having the physical education
requirement is to advocate a mind-body-spirit connection, to promote
wellness, and to make physical activity a part of everyday life. 3.
Currently, students may fulfill the
requirement by taking two PE/A 101 courses, two PE/A 102 courses, or
one PE/A 101 and one PE/A 102 course. An issue was raised as to
whether two semesters of varsity sport participation (PE/A 102)
should be used to fulfill the requirement; the current language in
the Catalog does not preclude this. It was found that the
philosophical goals fundamental to the requirement could be met with
two PE/A 102 courses. Further, students fulfilling
the requirement with two PE/A 101 courses can do so by participating
in the same activity. For example, students can
fulfill the requirement by taking PE/A 101, Weight Training 1 and
Weight Training 2. This does not seem to
correspond to the philosophical goals of the requirement. C. Recommendations 1.
The Curriculum
Committee recommends maintaining the current requirement of two
credits with only four credits qualifying toward the total graduation
requirement of 128 Semester Hours. 2.
The Curriculum
Committee recommends maintaining the change passed by the faculty in
the spring of 1998 that permits students to use PE/A 102 courses to
fulfill this requirement. 3.
The Curriculum
Committee recommends changing one sentence in the requirement
description in the catalog so that it reads:
“Students may register for only one 101, or one 102
course per semester.” The change that is recommended is to
include the “or one 102” in the statement. Thus, two different
semesters of varsity sport participation will fulfill the
requirement. A. Rationale (Current Catalog Copy) ”Information
literacy means having the ability to locate, acquire, analyze,
synthesize, and structure information. This includes the ability to
understand the variety of contents and formats of information; to
understand systems for organizing information; to retrieve
information; and to evaluate, organize, and manipulate information.
As students complete content courses in all academic
departments, they also learn to locate and apply information
available in libraries, electronic databases, and computer software,
as appropriate to their fields.” (Lewis & Clark College
Catalog for 1998-1999, p. 20) The
General Education requirements adopted in 1993 included goals for
students to develop their skills in speaking and writing. A related
goal pertained to information retrieval and analysis via traditional
library materials as well as newer electronic resources. A statement
from the 1993 General Education document is particularly pertinent
today: "Learning to navigate,
and thus harness the power of [electronic] databases gains in
importance every year. More than ever, education
must include learning to locate, sift, collect and evaluate
information in an electronic environment." (Report of the General
Education Task Force, June 4, 1993, p. 148) (1) The
speaking and writing goals articulated in 1993 as they pertain to the
whole curriculum have not received the kind of systematic attention
that the faculty hoped for. (2) The
development of speaking and writing skills has been systematically
attended to in the first-year course.
The Writing Center continues to be of value to the entire
curriculum, and particularly to Inventing America with the recent
dedication of 0.5 FTE on the staff to support the course. (3) The development of skills related to
library use, bibliographic instruction, and electronic resources
across the curriculum has been somewhat haphazard. The intention of
the 1993 plan was that: "Each
division shall provide a program of information/electronic
instruction embedded in content courses that teach students how to
locate and apply information available in libraries, electronic
databases and computer software, as appropriate to their fields.
Librarians, Academic Computing staff, and specific faculty members
will work as a team to identify the structure of the literature that
is being studied in a particular course, and then assemble a series
of exercises to teach students how to take advantage of the library's
print and electronic resources. These exercises can then be built
into the course. At minimum, this approach to bibliographic
instruction would address the research methodologies practiced by our
respective disciplines and divisions, as well as interdisciplinary
research strategies. It will also teach the basic logic and skills of
information retrieval. Divisional
curriculum committees will have responsibility for overseeing
divisional programs in library and electronic instruction."
(“Report of the General Education Task Force,” June 4,
1993, pp. 148 and 149) While individual departments and
programs have made progress in this area, this goal has not been
achieved in the systematic manner envisioned, and competencies may or
may not come about in a meaningful manner among our students. (4) The
staff of the Watzek Library continues to be committed to assisting
faculty and students in the development of bibliographic and
electronic information skills. (1) The Dean of the College shall constitute
and charge a task force during the 1999-2000 year for the purpose of recommending ways by which a
program for speaking and writing
can be more effectively integrated into the curriculum as a whole.
