Here's the draft of the objective for this area:

 

As a result of their experience with the core curriculum, UNT graduates will gain an intellectual curiousity that promotes lifelong learning.

 

Here is the input from the forums around this area:

 

Intellectual curiosity that promotes lifelong learning

 

  • Teach students to use their imagination, think, research and continue to learn after leaving college
  • Intrinsic motivation and a passion for learning 
  • Inspire a love of learning 
  • Creativity and transferable skills 
  • Appreciation of the arts 
  • Introduction of all aspects of life  

 

 

What are your edits? (Comments are added by clicking the comment button above.  That is the place to explain your changes.)

 

As a result of their experience with the core curriculum, UNT graduates will gain cultivate an intellectual curiousity that promotes life-long learning. (celia)

 

 

 


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    Bev Davenport:Celia, Aren't the faculty cultivating the intellectual curiosity in the students? More generally, I just went out to this wiki to fool around and see what was there for the first time today and I find it extremely unfriendly to navigate -- it is difficult to figure out how to leave the home page that's just generic info about wikis. In order to get to these more interesting discussions, I clicked on "comments" and then clicked on the topics... Don't even know if you'll get this, so I think I will also cut and paste and send to you as an email. Bev
    wells:Oh, boy, here we go. All of this is driven by so many forces, including the passion of the teacher/mentor. So how do we guarantee that? Assume that we approve a course, and then we let it go at that and have all sorts of folks teach the course. The course, on paper, may really look as if it does the job, but without a teacher/mentor who can make it live; well, it won't do the job. I remember taking English at North Texas with Arthur Sampley, and I learned much about appreciating poetry. Other teachers in like courses were well below his mark. Cecil Shuford and Keith Shelton made journalism "live" and Merle Bonney made abnormal psychology "live" and so on. I'll skip the "dead" courses. So how do we measure outcomes or use metrics on such classes? Here's the deal: Before a department can add any course to the core (so sad about those required by state law that have no metrics for teachers), then the department MUST promise to the committee that it will ensure the best, most engaged and engaging teachers will teach the courses. Otherwise, the course will get removed from the "optional" core. The committee would set up expectations and would have a cadre of volunteer peers to evaluate the classes. Maybe then departments would either bow out of the optional core world or would ensure the measures. Mind you, I know that I'm living in a dream world to expect this.
    celia:I changed "gain" to "cultivate" because it shows more engagement on the part of the student.
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