Curriculum by Design. 9781531501334. Heftet - 2023

Mary Thomas Crane (Edited By)
Mary Thomas Crane is the Thomas F. Rattigan Professor of English and director of the Institute for the Liberal Arts at Boston College. She works on early modern English literature and is the author of Framing Authority: Sayings, Self, and Society in Sixteenth-Century England (Princeton University Press, 1993), Shakespeare’s Brain: Reading with Cognitive Theory (Princeton University Press, 2000), and Losing Touch with Nature: Literature and the New Science in Sixteenth-Century England (Johns Hopkins University Press, 2014). She has taught the Enduring Question course “Revolutionary Media: How Reading Changes Us.”
David Quigley (Edited By)
David Quigley is the provost and dean of faculties and a professor of history at Boston College. He was previously dean of the Morrissey College of Arts and Sciences at BC. He is the author of Second Founding: New York City, Reconstruction, and the Making of American Democracy (2004). He has taught the Enduring Question course “Worlds of Moby-Dick: What Historical Forces Shape a Book’s Greatness.”
Andy Boynton (Edited By)
Andy Boynton is the John and Linda Powers Family Dean of the Carroll School of Management at Boston College. He is the author of The Idea Hunter: How to Find the Best Ideas and Make them Happen and has a blog on leadership and innovation on Forbes .com.

Curriculum by Design Innovation and the Liberal Arts Core

Crane, Mary Thomas Quigley David Boynton Andy

Heftet / 2023 / Engelsk

Crane, Mary Thomas Quigley David Boynton Andy

Heftet / 2023 / Engelsk

Nettpris:

477,-

Laveste pris siste 30 dager: 477,-

Levering 7-20 dager

This book tells the story of how a team of colleagues at Boston College took an unusual approach (working with a design consultancy) to renewing their core and in the process energized administrators, faculty, and students to view liberal arts education as an ongoing process of innovation. It aims to provide insight into what they did and why they did it and to provide a candid account of what has worked and what has not worked. Although all institutions are different, they believe their experiences can provide guidance to others who want to change their general education curriculum or who are being asked to teach core or general education courses in new ways. The book also includes short essays by a number of faculty colleagues who have been teaching in BC’s new innovative core courses, providing practical advice about the challenges of trying interdisciplinary teaching, team teaching, project-or problem-based learning, intentional reflection, and other new structures and pedagogies for the first time. It will also address some of the nuts and bolts issues they have encountered when trying to create structures to make curriculum change sustainable over time and to foster ongoing innovation.

Les mer

Preface: Curriculum Revision and the Foundations of American Higher Education David Quigley | xi PART I: INNOVATION AND THE LIBERAL ARTS CORE | 1 Choreographing the Conversation: How Designers Helped Clear an Academic Logjam William Bole | 3 What Do We Know? Or, The Perils of Expertise Toby Bottorf | 13 Innovation Andy Boynton | 21 Ambitious Plans Meet Reality: How We Made the Renewed Core Work Mary Thomas Crane | 31 Slowing Down and Opening Up: Preparing Faculty to Co-design a General Education Course Stacy Grooters | 41 Core Renewal as Creative Fidelity Gregory Kalscheur, S.J. | 50 Reflection and Core Renewal Jack Butler, S.J. | 62 Surprised by Conversation: A Reflection on Core Renewal at Boston College Brian D. Robinette | 69 PART II: TEACHING THE RENEWED CORE | 73 Complex Problem Courses | 75 Teaching about a Planet in Peril Prasannan Parthasarathi and Juliet B. Schor | 77 Experimenting with Science and Technology in American Society Jenna Tonn | 82 Global Implications of Climate Change: Importance of Mentorship in a Core Education Tara Pisani Gareau and Brian J. Gareau | 104 Enduring Question Courses: Bringing Together Divergent Disciplines | 115 How to Live in the Material World: Two Perspectives Elizabeth Kowaleski Wallace and Dunwei Wang | 117 Aesthetic and Spiritual Exercises, in and beyond the Classroom Daniel Callahan and Brian D. Robinette | 123 Enduring Question Courses: Differentiating Similar Disciplines | 133 Death in Ancient Greece and Modern Russia: Reflecting on Our Reflection Sessions Hanne Eisenfeld and Thomas Epstein | 135 Spending a Semester with “A Possession for All Time”: Justice and War in Thucydides Robert C. Bartlett | 144 Inquiring about Humans and Nature: Creativity, Planning, and Serendipity Holly VandeWall and Min Hyoung Song | 150 The Liberal Arts Core: Engaging with Current Events, 2016–2020 | 157 Crossings: Teaching “Roots and Routes: Reading/Writing Identity, Migration, and Culture” Lynne Anderson and Elizabeth Graver | 159 The Architecture of a Black Feminist Classroom: Pedagogical Praxis in “Where #BlackLivesMatter Meets #MeToo” Régine Michelle Jean-Charles | 167 Truth-Telling in History and Literature: Constructive Uncertainty Allison Adair and Sylvia Sellers-García | 178 Covid Core Lessons Elizabeth H. Shlala | 190 Acknowledgments | 199 Appendix A: The Vision Animating the Boston College Core Curriculum | 203 Appendix B: Boston College Core Curriculum Required Courses | 209 Appendix C: Complex Problem and Enduring Question Courses, 2015–2021 | 211 List of Contributors | 235 Index | 243

Les mer

General education, the deadly term for introducing students to the varied wonders of academic discovery and learning, may well be a college’s most important task. Sadly we often fail, as the political process results in dull compromises. The faculty at Boston College sought a different route to a better outcome, collaborating with a design firm to forge consensus on a truly fresh set of efforts. It’s a great and heartening story, told with extraordinary frankness by several lead participants and concluding with several examples of the faculty’s trials in trying something authentically new. And what the BC faculty and administration describe should be of crucial interest to every college seeking greater engagement of students with their own education, and with the faculty and the institution itself.

Les mer