(reactive) Supporting Student Development In and Beyond the Disciplines: The Role of the Curriculum
Issues of intellectual development, academic discipline, student, faculty, and institutional identities resonate through this chapter. It is written with the aim of offering some new perspectives and “practical” suggestions, particularly with respect to curriculum design, which build on the more abstract ideas regarding students’ intellectual and discipline-based development considered in this book. In particular, it addresses Baxter Magolda’s notion (see previous chapter) of “educating for self-authorship” and also, though to a lesser extent, the work of Northedge and McArthur (see Chapter 9) on “guiding students into a discipline”. As a way into this chapter I would like you to consider the three quotations that appear at the beginning. To me they provide contrasting, complementary and in part conflicting perspectives on the role of the student, the academic and the university. To what extent do they match the way you see your role and the function of the university? Do you see your role primarily as teaching a particular discipline or as supporting students’ intellectual and civic development? Or is this a false or needless dichotomy?