Reflective Essay

In preparation for the Academic Affairs Faculty Symposium, the organizers gather up you to sh ar with fellow participants some brief reflections on the design of academic rigor. We would appreciate receiving by Friday, April 7th, your perception of academic rigor, your in the flesh(predicate) experience with academic rigor as a teacher or student, and/or your thoughts on what faculty and the University should do to parent rigor in our academic programs
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Essay ID:285666
Relevance and the alliance to Rigor
As James Beane (1997) has argued, the most powerful sources for program are the concerns of students about themselves and about social issues. Relevance as Beane defines it, connecting curriculum to students concerns and interests about themselves and the world, may seem unlike to rigor, with all rigors implications of inflexibleness and definitiveness. Students concerns and interests, by definition, are not rigid or definitive. However, if by rigor we intend to call for meaningful, substantive, and useful knowledge and skills, because we can hardly expect relevance to be irrelevant to our students.



If students see knowledge and skills as relevant to their concerns, relevant to real-world tasks call for for mastery in a course, relevant to their capacity for success in their chosen field, then relevance and rigor are, in fact, intertwined. What does that mean in practical terms in college courses? It content making efforts to connect coursework to community, to have students put theory into fare in the real world. It means involving students in decisions about what and how they mark and involving students in making decisions about how they will be evaluated. Service-learningâ€" by choice connecting academics to community issues, problems, or needsâ€"can provide two the theory and the pedagogy to connect rigor and relevance.

Essay ID:285817
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