Learning and Teaching Center (Old)

Thursday, April 21
College curriculum discussion series:
From Principles to Process: What we learned about curriculum reform at “competing” colleges

Kathleen Galotti, Professor of Psychology and Cognitive Studies, Director of Cognitive Studies

Martha Paas, Wadsworth A. Williams Professor of Economics

Summary by Drew Dara-Abrams

As part of the curriculum review, Galotti and Paas have investigated graduation requirements at some of Carleton’s peer institutions (summarized on this handout [link]). In particular, the two visited Wellesley and Pomona, both of which use principle-based requirements. A report on their findings is available on-line.

At Carleton and its peer colleges, Galotti and Paas found three different models of graduation requirements:

1. No graduation requirements. Only represented on list by Amherst.
2. Discipline-based distribution requirements. Most colleges on their list, including Carleton, follow this model.
3. Principle/skill-based clusters. Pomona and Wellesley follow this model, although in somewhat different ways.

At Wellesley, the curriculum review process involved many faculty members and was not limited to a particular committee or task force. Their process began with discussions of what well-educated students should know. On the other hand, Pomona’s principle-based requirements were designed largely by one faculty member, with the only feedback from the faculty coming through a final vote. Whereas Pomona assumed new courses would be developed, Wellesley aimed to only change the path students took through the curriculum. Pomona is now moving away from its principle-based requirements, while Wellesley is continuing with its.

Galotti and Paas concluded with a few key recommendations:

• Focus on the process of the curriculum review, which should be intentionally slow.
• Involve as many faculty members and administrators as possible, rather than leave the curriculum review to one committee, administrator, or task force.
• Use this opportunity to discuss Carleton’s core values.
• Do not waste time tinkering with current requirements.

See their report for more specific recommendations on the curriculum review process.