Group 12 met on August 19, September 12, October 10, and October 31.

Part I: Synopsis of the Nature and Characteristics of an Educated Person

The educated person is one who is committed to life-long learning and has the basic tools (values, skills, and knowledge) that this requires. The most important values that are required include: a willingness to take personal responsibility for one's education, curiosity, openness, tolerance, a commitment to research and analysis that is thorough and accurate, humility, honesty, courage in the face of mediocrity, good citizenship, and the willingness to confront the status quo and make change. The most important skills to develop are: the capacity to read thoughtfully and analytically, writing skills, critical thinking, the capacity to conduct independent research, verbal communication skills, and the ability to work effectively with others. A minimum level of substantive knowledge is required to take part in the learning process.

Part II How the College Experience Facilitates the Development of a Liberally Educated Person

*The general education requirements must provide a mininum level of substantive knowledge required to engage meaningfully in the learning process.

*Departments play a crucial role in building and maintaining a set of clear academic expectations and standards. Strategies for furthering this goal include:
--clarifying distinctions between 1, 2, 3, and 400 level courses
--sharing faculty research with students
--and limiting the use of adjunct faculty

*Peer review and other forms of faculty collaboration can lead to improved teaching and provide a means by which faculty can support each other in maintaining high standards.

*Greater participation in Writing Across the Curriculum program.

*With regard to extracurricular activities, the high percentage of commuter students, the easy availability of part time employment off campus, and a "party culture" all contribute to relatively poor attendance at academically oriented events. It is vital to convey a sense of academic seriousness on campus by upholding consistent academic standards across disciplines, and by encouraging/demanding that students take personal responsibility for their education.

*Professors can be important positive role models for students.

Part III: Substantive Recommendations on General Education's Goals and Objectives

Work on revising institutional goals should proceed in a way that is mindful of the SACS review process. The group found the existing Statement of Institutional Goals satisfactory in many ways but suggests the following revisions:

Instruction

7. To encourage students to become conscious of the importance of the political, social, economic, and scientific issues of their time and to recognize their responsibilities to the larger community.

9. To design and conduct graduate programs which establish and maintain challenging graduate programs that meet the needs of students and the community, and are consonant with that support the academic mission of the College.

ADD 11. To encourage students to assume personal responsibility for their education.

Faculty, Staff, and Students

no change...

Administrative Services

no change....

Community Service

3. To offer cultural events for the community To enrich the community by providing stimulating academic and cultural programs and events.

ADD 4. To enrich the community through outreach activities and by integrating service with academic instruction.