Abstract

This article presents a reflection on a seven-year general education reform process. The authors divide and explain the process of reform in four stages: Review and Recommendation for Reform; Building Conceptual Foundations; Moving from Theory to Practice; and Implementation. The authors discuss the value of establishing goals and markers of success for each of these stages. In addition, they identified three key commitments used in each of the stages: (1) conducting work collaboratively and transparently (2) supporting decisions with research, and (3) putting students first. These commitments kept the authors grounded in institutional priorities and created the conditions for success.

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