INTRODUCTION
West Virginia State University, located in the serene town of Institute, West Virginia, is a historic institution recognized for its significant role in American history and the civil rights movement Often referred to as America’s best-kept secret, this university serves as a vital bridge for understanding and reconciliation among diverse cultures Its origins are rooted in a compelling love story between Samuel Cabell, a wealthy plantation owner from the influential Cabell family of Virginia, and his wife Mary Barnes, set against the backdrop of the land known as Piney Grove, where the university now stands.
Samuel Cabell, upon moving to the Kanawha Valley, married his enslaved woman, Mary Barnes, with whom he had thirteen children To secure their freedom and inheritance, he drafted several legal documents, indicating his concerns for their future in case of his death These documents reflected his apprehension about potential conflicts with less tolerant members of the community regarding his progressive social views.
In 1971, Samuel Cabell was tragically murdered by seven men who were later acquitted in court proceedings that sparked community outrage The residents of Institute believed that racism and possible foul play were factors in Cabell's death Ultimately, the legal documents he left behind for his family were recognized as valid by the commissioners.
Kanawha County and Mary Barnes began the process of fighting for, and eventually claiming, her inheritance and the plantation where the family lived and raised their children (Harlan, 1968)
In 1891, following the Morrill Act's provision of federal funds for the education of people of color, West Virginia lawmakers sought locations for the West Virginia Colored Institute Despite initial community opposition, particularly from St Albans, land was acquired from the descendants of Samuel Cabell and Mary Barnes The institute aimed to address the unique educational needs of a minority population emerging from slavery, embodying a curriculum of reconciliation Over the decades, this mission has expanded to encompass all individuals and cultures seeking education and opportunities at West Virginia State University.
The Curriculum of Reconciliation utilizes educational frameworks to foster critical pedagogy, promoting a learning environment conducive to the exchange of diverse experiences and ideas, ultimately facilitating social and cultural reconciliation In her 2006 work, "Reconciliation in Rwanda," Marian Hodgkin emphasizes the importance of a reconciliation-focused curriculum in Rwandan history, highlighting its potential to support healing and understanding within the society.
Reconciliation is a complex process aimed at rebuilding relationships on both individual and collective levels, extending beyond mere niceness to encompass a long-term commitment to mutual needs and interests In Rwanda, achieving deep and meaningful reconciliation requires an engagement with history, emphasizing the importance of an open, democratic, and participatory debate over the national history curriculum Such discussions are essential not only for fostering reconciliation but also for promoting social reconstruction and cohesion within the community (Hodgkin, 2006).
Hodgkin (2006) goes on to argue that
The traditional curriculum's emphasis on passive absorption fosters blind spots and gaps in mutual understanding, contributing to societal conflicts In contrast, implementing a "critical pedagogy" that promotes questioning and challenging injustices can cultivate an environment conducive to genuine community building and cultural reconciliation.
West Virginia State University, as a Historically Black College or University (HBCU), embodies a significant legacy rooted in the historical context of inequality and segregation in America Established during a challenging era, HBCUs arose from the recognition of education's transformative power to uplift people of color post-emancipation Initially focused on a limited curriculum of agriculture and trade, the evolution of West Virginia State University from a small school for the colored at the Cabell family's Piney Grove to a prominent institution reflects its broader mission to foster human relations and social progress beyond its original charter.
The idea of a curriculum of reconciliation has only been conceptualized as recently as
Since 2012, the concept of reconciliation through education has gained international attention, with a focus on the curriculum This study explores the historical development of the curriculum at West Virginia State University (WVSU) and its connection to the emerging "reconciliation agenda" observed globally This agenda parallels the historical events in America that led to the establishment of WVSU and the formation of Historically Black Colleges and Universities (HBCUs) Educational professionals refer to the practical application of this agenda as the curriculum of reconciliation, which is currently being implemented in countries such as Rwanda, Canada, and Australia.
This study will explore how the educational movement in the United States directly contributed to the establishment of West Virginia State University.
