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Date: Tue, 10 Dec 1996 12:07:53 -0400 (EDT)
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From: heldrichr@cofc.edu (Rick Heldrich)
Subject: G17 Final Report
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Cc: CohenD@cofc.edu, CudahyD@cofc.edu, DanielsR@cofc.edu, Eichelberger@cofc.edu, HaroldA@cofc.edu, ThomasLH@cofc.edu, WhiteS@cofc.edu, WraggJ@cofc.edu
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Group 17 Members: David Cohen (Lib/Acad Affairs), Diane Cudahy (Edu), Roger Daniels (Ba/Econ), Julia Eichelberger (Eng), Tony Harold (Biol), Rick Heldrich (Chem) Leila Thomas (Skills/Learning Res), Sara White (Edu), Jeff Wragg (Phys).

Group 17 Final Report

1. A brief synopsis of the nature and characteristics of an educated person (Question 1a and 1b)

Educated persons have acquired and increased their KNOWLEDGE (of academic disciplines, of the physcial world, of history and of diverse cultures, etc); SKILLS (in writen and oral expression, in research and problem solving, in quantitative analysis, in ability to read and interpret, etc.); and their HUMANITY. Thus, they should be able to live more productively, to feel more deeply, and to participate more fully and with greater civility in society.

2. Results from your discussions on how the college experience (in and outside the classroom) can facilitate the development of a liberally educated person (Question 2a)

A college curriculum that sets a rigorous set of General Education requirements, such as those we currently have, is a very important factor. Extracurricular dimensions of the college experience that facilitate the curriculum and enhance the students' personal maturation include development of social skills through informal interactions in various defined groups (including but not limited to social/professional/performance organizations); frienships formed with other students, staff and faculty; and academic advising. With regard to group involvements, it was deemed important that group activities do not detract (by frequency, scheduling or priority) from the academic curriculum. For instance, we felt that "rush" is less intrusive if delayed until after new students have adjusted to the academic environment. Peculiar to the CofC experience is the development of a gracious attitude and the sense of belonging to a commuinty with a rich historical perspective. These curricular and extracurricular experiences require well designed and asthetically pleasing spaces in which student activities can occur.

3. Your group's review of the General Education Goals and Objectives with substanative recommendations noted (Question 2b)

We found the currently stated Goals and Objectives inoffensive, bland and ineffectual. They seemed applicable to any college, and not particulary descriptive or defining of our College. In length, they lack strength. Do students or perspective students read them? We set upon three single words, KNOWLEDGE, SKILL, and HUMANITY as apt and inclusive descriptors of our institutional goals. (Hence our preoccuption on the previously mentioned attempt to redesign the College logo.) Succinct goals are more likely to be remembered.
F. J. Heldrich
Department of Chemistry & Biochemistry
College of Charleston
Charleston, SC 29424
phone: (803) 953-5515
fax: (803) 953-1404