Stonehill Adapts to New Educational Purposes with Proposed Gen Ed Program

BY CAROLINE BUNNELL

The proposed Gen Ed program set to be implemented in Fall 2024, was presented to the Stonehill Community in May Hall in a presentation by the General Education Task Force.

“One of the biggest problems with the current program from feedback of students and faculty, is the lack of flexibility and choice for students,” Associate Professor for Philosophy, Megan Mitchell said during the presentation.

In the beginning of the presentation, Mitchell outlined the biggest problems with the current cornerstone program.

The main problems addressed included; lack of flexibility/choice for students, inconsistency with the Gen Ed footprint, lack of required engagement with issues of diversity, equity, and inclusion, insufficient writing instruction for first-year students, lack of inclusion of visual and performing arts, lack of student enthusiasm for CIT requirement, lack of succinct and accessible explanation for program, and lack of consistent assessment of learning outcomes.

Throughout the presentation, a strong emphasis was put on increasing the quality of a student’s education and making sure they get the most out of their academics at Stonehill.

A significant discrepancy in credits earned by students through the cornerstone program was addressed in creating the new Gen Ed plan.

“Students could complete the general education requirement with as little as 38 credits, whereas other students completed with as many as 56 credits. Due to students place in registration,” Mitchell said.

To cut down on differences amongst credits, the new program will do away with the ability to double dip, which means taking one class that fulfills multiple different requirements.

Some Stonehill students disagree with this decision, because of how difficult it can be to get into their classes for their majors, so double dipping often gives them more flexibility in their schedule.

“By there being changes, it sounds like they are adding more requirements,” Junior Abby Reed said.

One of the most significant changes is the reimplementation of a writing course for first-year students, and a new diversity, power, and resistance requirement to support the request for a Diversity, Equity, and Inclusion requirement.

Various student groups including Students in Action, and the Moore Center for Gender Equity voiced the necessity for classes that address diversity, equity, and inclusion.

“It looks at ways in which oppression, power, and resistance work in people’s lives. It will encourage students to reflect on identities and hopefully explore how to create a more just and compassionate world,” Professor of Chemistry, Marilena Hall said.

A first-year writing component was also a topic of concern that will be reimplemented back into the gen ed curriculum.

Music Professor, James Bohn said that they hope to get back to the pre-pandemic format of having all first-year students take a writing seminar that is now capped at 16 students.

Another new change that is potentially being implemented is an optional Pathways program.

With this program, groups of faculty can propose ideas and have students focus on a singular topics throughout the program, that can be added to their transcript similar to a major or minor.

Stonehill student Molly Adiletto, seemed optimistic about the new changes, and said that they needed to happen.

“I think more flexibility in cornerstones would be good. Having cornerstones that are more related to different majors would be very beneficial,” Adiletto said.

After February 7 when the suggestion form closes, the task force with revise the proposal, then submit it to the Curriculum committee in March. Following this, the proposal will go to the Faculty Senate in early April for final consideration.