Growing up in the Dunbar-Institute area, I experienced the profound influence of West Virginia State University on the community My early involvement included math tutoring in Wallace Hall, summer sports camps at Fleming Hall, and working on the grounds crew through a youth employment program I later served as a camp counselor for a Science and Math camp and attended the university as an undergraduate, gaining valuable experience in the Admissions office, Academic Affairs office, and Drain-Jordan Library through the work-study program Walking the campus, I felt the historical significance of the university, enriched by diverse languages and cultures The old buildings, vibrant with student activity, seemed museum-worthy, and I recognized the privilege of being part of an institution that has historically served as a refuge for minorities and has evolved into a bridge connecting diverse peoples and cultures.
I attended WVSU as a student under the administration of President Dr Hazo W Carter,
For 25 years, Dr Carter served as president of WVSU, leading one of the longest and most successful administrations in the institution's history Under his leadership, WVSU experienced significant growth and prosperity.
In 1987, an ambitious initiative was launched to restore federal land-grant status lost during the university's integration in 1954 Dr Carter spearheaded a 12-year effort that culminated in Congress reinstating land-grant status to West Virginia State College in 2001.
2010) Dr Carter also led the effort to bring West Virginia State College to university status, which his administration achieved in 2004 (Harold, 2010) It was as a student, employee, and
5 faculty member throughout these stages, including the achievement of university status that inspired me to delve deeper into the history of such a distinguished institution
This study explores the distinctive evolution of the curriculum at West Virginia State University (WVSU), an HBCU established to combat the legacy of discrimination and provide education for people of color following slavery WVSU's curriculum has historically differed from traditional public colleges, focusing primarily on trade and agriculture, often neglecting comprehensive arts and sciences education However, this research highlights how WVSU has evolved beyond its original mission, embracing a progressive educational philosophy and transforming into a dynamic environment for fostering human relations through its General Education curriculum.
The curriculum introduced at the West Virginia Colored Institute during the Jim Crow era evolved into a nationally recognized collegiate program aimed at integration, which I will define as a curriculum of reconciliation This theme persists today in the General Education curriculum, comprising two distinct classes: Origins and Race, Gender, and Human Identity The Origins class emphasizes theological themes, while Race, Gender, and Human Identity explores social themes, both of which can be viewed as courses in social philosophy.
LITERATURE REVIEW
This study will define and chronicle the curriculum of reconciliation, including the
Origins and General Education curriculum, from its earliest beginning at West Virginia State
West Virginia State University, founded in 1891 as the West Virginia Colored Institute, embodies the ideal of cultural reconciliation and has evolved into a historically black college that embraces and unites diverse cultures As a living laboratory of human relations, the university has undergone several name changes, reflecting its growth and commitment to a progressive educational philosophy Established as one of the original land-grant institutions under the Morrill Acts of 1862 and 1890, West Virginia State University stands as a testament to the enduring legacy of its champions throughout history.
The establishment of Historically Black Colleges and Universities (HBCUs) arose from the need to address the legacy of racism in American society, aiming to foster equality and promote a multicultural community Initially, the Morrill Act incentivized states to develop land grant colleges focused on agriculture and skilled labor However, the 1891 Act expanded this initiative to include provisions specifically for HBCUs, targeting the education of African American populations during the era of segregation (Harlan, 1968).
The Curriculum of Reconciliation and the Legacy of Research at WVSU
"Reconciliation in Rwanda: Education and the State" (Hodgkin, 2006) explores the development of a new reconciliation curriculum in Rwanda post-genocide, aimed at fostering cultural and social unity among Rwandans Established after the 1994 violence against Tutsis and moderate Hutus, this curriculum aligns with the reconciliation efforts at WVSU A commission was formed to create an equitable educational system for all Rwandans, marking a significant shift in the educational landscape The study details the historical context and educational philosophy that shaped the reconciliation curriculum throughout its creation and implementation.
1891, is clearly seen within the example of Rwanda’s implementation of the curriculum as Hodgkin (2006) states:
Educational reforms have sought to transform not only administrative and operational aspects but also the fundamental ethos and philosophy of schooling The government's commitment to national unity, reconciliation, and healing has been integrated into the educational system Consequently, the objectives of education, the learning agenda, and the underlying curriculum have been systematically redefined from the national to the local and community levels.
