Curriculum Review
FSU is studying national best practices in its review of the core curriculum.
Principle: The Core Curriculum should be based on core learning outcomes or competencies that are carefully defined and consistently implemented across the courses that fulfill core requirements. Core learning outcomes should be introduced and developed in the core curriculum, but they must be reinforced throughout the majors as relevant and evident in students’ capstone work.
Requirements | Learning Outcomes | Curricular Models | Peer Institutions | Subcommittee
Requirements - Accreditation
The Southern Association of Colleges and Schools Commision on Colleges (SACSCOC) accredits Fayetteville State University. Two of the SACSCOC accreditation standards relate directly to general education (the Core Curriculum).
- 8.2.b. Student Outcomes: General Education
The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of seeking improvement based on analysis of the results for student learning outcomes for collegiate-level general education competencies of its undergraduate degree programs. - 9.3. Educational Program Structure and Content: General education requirements
The institution requires the successful completion of a general education component at the undergraduate level that:- is based on a coherent rationale.
- is a substantial component of each undergraduate degree program. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent.
- ensures breadth of knowledge. These credit hours include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. These courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession.
FSU's core curriculum must comply with these standards. Failure to do so can jeopardize an institution's accreditation and access to federal financial aid.
The good news is that FSU went through a reaffirmation of its SACSCOC accreditation in 2021. FSU was reaccredited with no adverse findings. Among other things, this means that FSU's core curriculum meets SACSCOC requirements. Any change to the core curriculum must ensure that it continues to meet these requirements.
Learning Outcomes
Core Learning Outcomes (CLOs) are what all FSU students should know and be able to do, regardless of background or major. The current Core Curriculum has a set of CLOs. A big part of the Core Review will be determining whether and how to update our CLOs based on national best practices and FSU stakeholder input.
In Fall 2023, the Task Force distributed a Core Review Survey that listed twenty current or potential CLOs:
FSU Core Review Survey 2023 Results
| Outcome | Description | Score* |
| Communication | Express ideas clearly and persuasively using written and oral communication skills. | 3.87 |
| Critical Thinking | Analyze and critically evaluate arguments and issues. | 3.74 |
| Ethics | Understand, evaluate, and act on ethical principles. | 3.65 |
| Financial Literacy | Understand basic financial literacy, including budgeting, and investing for personal financial success. | 3.62 |
| Resilience | Demonstrate adaptability and resilience to handle challenges and changes in their careers, civic life, and personal life. | 3.60 |
| Emotional Intelligence | Demonstrate emotional intelligence, including empathy and interpersonal skills. | 3.57 |
| Creativity | Apply skills and knowledge to new situations and propose creative solutions. | 3.56 |
| US Diversity | Understand and engage with diverse cultures within American society. | 3.52 |
| Civic Engagement | Understand, evaluate, and act upon civic responsibility and contribute positively in public life. | 3.52 |
| Teamwork | Work well in teams, collaborate effectively, and potentially take on leadership roles. | 3.50 |
| African American Studies | Understand and engage with African American history and culture. | 3.47 |
| Digital Literacy | Facilitate digital and technology-related skills to understand the implications of technology on society and the workplace. | 3.39 |
| Global Literacy | Understand and engage with world cultures and global issues. | 3.35 |
| Networking | Build and maintain mutually beneficial relationships in business, civic life, and personal life. | 3.34 |
| Information Literacy | Formulate research questions, use inquiry skills to find and analyze information, and construct well documented arguments to present findings. | 3.32 |
| Social Science | Understand the fundamental concepts of the social and behavioral sciences, use the research methods of the social sciences, and apply social scientific knowledge to personal and public issues. | 3.21 |
| Humanities | Analyze and appreciate the cultural and historical contributions of the humanities and arts. | 3.17 |
| Quantitative Reasoning | Apply math to situations common in everyday living. | 3.10 |
| Natural Science | Understand the fundamental concepts of the natural sciences, use scientific research methods, and apply scientific knowledge to personal and public issues. | 3.03 |
| Entrepreneurship | Demonstrate skills in entrepreneurship, innovation, and business management. | 2.98 |
*Score:
| Response | Score |
| Very Important | 4 |
| Important | 3 |
| Somewhat Important | 2 |
| Not Important | 1 |
The American Association of Universities & Colleges (AAC&U) outlines four areas of essential learning outcomes for a General Education with a liberal arts foundation. Within these broad areas, the AAC&U VALUE Rubrics describe a number of more specific learning outcomes and levels of achievement.
