WSU Looking to Adapt the University’s General Education Curriculum, Hosts Staff Listening Session to Gather Feedback

On Oct. 30, WSU’s General Education Reform Committee held a virtual listening session to gather feedback on proposed changes to the university’s general education curriculum.

Kara Whitman, Associate Dean of Undergraduate Studies for the School of the Environment at WSU Pullman and a co-chair of the committee, outlined the committee’s work so far and explained why it is reconsidering the existing University Common Requirements (UCORE) system. She explained that students today have different needs and expectations than they did when the UCORE system was first developed, and that students have expressed a desire for clearer connections between general education coursework and their personal goals.

Whitman said that changes in the workforce, including those driven by the growing use of AI, have led the committee to consider how general education can better prepare students to navigate a changing world rather than simply fulfill graduation requirements. 

Pursuant to this goal, the committee spent the spring semester reviewing existing UCORE requirements, examining general education models at other universities, and considering student success trends. This work resulted in a draft of seven learning outcomes that the committee presented for feedback during the listening session.

Samantha Swindell, the Vice Provost for Undergraduate Education, explained that the proposed learning outcomes are intended to establish the foundation for a revised general education curriculum. Attendees were asked to evaluate each outcome through an anonymous Zoom poll, rating how important they considered each knowledge or skill area for WSU undergraduates to develop: 

1. Critical Thinking & Inquiry: Look at complex issues from different perspectives and use evidence to reach conclusions.
2. Communication: Express ideas clearly through writing, speaking, and digital media.
3. Applied Learning & Problem Solving: Use interdisciplinary knowledge to solve complex problems.
4. Personal, Interpersonal, & Professional Development: Build skills related to personal well-being, financial decisions, teamwork, and leadership.
5. Ethics, Equity, & Civic Responsibility: Consider ethical questions when making important decisions.
6. Global & Cultural Learning: Examine how cultural, historical, political, and global systems and contexts shape societal challenges.
7.  Information, Data, Media, & AI Literacy: Find and evaluate information, understand media and data, and develop fluency in the use of AI tools.

Swindell clarified that the seven proposed learning outcomes do not necessarily translate to seven individual courses, explaining that one course could cover several outcomes simultaneously. Additionally, she said, the committee is not yet at the point where they are prepared to propose the actual structure that would support the learning outcomes.

Following the presentation, staff members shared their thoughts on the proposed outcomes and discussed ways general education could be better integrated into students’ academic experiences. 

One attendee discussed the value of international experiences and developing intercultural understanding, saying that there are many students who’d like to go abroad, but only a few actually do. They added that there is some research showing that at least 75-80% of employers are seeking out graduates that have global experience as well as intercultural competency.

Another attendee, who works with students returning to college, raised concerns about how the proposed changes could affect students with prior educational experience. They suggested allowing students to demonstrate their knowledge through competency-based assessments rather than requiring them to retake courses covering material they had already learned. They said this could help prevent unnecessary expenses and financial hardship for returning and transfer students.