Education for Reconciliation: Creating a History Curriculum after Genocide (Freedman,
A report by Weinstein and Longman (2017) highlights the collaborative efforts of researchers from the University of California to develop a reconciliation curriculum for Rwanda and Yugoslavia following periods of genocide and ethnic cleansing This initiative involved curriculum experts, government officials from Rwanda, community stakeholders, and the nonprofit organization "Facing History and Ourselves," which focuses on teaching the Holocaust and expanding its scope to include genocide and ethnic cleansing The project is grounded in the belief that history can play a vital role in reconciliation.
In developing a model curriculum focused on retributive justice's role in rebuilding societies, it became evident that schools play a crucial role in both the lead-up to violence and as a means of fostering tolerance and respect for human rights Education emerges as a vital pathway for cultivating a social identity that transcends ethnic affiliations, contributing to community rebuilding efforts (Freedman et al., 2017, p 2).
Taking Education Seriously as Reform: Curriculum Policy Research and Implications for Study (Chan & Law, 2011) is a study conducted to design and implement a curriculum for
The article explores Cultural Studies in post-colonial Hong Kong, focusing on the dynamics of teaching and learning within a program that considers the perspectives of various stakeholders amidst political, cultural, and social tensions It emphasizes how teaching strategies and the lived experiences of both teachers and students impact educational outcomes The authors argue that achieving their objectives requires a reconfiguration of power and culture within the educational system, while also pragmatically nurturing the talents and imaginations necessary for a sustainable social future.
"The Teaching of History of Rwanda: A Participatory Approach" (Freedman, et al., 2006) serves as a vital resource for Rwandan teachers implementing the new reconciliation-focused history curriculum This workbook details the research process and provides essential insights into Rwanda's ancient tribal customs and practices It offers a comprehensive overview of the clan-based kingdoms that governed Rwanda prior to colonization, clearly explaining the social and governmental hierarchies of these societies The curriculum is meticulously structured into four modules, ensuring a thorough understanding of Rwanda's historical context.
This article provides a comprehensive overview of 14 historical periods, featuring reference materials and sources for each case It highlights cross-cutting themes and their interconnections, along with insightful comments and historical details tailored for educators Additionally, each module includes two lessons that explore other pertinent themes relevant to the respective historical period.
The learning modules explore Rwanda's history, detailing the pre-colonial period from its origins to 1897, the colonial era from 1897 to 1962, and the postcolonial era, which is divided into two segments: 1962 to 1990 and 1990 to 1994 The authors emphasize the significance of these distinct time periods in shaping the curriculum.
This evolution prioritizes addressing the long-lasting gaps created by colonialists in various aspects of Rwandan society, which continue to have a significant impact today (Freedman et al., 2006, p 5).
John C Harlan, an Associate Professor of History at West Virginia State College, authored the first comprehensive history of the institution in "History of West Virginia State College (1890-1965)" published in 1968 Despite acknowledging gaps in data due to lost records, Harlan provides a well-researched narrative that references archived sources and includes raw data as illustrations The book chronicles the evolution of the college from its founding in 1890 as the West Virginia Colored Institute, which awarded high school equivalency diplomas, to its recognition as a prominent institution of higher education by 1965 Harlan's work captures the essence of a dynamic curriculum that was continually reorganized to address societal challenges, reflecting a commitment to serving all segments of society.
15 the purposes of this dissertation, I define those programs and courses created and administered for that purpose as the curriculum of cultural reconciliation
Another important source for this dissertation study is From the Grove to the Stars: West
Virginia State College (1891-1991), a book written by retired WVSU faculty member Dolly
In 1991, to commemorate the institution's centennial, Dolly Withrow, a professor of English, collaborated with Elizabeth Scobell, the acting director of the Drain-Jordan Library at West Virginia State College, to write "From the Grove to the Stars."
"From the Grove to the Stars (1991) continues the historical narrative of West Virginia State College, picking up from where Harlan's History of West Virginia State College (1890-1965) left off in 1965 This engaging and accessible work offers a chronological account of the institution's growth and milestones, resembling a sequel to Harlan's original text."
