{"id":296412,"date":"2018-02-15T12:28:30","date_gmt":"2018-02-15T17:28:30","guid":{"rendered":"http:\/\/www.rochester.edu\/newscenter\/?p=296412"},"modified":"2018-03-30T13:01:59","modified_gmt":"2018-03-30T17:01:59","slug":"rochester-curriculum-freedom-interdisciplinary-296412","status":"publish","type":"post","link":"https:\/\/www.rochester.edu\/newscenter\/rochester-curriculum-freedom-interdisciplinary-296412\/","title":{"rendered":"The Rochester Curriculum: Freedom, with intentionality"},"content":{"rendered":"

\"logo<\/a>Eva Hansen \u201918, a biomedical engineering student at the University of Rochester, has traveled to the Dominican Republic two times with an Engineers Without Borders<\/a> student chapter to help provide an elementary school with access to clean water.<\/p>\n

And because of the unique design of Rochester\u2019s undergraduate curriculum, Hansen has been able to augment her major and EWB experience with a \u201ccluster\u201d of courses in public health.<\/p>\n

Those courses have allowed her to see the problem of water access in a much broader light than she might have without them.<\/p>\n

\"student
Despite the rigors of an engineering program, Eva Hanson ’18, left, has been able to travel abroad twice and pursue coursework in public health thanks to the flexibility of the Rochester Curriculum and its \u201ccluster\u201d system. (photo courtesy Eva Hanson)<\/figcaption><\/figure>\n

\u201cLack of access to clean potable water is, at its root, a public health disparity,\u201d she says. \u201cPublic health can provide an academic lens with which to view the impacts of a lack of clean water, as well as provide a framework to implement effective community-based change.\u201d<\/p>\n

Hansen\u2019s public health courses are a reflection of the remarkable degree of autonomy Rochester allows its undergraduates as they choose the subjects they want to pursue\u2014and in a meaningful way.<\/p>\n

The Rochester Curriculum, approved in 1995,\u00a0<\/a>opened the curriculum by removing specific sets of general education requirements. However, this by no means a “free elective model,” such as curricula adopted by a number of institutions following the turbulent ’60s, which make no prescriptions at all.<\/p>\n

All students take a required primary writing course – usually Reasoning and Writing in the College (WRT 105 or 105E) \u2013 and fulfill a program of study in each of three areas of learning \u2013 humanities, social sciences, and natural sciences\/engineering. Students select a major in one of these areas, which they can combine with an additional major, a minor, or a cluster in the two remaining areas (engineering students, whose major programs are guided by the Accreditation Board for Engineering and Technology, or ABET, are allowed to choose one). In meeting this requirement, students can choose from among some 300 so-called clusters\u2014sets of three related courses\u2014designed to provide an in-depth exposure to a discipline. The clusters are also spread across these three areas of learning: arts and humanities; social sciences; and math, natural sciences, and engineering.<\/p>\n

Within this framework, the Rochester Curriculum is premised, first and foremost, on the idea that \u201cstudents should have the autonomy to decide for themselves what subjects they will pursue,\u201d a University committee noted in 2016.<\/p>\n

The notion clearly resonates with prospective students, and has helped make the curriculum a defining aspect of the Rochester college experience.<\/p>\n

\u201cIt allows students to see themselves in the driver\u2019s seat,\u201d says Scott Clyde, executive director of College Enrollment. According to Clyde, \u201cmore than 90 percent of incoming students surveyed last year indicated that Rochester\u2019s unique curriculum had a positive to strongly positive effect on their decision to enroll.\u201d<\/p>\n

\"\"<\/p>\n

Jeffrey Runner, dean of the College, finds that the curriculum attracts self-starters, while helping to teach less confident students how to find their own path.<\/p>\n

\u201cThe challenge is that students have to learn how to navigate,\u201d he says. \u201cYou don\u2019t just get handed a schedule. You have to take ownership of your program, your career, and your life.\u201d<\/p>\n

People like Laura Gavigan, associate director of the College Center for Advising Services, are there to help.<\/p>\n

Gavigan notes that most students take 32 courses before graduation, including 12 (typically) for a major, six for two clusters, and the required primary writing course.<\/p>\n