This task force should review present practices, suggest ways to
enable the faculty to develop these important skills among our
students, and determine possible means by which to assess the
effectiveness of our efforts. (2) The Dean of the College shall constitute
and charge a task force during the 1999-2000 year for the purpose of recommending ways by which a
program for information retrieval
(especially related to the use of electronic resources) can be more
effectively integrated into the curriculum as a whole. This task
force should review present practices, suggest ways to enable the
faculty to develop these important skills among our students, and
determine possible means by which to assess the effectiveness of our
efforts. In 1993, the Curriculum Committee
recommended that each academic department or program adopt the
principle that there be something in the way of hierarchical
structure built into their respective majors. As one general guideline to
achieve this structure, the Committee, in reviewing the revised
academic majors, required all upper-division courses to have
prerequisites. The Committee recommended, but did not require, that
each major implement a culminating or integrating senior course or
other comparable requirement. Because
the nature of academic curricula differ from one department to the
next and the concern that some departments might lack teaching
resources, the Committee did not require a senior capstone/keystone
course/experience in each major.
The General Education Task Force in 1993 discussed the
possibility of implementing a non-departmentally-based course for all
seniors but came to the conclusion that, while this was an
interesting idea, it was not feasible. It was generally felt that
the individual departments and interdisciplinary programs were the
most appropriate loci for such courses and that any resources
available for senior keystone courses would be best applied by the
respective majors. A review of the catalog reveals many,
but not all, of our academic Majors require some sort of senior
seminar, thesis/project/experience of their student majors. 1)
The Curriculum
Committee believes the question of a senior culminating experience
should be addressed by the faculty because of its possible
application to fulfil the mandate for assessment by the Northwest
Association of Schools and Colleges in their accreditation review
last year. This issue is
important and complex since the senior experience would mean
different things in different departments. In its preliminary discussion, the committee
voted to support the statement: "A senior keystone experience should
be an integral part of the Lewis & Clark curriculum.
Experiences could include theses, seminars, special courses,
presentations or other activities that will enable students to think
comprehensively about their majors and other academic experiences."
However, the Committee does not recommend that a specific
prescription on this matter be included in the set of General
Education requirements. The Committee voted to
postpone formal consideration of this issue until next year.
We present this portion of our deliberations in order for the
faculty to start contemplating the ramifications of this proposal,
and to start considering ways in which we could implement the concept
without necessarily adding just another course to the major
requirements in any given department. 2)
The Curriculum
Committee, supports and commends to the faculty, the position: (a)
That a Senior
Culminating Experience in the form of courses, projects, experiences,
presentations, shows, performances, oral or written examinations,
etc., is highly desirable and should be an integral part of every
major at Lewis & Clark. Every
senior should be encouraged to think comprehensively about his or her
major and his overall college academic experience.
The Committee strongly urges the faculty in all majors to
review their existing culminating experience or consider developing
such an experience for their majors. (b)
That such senior
experiences should be the responsibility of the respective majors and
that there should not be a required college-wide “senior
seminar” under the general education program. (c)
That in the
development or review of such an experience, faculty should consider
the NWASC mandate which requires assessment of the education of our
students by the college.
I. INTRODUCTION
i. Curricular Issues
ii. Resource IssuesII. OVERVIEW
OF GENERAL EDUCATION
Rhetoric
in the First-Year Course
B. Introduction
C. History
D.
Design
semesters. This includes:
(a) maintaining a small class
size, generally twenty students or less
(b) delivering a syllabus of
readings, 80 percent in common
(c) readings in American
political thought and its philosophical backgrounds,
literature, and other documents in the history of ideas
(d) sustained attention to the
development of student writing
(e) development of discussion
and speaking skills
(f) more recently, development
of traditional and on-line research skillsE.
Organization
F.
Evaluation
IV. FIRST YEAR
SEQUENCE--CURRICULAR ISSUES
A.