"From the Grove to the Stars" (Withrow, 1991) provides a detailed account of the institution's leaders and presidents since its inception, reminiscent of Harlan's style This visually engaging work includes exhibits, portrait illustrations, newsletters, yearbook photos, and artifacts from 1965 to 1991 It highlights anecdotal stories of notable individuals in the "State" community whose contributions and philosophies have propelled the institution forward, embodying the ideals it was founded upon Their achievements reflect the curriculum of reconciliation and resonate with the institution's core values.
Stars tells the story of the people in the community who were in the background and out of the
16 spotlight, but played a large part in the “State” family and the success of the institution throughout its history
Dolly Withrow and Elizabeth Scobell (1991) echoed the sentiment of John Harlan (1968) in their preface to From the Grove to the Stars:
RESEARCH METHODS
West Virginia State University (WVSU) holds a significant and cherished role in the Institute, West Virginia community, symbolizing pride through its longstanding commitment to education and community enrichment Nationally recognized for its pioneering educational philosophy and integration efforts, WVSU has fostered meaningful relationships that empower its alumni to excel in various fields The university's inclusive culture thrives on the diversity of its campus community, where vibrant interactions in hallways and classrooms enhance the challenging academic experience.
West Virginia State University (WVSU) has long been a pioneer in educational philosophy, aligning with contemporary theories of a Curriculum of Reconciliation that are gaining traction globally Established as a Land-grant institution in 1891, WVSU was founded in response to the need for cultural reconciliation in post-slavery America This commitment to fostering cultural understanding through education has been consistently upheld by the university's leaders throughout its history Growing up in the Dunbar and Institute communities, WVSU was a significant presence in my life, embodying the ideals of reconciliation and education.
My earliest childhood memories are tied to the West Virginia State University (WVSU) campus, particularly around the completion of the President’s Mansion in 1990 One of my fondest recollections is attending a homecoming game at Lakin Field, a significant annual event at WVSU During this time, I had the chance to participate in a "meet and greet" at the newly built President’s Mansion with my family, highlighting the importance of homecoming in our lives.
Meeting WVSU President Hazo W Carter Jr for the first time at his mansion was an unforgettable experience He graciously hosted our group from the Dunbar and Institute communities, providing a tour of the President’s Mansion while sharing his vision for the institution over refreshments The President holds significant influence within these communities, as WVSU's programs greatly impact local life Conversations about President Carter are as common as those about local politicians, making our encounter feel like meeting a local celebrity His charisma, along with the presence of his wife, Judge Phyllis Carter, and their daughter Angela, solidified the Carters' status as the first family of Dunbar and Institute.
Reflecting on my experiences, I recognize how they opened my eyes to the potential for success within my local community and highlighted the inspirational impact that past institutional leaders had on students as role models and mentors The success of the WVSU experiment stems from the synergy generated through the collaboration between the institution, its administration, and the broader learning community, fostering personal connections and growth.
24 experiential level It is stories and anecdotes like these, and the positive experiences and impressions they create in individuals that cannot be easily quantified by statistics
West Virginia State University (WVSU) embodies the rich history of its local community, with each family's unique experiences contributing to its narrative This small institution has transformed into a beacon of national and international recognition, celebrated for its historical achievements in education and beyond WVSU serves as a prime example of how higher education can facilitate cultural and social reconciliation, fostering daily interactions among diverse cultures and ideas within its campus and classrooms.
Drawing from personal experiences and insights from others associated with WVSU, this study adopts a qualitative approach to explore the university's narrative and its impact on the learning community It will investigate how WVSU influences social change through its academic curriculum, particularly focusing on recent developments in the Origins and Race program.
This study explores how the historical curriculum and philosophy of West Virginia State University, established in 1891, was a pioneering model for using education as a means of social change, cohesion, and mobility This philosophy aligns with the modern reconciliation movement in education, which has only recently begun to be recognized as a framework for peacebuilding and post-conflict analysis However, there remains a significant gap between theory and practice due to the limited empirical research in this area (Brouneus, 2007) Qualitative research is essential for bridging this gap.