The AAC&U has also published the results of an employer survey of liberal education learning outcomes. The list below shows the skills employers find very important in identifying strong job candidates:
AAC&U Essential Learning Outcomes
- Knowledge of Human Cultures and the Physical and Natural World
- Science and mathematics
- Social sciences
- Humanities
- Historis
- Language
- The arts
- Intellectual and Practical Skills
- Inquiry and analysis
- Critcal and creative thinking
- Written and oral communication
- Quantitative literacy
- Information literacy
- Teamwork and problem solving
- Personal and Social Responsibility
- Civic knowledge and engagement - local and gloabl
- Intercultural knowledge and competence
- Ethical reasoning and action
- Foundations and skills for lifelong learning
- Integrative and Applied Learning
- Synthesis and advanced accomplishment across general and specialized studies
AAC&U VALUE Rubrics
- Civic Engagement - Local and Global
- Creative Thinking
- Critical Thinking
- Ethical Reasoning
- Foundations and Skills for Lifelong Learning
- Global Learning
- Information Literacy
- Inquiry and Analysis
- Integrative Learning
- Intercultural knoweldge and Competence
- Oral Communication
- Problem Solving
- Quantitative Literacy
- Reading
- Teamwork
- Written Communication
| Skill | Very Important |
| Oral Communication | 81% |
| Adaptiability and flexibility | 81% |
| Working effectively in teams | 80% |
| Critical thinking | 79% |
| Motivation and initiative | 79% |
| Written communication | 77% |
| Working with people from different backgrounds | 77% |
| Creative and innovative thinking | 76% |
| Complex problem-solving | 74% |
| Utilizing technology and digital media platforms | 73% |
| Exercise ethical judgment and reasoning | 73% |
| Analyzing and interpreting data | 73% |
| Location and evaluating information from a variety of sources | 70% |
| Integrating and applying ideas across different settings and contexts | 69% |
The National Association of Colleges and Employers (NACE) has identified Career Readiness Competencies that all students should master. They include
NACE Career Readiness Competencies
- Career and Self-Development
- Communication
- Critical Thinking
- Equity & Inclusion
- Leadership
- Professionalism
- Teamwork
- Technology
Other sources of learning outcomes include the World Economic Forum Schools of the Future Report, which identified the following characteristics of high-quality learning for the future:
World Economic Forum Schools of the Future Characteristics of High-Quality Learning
- Global citizenship skills: Include content that focuses on building awareness about the wider world, sustainability and playing an active role in the global community.
- Innovation and creativity skills: Include content that fosters skills required for innovation, including complex problem-solving, analytical thinking, creativity and systems analysis.
- Technology skills: Include content that is based on developing digital skills, including programming, digital responsibility and the use of technology.
- Interpersonal skills: Include content that focuses on interpersonal emotional intelligence, including empathy, cooperation, negotiation, leadership and social awareness.
- Personalized and self-paced learning: Move from a system where learning is standardized, to one based on the diverse individual needs of each learner, and flexible enough to enable each learner to progress at their own pace.
- Accessible and inclusive learning: Move from a system where learning is confined to those with access to school buildings to one in which everyone has access to learning and is therefore inclusive.
- Problem-based and collaborative learning: Move from process-based to project- and problem-based content delivery, requiring peer collaboration and more closely mirroring the future of work.
- Lifelong and student-driven learning: Move from a system where learning and skilling decrease over one’s lifespan to one where everyone continuously improves on existing skills and acquires new ones based on their individual needs.
Curricular Models
A core curriculum is more than a set of learning outcomes. An effective core curriculum structures core requirements in such a way that students can master all learning outcomes by the time they graduate.
