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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.
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.
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Nadine Gordimer
Paperback
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R398
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Discovery Miles 3 300
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