The qualitative method offers a comprehensive framework for examining the complexities of the social world, as highlighted by Mason (2002), who emphasizes its ability to explore diverse dimensions and understand the perspectives of research participants This approach reveals how social processes, institutions, discourses, and relationships function, while also uncovering the significance of the meanings they create.
The process required an empirical phenomenological framework combined with elements of ethnography to define the Curriculum of Cultural Reconciliation at WVSU Patrick Aspers
(2009) defines the goals of empirical phenomenology in his work Empirical Phenomenology: An
Approach for Qualitative Research as the following:
This article serves as a practical guide for individuals conducting qualitative research who wish to preserve the subjective viewpoints of their subjects Central to empirical phenomenology is the principle that scientific explanations should be rooted in the firsthand experiences and meanings articulated by the participants themselves, which are then analyzed in relation to the interpretations made by the researcher.
The qualitative research method allows for the collection of existing data while contextualizing it through the perspectives of administrators, teachers, and students This approach aims to create a comprehensive account of the history of the cultural curriculum.
The study at WVSU employs an empirical phenomenological framework, integrating social science theories and examining unintended consequences (Aspers, 2009) Designed for flexibility, it accommodates new observations and interpretations of data and context Archival data and private administrative documents from past leaders instrumental in developing the Curriculum of Cultural Reconciliation at WVSU were utilized for analysis.
Interviews and informal conversations were utilized to get the first order constructs of the creators and the participants of the general education curriculum at WVSU The first order
The study examines 26 constructs from key administrative players, offering a strategic overview from the administrator's perspective, alongside first-order constructs from teachers of the general education curriculum and the students receiving instruction Utilizing archival analysis, interviews, and observations, the research aims to understand and interpret the first-order constructs of stakeholders within the study's context, as noted by Aspers (2009).
Effective communication and interpretation between the ego and alter enable individuals to grasp the meanings behind others' actions This understanding reveals how people develop their ideal types, theories, codes, habits, and language, shaping their everyday lives.
Settings & Methods: Archival, Interview, and Participant-Observation Research
This study will take place at the historic West Virginia State University campus, located in the small rural community of Dunbar, West Virginia The setting not only highlights the institution's rich history but also reflects the diverse community it serves, offering valuable context about the people and culture associated with the university.
THE HISTORY OF THE CURRICULUM OF RECONCILIATION AT WVSU
In the 19th century to the mid-1800s, the American education system was racially segregated, with only three public colleges admitting African American students The second Morrill Act mandated states to either integrate public schools or establish separate institutions for African Americans However, many states chose to create entirely independent schools rather than integrate, leading to a separate educational system (Freemark, 2015).
Local African American leaders, the African American religious community, and
European philanthropists established a network of over 100 historically black colleges and universities (HBCUs) to provide primary and secondary education for the newly freed African American population eager to learn and integrate into American society According to Samara Freemark (2015), HBCUs, despite representing only about 3 percent of American colleges, significantly contribute to the education of black students, producing 24 percent of black graduates in STEM fields.
35 percent of all bachelor’s degrees earned by black graduates in astronomy, biology, chemistry, math, and physics” (p 2)
West Virginia State University, rooted in the historic legacy of HBCUs, has evolved to fulfill its mission of educating African Americans while now welcoming all students, regardless of race, ethnicity, or status, who are eager to learn Dr R Charles Byers serves as the Provost and Vice President of Academic Affairs at the institution.
West Virginia State University had this to say regarding the legacy of WVSU and Land-grant institutions:
West Virginia State University (WVSU) boasts a distinctive history as one of the 107 Historically Black Colleges and Universities (HBCUs) in the United States Established under the 1890 Land-Grant Act, WVSU was part of a collaborative effort between state and federal governments to provide education to the descendants of African slaves, positioning it among the 19 land-grant institutions.
Located on the banks of the Kanawha River in what was once Piney Grove, now known as Institute, this small HBCU has evolved into a prominent regional university Today, it serves a diverse student body, offering a multiracial, multigenerational, and multicultural educational experience while maintaining high accreditation standards.
