Possible Models for CSI
CSI has a variety of options available to implement the requirements of the Pathways projects. Each of the models below, with the exception of model 4, lays out possible ways to approach the Required Core, the Flexible Core, and the College Option. Models 1-3 map our current requirements as nearly as they can be mapped onto the Pathways framework. Model 4 outlines another approach to the College Option. Model 5 is yet another approach to the Common Core and to the College Option. Model 6 features courses for the major in the College Option and would limit the options on the Common Core to create a core modeled after the general education program at St. John's.
This model lists foreign languages in the World Cultures/Global Issues are of the Flexible Core and also in the College Option. It requires BA students to attain the third level of proficiency and all BS students to the second level of proficiency. Two science courses with labs are also required. The TALA requirement is maintained. Exposure to courses on the current social scientific analysis list would likely be maintained at its current level. 200 level courses can be preserved in several of the thematic areas based on CSI's current list of courses.
This model places foreign languages in the College Option. It requires all students to attain the second level of proficiency. Two science courses with labs are also required. The TALA requirement is maintained. Exposure to courses on the current social scientific analysis list would likely be maintained at its current level. 200 level courses can be preserved in several of the thematic areas based on CSI's current list of courses.
This model lays out different requirements for BA/AA students as opposed to BS students. The model features foreign languages in the College Option and requires proficiency to the second level for all BA and AA students, as well as in certain BS degree programs. Arts courses may also be listed in the Creative Expression Area of the Flexible Core. The model reduces science labs to one lab for all BA and AA, as well as some BS students, thereby freeing one credit for a writing or other lab.
The TALA requirement is maintained, but the Creative Expression area of the Flexible Core is modified to admit arts courses as well as literature; similarly, the Creative Expression and Communications area of the College Option is modified to admit literature and arts courses, with language requiring that BA and AA students take a literature course either in the flexible core or College Option. Exposure to courses on the current social scientific analysis list would likely be maintained at its current level. 200 level courses can be preserved in several of the thematic areas based on CSI's current list of courses.
Revised Model 3 of April 30, 2012
Model 3 underwent several revisions in response to faculty comments. This model discriminates between the BA and BS and features STEM options in the College Option for BS majors in the mathematics and sciences (and psychology and other areas where this might be appropriate). It maps current general education requirements to the Pathways framework as closely as possible, and preserves the performing and applied TALA courses as options in the College Option. Current requirements for Pluralism and Diversity, as well as other requirements, are preserved on this model. The model also features two writing modules attached to ENG 111 and ENG 151.
This model for the College Option features a common interdisciplinary set of courses for students in the College Option, similar to the approach taken by CORE 100. No information is provided about the Common Core in this document.
This model features 9 credits of foreign language in the College Option.
This model limits the number of courses in the Common Core and makes use of the College Option to enhance the major.
Lemonade Committee Proposal of May 6, 2012
This proposal, developed by the Faculty Senate-appointed "Lemonade Committee," features a requirement for CORE 100 in the Flexible Core, a requirement for a Foreign Language in the World Cultures bucket of the Flexible Core, and 4 hour and/or 4 credit courses in the College Option in four different categories. Also included is a proposal for writing-intensive courses in the College Option as an overlay, a Pluralism and Diversity overlay, and a Contemporary World overlay. The model features the possibility of science and other labs, but only one writing lab attached to ENG 151.
Comparative Table: Models 1-3
This table summarizes the requirements, similarities and differences of models 1-3, which map current general education requirements to the Pathways framework.
Comparative Table: College Option Proposals in Models 1-6
This table summarizes the College Option proposals outlined in all models.
Principles for the April 1 Response Deadline/Developing Principles of the College Option and Structure for the Common Core
CUNY requires that colleges submit their plan for establishing procedures that will enable them to meet the December 2012 deadline for submission of courses and other materials required by Pathways by April 1, 2012. This document articulates the general procedures and philosophy that might be followed by CSI.
CSI General Education Goals
The CSI General Education Committee and the Faculty Senate have approved General Education Goals for CSI. As we move forward with our work on Pathways, we need to ensure that courses submitted for inclusion into the Pathways Common Core and the College Option support not only the mandated Pathways learning outcomes but CSI's own General Education Goals, which reflect those skills, knowledge, and abilities that we want our students to attain as a result of their four-year programs of study. You can review these goals here
Materials Submitted in Response to the CUNY April 1, 2012 Deadline