From the Majoring in the 21st Century Blog
General Education reform has a long history in higher education of being a no-win zone. Correct that: in any given GenEd campaign there is often a player or group of players (e.g., an administrator or administrator want-to-be who gets credit for shepherding the program through to approval (and to be fair, it’s probably good training) or a department that gets a influx of resources it will never lose (even when GE is next revised) or a group of faculty who have opted out of discipline-based work and now rise to institutional importance) who manage to get something out of it.
The kudos and benefits, though, are almost never dependent on whether the program actually works and there is never any accountability for problems associated with the diversion of time, energy, and resources required by the program.
I share the Camelot-esque urge to champion the life of the mind, to fight against the forces of mediocrity in the modern world, really educate our students for the 21st century, and just generally to work for a better tomorrow, but I’ve seen this windmill tilted at too many times not to offer some ideas, collected over the years, about GenEd revisions. Offered partly in the spirit of provocation and healthy debate, but mostly on the (naive) optimistic belief that it IS possible to do better at higher education reform than is usually the case. The problem is that the ruts in the road are deep ones indeed.