Findings
(a) the situation of a small college in an urban environment
rather than a small
town;
(b) the independence of the students Lewis & Clark
traditionally attracts;
(c) the absence of formal affiliate groups like fraternities
or sororities;
(d) a sizable transfer, often commuter, population;
(e) programming that encourages a majority of students to
spend from a
semester
to a year in off-campus study;
(f) the availability and utilization of off-campus housing by
most upper-class
students.
(a) one-semester options for a first-year seminar or an
abbreviated Inventing
America course,
(b) a full-year option that would include a semester of
Inventing America and
another of a freshman seminar,
and
(c) a full-scale revision of the general education program
including the first-year
course.B.
Recommendations
(First Year Course)
general education that sets up interplay between two perspectives;
one focused on American thought and culture, the other a view outward
to the intellectual approaches and interpretative issues involved in
studying other cultures. The first perspective is
realized through a two-semester common course through which a student
engages significant texts and themes that contribute to, define, or
derive from the American experience.
The second perspective students encounter may be pursued
through overseas study or through choices among the on-campus courses
from the College's extensive offerings in International Studies from
a variety of social science or humanistic disciplinary perspectives.
Though these two halves of this general education quartet may
appear to be separate, the Curriculum Committee recognizes the
overlap and interpenetrating issues and ideas that students encounter
as they navigate this foundation curriculum. Just as political, economic,
and cultural boundaries diminish and blur in this modern world, the
students will find that this first-year immersion will inform their
study of other cultures that, however remote and apparently discreet,
are influenced by global developments.
This overlap may involve such questions as the tension between
liberty and equality, the benefits and limits of democracy, the
dynamics of exclusion and inclusion by race, class, gender, and
ethnicity, the problems of integration and cultural identity, or the
role of the United States within the world economy. This curriculum offers
students the foundation for the informed and complex perspectives
they need to describe, analyze, and critique those forces that are
shaping our world.
These two sequences form an integrated general education
ensemble that is intellectually challenging, that engages the past
through significant texts and also, that is forward and outward
looking in the questions, themes, and critical approaches it
introduces. Most
notably, it adds a distinctive character to Lewis & Clark's
general education program that is consistent with the College's
historic commitment to a liberal arts education with an international
character.
(a) a two-semester course
semester;
a second semester offering faculty members the option of up to
ten
weeks to
develop topics or emphases of their own, including comparative
topics,
subject to approval by the planning committee; such offerings to
develop
themes introduced in the first semester and to be advertised to
students
in advance to allow for student choice.
(c) small classes (20 or fewer students)
(d) goals that include the development of critical reading and
analysis, and
effective
writing, speaking, and research skills
(e) retain a focus on American thought and culture in accord
with the design
articulated
in the Preamble and Recommendation #1V.
FIRST YEAR SEQUENCE--RESOURCE ISSUES
A.
Findings
significant responsibility for general education instruction
outside of the first-
year course
and International Studies.
Inventing America for various reasons.
course beyond the scope of the discipline within which they
have been trained.
number of reasons.
another common topic or a variety of topical or thematic foci
governed by
provide the needed sections of Inventing America.
leadership of overseas programs, sabbatical-leaves, other
leaves, and the like.B.
Recommendations
(Resources)
(a) Ph.D. preferred
(b) training in American studies or fields relevant to the
course materials
(c) proven record of successful teaching at Lewis and Clark or
comparable
institutionsA.
Rationale (Current Catalog Copy)
B.
History
An international
studies component had been part of earlier general education
programs, including a course in another culture required from 1972-78
and contemporary and comparative culture courses among the core
selections available to students from 1979-85.
International study was not as explicitly articulated in the
general education program in force from 1985-94 but such courses were
among the offerings from which the students could select for
distribution and inquiry requirements. The design put forth for the
new semester calendar in 1994 called for a two-course requirement in
international studies to complement the focus of the first-year
two-semester course on American thought and culture. In accord with a
goal of more effectively integrating overseas study and general
education, the international studies requirement could be completed
through participation in a Lewis & Clark overseas program where
appropriate courses were available. Students who were unable to
study overseas could fulfill the requirement through two courses
selected from a list of designated offerings in the arts &
humanities or social sciences. These lists delineated area-culture
and transnational courses, and students are required to take at least
one area-culture course.
