On April 21, the process of nearly five years came to a conclusion when the final themes for “Christ at the Core” were approved. That date marked the transition from the extensive work of the Summit Committee over the past year to the implementation of the curriculum that will go into effect fall semester of 2016.
Over the course of the 1,820 days of the general education reform process, four faculty committees have existed for its development, leading up to Summit which passed “Christ at the Core” in November of 2014.
The 10 finalized themes will represent an integration of all departments. They include applied abstract and quantitative reasoning, diversity in the US, global perspectives, historical perspectives, literary explorations, philosophical investigations, scientific issues and perspectives, social inquiry, scientific practice and studies in visual and performing arts. Each of these themes had a subcommittee that developed three specific outcomes that students will be expected to master upon completion of the requirement. Additionally there were subcommittees that addressed the thematic core — core competencies and shared core — classes which all students will be required to fulfill.
Each committee, comprised of faculty and staff with student representatives, worked all winter defining the themes and outcomes. At the March faculty meeting, a draft of the outcomes was presented to the entire faculty for revision, critique and feedback. One month later, 42 submissions had been made for edits in the document. While the Summit Committee strove to listen to each criticism, there were naturally some conflicting requests.
This is why Scripture Press Chair of Christian Formation & Ministry professor Jim Wilhoit explained that the ultimate goal in the revision process was to, “preserve the ethos and vision of Christ at the Core.”
The most difficulty was met in the diversity clusters, new to the Wheaton general education requirements. At the faculty business meeting, multiple representatives from the diversity in the US committee voiced disappointment with the limited and weakened final outcomes which, for months, had been met by dissension caused by differing expectations. During the meeting itself, the theme was updated, as Professor Gene Green proposed that it should include the Christian’s duty to learn from the oppressed and marginalized. The addition was approved as an amendment.
“It is moved,” stated the proposal, “that these documents be approved to serve as guidance documents governing subsequent approval of thematic core curriculum courses by the Curriculum Committee.” Although minor changes can now be made in the language of the themes, any structural adjustments must be brought before the faculty as a whole for approval.
Associate professor of chemistry Becky Eggiman who served on the Summit Committee said, “The way (the outcomes) raises scientific issues across the whole curriculum.” This can be applied to any department, as the representation of issues will be more developed in the whole of each student’s education than ever before. “The process was truly collaborative,” said Eggiman.
Sophomore Drew Chambers, who sat on a committee and will serve as next year’s executive vice president for educational policies, said that “exciting” was the most fitting word in describing what the themes will accomplish for the student body over the next few years After much discussion, the motion passed unanimously with gratitude directed toward the Summit Committee. During the meeting this Saturday, they will pass off responsibility to individual departments for the development of courses that will shape the themes.
Wilhoit said, “The question to ask about an education is not ‘What can I do with it?’ but rather, ‘What is it doing to me — as a person?’” quoting the late Wheaton philosophy professor Arthur Holmes. “This, I think, has always embodied our commitment to education at Wheaton College, but we want to deepen our commitment to it,” he said.