Resuming from the book of “Engaging the Curricululm in Higher Education” by Ronald Barnett and Kelly Coate (2005) Chapter 10, written that unless curricula are in some way engaging the students for whom they are intended, nothing much will happen so far as the students mechanically to their surrounding; curricula cannot be realized as technical projects in which things are done to students. Students have to be personally involved in and committed to their own development.
If Higher Education curricula are going to help students develop the kinds of human qualities and dispositions that the twenty-first century calls for, we have suggested then students need to be understood as human beings are not own unfolding ‘takes’ on the world. A curriculum may seek to get students involved in, say, their own projects, group tasks, problem solving (in chemistry or business studies), researching a topic (in history), or a computational exercise. This is a kind of operational engagement, in which the student engages in the activity in question.
Unless the curriculum is designed to accord students space and time to come into a positive relationship with their experiences, the necessary commitment and engagement just will not occur. Here are some considering that there are three dimension to this educational aspiration :
First, the students have to feel that their learning is worthwhile in the sense that they are engaged in a worthwhile programme of study. Second, the students gas ti form a positive view about her learning. She will want to feel that she is likely at least to pass and may even want to pas at a high level. Lastly, the students will want to fell positively towards herself. Unless the student has a positive self-regard, it is difficult to see hoe her learning can proceed.
Engagement implies not just a coming together but an interaction. The student may be changed through the curriculum, but if the lecturers and the students are wise both they and the curriculum might also be changed by the students. This togetherness quality of a curriculum is crucial. A curriculum for engagement, therefore, calls for a teaching that is likely to engage, to connect, to lift, to enthuse and even to inspire. A curriculum for engagement, in other words, calls for a pedagogy for engagement. It is a pedagogy of deep and abiding respect for each student, of generosity and of space and time. As the tutors make their interventions in the spaces extended to the students, therefore, it is the students as individuals that have to be uppermost in their minds. A curriculum for engagement cannot rest with just being concerned with standards; it has to create spaces for affirmation and development. The self has continually to be nurtured through curriculum design as a creative but continuing process. The self is a long time in the making and a very short time in the dissolving.
(Wednesday, 26-Nov-2008)
Unless the curriculum is designed to accord students space and time to come into a positive relationship with their experiences, the necessary commitment and engagement just will not occur. Here are some considering that there are three dimension to this educational aspiration :
First, the students have to feel that their learning is worthwhile in the sense that they are engaged in a worthwhile programme of study. Second, the students gas ti form a positive view about her learning. She will want to feel that she is likely at least to pass and may even want to pas at a high level. Lastly, the students will want to fell positively towards herself. Unless the student has a positive self-regard, it is difficult to see hoe her learning can proceed.
Engagement implies not just a coming together but an interaction. The student may be changed through the curriculum, but if the lecturers and the students are wise both they and the curriculum might also be changed by the students. This togetherness quality of a curriculum is crucial. A curriculum for engagement, therefore, calls for a teaching that is likely to engage, to connect, to lift, to enthuse and even to inspire. A curriculum for engagement, in other words, calls for a pedagogy for engagement. It is a pedagogy of deep and abiding respect for each student, of generosity and of space and time. As the tutors make their interventions in the spaces extended to the students, therefore, it is the students as individuals that have to be uppermost in their minds. A curriculum for engagement cannot rest with just being concerned with standards; it has to create spaces for affirmation and development. The self has continually to be nurtured through curriculum design as a creative but continuing process. The self is a long time in the making and a very short time in the dissolving.
(Wednesday, 26-Nov-2008)
Lecturer : Dr. Ann Cheryl Amstrong
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