The philosophy of education for reconciliation in post-conflict societies is evident in the narratives of institutions like WVSU and global reconciliation agendas For instance, Rwanda's post-genocide curriculum reform parallels the development of educational programs for people of color in America, both aiming for reconciliation The societal conditions that led to policy changes in the U.S after slavery are similar to those that fostered a Reconciliation Agenda in Rwanda This pattern is also reflected in Australia, where the establishment of the Council for Aboriginal Reconciliation in 1992 resulted in a curriculum that acknowledged and prioritized the histories and cultures of Aboriginal and Torres Strait Islander peoples (Exley & Chan, 2014).
The West Virginia Colored Institute
The West Virginia Colored Institute, established on March 17, 1891, by the West Virginia Legislature, originated as a high school and eventually evolved into West Virginia State University This creation was a direct response to the second Morrill Act of 1890, with its curriculum heavily influenced by the educational principles of the Tuskegee Institute.
The Tuskegee Institute, founded by Booker T Washington, emphasized functional instruction in arts and mechanical sciences while expanding its curriculum to include teacher training Washington, a significant political figure and advisor to presidents, leveraged his connections to support the HBCU movement, a network known as the Tuskegee Machine Born into slavery in Virginia and later moving to Malden, West Virginia, Washington received his early education after emancipation He advocated for an educational focus on industrial and vocational training for newly emancipated people of color, aiming for reconciliation in the South.
The educational philosophy of Historically Black Colleges and Universities (HBCUs), particularly at the West Virginia Colored Institute, emerged amid a national dialogue, contrasting with W.E.B Du Bois's critiques of Booker T Washington's approach to education and activism for people of color Du Bois (1903) empathetically highlighted the challenging circumstances Washington navigated to secure educational opportunities for African Americans during a tumultuous period in American history, reflecting the prevailing sentiments of the era.
In the South, he must tread carefully to avoid harsh judgments, particularly regarding sensitive issues His comments on color prejudice, notably during the Chicago celebration of the Spanish-American War and a dinner with President Roosevelt, have sparked significant Southern backlash that threatens his popularity Meanwhile, in the North, critics argue that Mr Washington's advocacy for submission neglects key aspects of true manhood and that his educational approach is overly limited Despite this, there is a shared understanding among educated and thoughtful Black men across the country.
34 parts of the land a feeling of deep regret, sorrow, and apprehension at the wide currency and ascendancy which some of Mr Washington’s theories has gained (p 20)
The Atlanta Compromise, articulated by Booker T Washington, emphasized a vocational and industrial education for people of color Washington's speech advocated for practical skills training as a means to uplift the African American community, promoting economic self-sufficiency and gradual social integration.
Washington (1895) believed in a philosophy of coexistence where social separation could exist alongside mutual progress, but Du Bois (1903) criticized this view, arguing that it accepted the inferiority of Black people and diminished their demands for civil rights Du Bois championed a comprehensive educational curriculum for people of color, opposing the limited focus on agriculture and mechanical skills that reflected Washington's philosophy This early emphasis at institutions like the West Virginia Colored Institute mirrored Washington's ideas, while later developments at West Virginia State University embraced Du Bois's vision for a well-rounded education in the arts and sciences, highlighting the evolving dialogue surrounding HBCUs and the pursuit of equality in education.
The early success of the West Virginia Colored Institute, equivalent to a high school, led to increased enrollment and state funding under the leadership of Principals J Edwin Campbell, John L Hill, and Professor James Canty This growth continued under President J McHenry Jones, whose political acumen significantly influenced state government and laid the groundwork for what would become West Virginia State University Enhanced funding due to the institute's success facilitated the construction of new campus buildings and the expansion of the curriculum, introducing Agricultural, Military, Commercial, Domestic Science, and Art departments Additionally, the Mechanical Department was broadened to include trades such as blacksmithing and architectural drafting, while the Industrial Department introduced courses tailored for women, including cooking and dressmaking (Withrow, 1991).