Each curricular model speaks to how much latitude students have to curate their undergraduate experience by offering choices for HIPs, reflective experiences, technology, etc. Thus, establishing college as a truly transformative experience.
Model A (Distributive): Gen Ed structure that has established CLO that every undergraduate must take at the 100/200 level in the first two years of specifically designated courses in few areas: ENGL, NSCI, MATH. HIP are present but not required. (UNCP, Bowie State)
Model A1 (Distributive 1): Is a Gen Ed curriculum that has multiple classes in each area, in and out of the major. HIP are present in various areas, but not required. (FSU)
Model A2 (Distributive 2): Is a Gen Ed curriculum what has two or more distinct tracks in one or more areas depending upon the major. For example, Non-STEM students take one Natural Science sequence while STEM students take a different Natural Science sequence. (UNC Charlotte)
Model B (Extended Core) The Gen Ed curriculum is taken in the first two years to provide an introduction to multiple specified competencies (cultural competency, technical competency, writing intensive, etc). Specific additional classes beyond Gen Ed in the major provide instruction on these competencies to ensure proficiency and/or mastery. Key: major specific classes with repeated SLO linked to the core. This infusion of competencies in the major may be assessed at the program level. (NCA&T, NC Central)
Model C (Hybrid) The Gen Ed curriculum is supported beyond the first two years into the major for 2 or more selected competencies (African Diaspora, Globalization, Ethics and Leadership, Employability) that reflect the unique nature of the university. Classes have specific SLO linked to Gen Ed. The goal is a “synthesis and advanced accomplishment across general and specialized studies”. (WSSU; NCCC)
Model C1 (Hybrid 1) The Gen Ed curriculum is supported beyond the first two years into the major. These courses reflect key learning outcomes that ground the unique nature of the university. However, there is an additional element of reflective analysis to synthesize the student experience. This can happen as a rising Junior or in the Senior capstone project. (UNC Charlotte – local/global intersections and engagement)
>Model C2 (Hybrid 2) The Gen Ed curriculum is supported beyond the first two years into the major. However, there is an addition of an experiential element (HIP like service learning, international travel, ) to synthesize the student experience. This can happen at the end of the sophomore year or in the Senior capstone project. (UNC Wilmington)
Most universities have hybrid models – majority of Gen Ed in the first two years, followed by elements such as: experiential learning, reflection, and/or competency mastery (capstone)
Each model has a gateway course (see NEH - Cornerstone: Learning for Living) suggests a first-year seminar to establish the relevance of the Gen Ed Curriculum and set a foundation for “a common intellectual experience”. Thus, establishing a growth mindset for lifelong learning. Some universities have this seminar for the first two years. Many universities brand the Gen Ed experience, for example: Spartan Seminar Series, Pack Proficiencies, etc.
Peer Institutions
NCCCS and UNC MSI
How does FSU's core curriculum compare with other institutions? The following chart compares general education requirements at FSU with those of the North Carolina Community College System (NCCCS) and other UNC MSIs.
| Learning Outcome/ Requirement |
FSU | NCCCS AA/AS |
NCCCS AAS |
ECSU | NCA&T | NCCU | UNCP | WSSU |
| Transitional Studies – University Studies | 2 | 1 | 0 | 2 | 1 | 2 | ||
| Transitional Studies – Life Skills | 2 | 3 | 4 | 2 | 0-3 | |||
| Communication Skills – Written | 3 | 3 | 3-6 | 3 | 3 | 3 | 3 | 3 |
| Communication Skills – Oral | 3 | 0-3 | 0-3 | 6 | ||||
| Reasoning Skills – Critical Thinking | 3 | 0-3 | 9 | |||||
| Reasoning Skills – Quantitative Reasoning | 3-4 | 3-8 | 3-4 | 3-4 | 3-6 | 3-5 | 3 | 6 |
| Information Literacy | 3 | 3 | 3 | 3 | 3 | 3 | 3 | |
| Scientific Literacy – Natural Sciences | 7-8 | 4-8 | 4 | 7 | 6-8 | 6 | 6-8 | |
| Scientific Literacy – Social Sciences | 3 | 6-9 | 3 | 6 | 3 | 3 | 9 | 3 |
| Humanities and Creative Arts | 3 | 6-9 | 3 | 8 | 3 | 5-6 | 12 | 3 |
| Global Literacy | 3 | 3 | 3 | 6 | 0-3 | |||
| Ethics and Civic Engagement | 3 | 0-3 | ||||||
| Other | 3 | 3-6 | ||||||
| Total | 38-40 | 46 | 15 | 35 | 32 | 35-40 | 44 | 60 |
Within the NCCCS, one column outlines the gen ed requirements for the AA/AS. Students with an AA/AS from an NCCC are exempt from FSU general education requirements. Another column show requirements for other NCCCS degrees. These degrees generally require only 15 hours of general education, and transfer students with such degrees must complete FSU general education (core) requirements.
