Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong Kong
Purpose This research is an interview-based study that captures the academics’ perspectives toward the planning and design of an interdisciplinary General Education Curriculum for undergraduate students in the Chinese context, using the Common Core Curriculum at the University of Hong Kong as a case...
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2023-08-01
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| Series: | ECNU Review of Education |
| Online Access: | https://doi.org/10.1177/20965311221142888 |
| _version_ | 1797739590640992256 |
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| author | Adrian Man-Ho Lam (林文灏) |
| author_facet | Adrian Man-Ho Lam (林文灏) |
| author_sort | Adrian Man-Ho Lam (林文灏) |
| collection | DOAJ |
| description | Purpose This research is an interview-based study that captures the academics’ perspectives toward the planning and design of an interdisciplinary General Education Curriculum for undergraduate students in the Chinese context, using the Common Core Curriculum at the University of Hong Kong as a case study. Design/Approach/Methods A total of 28 academics with various levels of academic ranking, disciplinary context, proven teaching excellence, and research productivities were individually invited for and consented to a semi-structured and face-to-face interview. Findings This article suggests four fundamental and interrelated dimensions for consideration when structuring an interdisciplinary General Education Curriculum, namely, how to design, what is worth learning, how to learn and teach, and how to know students have learned. It is suggested that the ideal curriculum should remain coherent and coordinated, broad and balanced, as well as open and flexible, ensuring the capture of knowledge, skills, and attitudes, with the facilitation of active, authentic, and contextualized pedagogies and assessments. Originality/Value This article has the potential of providing insight for policymakers and educators around the world to better structure an interdisciplinary General Education Curriculum by creating an overall springboard for future discussion. They can also integrate these evidence-based elements and strategies into their everyday practices. |
| first_indexed | 2024-03-12T14:00:23Z |
| format | Article |
| id | doaj.art-0489266557594bbc805e7aa54227ba67 |
| institution | Directory Open Access Journal |
| issn | 2096-5311 2632-1742 |
| language | English |
| last_indexed | 2024-03-12T14:00:23Z |
| publishDate | 2023-08-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | ECNU Review of Education |
| spelling | doaj.art-0489266557594bbc805e7aa54227ba672023-08-22T06:39:59ZengSAGE PublishingECNU Review of Education2096-53112632-17422023-08-01610.1177/20965311221142888Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong KongAdrian Man-Ho Lam (林文灏)Purpose This research is an interview-based study that captures the academics’ perspectives toward the planning and design of an interdisciplinary General Education Curriculum for undergraduate students in the Chinese context, using the Common Core Curriculum at the University of Hong Kong as a case study. Design/Approach/Methods A total of 28 academics with various levels of academic ranking, disciplinary context, proven teaching excellence, and research productivities were individually invited for and consented to a semi-structured and face-to-face interview. Findings This article suggests four fundamental and interrelated dimensions for consideration when structuring an interdisciplinary General Education Curriculum, namely, how to design, what is worth learning, how to learn and teach, and how to know students have learned. It is suggested that the ideal curriculum should remain coherent and coordinated, broad and balanced, as well as open and flexible, ensuring the capture of knowledge, skills, and attitudes, with the facilitation of active, authentic, and contextualized pedagogies and assessments. Originality/Value This article has the potential of providing insight for policymakers and educators around the world to better structure an interdisciplinary General Education Curriculum by creating an overall springboard for future discussion. They can also integrate these evidence-based elements and strategies into their everyday practices.https://doi.org/10.1177/20965311221142888 |
| spellingShingle | Adrian Man-Ho Lam (林文灏) Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong Kong ECNU Review of Education |
| title | Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong Kong |
| title_full | Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong Kong |
| title_fullStr | Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong Kong |
| title_full_unstemmed | Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong Kong |
| title_short | Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong Kong |
| title_sort | making sense of interdisciplinary general education curriculum design case study of common core curriculum at the university of hong kong |
| url | https://doi.org/10.1177/20965311221142888 |
| work_keys_str_mv | AT adrianmanholamlínwénhào makingsenseofinterdisciplinarygeneraleducationcurriculumdesigncasestudyofcommoncorecurriculumattheuniversityofhongkong |