Critical thinking, creativity, communication, teamwork, emotional intelligence, problem-solving, empathy, resilience, ambition, grit, and innovation (Heckman & Kautz, 2012). These skills, often referred to as 'soft' skills, are considered a requirement for employment and advancement for the 21st-century graduate (Carnevale & Smith, 2013).…

This article describes a general education course offering, Physics and the Arts. During the development of this course, physics and arts faculty collaborated closely. We cover the usual physics phenomena for such a course--light, color, and sound--in addition to gravity, equilibrium, and spacetime. Goals of the course are to increase students'…

There is a growing imperative to prepare MSW social work students for trauma-informed evidence-based practice. Given strong recommendations and promising developments within social work education and practice in this regard, a clinical elective for the advanced-year MSW student that combines the guiding principles of trauma theory and…

An institution-wide focus on deep learning has made significant changes in the biology and physics core course curriculum at the U.S. Air Force Academy. The biology course director has reworked course objectives to reflect the learning-focused approach to teaching, while the physics curriculum has adopted new learning outcomes and ways to…

Associate Degree Nursing (ADN) faculty are challenged by the monumental responsibility of preparing students to function as safe, professional nurses in a two year course of study. Advances in computer technology and emphasis on integrating technology and active learning strategies into existing course structures have prompted many nurse educators…

After describing our interdisciplinary humanities course and its history, we identify challenges these courses face and strategies for keeping them vigorous. We argue that course longevity depends on effective translation of vision and content into explicit goals bridging the gaps between faculty members and between faculty and students. (Contains…

The Information Systems (IS) curriculum needs to be updated frequently due to the rapid rate of advances in information systems (IS) and the technologies that drive IS, and also industry's skill requirement of IS graduates. This paper describes a Career Skills Oriented Approach to enhance the graduate IS curriculum based on current information…

The purpose of the article is to underscore strong points for the junior college instructor to use in coming to terms with local or regional four-year schools. (Author)

Describes efforts to overcome fear and disinterest among science students in the College of General Studies, a two-year interdisciplinary core program at Boston University. Indicates that the textbook is used to support course lectures, rather than as a primary source; study habits are taught along with the subject material; and teamwork is…

The social studies core curriculum presented in this guide represents those standards of learning that are essential for all grade 7-12 students in the state of Utah. For each secondary social studies course, core standards are established, as well as the objectives that should be used to meet the standards. The following courses are covered for…

As a substitute for what he sees as confusion of separate introductory courses in the different areas, the author proposes an interdisciplinary social science-humanities course organized around basic questions about man's individual and group needs and behaviors, group relationships and processes, value systems, and techniques for creating and…

Asserts that the most basic types of understandings that students should gain from the beginning anthropology course could be grouped into two broad categories based upon two very important precepts of anthropology: overcoming anthropocentrism and combating ethnocentrism. Using this as a guide, two lists of course objectives were compiled and the…

Reports on a 1974 survey of administration and teaching in history departments in 56 Texas postsecondary institutions, which covered American history survey courses offered, pedagogical practices, materials, course and instructional evaluation, objectives, and recommendations. Survey instrument is appended. (DR)

End-of-course examinations are only as good as the assumptions used in designing them. What is a course's "essential" content? And what does it mean to master it? The end-of-course examinations developed by ACT are derived from assumptions that offer unique and challenging answers to these questions. This brief explains the process used to develop…

This Utah state curriculum guide calls for one 7-8th grade course (0.5 unit) of visual arts education to fulfill the visual arts Component requirement of the core curriculum. Up to three visual arts courses may be taken at the 9-12th grades as fulfillment of the 1.5 core art units required. Core options include courses in ceramics, jewelry,…