The committee is exploring the viability of a generalist BA in liberal arts at the request of the dean. They are examining potential demand, reviewing models at other universities, and considering options for curriculum structure. While some students may benefit, more data is needed on student interest and potential impacts before recommendations can be made. The committee has only begun their analysis and will seek additional information through focus groups and data analysis.

1. A Progress Report
Lots of work done; lots more to do!

2. At Dean Wallace’s request, an ad hoc committee of
members of the CLA Faculty Council was formed to
explore the “viability and basic structure” for a
generalist BA in the Liberal Arts.
• Is there a demand for such a degree?
• What has been done at other universities?
• Do we want such a degree?

3. Students earning this degree must receive an
education focused on the core of a liberal arts
education (e.g., critical thinking, oral/written
communication, diverse perspectives).
The degree would have to make use of existing
courses (for the most part).
The degree would need to have a common set of
“experiences” (e.g., capstones courses,
internships).

4. Increase degree completion options for students who
have 90+ units and are doing poorly in their current
majors (often STEM or business areas).
 Note: We do this already to some extent; many students switching
from non-CLA majors find homes in Human Development and
American Studies.
Help bolster enrollment in CLA, especially in
departments that need additional enrollment.
Allow students to declare a major and then explore
the options (i.e., either declare an existing CLA major or
stay in the multidisciplinary program).

5.  The committee has only begun to examine the possible
demand for this degree.
 Anecdotal evidence suggests that approximately 30
students each semester reach 90+ units, are doing poorly
in their current majors (often STEM or business majors)
and are required to find another major (the “policy wall”).
 We do not actually know what happens to these students
or why they select a major for which they are not
particularly suited (an important area for research!).
 There may well be unknown demand (students with fewer
than 90 units who are planning to change majors).
 Some of these students end up in a CLA major anyway.
 We need more data.

6.  Menu approach: Course groupings à la BALA (the CCPE
liberal arts degree completion program).
 Common Core + Tracks/Pathways.
 Use existing majors, develop new options (would be at
department discretion).
 Make no changes in CLA majors (make early advising the
focus).

7. Students are required to take a certain number of
courses in various categories. For example . . .
I. Advanced Oral and Written Communication
II. Global Citizenship
III. Cultures, Values, and Beliefs
IV. Capstone
V. Internship
Sample programs: CSU Northridge, University of
Missouri

8. Students take a common core and then specialize in
tracks/pathways.
Community Governance
and Advocacy
COMMON CORE COURSES:
Advanced writing
Advanced oral communication Health and Society
Capstone
Internship
Human Capital and Society
Sample programs: Michigan State (examples of tracks
above are taken from theirs); Univ. of Texas El Paso

9.  This degree could allow the development of new areas of
emphases that are not covered in existing programs.
 Could this degree make CLA an academic oasis?
Or a dumping ground?
 We do not know enough about student interest/demand.
 This degree could draw students from existing CLA degrees,
which might “redistribute the wealth”--or exacerbate current
problems.
 What additional resources are needed and from where
would they come?
 Can we do the same thing within our current majors?
 How do we ensure academic integrity and degree value?

10. We do not as of yet have enough information to
provide recommendations other than . . .
 More data are needed, and the data recently received
need to be analyzed.
 Student focus groups would be a great idea.

11. SUNY – Stony Brook University http://sb.cc.stonybrook.edu/bulletin/current/academicprograms/mtd/
University of Texas El Paso http://academics.utep.edu/Default.aspx?tabid=54704 sample of
pathways
University of Central Florida http://is.ucf.edu/docs/general%20track.pdf
University of Missouri http://specialdegrees.missouri.edu/ sample of menu approach
Chico State University http://catalog.csuchico.edu/viewer/11/SPMJ.html
University of Wisconsin Madison, College of Letters and Science Individual Major
http://pubs.wisc.edu/ug/ls_individual.htm
CSUDH Special Major http://www.csudh.edu/catalog/2009-2011/SpecialMajor.htm
University of Colorado Boulder – Humanities Major or Open Option in Arts and Sciences
http://www.colorado.edu/ArtsSciences/prospective/guides/generic/1112/humn.html sample of menu
approach
CSU Northridge General Studies http://www.csun.edu/~hflst005/general_studies.html menu
approach
Michigan State http://www.reg.msu.edu/AcademicPrograms/Text.asp?Section=129#s7927 Pathways