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essay for college " While in Boston ..

Twenty years later, between 1989 and 1991, Boston College faculty and students engaged in a sustained process of reflection on the strengths and weaknesses of the 20-year-old core. Some irrational features of the existing core were quickly identified. For instance, there was a requirement in either math or the arts. Cultural diversity was identified as a major gap in the core (reflecting a national focus at the time on this aspect of higher education curricula). In 1991, a new 45-credit core was approved, and the University Core Development Committee (UCDC) was created to oversee and support core course development. While there was some initial experimentation and innovation in the early 1990s, the UCDC came to serve as the curricular gatekeeper, and the next campus-wide conversation about the core and the University’s broader mission would wait until the current renewal process began in 2012.

Essay prompt for boston college School of rock essay

The three team-taught courses, grouped under the heading of “Complex Problems,” will each enroll 80 students. The six pairs of linked courses will enroll 19 students and will address what the planners call “Enduring Questions.” The pilot courses will be optional for first-year students, who will also have the opportunity to meet their core requirements through extant programs. At Boston College, about a third of the courses most undergraduates will take are core courses.

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Why boston college essay

his coming fall Boston College will begin piloting a renewed core curriculum, unveiling nine semester-long offerings for freshmen that apply an interdisciplinary lens to contemporary social problems and perennial questions about the human condition. Three are courses that will utilize team teaching, with faculty from divergent disciplines working side by side—a sociologist and an ecologist, for instance, teaching “Global Implications of Climate Change.”

Formal discussion of the core renewal began in the fall of 2012. At the time, Quigley (then dean of Arts and Sciences), Carroll School of Management dean Andy Boynton, and Institute for the Liberal Arts director Mary Crane spearheaded a yearlong series of campus discussions on the future of the core at Boston College. They did so, uncommonly, with assistance from a global design and innovation consultancy, Continuum, headquartered in West Newton. The company is best known for developing consumer products (most famously, the Swiffer mop and the Reebok Pump athletic shoe), but its teams spend much of their time helping institutions to choreograph the conversations and shape the processes that will lead to innovation. From such discussions at Boston College came the dual framework of “Complex Problems” and “Enduring Questions.”

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One of the great surprises of my 18 years at Boston College has been my growing commitment to the core. I volunteered to teach in it very early on, and I’ve been struck by the satisfaction at being part of the larger project.

David Quigley is provost and dean of faculties at Boston College. He was co-chair, with Andy Boynton, dean of the Carroll School of Management, and Mary Crane, director of the University’s Institute for the Liberal Arts, of the Core Renewal Committee created in 2012. His essay is drawn and adapted from a talk given at a Boston College roundtable in fall 2013 and published in the University journal Integritas.

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