We take the term "curriculum" in the 60-Year Curriculum to refer collectively to all the elements of educational experience. It includes not only andragogy and educational content but also services that sustain instructors and learners at multiple stages of their lives and careers. A new metaphor is needed for this new learning and teaching model that serves a lifelong need. Whereas education had previously adopted factory and then office models of education, these no longer apply (if they ever did). The metaphor we propose for the 21st-century workplace of education is a "Global Network," in which participants with multiple careers and many "gigs" within each career reflect the shift from centralized to distributed organizations, from predefined to ad hoc work, and from a role-based to a consultant model of agency. The transformative changes between educational eras parallel the moves from shopping in urban centers to shopping in malls to shopping online. Workers in the Global Network era include not just musicians and startup teams but also Uber drivers, telecommuting professionals, graphic artists with multiple clients, freelance writers, authors, and copyeditors, and adjunct faculty members with a portfolio of teaching contracts.
We approach the methodology that is required from the perspective of learning engineering, emphasizing the applied nature of adaptive instructional methods and dynamically configurable infrastructure.11 Thus, our approach to satisfying the demand for lifelong learning is to base education on innovations in andragogy, rather than content. These new andragogies are enabled by the technologies and processes of the synergistic digital economy. There clearly could be new courses that are explicitly dedicated to novel aspects of the synergistic digital economy. However, the literacies and capacities that result from our approach do not in themselves form a new discipline or a novel curriculum. Instead, the existing curriculum of every course and program is reconfigured to reflect changes in instructional methods that establish and support habits of lifelong learning. The result is a new pattern of educational interaction, more than new substance.
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These core principles have guided the development of our Two-Year MBA program curriculum, enabling Johnson to provide an unmatched learning experience for our students to better prepare them for working and winning in the new global economy.
This course involves preparing a brief for a trial court motion on a hypothetical problem, and arguing that motion before a panel of specially trained second and third-year law students who serve as judges.
All entering first-year students are required to take 220.6 Constitutional Law (4 units) to graduate. This course provides an introduction to judicial review, the role of the Supreme Court in our constitutional system, congressional power and federalism, and the Due Process and Equal Protection Clauses of the Fourteenth Amendment. We recommend that J.D. students take this course during the Spring semester of their first year and will give them priority registration at that time.
First-year students entering Parsons share a common learning experience. The same course sequence constitutes the first year of all BFA programs, providing a foundational experience that familiarizes students with the tools, methods, and skills employed in art and design. A similar course sequence applies for BBA students, with the exception of two courses specific to that degree.
The first-year curriculum sometimes inspires students to switch majors or plan for careers that expand established categories. After completing first-year coursework, students work with advisors, in consultation with instructors, to define their goals and, if desired, choose or change their degree program.
While still in Year One, you will begin the core knowledge phase of the curriculum. This phase introduces you to the organ systems and begins your clinical skills training. Courses included in the core knowledge portion of the curriculum include the following courses:
In addition to these courses, you will have the opportunity to explore your specific interests through two electives of your choosing. These electives, which run throughout most of the academic year, are very diverse and could include exposure to basic science research, clinical research, shadowing physicians or other activities.
You will begin your seven core clinical clerkships as part of the core clinical phase. The order of your clerkships will be determined by lottery, but every student will complete the following courses as part of the core clinical phase in year three:
As a nursing major, you participate in a challenging four-year academic program of high quality that includes laboratory and clinical experiences under qualified faculty guidance. There are also other study opportunities available to you such as learning communities, study abroad, minors, and ROTC options.
During your first two years in the nursing curriculum, you take a combination of liberal arts and science courses, as well as courses in basic nursing theory and clinical skills. Much of this experience occurs in the Fitzpatrick College of Nursing Learning Resource Center (LRC). The LRC houses audio-visual materials, training models and simulations to support the educational program. At the end of the sophomore year and throughout the junior and senior years, you enroll in nursing theory courses and clinical courses that provide experience in a wide variety of health care facilities.
This first-year seminar examines personal and social responsibility in domestic and global contexts. In developing their own view of the world and its many peoples, societies, and environments, students will evaluate the complex relationships that may both promote and obstruct human interaction. The course emphasizes critical thinking and creativity focused on contemporary and salient issues as informed by their historical contexts. The seminar is inquiry-based, writing intensive, and taught from a variety of perspectives. Offered fall and spring.
This first-year writing course prepares students to develop as writers through extensive practice in process strategies, argumentation, and research methods. Students will learn and apply rhetorical strategies to write effectively in print and electronic environments for a variety of audiences, and will learn to think, read, and write critically about significant issues in multiple contexts. A grade of C- or better is required for graduation. Offered fall and spring.
Enrollment in junior-level aerospace courses is limited to students who have received grades of C- or higher in all first- and second-year courses in mathematics, physics, ME 212, CE 301, CE 310, AE 245, AE 345, and AE 445.
NYU Grossman School of Medicine is a founding member of the Consortium of Accelerated Medical Pathway Programs, a group of North American medical schools offering the three-year MD, many of which focus on primary care training. Our three-year MD program stands out by offering early, conditional residency acceptance into any one of twenty NYU Langone Health residency programs, providing accelerated entry into a variety of medical specialties.
As more aspiring physicians pursue specialty training as part of their medical education, the average time it takes to enter the workforce has lengthened. If you already know what type of physician you want to become, the accelerated three-year MD program at NYU Grossman School of Medicine allows you to complete our MD curriculum in less time and gain a head start on your specialization.
The basic elements of our three-year degree are nearly identical to those of our four-year MD curriculum. You spend the summer between years one and two doing a project in the department of your intended residency. This gives you a chance to get to know people in the department and meet potential mentors who can assist you throughout your time in medical school.
The three-year MD pathway is overseen by program director Joan F. Cangiarella, MD, senior associate dean for education, faculty, and academic affairs. For more information about the three-year MD admissions process, email admissions@nyulangone.org, or call 212-263-5290.
The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.
Other types of school like academies and private schools do not have to follow the national curriculum. Academies must teach a broad and balanced curriculum including English, maths and science. They must also teach relationships and sex education, and religious education.
All first-year engineering students pursue a common academic program consisting of mathematics, chemistry, physics, humanities/social science electives, and two specially designed first year engineering courses. These courses provide each student with an overview of the fields and methods of engineering; introduce certain skills basic to engineering; and acquaint students with the interaction of skills, techniques, logic, and creativity in engineering problem formulation and solving. Although the curriculum is common, the actual schedule for each student is based on their incoming background and their anticipated major. Upon completion of the first-year curriculum, students with a 2.00 (or higher) on a 4.00 scale choose their major from any of the ten departments or programs. e24fc04721