C.
Findings:
1.
During
the Curriculum Committee review of general education, little concern
was heard about this requirement relative to other parts of the
general education requirements.
2.
The
integration of overseas study into the general education requirement
has achieved its original goal of clarifying and enhancing the
international character of the Lewis & Clark College curriculum.
3.
The
new requirements as a whole (international studies plus foreign
language for all students) have had the effect of increasing student
demand for overseas study. Measured
by the number of applicants, the demand increased sharply in 1995-96
and has remained fairly steady since.
The number of participants has also increased from a low in
1994-95 of 193 students to a steady 270 plus. The percentage of applicants
accepted has remained about the same as under the old requirements,
but because of the larger numbers there have been more disappointed
students. In 1998 over 50% of Lewis
& Clark graduates participated in an overseas or off-campus
program, a percentage last reached in 1988-89.
4.
The
distinction between an area-culture course and a transnational course
is not always clear.
5.
The
international studies requirement is linked conceptually to the
first-year course requirement and, therefore, its future may hinge on
the faculty's decision on the first-year course.
6.
Since
its adoption in 1994, two important steps have been taken to
implement the fulfillment of the requirement through overseas study:
(a)
For
overseas programs two courses have been created and approved by the
Curriculum Committee, which meet this requirement: IS 240 Area
Culture Studies (country) and IS 241 Contemporary Studies (country).
(b)
A
satisfactory way to credit appropriate courses taken overseas on
programs where IS 240, 241 are not part of the Curriculum was
developed and approved by the Curriculum Committee in 1997.
7.
For
on-campus international study, courses from the participating
departments gain approval from the Curriculum Committee upon
recommendation from its General Education Subcommittee.
Under the current requirement this process has required the
development of a workable set of criteria to distinguish between area
study and transnational courses. The two lists from which
students select courses reflect the application of these criteria.
D.
Recommendations:
1.
Retain
the two-course International Studies requirement as a complement and
counterbalance to the first-year course.
2.
Eliminate
the distinction between area-culture and transnational courses so
that students may take two courses from one list which combines the
two current lists.
3.
Rewrite
the catalog copy as follows:
”To
become educated citizens of an interdependent world, all Lewis &
Clark students are expected to engage in a significant manner with a
region of the world other than the United States through study of
historical experiences, cultural traditions, social and economic
realities, and transnational issues.
Students may meet
this requirement in one of three ways:
1) Completion of IS 240 and 241 on a Lewis & Clark
overseas
study program (8
semester credits).
2) Completion of a total of 8 semester credits from a Lewis
& Clark
overseas
study program in coursework, not specified as IS 240 and
241, but
dealing with the unique history and culture of a the host
country.
If necessary, the Registrar will consult with relevant
departments
to determine whether a particular course is applicable.
3) Credits in language instruction do not apply.
that
are listed below:”
VII.
Foreign Language Requirement (12 Semester Hours)
A.
Rationale
For these reasons, Lewis & Clark College requires of its
students the serious study of at least one language other than
English.” (From the June 4, 1993, “Report to the Faculty on
General Education,” p. 143)B. History
C.
Findings
D.
Recommendation
For these reasons, Lewis & Clark College requires of its
students the serious study of at least one language other than
English.”VIII. Scientific and Quantitative
Reasoning (12 semester
credits)B.
Findings
C.
Recommendation
at least one courses that includes a laboratory component (selected
from the Category A course list), and two courses that include a
significant amount of mathematical and quantitative reasoning (at
least one selected from Category B and the other selected from the
Category B or C course lists). Courses fulfilling the
requirement are listed below.XI Speaking, Writing, and
Information Retrieval
B.
HISTORY
C.
FINDINGS
D.
RECOMMENDATIONS
XII.
Culminating Senior Experience in the Major
A.
History and Findings
C.
Recommendations
Created by: randall@lclark.edu
Updated: 22-NOV-99