Intentional Learning Goals and the Carleton Curriculum

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Intentional Learning Goals and the Carleton
Curriculum

• LTC
• January 13 and January 14
• Mary Savina, Clara Hardy, Carolyn Sanford, Nelson
  Christensen

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Definition of intentional learner

• The intentional learner is someone who is
  empowered through the mastery of intellectual
  and practical skills, informed by knowledge about
  the natural and social worlds and about forms of
  inquiry basic to these studies, and responsible
  for their personal actions and for civic values.
  
• AACU, 2002, Greater Expectations, p. xi

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Color coding on subsequent slides

• Red skills and literacies
• Blue intra- and inter-personal skills
• Brown integration and complexity
• Green global and intercultural concerns
• Note This is a first cut at combinations and
  comparisons. Many items on the AACU listing
  (those in black) have not yet been linked with
  Carleton goals.

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Empowered learners should excel at, part 1

• communicating in diverse settings and groups,
  using written, oral, and visual means, and in
  more than one language
• understanding and employing both quantitative and
  qualitative analysis to describe and solve
  problems
• interpreting, evaluating, and using information
  discerningly from a variety of sources
• integrating knowledge of various types and
  understanding complex systems
• resolving difficult issues creatively by
  employing multiple systems and tools
• AACU, 2002, Greater Expectations

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Empowered learners should excel at, part 2

• deriving meaning from experience, as well as
  gathering information from observation
• demonstrating intellectual agility and managing
  change
• transforming information into knowledge and
  knowledge into judgment and action
• working well in teams, including those of diverse
  composition, and building consensus.
• AACU, 2002, Greater Expectations

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Informed learners should have sustained
opportunities to learn about

• The human imagination, expression and the
  products of many cultures
• The interrelations within and among global and
  cross-cultural communities
• Means of modeling the natural, social and
  technical worlds
• The values and histories underlying U.S.
  democracy.
• AACU, 2002, Greater Expectations

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For responsible learners, education should
foster, part 1

• Intellectual honesty and engagement in ongoing
  learning
• Responsibility for societys moral health and for
  social justice
• Active participation as a citizen of a diverse
  democracy
• Respect for and appropriate use of intuition and
  feeling, as well as thinking
• AACU, 2002, Greater Expectations

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For responsible learners, education should
foster, part 2

• Discernment of consequences, including ethical
  consequences, of decisions and actions
• Deep understanding of ones self and ones
  multiple identities that connect habits of mind,
  heart and body
• Respect for the complex identities of others,
  their histories and their cultures.
• AACU, 2002, Greater Expectations

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Looking at Carleton curriculum SJB, January 2005

• The First (Freshman) Year
• The Senior Year
• Skills and literacies
• General Education/distribution
• The major
• Interpersonal/personal abilities
• Interdisciplinary learning
• Global perspectives

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Looking at Carleton curriculum, ECC academic
learning goals, part 1

• To foster students ability to read perceptively
  and critically at an advanced level.
• To help students develop their ability to speak
  effectively in English.
• To help students develop their ability to write
  effectively in English (i.e. the writing
  requirement).
• To help students learn a second language (i.e.
  the language requirement)
• To help students attain proficiency in a
  discipline (i.e. the major).

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Looking at Carleton curriculum, ECC academic
learning goals, part 2

• To encourage students to become acquainted with
  method and purpose in a variety of disciplines
  (i.e. distribution requirements and
  interdisciplinary studies).
• To foster students ability to think analytically
  and synthetically within a discipline and across
  several disciplines.
• To encourage students to acquire an awareness of
  cultural diversity (i.e. the RAD requirement).
• To help students develop basic skills for working
  as a member of a team or work group.
• To provide students with a variety of cultural,
  service, recreational, and intellectual
  opportunities.