ASSOCIATE DEAN Richard Handler opened the Curriculum Internationalization presentation in the Rotunda last week by saying that the "curriculum of the modern university is itself a cultural artifact." In other words, the curriculum was not handed down from Mount Sinai as an immutable, perfect concept. This sentiment guided the rest of the evening, as Ryan McElveen, chair of the Student Council Committee on Curriculum Internationalization, presented a report on internationalizing academics at the University and student life in general. In order for University students to be competitive in the global market, not to mention understand their fellow classmates better, the current curriculum must be expanded and constructed as a much more holistic, interdisciplinary academic experience that compels students to understand in depth more than the Western hemisphere.. The administration and Department chairs should take advantage of the extensive research and survey done by the Committee and work toward a curriculum that reflects the modern world.
Some of the changes the report recommended cost little or nothing and would greatly further the goal of curriculum internationalization. McElveen recommended structuring departments as interlocking spheres of focus rather than the current method of courses in each major existing in isolation on the Course Offering Directory. Visually, this looks like ovals representing each academic discipline, rather than clicking on the "International Relations" COD option and scrolling down only to see the classes in that major, completely separated from other majors and disciplines that add a new dimension of understanding to the same topic. This would help students to see how different disciplines complement (or sometimes oppose) one another. The proposal also recommends cross-referencing courses that enrich one's understanding of a topic. For example, a course on African modern history could be cross-referenced with a course on African religions from the Religious Studies department. Aesthetically, if nothing else, this sort of course organization would influence students not to have tunnel vision when choosing courses and to learn to think globally.
The importance of an internationalized curriculum seems rather obvious. The idea that the University should offer more languages and more courses on the developing world's histories so students could be more competitive is not earth-shattering news. The question is why the University only begrudgingly and slowly integrates new programs into the curriculum. Students rejoiced at the African and African-American Studies major created last year. But why the wait until 2007?
Some critics of the Curriculum Internationalization proposal call it little more than liberalism and diversity run amok. In last year's Cavalier Daily April Fool's issue, there was a front page article satirizing Curriculum Internationalization, with the headline written in Thai characters. The irony was not lost on McElveen, who pointed out in his presentation that students could not read the headline since Thai isn't a language offered at the University. But the University's insularity is no laughing matter if our goal is to create socially responsible, successful citizens of the world.
Curriculum internationalization is not a philosophy that must be force-fed to students -- the survey showed it is overwhelmingly what they want. Students complained about the lack of Middle Eastern and Latin American courses. Many students also wanted the opportunity to study more African languages.
Based on the survey the Committee on Curriculum Internationalization conducted, it is undeniable that the predominant focus on Western Europe in the current curriculum influences the lives, worldviews and futures of students, as well. Of the students surveyed, 85 students studied abroad in Africa, ten studied in the Middle East,and 65 students studied abroad in South America. 748 students studied in Europe. Indeed, studying abroad in Europe is almost illogical today -- the dollar goes a lot further in Ghana than it does in a boutique on the Champs-Elysees. Because of the current curriculum's Western focus, though, students have a sort of default predilection of going to Valencia or Oxford.
This proposal should not be haphazardly implemented in a piecemeal fashion, adding a Latin American history course here, an Eastern European language there. This is time for the University to "make a bold statement," according to McElveen. The University administration has the opportunity to work with a dedicated group of students to enact a much more globalized, progressive curriculum that will serve as an example to the other universities sure to follow. The only question worth asking is: What's the hold up?
Marta Cook is a Cavalier Daily Associate Editor. She can be reached at mcook@cavalierdaily.com.
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