Hope for the Dead, Deadening, Deadly?,

Environmental Studies

Is there Hope for the Deadly, Dead & Deadening?

If you, as an undergraduate, were presented with this kind of
organization (see below), exposed to this approach to your
liberal art  education (say your FYS expereince spelled it out
for you from the start) would you be pleased? Appreciate the
clarity and determinacy--aims, objectives, goals? Knowing
them from the start?

Advising and consenting.  Would it motivate ?  Would it
encourage you, stalwart pioneer, to dig in, explore frontiers
yet unknown--relishing in the realization that this is not for
everyone and you aren't for everyone too?

I'm just asking?  Is this a stupid question? Stunning? How would
I know if you didn't tell me?  (What's a colleague for?)   Am I the
only one how finds this un-Heisenbergian determinism killing?

Isn't there a famous novel on this kind of conditioning?
Listen to the SOUND of it. Hark. Oyez.

Won't anyone come to its defense so we might could put it in play
across the curriculum, this elephant. Or is that demoralizing?

I am more than willing to stand for correction.

xxxooo, Sam

Warren Wilson College

Curriculum Map Templates

1. Connect Expected Outcomes to Program Goals
2. Connect Expected Outcomes to Courses – where are they introduced, reinforced, emphasized
3. Program or Course Outcomes Mapped with Course Content (activities, readings, assignments, exams, etc.)

1. Goals Mapped with Outcomes

This table allows you to align your expected outcomes with your program goals.

	Program Goal 1	Program Goal 2	Program Goal 3	Program Goal 4	Program Goal 5
Outcome 1
Outcome 2

2. Outcomes Mapped with Courses

 I = introduce; R = reinforce; E = emphasized

THIS  is the major activity to complete for the March 1 deadline

This table allows you to check/demonstrate that your curriculum creates sufficient opportunities for the learning outcomes to be introduced, reinforced, and emphasized to students. Some outcomes/learning  may be scaffolded across several courses, from 100 or 200 level through senior capstone; while others might be covered entirely in one course, from introduction to emphasis.

	Outcome 1	Outcome 2	Outcome 3	Outcome 4
Course 1
Course 2

3. Program or Course Outcomes Mapped with Course Content (activities, readings, assignments, exams, etc.)

This exercise allows you to see if your course content creates adequate opportunities for students to achieve the expected outcomes…

Outcome	Outcome 1	Outcome 2	Outcome 3
Assignment A
Assignment B
Assignment C
Assignment D
Assignment E