In recent years, many prestigious American colleges have developed substantial and often highly structured core curricula. A core curriculum is a sequence of thematically focused interdisciplinary courses that are obligatory for all students. These courses are usually taken in the same order, and typically make up a third of the undergraduate program.
While components of core curricula may vary, their structure and content are often designed to develop students' skills in communication (reading, writing, listening, speaking), in quantitative thinking (numeracy), in reasoning (critical thinking, problem-solving, analysis and synthesis, decision making), and in interpersonal interaction (teamwork, collaborative learning, cooperative learning). In addition to emphasizing skills development across the curriculum, most core curricula include subjects from the humanities, the sciences, and social sciences. Many core curricula attempt to address current concerns by adding the study of multicultural and gender issues. This “ reaching across the disciplines” in a purposeful way can ensure a genuinely coherent and integrative educational experience.
Thus, it is not surprising that colleges with ambitious core curricula have reaped rich rewards: a stronger sense of institutional identity, greater faculty satisfaction, increased enrollment (particularly of high-quality students), significantly higher levels of student retention and performance, and an improved public profile.
Students who have experienced the core curriculum believe that the intellectual challenge provided by these courses and the diversity of philosophies, religious cultures, and world views they encounter along the way, give them a broader perspective on life, the opportunity to discover personal values and interests, and skills that apply across careers.
There are mainly two problems that young students have to deal with when they come across core curricula. First of all, many of them consider the extra courses as a loss of time since their main topics of interest are different from the ones they have already chosen as a major. So, as suggested in the lecture these courses are just robbing time and resourches from the other ones. Furthermore, it is argued that any guidelines helping students to choose the most suitable core classes are missing. For instance, a student studying political science does not know exactly which course would fit better with both his personal interests and study plan.
Anyway, these flaws could be easily arranged as some points of the reading behind suggests. Starting with the first issue it is possible to say that spending some time on other disciplines is not just a waste of time. As a matter of fact, these courses allow young students to develop some soft skills, such as problem-solving and teamwork, that will be very significant in their future working life and that classical courses often do not teach.
Moving on the second issue, the main problem is that these courses are widely viewed more as an obligation rather than as an occasion. For this reason there is no need to choose the perfect course that best suit with one's study plan. These courses are made to make the knowledge range of every pupil wider and to even find new passions that if the courses were not held would have not been discovered.
In conclusion the problem of what is said during the lecture is that the core course are seen more as obstacle rather than as an opportunity to discover all the beautiful side of this world.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-08-28 | elisabetta_fedele | 80 | view |
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Grammar and spelling errors:
Line 3, column 91, Rule ID: COMP_THAN[1]
Message: Comparison requires 'than', not 'then' nor 'as'.
Suggestion: than
...at these courses are widely viewed more as an obligation rather than as an occasio...
^^
Line 3, column 217, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
... the perfect course that best suit with ones study plan. These courses are made to m...
^^^^
Line 4, column 100, Rule ID: COMP_THAN[1]
Message: Comparison requires 'than', not 'then' nor 'as'.
Suggestion: than
...e is that the core course are seen more as obstacle rather than as an opportunity ...
^^
Transition Words or Phrases used:
anyway, first, furthermore, if, second, so, for instance, in conclusion, such as, as a matter of fact, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 10.4613686534 172% => OK
Auxiliary verbs: 5.0 5.04856512141 99% => OK
Conjunction : 5.0 7.30242825607 68% => OK
Relative clauses : 11.0 12.0772626932 91% => OK
Pronoun: 24.0 22.412803532 107% => OK
Preposition: 33.0 30.3222958057 109% => OK
Nominalization: 3.0 5.01324503311 60% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1401.0 1373.03311258 102% => OK
No of words: 297.0 270.72406181 110% => OK
Chars per words: 4.71717171717 5.08290768461 93% => OK
Fourth root words length: 4.15134772569 4.04702891845 103% => OK
Word Length SD: 2.33313655211 2.5805825403 90% => OK
Unique words: 172.0 145.348785872 118% => OK
Unique words percentage: 0.579124579125 0.540411800872 107% => OK
syllable_count: 440.1 419.366225166 105% => OK
avg_syllables_per_word: 1.5 1.55342163355 97% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 3.25607064018 154% => OK
Article: 2.0 8.23620309051 24% => OK
Subordination: 2.0 1.25165562914 160% => OK
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 1.0 2.5761589404 39% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 12.0 13.0662251656 92% => OK
Sentence length: 24.0 21.2450331126 113% => OK
Sentence length SD: 40.5318804564 49.2860985944 82% => OK
Chars per sentence: 116.75 110.228320801 106% => OK
Words per sentence: 24.75 21.698381199 114% => OK
Discourse Markers: 9.58333333333 7.06452816374 136% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 3.0 4.19205298013 72% => OK
Sentences with positive sentiment : 8.0 4.33554083885 185% => OK
Sentences with negative sentiment : 3.0 4.45695364238 67% => OK
Sentences with neutral sentiment: 1.0 4.27373068433 23% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.259742642085 0.272083759551 95% => OK
Sentence topic coherence: 0.0892215492069 0.0996497079465 90% => OK
Sentence topic coherence SD: 0.0423584902142 0.0662205650399 64% => OK
Paragraph topic coherence: 0.147724427715 0.162205337803 91% => OK
Paragraph topic coherence SD: 0.0419560769845 0.0443174109184 95% => OK
Essay readability:
automated_readability_index: 13.2 13.3589403974 99% => OK
flesch_reading_ease: 55.58 53.8541721854 103% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 11.5 11.0289183223 104% => OK
coleman_liau_index: 10.39 12.2367328918 85% => OK
dale_chall_readability_score: 7.86 8.42419426049 93% => OK
difficult_words: 57.0 63.6247240618 90% => OK
linsear_write_formula: 10.5 10.7273730684 98% => OK
gunning_fog: 11.6 10.498013245 110% => OK
text_standard: 12.0 11.2008830022 107% => OK
What are above readability scores?
---------------------
Rates: 80.0 out of 100
Scores by essay e-grader: 24.0 Out of 30
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.