- How can the structure of the undergraduate curriculum support
or impede students as they plan a coherent and intellectually
meaningful course of studies for themselves?
- How much freedom of choice can students effectively use
in shaping their educational programs?
- How much structure do students need in order to achieve
breadth, depth, and coherence in their educational programs?
- How can the curriculum foster independence of thought and
intellectual creativity?
|
|
|
| Background Readings |
| Brown
University Undergraduate Curriculum
See especially the first three links on the
left:
Introduction
Philosophy
About the Curriculum
|
| Duke
University Curriculum (Trinity College)
See especially “About the Curriculum
-> Overview” and “Curriculum Matrix” to
see how Duke makes a place for student planning within a highly
structured curriculum. |
University
of Pennsylvania
Standard
Curriculum
Pilot
Curriculum
For a discussion of student planning within
this curriculum, see especially here
and the related sublinks.
|
