ERIC Number: ED308113
Record Type: Non-Journal
Publication Date: 1988-Dec
Reference Count: N/A
Western Cultural Traditions: An Historic Perspective. A Report on the Course, I.C. 211, Fall 1988.
Turner, John R.
The Integrating Studies Program at Vermont College was designed not only to help students master the dictates of established disciplines, but also to inquire about the nature of knowledge. As such, it reflects the growth of the general studies movement and that movement's desire to restore the bond between education and character-formation. The "Western Cultural Traditions" class was taught to 15 average students, and contained the readings of the "Bible," the "Odyssey," the "Republic,""the Meditations of Marcus Aurelius," and "Henry V." The evaluation includes five sections on the design of the class, with an introductory essay by the class instructor and several examples from each section. Twenty-seven memoranda are included, written by the instructor and designed to review classes, to expand on topics not discussed in class, or to organize issues that had been raised randomly. During each of the regular class periods, students were asked to write for five minutes on a topic related to the day's lessons. This insured active involvement in the learning process and helped students to make a connection between liberal arts study and everyday life. The individual responses of the entire class to 27 questions are given. A critical essay of 3,000 words was assigned, and a final examination consisting of a choice of seven essay questions was given to the class in advance of the examination period. Three essay samples and six examples are given. Comments from the course evaluation are also included. (PPB)
Descriptors: Achievement Tests, Back to Basics, Course Evaluation, Curriculum Design, Curriculum Development, Educational Quality, Integrated Curriculum, Postsecondary Education, School Effectiveness, Social Studies, Teacher Effectiveness, Teaching Methods, Undergraduate Students, Undergraduate Study, Western Civilization
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Norwich Univ., Northfield, VT.