The Steering Committee developed five working subcommittees:
Liaison Committee: coordinates between the Task Force and each of the campus’s 16 units that either host or support GenEd. Work ongoing.
Committee on Comparable Institutions: researched and reported back on five Big Ten schools that have reviewed and revised their GenEd programs. Work concluded.
Clusters Committee: Investigated the feasibility and advantages/disadvantages of a “cluster” model for IU GenEd. Work concluded. [or did it basically never happen?]
Enduring Questions Sub-Committee: Investigated the feasibility and advantages/disadvantages of an “enduring questions” model for IU GenEd. Work concluded.
Policy Committee: Explores the legal requirements at the state level and budgetary implications at the campus level that might limit GenEd revision and brainstorm ways around such barriers. Work ongoing.
You may click on each subcommittee to see its full charge, membership, and in some cases, reports produced.
Liaison Committee: Gather information from each unit regarding advantages and disadvantages of the current GenEd model. Liaise with the policy committee of each unit or school, conveying the task force’s process and progress to the unit, bringing input and requests from the unit to the task force, helping the unit understand any possibilities under consideration, seeking to minimize problems that might be generated in any given unit by any GenEd model or changes under consideration.
Committee on Comparable Institutions: Select five Big Ten schools and determine if their current GenEd structure can instruct us in any way. Determine whether they have had any recent GenEd assessment, or if there are major reform plans in the past, present, or near future. Compose a report detailing your findings.
Clusters Committee: Investigate whether IU Gen Ed could productively and practically be organized as a “cluster” model in which students pursue thematically-organized clusters of coursework within GenEd. Consider whether each cluster would expose students to the major ways of knowing; consider whether each would or could include math. Imagine a likely common place or experience that could give participant courses a tangible and compelling means to connect with each other so that the cluster does not degenerate into a mere checklist. Wonder whether students of any interest could find a cluster that would absorb them. Ask if each cluster you envision would live up to the rationale of the IU GenEd mission. Develop mechanisms for determining which courses would fall in which cluster, and what distributive problems might remain.
Enduring Questions: Investigate whether IU Gen Ed could productively and practically be organized around enduring questions, e.g., What should matter to me? How should we live together? How can we understand the world? What will I do?). Consider whetheran “enduring questions” approach would inspire students more than our current distribution model. Consider whether an “enduring questions” approach would be a substantial improvement, as a substantive matter, to our GenEd, from the faculty perspective. Attempt to predict administrative or logistical problems with this approach.
Policy Committee: Explore the legal requirements at the state level for GenEd transferability and the possibilities for changing those legislatively (through lobbying), administratively (through adding requirements for campus-specific courses, sequences, sidecars), and substantively (by creating courses students want earnestly to take at IUB). Explore the budgetary impact of any GenEd revision and the possibilities for altering RCM so that GenEd courses would not damage unit budgets.
- School of Education: Keith C. Barton - CHAIR
- Maurer School of Law: Steve Sanders
- Kelley School of Business: Chris Thomas
- Luddy School of Informatics, Computing, and Engineering: J Duncan
- Eskenazi School of Art, Architecture, and Design: Mary Embry
- School of Nursing: Marsha Hughes-Gay
- School of Social Work: Carol Hostetter
- Hamilton Lugar School of Global and International Studies: Marianne Kamp
- Media School: Galen Clavio
- College of Arts and Sciences: Paul Gutjahr
- School of Public Health: Margaret Melanie Lion
- Jacobs School of Music: Joey Tartell, Petar Jankovic
- O'Neill School of Public and Environmental Affairs: Andrea Need, Susan Siena
- School of Medicine: Valerie O’Loughlin
- Libraries: Erin Ellis
- NTT caucus: Sofiya Asher
Committee on Comparable Institutions:
- Chris Thomas - CHAIR
- Chase McCoy
- Cathrine Reck
- Lisa Jane Thomassen
- John Thomas Stone III
- Justin Grossman
Enduring Questions Committee:
- Padraic Kenney, History & International Studies - CHAIR
- Massimo Scalabrini, Italian
- Diane Dallis-Comentale, Library
- Chris DeSante, Political Science
- Cooper Harriss, Religious Studies
- David Kehoe, Biology
- Joan Pong Linton, English
- Kate Abramson, Philosophy
- Phil Richerme, Physics
- Janine Drake (OVPUAA, School Partnerships; College, History) CHAIR
- Erin Ellis (Libraries)
- Deborah Deliyannis (College, History)
- Micol Seigel (College, American Studies)
- Bradley Levinson (School of Ed)
- Colin Johnson (College, Gender Studies)
- Maria Bucur (College, History)