The College Core: Essential for Augmenting Life’s Potential
Recently, with some colleagues, I have been thinking, and engaging in dialogue, about the outcomes of a general education curriculum, or Core, at our university and similar institutions. Similar to parents around the nation, we know it is essential to identify, and measure, the learning outcomes of the college Core and competencies gained from the overall college experience. However, it seems fair to acknowledge that it is possible to attain similar learning outcomes from experiential learning outside of a college Core curriculum, but it might take longer, and be less efficient.
Regardless of how the Core is described to prospective students and parents, most colleges and universities state, in carefully crafted language, that the Core promotes foundational and broad knowledge to prepare graduates to demonstrate a high level of proficiency in communications, critical thinking, analytical adeptness, and global awareness. This knowledge and skills, it is often argued, form the basis for developing important intellectual and emotional readiness for a life of continuous learning through advanced higher education, quickly changing professional jobs, and civic engagement.
One college stated that the three overarching goals of the Core are helping students know the world, engage the world, and understand the world. Another university termed their Core Curriculum — Making Connections. That university states that it “strives to cultivate the range of skills, knowledge, values, and habits that will allow graduates to lead personally enriching and socially responsible lives as effective citizens of rapidly changing, richly diverse, and increasingly interconnected local, national, and worldwide communities.” *
Most of the learning outcomes of a college Core are also aligned with knowledge and skills that many employers also expect from their employees. These include communication skills (listening, speaking and writing), analytical and problem-solving skills, computer and technical adeptness, teamwork, and lifelong learning skills. Not surprisingly, employers, also, want employees to demonstrate a good work ethic.
Beyond the aforementioned, college/university Cores can also help a student gain confidence because he/she is able to understand better personal growth and emotional maturity, to understand others in local and extended communities, and to engage thoughtfully in contributing to our democracy on local, state, and national levels. When you think about the learning outcomes of a college Core, in reference to lifelong learning, career readiness, and engaged citizenry, its lifelong significance extends—like ripples in a pond. Many students transition from the Core more confident in their abilities to think critically—potentially a survival skill for future generations.
*The University of North Carolina at Chapel Hill, retrieved online from catalog.unc.edu on April 9, 2017.