ABSTRACT
It is probable that among the lists, students will find something to which they will be attracted. It is also probable that faculty will be allowed to focus attention on a topic in which they have a scholarly stake. It is much less likely that an individual student and an individual member of the faculty will work together to fashion an entire set of studies, a curriculum, based on that student’s efforts to follow his/her curiosity and to place his/her life experiences within a meaningful academic context. It is just such a demanding and intellectually rich activity, one that combines complex research and reflection that describes curriculum design in a world of mentoring. In keeping with the spirit of Principle 3, educational planning becomes yet another occasion for dialogue.
