Tuesday, August 11, 2009
4 learning tracks in the Academic Journey
Keystone courses in the Academic Journey
This is part of a ongoing project designed to help students throughout the university connect courses to urgent problems and possible solutions. By reframing elements of our curriculum at the core as well as at advanced levels, we can promote engagement, active learning, and integration among diverse disciplines in relation to issues—“themes”—that address and advance the faculty’s unique and substantial pursuit of our university’s mission to enhance our community and to inspire our students.
. The courses need to address——one of the four “themes.” That address can take the form of an assignment or project, film or guest lecturer. These themes can be addressed from multiple perspectives (humanities, arts, sciences, technical and professional). The themes are:
• Environments in Transition
• Health, Wellness, and Community
• Science and Sensibility: Ways of Knowing
• Sustainability
Thanks To Professor Pryor for his description here.
This is part of a ongoing project designed to help students throughout the university connect courses to urgent problems and possible solutions. By reframing elements of our curriculum at the core as well as at advanced levels, we can promote engagement, active learning, and integration among diverse disciplines in relation to issues—“themes”—that address and advance the faculty’s unique and substantial pursuit of our university’s mission to enhance our community and to inspire our students.
. The courses need to address——one of the four “themes.” That address can take the form of an assignment or project, film or guest lecturer. These themes can be addressed from multiple perspectives (humanities, arts, sciences, technical and professional). The themes are:
• Environments in Transition
• Health, Wellness, and Community
• Science and Sensibility: Ways of Knowing
• Sustainability
Thanks To Professor Pryor for his description here.
Friday, July 31, 2009
new course name and content
Beginning the Academic Journey Orientation Course
(formerly known as FYI: First Year Information Course)
Beginning the Academic Journey (BAJ) course is taken the first semester on campus, featuring interactive classes, that meet once a week and provide critical thinking skills to help students succeed. First year students will build connections with the university community through inquiry, participation, and problem solving; investigation of disciplines; and, identification of campus and community resources for academic success and personal development.
Common for all first year students to the University:
* Describe why they are here and what they hope to gain by earning a college degree at UT;
* Demonstrate academic citizenship within the university community;
* Identify campus/community resources which are relevant to achieving their goals;
* Make connections with campus and community resources which support their academic success and personal development; and,
* College- or discipline-specific information as defined by the offering unit.
Three (3) of the following five will be posted to e-Folio as part of the Beginning the Academic Journey orientation course:
1. A personal, academic mission statement;
2. A plan covering at least two years which moves the student toward stated academic and personal goals;
3. An analysis or reflection on a new experience in the university or larger community environment;
4. Evidence of students' knowledge/use of key campus and community resources;
5. A document, power point, video, photographs, or other evidence of students' connectedness to some aspect of UT community
(formerly known as FYI: First Year Information Course)
Beginning the Academic Journey (BAJ) course is taken the first semester on campus, featuring interactive classes, that meet once a week and provide critical thinking skills to help students succeed. First year students will build connections with the university community through inquiry, participation, and problem solving; investigation of disciplines; and, identification of campus and community resources for academic success and personal development.
Common for all first year students to the University:
* Describe why they are here and what they hope to gain by earning a college degree at UT;
* Demonstrate academic citizenship within the university community;
* Identify campus/community resources which are relevant to achieving their goals;
* Make connections with campus and community resources which support their academic success and personal development; and,
* College- or discipline-specific information as defined by the offering unit.
Three (3) of the following five will be posted to e-Folio as part of the Beginning the Academic Journey orientation course:
1. A personal, academic mission statement;
2. A plan covering at least two years which moves the student toward stated academic and personal goals;
3. An analysis or reflection on a new experience in the university or larger community environment;
4. Evidence of students' knowledge/use of key campus and community resources;
5. A document, power point, video, photographs, or other evidence of students' connectedness to some aspect of UT community
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