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SAGES, the Seminar Approach to General Education and Scholarship, represents a bold new model for undergraduate education at a major research university. SAGES was developed during a three-year pilot, spearheaded by the College of Arts and Sciences, that began in September 2002. In the fall of 2005, it will become the general education requirement—and thus the common core experience—for all Case undergraduates. Peter Whiting, associate professor of geological sciences, was recently named associate dean in the College and will become SAGES program director next year. He has served as co-director of the SAGES pilot with Lee Thompson, associate professor of psychology. art/sci sat down with Whiting to get his thoughts on SAGES as the university prepares for its full implementation.
Q: What is SAGES and how does it work?
A: Under SAGES, students take a series of seminars—small, interdisciplinary classes that emphasize discussion and active inquiry—during their first two years. The idea is to encourage close interaction between faculty and students, who come together around a topic of common interest; to help students develop their skills in critical reading, writing, and oral presentation; and to promote engagement in the learning process. In their third year, students take a departmental seminar, usually in their major. And as seniors, they propose and carry out a capstone project that demonstrates the knowledge and skills they have acquired throughout their undergraduate years.
Part of what makes SAGES distinctive is its integrated approach. Unlike “freshman seminar” programs at other universities, the SAGES offerings extend across all four years of the undergraduate experience. SAGES also represents a new collaboration between Case and the cultural and scientific institutions of University Circle. In their First Seminars, students visit these institutions for special presentations and tours, and even engage in original research.
Q: What is your role in SAGES?
A: Lee Thompson and I have been the co-directors of the SAGES pilot. In that role, we have recruited incoming students to participate in SAGES, collaborated with faculty to develop seminars, and managed the program in consultation with colleagues across the university. Next year, when SAGES is implemented university-wide, I will become the program director.
Q: How does SAGES enhance the learning experience for students?
A: We believe that the seminar is an ideal setting to introduce students to the mission and culture of a research university, to foster an appreciation of diverse perspectives, and to give students the experience of participating in a community dedicated to the generation of knowledge.
I can’t overstate the importance of enabling students to build relationships with faculty from the beginning of their undergraduate years. The faculty leader in a First Seminar serves as the academic advisor for all the students in the class. Then, too, the small-class format—with enrollment limited to seventeen students—allows participation and communication not only between faculty and students, but also among the students themselves.
Q: Who leads the SAGES seminars?
A: The majority of SAGES seminars are led by Case faculty members, who voted overwhelmingly to adopt SAGES as the new general education curriculum for Case undergraduates. But we have also supplemented the ranks of faculty seminar leaders with outstanding individuals from outside the university, with backgrounds in the arts, journalism, medicine, business, and politics. These visitors have diversified the seminar offerings and provided special perspectives that enrich our students’ experience. During the pilot, President Hundert appointed visiting seminar leaders as Presidential Fellows. Additional fellows will be appointed by Mark Turner, dean of the College, once SAGES moves to full implementation next fall.
Q: What does SAGES mean to me as an alumnus of Case?
A: SAGES is receiving national recognition for its approach to undergraduate education. For several years, research universities have been seeking ways to improve the undergraduate experi-ence—to integrate students more fully into the larger institution, to increase their access to faculty, and to afford them early opportunities to engage in research and other kinds of experiential learning. But Case has undertaken the most comprehensive reform of them all. As it becomes even better known, SAGES will raise the university’s standing within higher education and beyond. And, as a result, it will enhance the value and reputation of a Case degree.
Beginning next spring, we hope that when alumni visit the campus, they will stop by SAGES Central on the quad level of Crawford Hall. We are about to renovate the entire first floor, which will house not only our administrative offices, but also an array of technologically enhanced spaces for seminars, faculty-student meetings, and writing conferences. The highlight will be the SAGES Café, a new intellectual and social center for the Case campus, with late-night hours, state-of-the-art wireless communications, and the best espresso in Cleveland!
Q: How can I learn more?
A: Our website (www.case.edu/sages) offers a comprehensive description of SAGES and its rationale. We also welcome email (sages@case.edu) and calls (216-368-5830) from alumni, prospective students and their families, and anyone else interested in our signature undergraduate program.
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