General Education Reform

York College convened a Task Force of faculty, administrators and students in May 2008 to develop a revised General Education (GE) curriculum. The GE reform process encompasses a two-year timeline, with first year (2008-09) of work comprised of development of new, model courses by faculty inquiry groups, and the second year (2009-10) comprised of organizing and framing new and existing courses into a revised GE curriculum for institutional approval.

Task Force Members

Membership Roster:

  • Debra Swoboda, Co-Chair & Behavioral Sciences
  • Vadim Moldovan, Co-Chair & Social Sciences
  • Margaret Ballantyne, Co-Chair & Foreign Languages, ESL, Humanities
  • Valerie Anderson, English
  • Michael Cripps, Writing Across the Curriculum
  • Ruel Desamero, Chemistry
  • Anamika Dasguta, Library
  • William Divale, CUNY On-Line BA
  • Laura Fishman, History and Philosophy
  • Wayne Forrester, Business & Economics
  • Ernest Gary, Accounting & Finance
  • Sarah Gillespie, Performing & Fine Arts
  • Lidia Gonzalez, Mathematics & Computer Studies
  • Jane Keleher, Teacher Education
  • Andrea Krauss, Occupational Therapy
  • Margaret MacNeil, Biology
  • Ray Marks, Health & Physical Education
  • Timothy Paglione, Earth & Physical Sciences
  • Howard Ruttenberg, History & Philosphy
  • Karen Wolf, English
  • Xiaodan Zhang, Social Sciences
  • Holger Henke, Academic Affairs
  • William Dinello, Executive Office
FIG Logo

Faculty Inquiry Groups (FIGs)

A large portion of the work of GE reform is conducted through Faculty Inquiry Groups, collegial and collaborative forms of faculty development. In these FIGs, faculty work together to propose new and revised general education courses. Spearheaded by and reporting to the GE Task Force, FIGs develop model courses in terms of identified General Education principles and guidelines. Proposed courses must address the who (department location, type of faculty), what (e.g., course content, course level, learning goals), and how (e.g., pedagogy, format of delivery) of course design. In conducting this work, faculty inquiry will:

  • Lead to action; new or revised course development will be the outcome
  • Use multiple sources of data and evidence, including the research literature and what other campuses are doing, as evidence
  • Take place in a community of colleagues
  • Generate more inquiry; curriculum development will identify principles, goals and challenges for GE revision

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