Keeping Christ at the Core of the Curriculum: Reflections on Wheaton College's General Education Reform

2019 ◽  
Vol 16 (2) ◽  
pp. 309-327
Author(s):  
Sarah Miglio ◽  
James Wilhoit
Keyword(s):  
Education Reform ◽  
General Education ◽  
Spiritual Development ◽  
Christian Formation ◽  
Incremental Change ◽  
The Core ◽  
General Education Reform ◽  
Collaborative Efforts ◽  
Development Of Students ◽  
Shared Mission

While curricular revisions often generate controversy or disagreement, successful revisions are possible through collaborative efforts, the articulation of shared mission, and the pursuit of incremental change. Faculty trained in Christian formation and ministry are well-positioned to help shape a curriculum that addresses the intellectual and spiritual development of students.

A Longitudinal Analysis of Shifting Policy Landscapes in Special and General Education Reform

2003 ◽  
Vol 70 (1) ◽  
pp. 81-94 ◽  
Author(s):  
Katharine S. Furney ◽  
Susan Brody Hasazi ◽  
Kelly Clark/Keefe ◽  
Johnette Hartnett
Keyword(s):  
Education Reform ◽  
General Education ◽  
Longitudinal Analysis ◽  
General Education Reform

The Ecology of General Education Reform

1997 ◽  
Vol 29 (4) ◽  
pp. 18-23 ◽  
Author(s):  
Gordon Arnold ◽  
Janet T. Civian
Keyword(s):  
Education Reform ◽  
General Education ◽  
General Education Reform

scholarly journals The Role of Buddhist Studies in Fostering Metadisciplinary Conversations and Improving Pedagogical Collaborations

Religions ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
C. Pierce Salguero
Keyword(s):  
Education Reform ◽  
General Education ◽  
Buddhist Studies ◽  
Integrative Studies ◽  
Interdisciplinary Collaborations ◽  
Penn State ◽  
General Education Reform ◽  
Core Features

Buddhist studies has been at the center of a number of pedagogical experiments that have emerged on my campus over the last five years in response to Penn State University’s general education reform introducing an integrative studies requirement. The first half of this paper introduces two of these interdisciplinary collaborations. I discuss the structure and goals of these two courses and detail how I integrated Buddhist Studies into the design of each. In the second half of the paper, I describe how the practice of what I call “metadisciplinarity” can help to avoid some of the pitfalls commonly faced in interdisciplinary collaborations. I discuss both how to engage in metadisciplinary reflection and communication and the strengths that Buddhist studies scholars can bring to this kind of pedagogical collaboration based on some core features of our field.

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