In general, FSU core requirements are comparable to those of the NCCCS and UNC MSIs. However, there are some notable differences. The NCCCS AA/AS general education includes more social science and humanites; however, it does not include Global Literacy or Ethics and Civic Engagement.
Fully half the UNC MSIs have some general education requirement equivalent to Global Literacy. However, only one has an equivalent to Ethics and Civic Engagement. Only one other UNC MSI has an oral communication requirement.
Curriculum Subcommittee
Charge
To recommend the structure and content of the Core Curriculum. The structure includes the kinds of requirements (e.g., courses, themes), the categories (natural sciences, social sciences, etc.), and the number of credits. The content includes the overall learning outcomes or competencies as well as the mapping of learning outcomes to requirements.
Membership
- Chair: Dr. Miriam DeLone, Professor of Criminal Justice and Assistant Dean, College of Humanities and Social Sciences (mdelone@uncfsu.edu)
- Dr. Eugenie Almeida, Professor of Communication, College of Humanities and Social Sciences (ealmeida@uncfsu.edu)
- Dr. Paul Boaheng, Professor of Philosophy, College of Humanities and Social Sciences (pboaheng@uncfsu.edu)
- Dr. Jennifer Bushell Edghill, Associate Professor of Healthcare Management, Broadwell College of Business and Economics (jbushell@uncfsu.edu)
- Ms. Jessica Cerri, Head of Public Services, Charles W. Chesnutt Library (jcerri@uncfsu.edu)
- Dr. Shirley Chao, Professor of Biological Sciences, Lloyd College of Health, Science, and Technology (schao@uncfsu.edu)
- Dr. Bola Ekezue, Associate Professor of Health Administration, Broadwell College of Business and Economics (bekezue@uncfsu.edu)
- Dr. Justin Graham, Assistant Professor of Biological Sciences, Lloyd College of Health, Science, and Technology (jwgraham01@uncfsu.edu)
- Prof. David Griffie, Professor of Theater, College of Humanities and Social Sciences (Dgriffie@uncfsu.edu)
- Dr. Kendra Hancock, Assistant Professor and Sport Management Program Coordinator (khancock1@uncfsu.edu)
- Dr. Sherry Leviner, Assistant Professor of Nursing, Lloyd College of Health, Science, and Technology (sleviner@uncfsu.edu)
- Prof. Soni Martin, Professor of Art, College of Humanities and Social Sciences (Smartin@uncfsu.edu)
- Mr. Joshua-Emmanuel McLaurin, Student Government Association (jmclaurin1@broncos.uncfsu.edu)
- Dr. Valentin Milanov, Associate Professor of Mathematics, Lloyd College of Health, Science, and Technology (vmilanov@uncfsu.edu)
- Dr. Micki Nyman, Professor of English, Assistant Chair, College of Humanities and Social Sciences (mnyman@uncfsu.edu)
- Dr. Trung Tran, Assistant Professor of Geospatial Science, College of Humanities and Social Sciences (Ttran1@uncfsu.edu)
- Dr. Tamara Woods, Associate Professor of Social Work, College of Humanities and Social Sciences (Twoods@uncfsu.edu)
- Dr. Jiazheng Yuan, Associate Professor of Biological Sciences and Assistant Chair, Lloyd College of Health, Science, and Technology (jyuan@uncfsu.edu)