Rethinking the Curriculum To Meet the Needs of Underprepared, Underrepresented, and Economically Disadvantaged Students: Majors and Courses for the 21st Century.

Autor/in	Glock, Nancy Clover
Titel	Rethinking the Curriculum To Meet the Needs of Underprepared, Underrepresented, and Economically Disadvantaged Students: Majors and Courses for the 21st Century.
Quelle	(1990), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; College Curriculum; Community Colleges; Core Curriculum; Curriculum Development; Economically Disadvantaged; Educational Change; Educational Objectives; Educationally Disadvantaged; Ethnic Groups; High Risk Students; Higher Education; Minority Groups; Multicultural Education; Two Year Colleges; Undergraduate Study + Suchen Sie Ihr Suchwort? Community college; Community College; Kerncurriculum; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Ethnie; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Multikulturelle Erziehung; Grundstudium
Abstract	Attracting and assuring the success of students of color requires the rethinking of curricula to meet the needs of underrepresented, underprepared, and economically disadvantaged students. General education offerings should be restructured to give students the skills and resources needed to make sense out of their particular gender and ethnicity, while emphasizing not the old world or new world, but the one world shared by students and teachers. The resulting core curriculum would be: (1) socially cohesive, providing common reference points to all members of society; (2) culturally inclusive, drawing upon diverse human cultures and affirming the contributions of all social classes; (3) ethically selective, supporting values necessary to environmental and species survival and human fulfillment; (4) conceptually generative, providing skills and general principles which allow for the synthesis and critical assessment of information; and (5) personally significant, creating options for in-depth study of particular cultures, classes, and conditions. Skills would be developed across the curriculum by making improvement in reading, writing, speaking, listening, and thinking the responsibility of faculty in every discipline. Another way of reforming college curricula to better serve disadvantaged students would be to focus on applied skills courses during the first 2 years of college and the theories supporting those applications in upper-division courses. This model would serve students who want strong occupational preparation, but also aspire to a bachelor's degree. In revising curricula, colleges must be prepared to meet the challenges of new technology, the need for qualified faculty, and the need for resources to develop new texts, courses, and skills necessary to teach the new curriculum. (WJT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01