Rethinking the Curriculum* As we've noted in earlier columns, major changes are taking place in higher education; plus, it looks as if the biggest changes are yet to come. If colleges hope to adequately prepare students for this future—as well as insure their own future—they must start by rethinking, and probably reworking, their curricula. Here's a five-step approach.
It has been said that it is easier to move a cemetery than to change a curriculum. Those of us who have served on committees commissioned to revise curricula (along with faculty members who hold to a wide range of philosophies and vested interests) might tend to agree. However, we also know the fate of many of institutions that failed to change with the needs of the times. Interestingly, the pressures for change are now coming in large measure from outside of our colleges—from parents and prospective students who are asking some pointed "return-on-investment" questions. from Students and Parents Here are some questions being asked. What percentage of your graduates get jobs related to their field of study? Many colleges that used to send graduates out the door with seemingly little concern about what happened after that are now having to keep up-to-date records so they can answer such questions. Why is your department better than the one at the University of X? That can be a difficult one, especially if the facilities at the University of X are larger and newer. You need to ask yourself whether your college has some unique strengths that sets it apart it from all the other colleges vying for student applications. (If it doesn't, this may be the first placed to start in rethinking your curriculum.) In my junior college we did computer animation [or whatever], but I don't see any courses in that here; why? Although you might launch into a discussion of the value of a broad-based education at this point, to be honest you would have to say that even if you could get such a course in the curriculum, no faculty member knows enough about it to teach it, and your department can't afford the necessary equipment. In thinking about an answer to such questions you might want to consider some new instructional options. What kind of placement service do you have? Will they work with me until I get the kind of job I want? Although you might feel you have a pretty good placement service, if you were to be brutally honest, even after four years of education and the expenditure of many thousands of dollars, you can't begin to promise prospective students that your school can get them into the kind of job they want, or, in many cases, even get them a job in their field of study.
Of course, a college education isn't just about getting a good job, even though that concern seems to be on the minds of parents and prospective students. In another column in this section, Does College Really Matter?, some of the other issues are covered. Let me add one more. Addressing moral and ethical responsibilities. Secular colleges used to avoid moral and even ethical discussions—presumably letting the home and church handle these disputatious topics. However, without the guidance of those with—how shall we say this—a more seasoned and socially responsible perspective, many of our brightest students end up with questionable or even a socially-destructive system of values. In particular we've seen a tendency to displace social needs and concerns with short-term personal or corporate gains. The consequences of this have been particularly clear in some of our films and socially irresponsible, ratings-driven radio and TV programming. The environment has also felt the impact of this myopic perspective. Even though today's students may be a long way from the idealism—some would say naive idealism—of the '60's, we seem to be seeing a bit of a resurgence of social concerns among some young people. This makes the task of addressing these issues a positive selling point for many colleges. Computer Literacy Today, computer literacy is essential to professional success. Graduating without a familiarity with word processing, database, and spreadsheet programs, digital imaging, and an ability to comfortably travel the information superhighway will put any graduate at a disadvantage. As "vocational" as it might seem to some in higher education, prospective students need to be assured that they will given the opportunity to master these computer skills and that available computer hardware and software will be equal to the task. These are just come of the concerns that need to be kept in mind as you rethink the curricula. As you go through the steps outlined, don't be surprised if what you end up with bears little resemblance to the courses you now have.
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