2011 General Education Retreat:
Reconceptualizing General Education
Moving from My Work to Our Work: General Education for the 21st Century
September 10, 2011 • Agenda • Registration is closed • Facilitator Information
| 9:00 am | Welcome • Coffee |
| 9:15 am | What skills and abilities should UTC graduates have upon graduation?
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| 9:45 am | Break |
| 10:15 am | Terrel Rhodes: Moving from My Work to Our Work: General Education for the 21st Century Powerpoint Presentation |
| 11:15 am | Q & A |
| 11:45 am | Lunch |
| 12:45 pm | Category Group Work: What skills and abilities can be achieved in this category? What works now? |
| 1:45 pm | Reports from Groups |
| 2:15 pm | Break |
| 2:45 pm | Category Group Action Plan Development |
| 3:15 pm | Q & A and What's Next? |
Facilitator: Terrel RhodesRhodes received his B.A. from Indiana University at Bloomington and his M.A. and Ph.D. in Political Science from the University of North Carolina at Chapel Hill. Before moving into national higher education work, he was a faculty member for twenty-five years. Dr. Rhodes is currently Vice President for the Office of Quality, Curriculum and Assessment at the Association of American Colleges and Universities (AAC&U) where he focuses on the quality of undergraduate education, access, general education, and assessment of student learning. He is also director of the annual AAC&U General Education Institute and the Engaging Departments Institute.
Rhodes has many years of experience leading undergraduate curriculum development efforts, teaching public policy at the graduate and undergraduate levels, developing learning outcomes assessment plans, and forging inter-institutional collaborations with community colleges and high schools.
Most recently at AAC&U he lead the project on faculty driven assessment of student learning supported by the Fund for Improvement of Post Secondary Education (FIPSE) and the State Farm Companies Foundation entitled Valid Assessment of Learning in Undergraduate Education (VALUE). VALUE faculty teams developed rubrics for the full range of essential learning outcomes that can be used with authentic student work to demonstrate quality student learning. Continuing the work of the Greater Expectations: A New Vision for Learning as a Nation Goes to College project, his office furthers the importance of clearly articulating the qualities of a well-educated person, creating coherent educational programs that cultivate those qualities, and assessing to determine if they have been achieved through general education, the majors, and co-curricular work.
Rhodes has published extensively on both undergraduate education reform issues and in his academic field of public policy and administration. His many books and articles cover such issues as integrative learning, e-portfolios, high school-college connections, and public policies affecting urban American Indian communities. He is member of the Ethics Section of the American Society for Public Administration.
