Spring Break
University drawing up new plans for the General Education Curriculum
Changes to the 'bread-and-butter' offerings part of "Second Century" campaign
Brooks Powell, Staff Writer, blpowell@smu.edubro
Issue date: 7/1/09 Section: News
As first-years, students begin with the basics, including one course in mathematics and two courses in rhetoric (the college equivalent of high school English). In addition, all SMU students must take an introductory computer course (or place out via waiver).
Once past the so-called "Fundamentals" - typically limited to a few courses with many sections - students have a bit more freedom to select the classes that interest them.
"Perspectives" are entry-level courses in six categories: the arts, literature, religious and philosophical thought, history and art history, politics and economics and behavioral sciences. Students must complete at least one course from each of five of these six fields.
Next, the sciences make up six hours of an undergraduate career, meaning two basic science or technology courses, each with a weekly lab section outside of lecture.
Typically beginning in a student's junior year, two "Cultural Formations" courses challenge him or her to explore very specific, often cross-disciplinary topics, with more writing, reading and reasoning-intensive assignments than more general courses. "CFs" include such intriguing titles as "Warfare and Violence: The Anthropology and Ethics of Human Conflict" and "Genetic Determinism and Free Will: The Impact of Human Genetics and Biotechnology on Human Choice." SMU students flock to the wildly popular "Human Sexuality" course, which is rumored to be the first to fill up each semester.
From beginning to end, SMU's GEC touches on the cornerstones of what most academicians and higher education scholars believe will produce a well-rounded student at the end of a four-year academic career. The challenges one encounters gradually progress from rudimentary, high school review classes to the most specific, most rigorous courses. In this way, the curriculum grows with the student and allows him or her to become comfortable with the shift from high school to college.
According to Tunks, new college students should be aware of the difference between a high school and collegiate education. Tunks says students who took courses in each field outlined by the GEC in high school were "drawing from the well of knowledge, learning what other people have discovered.
"In college, maybe it's time…to show [students] how we contribute to the well of knowledge," he said.
By conducting scholarly research and understanding the "methods of inquiry" undertaken by academics and researchers, college students' attitudes begin to shift to those of scholars who, for Tunks, do "more than just transmit the knowledge that somebody else generated.
"A scholar generates knowledge," Tunks said.
Converting students into scholars, including developing research skills, is one of several major goals of the new "University Curriculum," successor to the current GEC.
Once past the so-called "Fundamentals" - typically limited to a few courses with many sections - students have a bit more freedom to select the classes that interest them.
"Perspectives" are entry-level courses in six categories: the arts, literature, religious and philosophical thought, history and art history, politics and economics and behavioral sciences. Students must complete at least one course from each of five of these six fields.
Next, the sciences make up six hours of an undergraduate career, meaning two basic science or technology courses, each with a weekly lab section outside of lecture.
Typically beginning in a student's junior year, two "Cultural Formations" courses challenge him or her to explore very specific, often cross-disciplinary topics, with more writing, reading and reasoning-intensive assignments than more general courses. "CFs" include such intriguing titles as "Warfare and Violence: The Anthropology and Ethics of Human Conflict" and "Genetic Determinism and Free Will: The Impact of Human Genetics and Biotechnology on Human Choice." SMU students flock to the wildly popular "Human Sexuality" course, which is rumored to be the first to fill up each semester.
From beginning to end, SMU's GEC touches on the cornerstones of what most academicians and higher education scholars believe will produce a well-rounded student at the end of a four-year academic career. The challenges one encounters gradually progress from rudimentary, high school review classes to the most specific, most rigorous courses. In this way, the curriculum grows with the student and allows him or her to become comfortable with the shift from high school to college.
According to Tunks, new college students should be aware of the difference between a high school and collegiate education. Tunks says students who took courses in each field outlined by the GEC in high school were "drawing from the well of knowledge, learning what other people have discovered.
"In college, maybe it's time…to show [students] how we contribute to the well of knowledge," he said.
By conducting scholarly research and understanding the "methods of inquiry" undertaken by academics and researchers, college students' attitudes begin to shift to those of scholars who, for Tunks, do "more than just transmit the knowledge that somebody else generated.
"A scholar generates knowledge," Tunks said.
Converting students into scholars, including developing research skills, is one of several major goals of the new "University Curriculum," successor to the current GEC.
Viewing Comments 1 - 1 of 1
Dallas Movers
posted 7/16/09 @ 11:49 AM CST
Having a solid core curriculum is definitely an important part of a good college education. It makes sense that it gets reviewed every once in a while to make sure that students are receiving a current and relevant education. (Continued…)
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