By 1914, the Colored Institute had significantly broadened its curriculum, now offering three distinct areas of study: English, Academic, and Normal The Normal curriculum focused on training future educators, while the Academic curriculum served as a college preparatory program similar to public high schools.
The English curriculum at the Colored Institute was tailored for aspiring college students and included literature, grammar, and rhetoric, while a comprehensive mathematics curriculum covered subjects such as physics, chemistry, botany, physiology, and physical geography Additionally, all students were required to complete industrial work as a graduation prerequisite, irrespective of their chosen field of study (Harlan, 1968).
THE FUTURE OF ORIGINS, RACE, GENDER, AND HUMAN IDENTITY
AND THE GENERAL EDUCATION PROGRAM
The general education curriculum formulated in 1983 that included the Origins, and
Race, Gender, and Human Identity classes, and has successfully lasted for more than thirty years, was plunged into a difficult quandary by the West Virginia Higher Education Policy
In 2008, the West Virginia Higher Education Policy Commission (WVHEPC) was established to develop and oversee a public policy agenda for the state's four-year colleges and universities Comprising a 10-member board, the commission collaborates with institutions to fulfill their missions and comply with state regulations To enhance educational quality and efficiency, the WVHEPC mandated that all four-year institutions in West Virginia reduce Bachelor’s degree credit hours to 120 This reduction primarily impacts the General Education curriculum, which plays a crucial supplementary role in broader academic programs.
Dr Jeffrey Pietruszynski, then chair of the General Education department at WVSU, led the initiative to address the credit hour mandate issued by the WVHEPC He collaborated with the General Education Advisory Committee, which included Dr Daton Dean from Education and Dr Barbara Ladner from Communications, to lay the foundation for this significant change In the summer of 2008, Dr Pietruszynski took the committee to the General Education Institute workshop in Minneapolis, Minnesota, organized by the American Association of Colleges and Universities (AAC&U), to further develop their strategies.
The Minneapolis workshop closely resembled the 1983 Lilly Foundation workshop attended by the original creators of the General Education curriculum Led by Dr Pietruszynski, the new General Education team engaged in collaborative discussions and activities similar to those of the original workshop, fostering an environment of innovation and development in educational practices.
The Committee initiated the revision of the General Education curriculum by brainstorming and developing ideas during a workshop Following this, they drafted a report to present at a full faculty meeting, where they informed faculty about the WVHEPC mandate, shared their preliminary concepts, and encouraged faculty participation in the revision process.
Dr Richard Ford, an Assistant Professor of Biology at WVSU, played a key role in the process for the College of Science and Mathematics and expressed his initial thoughts on the HEPC mandate.
Since 1986, I have observed that college students are increasingly arriving less academically prepared, particularly in Science fields, yet they are expected to know more upon graduation This calls for a reevaluation of educational requirements; rather than reducing them, we should be demanding more The notion that a degree should be completed in four years is arbitrary, especially when higher education institutions prioritize quantity over quality The true value of education lies not in the degree itself but in the knowledge and skills of the individual Therefore, the standard of 120 credit hours remains in place.
From 2009 to 2011, discussions led by Dr Pietruszynski focused on developing a new General Education curriculum to adapt to credit hour changes In May 2012, the General Education Curriculum Revision Task Force was established to create a program that meets the needs of WVSU students while adhering to accrediting and licensure standards The task force aims to involve the entire university community in developing a curriculum aligned with the University Mission Statement, ensuring it is subject to ongoing assessment and improvement.
The task force would consist of Dr Pietruszynski as chair, two elected faculty members from each college, and two student representatives The Task Force would report to the General
Education committee and the Faculty Senate with the goal of implementing the new curriculum by the Fall of 2015 or sooner
In September 2012, the General Education Task Force recommended the adoption of the AACU LEAP program initiatives, which were subsequently accepted by the General Education Committee, Faculty Senate, and General Faculty (Pietruszynski, 2015) The LEAP program emphasizes a liberal education grounded in academic principles such as learning outcomes, educational practices, and authentic assessments (Association of American Colleges & Universities, 2015) Initially, the General Education curriculum, led by Dr Arline Thorn in 1983, consisted of a sixty-hour program; however, due to significant pressure from the WVHEPC, the General Education Committee, in consultation with faculty, decided to reduce the requirement to forty-two credit hours Dr Ford shared his perspective on this change.
