A new curriculum
Turn to page 29 of your Course Catalogue 2009-10. There you will find a description of the Gettysburg College curriculum (warning: Stanley Fish would not approve!). When I and my ilk have pushed our changes through, the description will look like this (italicized passages are changed from the Catalogue version):
The Gettysburg Curriculum
The overarching goal of the Gettysburg College Curriculum is the development of lifelong learners who
• Have a broad base of knowledge in a number of different disciplines
• Are integrative thinkers
• Are skilled in communication
• Are prepared for the responsibilities of local and global citizenship
Students demonstrate their progress toward achieving these goals through their performance in a range of courses or comparable faculty-sponsored experiences, their completion of a major field of study, and their ability to demonstrate connections across the curriculum.
Multiple Inquiries Goal Familiarity with a broad range of subject matter and an understanding of the assumptions and methods of different disciplines. The divisional requirements are designed to begin this process of development. Students must take
• One course in the division of the arts
• One course in the division of the humanities
• One course in the division of the social sciences
• Two courses in the division of natural sciences, at least one of which must have a laboratory component (B.Mus. and B.S.M.E. degree students complete one science course with lab)
Through these courses, students encounter the perspectives and modes of inquiry and analysis that characterize academic disciplines, an encounter that continues in greater depth in the major field of study.
Integrative Thinking Goal The development of a critical and open mind that seeks to adopt well-argued points of view through the active consideration and integration of alternative methodologies, perspectives, and foundational presuppositions. This process of development receives special emphasis in the curriculum in three different ways.
• Students have the opportunity to take a wide range of courses in and outside of their majors that emphasize interdisciplinary or multidisciplinary approaches to a common theme. Students may also choose from a number of interdisciplinary majors and minors. Through these experiences, students gain an understanding of the connections and tensions among approaches to common issues, texts, and phenomena.
• The Quantitative, Inductive, and Deductive Reasoning Requirement in which students take a course focusing on formal reasoning or mathematical problem-solving and the interpretation of quantitative or qualitative information.
• The Capstone Requirement, a course or faculty-sponsored experience in which students bring together what they have learned in their major curriculum and demonstrate mastery over the chosen area of concentration.
Effective Communication Goal The development of proficiency in writing, reading, and the use of electronic media. Central to these skills is the ability to articulate questions clearly, identify and gain access to appropriate kinds of information, construct cogent arguments, and engage in intellectual and artistic expression. Emphasis on this goal begins in the first year of study and continues in the major.
• First-Year Writing Requirement, a course that introduces students to the essentials of collegelevel writing. The course may be Introduction to College Writing (ENG 101), a specially designated First-Year Seminar, or an introductory course in a particular discipline.
• Major Field Communication Requirement, a course or series of courses or experiences through which students demonstrate they have learned the communication conventions of their chosen field of study. The means through which students will learn these conventions and demonstrate their mastery are determined by the individual departments.
Writing Policy: Since the ability to express oneself clearly, correctly, and responsibly is essential for an educated person, the College cannot graduate a student whose writing abilities are deficient. Instructors may reduce grades on poorly written papers, regardless of the course, and, in extreme cases, may assign a failing grade for this reason.
Local and Global Citizenship Goal The development of the skills, understandings, appreciations, and moral dispositions enabling students to be committed members of and meaningful contributors to their local, national, and global communities. Two requirements have been developed to assist students in achieving this curricular goal.
• Second Language Requirement, satisfied by successful study through the intermediate level (equivalent of 202).* (B.Mus. degree vocal performance students complete four courses in language, gaining a proficiency in German and in French or Italian at the first-year level or higher depending upon placement.)
• Cultural Diversity Requirement, two courses designed to help students achieve a fuller appreciation of human diversity through exposure to alternative historical and cultural traditions and modes of analysis. Students must take one non-Western course that has a principal focus on peoples whose practices and beliefs have been shaped in significant ways by a historical tradition separate from that of Western Europe. Students must also take one Domestic or Conceptual Diversity course that has a principal focus on dimensions of diversity within the United States or on the study of the varied dimensions of diversity in a conceptual or comparative context (whether in the United States or elsewhere). A course listed as both non-Western and Domestic/Conceptual may be used to fulfill the requirement in only one area. In all cases, two cultural diversity courses must be taken.
Now suppose a group of earnest faculty members proposed changes to this curriculum:
1. Under "The Gettysburg Curriculum," change "Have a broad base of knowledge in a number of different disciplines" to "Are able to acquire and process information and ideas in multiple ways."
2. Under "Multiple Inquiries Goal," change "Familiarity with a broad range of subject matter and an understanding of the assumptions and methods of different disciplines" to "The development of an understanding of multiple frameworks of analysis and of proficiency in reading texts that span the breadth of human expression."
3. Under "Integrative Thinking Goal," change "Students have the opportunity to take a wide range of courses in and outside of their majors that emphasize interdisciplinary or multidisciplinary approaches to a common theme. Students may also choose from a number of interdisciplinary majors and minors" to "The Interdisciplinary/Course Cluster Requirement, normally completed by the end of the sophomore year, in which students take two designated interdisciplinary courses or a two course cluster that emphasizes interdisciplinary or multidisciplinary approaches to a common theme. Through these experiences, students gain an understanding of the connections and tensions among approaches to common issues, texts, and phenomena." **
4. Under "Local and Global Citizenship," add another requirement:
• "Science, Technology, and Society Requirement, one course with a focus on the methodological analysis, historical context, or discussion of the social ramifications of some aspect of natural science or technology." ***
* We've since changed this requirement to two semesters of a second language.
** The APPC proposes eliminating the interdisciplinary course option, requiring students only to complete a cluster.
*** The APPC proposes allowing students to substitute STS courses for cultural diversity courses or vice versa.
Question: would the four proposed changes strengthen or weaken the curriculum?
Labels: Curriculum, Gettysburg College, liberal arts colleges






















