How do Union faculty help students achieve the learning goals of the Common Curriculum?
A. To Communicate Critical and Analytical Thinking
B. To Make Connections or Original Contributions
C. To Reflect on Learning
Professor Sheri Lullo in the Department of Visual Arts asked students in AAH 105 ‘Arts of Japan’ to turn a critical, analytical gaze on Eizan Kikugawa’s nineteenth-century print Untitled Women, connect the artist’s work to Edo society, and reflect on how they experienced the purpose and meaning of the print. See this assignment.
Professor Josh Hart in the Psychology Department pushed students in PSY 100 ‘A First Course in Psychology’ to critique the use of a scholarly article in the popular press or an article from Psychological Science; students evaluated the original research, the accuracy of its findings or popular presentation, and suggested their own methodological improvements. See this assignment.
Professor Sara Watkins in the Classics Department challenged students in CLS 143 ‘Ancient Mythology’ to interpret a Greek myth for their own times; student groups analyzed the original, recreated the myth or its parody in a unique expressive form (song, poetry, film, or the like), and visually documented the creative process. See this assignment.
Professor Anouk Verheyden-Gillikin in the Geology Department asked student groups in GEO 106 ‘Introduction to Oceanography’ to complete an original research project with immediate relevance; modelling the practices of professional researchers, students researched real-world questions surrounding our oceans (sea-level rise, dead zones and pollution, tidal power, invasive species, and the like) and presented their findings at an end of term Oceanography Research Symposium. See this assignment.
More on Teaching the Common Curriculum and Common Curriculum Assessment