\u201cThat leaves 13 other classes you can take,\u201d she says. “Perhaps yoga, anthropology, or another class not necessarily applying to a major, minor, or cluster. It\u2019s really inspiring when students pursue their curiosities and move beyond their comfort zones.\u201d<\/p>\n

Muster the cluster<\/h2>\n

While the basic design of the Rochester Curriculum has remained the same since its creation, one of its key components\u2014the clusters\u2014are constantly being revised. This keeps the curriculum anything but static.<\/p>\n

\"\"<\/p>\n

During the 2017\u201318 academic year, for example, new clusters were approved for the University\u2019s Writing, Speaking and Argument Program<\/a>, Modern Languages and Cultures, Art and Art History, Optics, Religion and Classics<\/a>, and by the Hajim School of Engineering and Applied Sciences<\/a>. Several of the Hajim School\u2019s clusters were specifically proposed to provide an engineering perspective on questions of social change and technological advance for non-engineering students.<\/p>\n

Alan Czaplicki, associate dean of the College, oversees the management of the cluster system and works with faculty on the College Curriculum Committee in approving new and revised clusters. He notes that this year the committee has taken a \u201cdeep dive\u201d into examining the variety of ways that clusters can be used by students and departments to generate interest in a variety of different disciplines. This leads to interesting questions on the different purposes and structure of clusters across the curriculum.<\/p>\n

\u201cClusters are the centerpiece of the Rochester Curriculum and as such generate always interesting discussions on how students delve into and use clusters to further their knowledge,\u201d Czaplicki says.<\/p>\n

\n

Creating and exploring: Take Five, dual degrees, and self-designed majors<\/em><\/h2>\n

Clusters aren\u2019t the only means by which Rochester students explore multiple disciplines in a meaningful way. They can also pursue the <\/em>Take Five Scholars Program<\/a>, which, unique to Rochester, offers selected students a fifth, tuition-free year to pursue an intellectual interest or theme outside the major; <\/em>dual degree programs; or <\/em>self-designed majors<\/a>. <\/em><\/p>\n<\/div>\n

Meanwhile, both students and faculty note that the curriculum has had some unforeseen benefits.<\/p>\n

For example, some students find that a cluster sparks their interest so much they decide to complete a minor or a second major in the subject. That\u2019s been the case in the Department of Computer Science<\/a>, where a number of female students in the department have developed an interest in the field through a first encounter via clusters.<\/p>\n

\u201cAs an outcome of the cluster system, many students begin to take a cluster in Computer Science to fulfill their breadth requirement and enjoy it so much, it grows into a minor or even a major,\u201d the department concluded in a report on its efforts to broaden the participation of female students.\u00a0 \u201cThis is one of the ways we draw women into Computer Science: they begin a cluster and then add a major as their studies and interests continue.\u201d<\/p>\n

The percentage of women in the department\u2019s 2017 graduating class was nearly double the national average.<\/p>\n

And for students like Eva Hansen, the latitude afforded her by the Rochester Curriculum helped her achieve some important goals. Because she can link her public health cluster to her major in biomedical engineering and to her experiences with Engineers Without Borders, it is helping her qualify as one of the University\u2019s first National Academy of Engineering Grand Challenges Scholars<\/a>.<\/p>\n

\u201cAt several of the others schools I was considering, the approach to distribution courses was very prescribed,\u201d she says.<\/p>\n

\u201cI appreciated that at Rochester I would be able to choose distribution courses that I felt genuinely interested in and desired to explore, given the limited courses I could take outside of my major.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

By the time they graduate from the University of Rochester, students will have take 128 credits and only one required course. \u201cMore than 90 percent of incoming students surveyed last year indicated that Rochester\u2019s unique curriculum had a positive to strongly positive effect on their decision to enroll,\u201d says Executive Director of College Enrollment Scott Clyde. <\/p>\n","protected":false},"author":672,"featured_media":298942,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[9],"tags":[34272],"class_list":["post-296412","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-campus-community","tag-interdisciplinary"],"acf":[],"yoast_head":"\nThe Rochester Curriculum: Freedom, with intentionality<\/title>\n<meta name=\"description\" content=\"By the time they graduate from the University of Rochester, students will have take 128 credits and only one required course. 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