Shared Futures

Drury University

In 1995, Drury University introduced Global Perspectives for the 21st Century (GP 21), a core general education program focused on global studies. As an integrated, developmental sequence of interdisciplinary courses, the Global Studies program helps students synthesize the perspectives and insights of many disciplines into a coherent understanding of the world, its peoples, and future possibilities. Since its creation, our program has matured into "adolescence" with considerable strengths, but ongoing challenges. As we move into our second decade, our focus is centered on improving and refining our approach to global studies. Over the course of this project, we aim (1) to create a study abroad requirement for all students, (2) to re-shape our general education capstone to explore globalization more fully and integrate general education and the major more effectively, (3) to develop a content-based assessment program, and (4) to find better ways to translate our faculty's interdisciplinary research interests into innovative, general education courses.

Overview of Curriculum Improvement Efforts

A. Core Curriculum

Our primary goal in this project is to refine and improve our general education core curriculum. Project goals for specific courses are noted in bold and italics. These core courses are required of all Drury University students. Because our core is an integrated sequence of courses keyed to student development, we have added the year or location the course falls in the curriculum. Multiple sections of these courses are offered each semester and are taught by faculty from across the university. We staff 20 sections of GLST 101/102, 6-8 sections for most of the others, and 2-3 Science & Inquiry sections per semester.                                                                                               
(FR) American Experience Requirement (GLST 101 & 102)       
This yearlong course explores the roots of American traditions and contemporary expressions of those traditions, with special emphasis on the experiences of minorities. This course is process-oriented, focusing upon the development of writing, speaking and critical thinking abilities. Particular emphasis is given to the need for students to take responsibility for their own learning.  (Transfers must complete an alternate sequence).

Project Goal: As part of our proposal, we are considering potential revisions to this sequence. We are exploring making the second semester an interdisciplinary research seminar, where students would have the option to select a topic of their interest. We are also considering a way that transfers and first-years would complete a similar sequence. 

(FR) Math Requirement: Math & Inquiry, Calculus I, or Business Calculus
All Drury students must complete at least one math course. Non-math or science majors must complete our interdisciplinary course that explores how mathematical processes can aid in problem solving.

(FR or SO) Fit for Life (ESXP 220)           
Students are required to take this course in order to enhance their ability to chart a healthy life course. This course is designed to help all students integrate the theoretical principles of fitness and wellness into a physically active lifestyle. The course fosters an appreciation of wellness concepts and helps students become more healthy and productive citizens of the world.

(SO) Global Awareness & Cultural Diversity (GLST 201)  
Students develop cultural analysis skills by examining representative examples of the world’s cultures. Students become familiar with specific cultures by examining: (a) nonmaterial culture (religious beliefs, social values and norms); (b) material cultures (arts, way of life, technology, etc.); and (c) specific cultural and social issues. This examination helps students cultivate an empathetic and thoughtful understanding of other cultures and peoples and develop active methods of promoting human equality at a personal and societal level. This course is required of all students and provides a framework for understanding cultures and peoples that will be further developed by in-depth studies under the category of “Minorities and Indigenous Cultures.” Prerequisite: Completion of either GLST 102 or GLST 200.

Project Goal: We are considering transforming this into a study abroad requirement in which all students would be required to complete an approved study abroad experience. We are considering creating a "safety valve" to the study abroad requirement where students could complete this course as a substitute for a study abroad experience.

(SO) Values Inquiry (GLST 210)                  
In values inquiry courses, students come to understand the important concepts in analyzing values and value systems. They gain a clearer understanding of their own values and learn to apply various ethical approaches in specific situations. The course examines representative traditional (western) and nontraditional value systems as they explore the complexities of value questions and choices. Prerequisite: Completion of either GLST 102 or GLST 200.

(SO) Science Inquiry (NSCI 251)             
This course is designed for non-science majors. (Science majors take the more traditional introductory science surveys). This is a six hour course team-taught by one physicist, one chemist and two biologists. A case study approach is used, with topics related to real world issues of science and technology, such as environmental issues and human health issues. The course will have a significant laboratory component that is open-ended to make use of the methods of science and experimentation.

Project Goal: As part of our curriculum improvement effort, we have been exploring reducing this course to four credits.

(JR) Global Futures (GLST 301)    

Project Goal: This course has existed for the ten years GP 21 has been in existence, but we are in the process of revising the course description and the course curriculum. The focus will likely emphasize theories of globalization and student research projects that examine globalization's effects on discrete problems or issues.                                          

(JR) Undergraduate Science Research                                
Teams of students will work on projects to solve problems in natural science that require them to collect empirical data using the methods of science. Students write up their research results in the form of a scientific publication and present their work in a campus wide science poster session.

B. GP 21 Elective Categories

In addition to our core global studies courses, students must choose one or two courses from each of these distribution requirements. A broad goal for our curriculum revision plan is to reduce the number of credits these elective categories require.

 Ideas and Events of Western Culture           
Courses in this category help students develop a comprehensive understanding of broad periods in western cultural history by focusing on foundational ideas, events and the diverse voices that have shaped western cultures.

Artifacts of Western Culture              
Courses in this category explore great ideas and significant artifacts of western traditions in greater depth — thus complementing students’ broad understanding of western cultural history with more detailed knowledge of specific artifacts and ideas.

Creativity Explored (2 courses from different departments)
Courses that satisfy the requirements of Creativity Explored will enhance students’ abilities to use their imagination to find creative solutions. The courses develop the skills of conceptualization, synthesis and expression. Courses must be completed in at least two departments.

Human Behavior
Human behavior courses offer a variety of approaches for analyzing and understanding human behavior. The principles of behavior are presented within the context of an interdisciplinary liberal arts program. Emphasis is on developing the skills and insights that characterize scientific perspectives. Attention is given to the relationship between theory and application in the study of human behavior.

Political Science or Economics        
This category introduces students to the political and economic perspectives of contemporary societies. Current domestic and international problems receive special attention. All courses introduce students to fundamental political and economic issues of American society. Quantitative and qualitative reasoning skills are used to analyze the political and economic institutions that shape human behavior.

Activity Class                              
All students must take one physical activity class.

Foreign Language
Students are required to take a two-semester elementary language sequence.

Minorities and Indigenous Cultures  
These courses involve students in a culture as far removed from their normal experience as possible. These courses are upper-level course that apply the skills of cultural analysis to a disciplinary topic or area.

Project Goal: We are interested in changing this from an upper-division requirement to a lower division one.

C.          Other Project Goals

In addition to these specific curricular changes, we will be using this network to explore strategies to:

(1)          Develop a content-based outcome assessment tool.
(2)          Create an advisory board for global studies.