Following the report of the CCPR, the Faculty Senate passed a motion in spring 2014 creating the Common Curriculum Visioning Committee (CCVC), a task force of faculty and students charged to provide direction and strategy for potentially implementing changes to the Common Curriculum. As updated in the spring of 2015, the charge to the committee states:
The JFS authorizes the Common Curriculum Visioning Committee (CCVC) to continue its work in providing direction and strategy for potentially implementing changes to the Common Curriculum. This shall be done by:
The Common Curriculum Visioning Committee will write a draft report to be presented at the American Association of Colleges & Universities (AAC&U) 2015 Institute on General Education and Assessment in June 2015 for review by institute staff. CCVC will revise the report based on feedback received at the summer institute and present it to the JFS during the fall semester 2015.
During the spring of 2015, CCVC submitted an application to attend the Association of American Colleges & Universities (AAC&U) 2015 Summer Institute on General Education and Assessment. Through the JFA distribution list, faculty members were invited to participate in CCVC and as members of the team attending the institute. The team attending the institute consisted of five CCVC members: Dr. Terence Check, the chair of the CCVC, a professor of Communication, and 2014-2015 chair of the Joint Faculty Senate; Dr. Emily Esch, an associate professor of Philosophy and Director of the Honors Program; Dr. Barb May, an associate professor of Biology and chair of the Faculty Handbook Committee; Dr. Anne Sinko, an assistant professor of Mathematics and a member of the Faculty Senate; and Dr. Karen Erickson, the Academic Dean at CSB/SJU.
Both our review of the scholarship on general education reform and our experiences at the AAC&U Summer Institute convince us of the importance of agreeing to guiding principles before attempting to revise the curriculum itself. The remaining sections of Part A abide by the process principles suggested in the literature. It identifies process principles to guide the campus conversation on general education reform, summarizes the results of campus conversations to date, then presents vision and design principles to guide the development of suggestions and models for reform.