Download
1 / 26
260 likes | 420 Views
Keystone. Integrative Approach to Core Curriculum and Values. Questions. Why do students complain that… “core” courses seldom relate to anything relevant? distributive electives (subject areas) in the core seldom relate to skill areas or major courses?
E N D
Keystone Integrative Approach to Core Curriculum and Values
Questions • Why do students complain that… • “core” courses seldom relate to anything relevant? • distributive electives (subject areas) in the core seldom relate to skill areas or major courses? • the institution is wasting my time and tuition money?
Answers we sometimes give… • Though you will only ever encounter a few distinct disciplines, a few is better than none. • Your attention will and should turn away from diversity and toward specialization, so this is your chance to be broad. • It will be over soon.
But… • Consider this: • “In each of these broad realms of human concern--sustainability, health, vulnerability, and joy of living--specific grand challenges await engineering solutions.” -- Grand Challenges for Engineering, National Academy of Engineers
OR… • “In each of these broad realms of human concern--sustainability, health, vulnerability, and joy of living--specific grand challenges await artistic solutions.”
Or… • “In each of these broad realms of human concern--sustainability, health, vulnerability, and joy of living--specific grand challenges await entrepreneurial solutions.”
Or… • “In each of these broad realms of human concern--sustainability, health, vulnerability, and joy of living--specific grand challenges await [fill in the blank] solutions.”
Questions: • Why would diverse disciplines minimize collaboration if each paragraph is equally sensible? • Why should students be taught approaches in isolation? • Why does undergraduate education reinforce what our professions and our changing disciplines are everywhere challenging?
Keystone • Integrated Education “The research university’s ability to create an integrated education will produce a particular kind of individual…that will provide the scientific, technological, academic, political, and creative leadership for the next century.” --Boyer Report, 13
Curriculum as System • Student learning transcends the major (A university is a “core”) • Experiences are interrelated • Students apply multiple curricula and experiences to a problem or challenge • Focus on problem-solving skills in liberal and humanistic, scientific and professional environments
Academic Journey… = Stage of “Journey” = Student
“Keystone” • Holds the parts in place; a necessary element in a structure • Objectives: • Integrated learning • Synoptic/Synthetic Approach • Self-Reflection & Critical Thinking • Problem-Solving & Problem-Defining • Civic Learning and Engagement with Local Knowledge
Year 1: 2009 • Faculty: Identify Keystone themes (Project 2012) • Examples: • Public Health • Sustainability • WISTEMM (Women in STEMM) • “Science and Sensibility” • Engage FYI, First-Read • Supplement 1000 & 2000 level courses: Identify them as “K” Courses
Questions for Discussion… • What “themes” might become “K” themes? • Sources: • UT Mission and Values • “Areas of Excellence” • Integrative Research Projects • Community Engagement • Criteria • Breadth • Focus • Connected to “Local Knowledge”
Questions for Discussion… • For end of day 1 and picking up with day 2: • What “courses” might become “K” courses? • Given the “themes”, how might you fit an introductory level course in your discipline into the “K Strand” or “Cable” or “Path” • How might you incorporate a K Theme into a course for your majors? • Remember: not a NEW course. A portion of an existing course, reframed. • Model: WAC
