A liberal education is not just for students in English, philosophy, or political science. It is necessary for all of our students: the artists and the business leaders, the scientists and the nurses, the economists and the social workers.       Chancellor Shepard likes to say that a UW-Green Bay education prepares students for jobs and careers that have not yet been invented. This is the real value of a liberal education. Rather than teaching specific information that will likely be out of date in short order, a liberal education teaches students how to think and adapt to a changing world.       A liberal education is not just for students who take traditional liberal arts and science majors such as English, philosophy or political science. It is necessary for all of our students: the artists and the business leaders, the scientists and the nurses, the economists and the social workers. All students and professions gain from the outcomes discussed here, and perhaps more importantly so, too, does our society.       Let me illustrate by using my interests in politics and elections and this year’s presidential election. LEAP’s social and personal responsibility learning outcome calls for us to be civically engaged in this process. The knowledge outcome provides us with the information to understand the process and the issues. But we need our ability to think and to integrate all of this information and not be taken in by simple 30-second ads that attempt to reduce complex issues to black-and-white answers.       A liberal education is at the core of helping us understand the grayness of these issues, and your UW-Green Bay and state university system are at the forefront in helping to make this happen. Scott Furlong Dean of Liberal arts and Sciences
	Jumping ahead to Principle Three, universities should teach the arts of inquiry and innovation. UW-Green Bay’s problem-focused education commits us to this principle. Our human Biology students learn how to develop research questions and conduct experiments to test these questions. Our Environmental Science students are continuously in the field conducting research and analyses. Those of you who have enjoyed our programs in Theatre (“a Dream Play,” “Urinetown”) and Music (the Elie Wiesel-inspired “Night” composition) know of the creativity and innovation that go into these productions.       Principle Four states that we need to engage students with the big questions and that the curriculum needs to address these far-reaching issues. Once again, a UW-Green Bay education is meeting this need whether it is our Environmental Science and Policy graduate program researching issues of sustainability, or Phuture Phoenix activities to encourage higher education for students typically left out of this opportunity. Starting in the 2008-09 academic year, UW-Green Bay will implement a Common Theme program that will involve the campus and community in a discussion of these big questions. The purpose is to allow faculty, staff, students, and the community the ability to focus on a general theme from multiple perspectives and have a campus-wide shared experience. The 2008-09 theme is “Waging War, Waging Peace” and promises to be a very engaging theme.       Principles Five and Six address the issue of connecting knowledge with action and the ideas of civic, intercultural and ethical learning. Our Public Administration students have connected these ideas through the “Steps to Make a Difference” fund-raising walk on campus, as well as Phoenix Forums focusing on civic responsibility and learning. We have sent a number of students to the rain forests in Costa Rica and Panama to study environmental and conservation issues and also to partake in service learning. Faculty from every discipline are leading students on international travel opportunities in places such as Japan, Slovakia, Mexico, Australia and many others. These international opportunities are extremely important in today’s world.       We emphasize these principles as soon as students arrive on campus. We recently implemented a freshman seminar program and, through these classes, students begin the process of being liberally educated. Course topics like “The Culture of Food,” “Explorations of Gender,” and “Gods, Ghosts and Goblins” allow faculty to work on skill development and content mastery in small classes. For some students, college is an eye-opening experience that requires a new commitment to their education and a change to their approach. Our first-year programs help students make these adjustments and begin the lifelong learning process that is open to a liberally educated person.
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Office of the Chancellor, David A. Cofrin Library, Suite 810 University of Wisconsin-Green Bay, 2420 Nicolet Drive, Green Bay, WI 54311-7001 920.465.2207 Comments to: Chancellor's Web Manager E-mail: Chancellor Revised 03/25/2008