The Gen Ed Committee's recommendation of a maximum of forty-two credits for the General Education curriculum has enabled the Biology Department to maintain its major's curriculum, including core classes and electives, without compromising educational quality As scientific fields continue to evolve rapidly, it is essential to provide students with comprehensive preparation The 42-credit framework offers the necessary flexibility to ensure that students receive the robust education they need in their respective disciplines.
In November 2012, Dr Pietruszynski sent out the official Call for Proposals to the
The General Faculty is inviting suggestions for a new General Education curriculum framework, with a proposal submission deadline in February 2013 In Fall 2014, three proposals were submitted by Dr Schedl, Dr Thomas Guetzloff, and Dr Pietruszynski to the General Education Committee and Task Force, which focused on revising the LEAP objectives and structuring them within the new curriculum framework.
55 proposals were paired down to two and submitted to the General Education committee for review and further revision leading up to a presentation to the Faculty Senate
In March 2015, the Faculty Senate reviewed and revised the General Education frameworks, leading the General Education Task Force to engage with individual departments to discuss curriculum options and address specific concerns A new "Freshman Experience" course was introduced to help acclimate college freshmen to the demands of college life, initially set at one credit but later increased to three credits This course replaced the six-credit classes, Origins and Race, Gender, and Human Identity, as mandatory requirements in the General Education program The overall goal was to reduce the General Education requirement from sixty to forty hours by removing these two classes as compulsory for all majors.
“diversity component” within the Freshman Experience course The diversity component added the substance that justified three credits for the Freshman Experience class and the Origins and
Race, Gender and Identity classes would then only be offered as free electives (Guetzloff, Letter,
Dr Guetzloff from the Chemistry Department highlights that students require a total of 120 credits to graduate, and with the recent curriculum change allowing for 40 credits in General Education, students can fulfill part of this requirement by taking six credits from the classes "Origins" and "Race, Gender, and Human Identity." However, these credits will contribute to the overall 120 credits needed for graduation, rather than counting towards the 40 hours designated for General Education.
Gen Ed, but they are still Gen Ed courses.” The new Freshman Experience course became the centerpiece of the General Education curriculum usurping the Origins and Race, Gender, and
Human Identity classes A draft of the new framework was given to the General Education
Committee by the Faculty Senate for final revision The final revised curriculum framework was submitted and approved by the WVHEPC in October of 2015 and finally approved by the
Faculty Senate in November Finally, the new General Education curriculum and course electives were implemented in the Spring semester of 2016 (Guetzloff, Letter, April 12, 2016)
Student Reflections of the Origins and Race, Gender, and Human Identity Classes
I interviewed four former students of WVSU to gather insights on their experiences with the General Education curriculum prior to the recent credit hour changes mandated by the HEPC Additionally, I spoke with a student who took the Freshman Experience class, which replaced the Origins and Race, Gender, and Human Identity courses The discussions focused on four key themes: the subject matter, students' feelings about their learning, their positive or negative experiences, and their views on the courses' future validity The students included Eugene Stowers, Tracy Owen, Austin Owen, Doug Bright, and Takeiya Smith, with Tracy, Austin, and Eugene being Caucasian males in Computer Science, and Doug Bright also being a Caucasian male in the same field.
Takeiya Smith, an African American female studying Community Organizing, represents a new generation in the evolving landscape of education In the late 80s, Eugene and Tracy participated in the General Education program when it introduced the revised curriculum focusing on Origins and Race, Gender, and Human Identity Doug continued his studies in the 90s under this framework, while Takeiya was enrolled just before a significant shift occurred, leading to the rescinding of the mandate for all students to take courses on these critical subjects.
When I asked Tracy about the subject matter of the classes he responded that:
Our studies encompassed an illustrated book and lectures focused on the origins of the universe, Earth, and human life, exploring topics such as evolution, the existence of God, and the creation of mankind We delved into the Big Bang hypothesis, examining its implications for understanding the universe's formation.