General Education: Refrain or Retain.

Overview & Synopsis

In view of the many definitions and goals of general education found in the literature, it can be concluded that there is a lack of agreement on what is and what should be included in general education. A number of dominant forces in American colleges and universities have been responsible, in very large part, for the difficulties of community college general education. These include the reluctance of four-year institutions to accept general education transfer credits, the fact that research has assumed greater importance than teaching, and that professional and vocational programs have been structured to permit little, if any, opportunity for student participation in general education. Internally, community colleges have been too concerned with establishing an identity and in so doing have structured departments based on disciplines patterned on existing systems in four-year institutions, rather than putting their full innovative energy and interest into meeting the demands of general education students. To be a comprehensive education unit, the community college must not only retain the function of general education, but must also regain the confidence of the public in its ability to do so. The process of providing general education is complex--an institution must have stated goals and be devoted to the task, instructors must be found who are willing and able to teach, and students must find that it is relevant and worthwhile to learn. (MB)