Curriculum mapping from an interdisciplinary program in 1987

I did not think I knew what curriculum mapping was till I had been in my current position, which is in a College of Education, for several years.  However, last week I received the schema below from a colleague of my wife who gave a talk at Eugene Lang College (at the New School for Social Research) not long ago.  The new dean of Lang showed her this diagram, mentioning that they did not even know who Peter Taylor was.   C’ est moi.  I taught at Lang College in 1986-7.  At that  time—and this seems to be still the case—all courses were taught in small seminars.  The schema attempts to depict the relationships among the seminars, although, unlike serious curriculum mapping, it does not convey anything about the sequence a student needs to take courses in.   (This schema did not include any of my “Science, Technology and Power” courses, so I must have done it near the end of the year when I knew I was moving.)  I wonder if a three-dimensional version could overcome the fudge of the circled letters that are used to position a course that is included somewhere else in the schema.  Lost in time is what my method was for deciding how to name and position the overlapping bubbles.

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About Peter J. Taylor
Peter Taylor is a Professor at the University of Massachusetts Boston where he teaches and directs undergraduate and graduate programs on critical thinking, reflective practice, and science-in-society. His research and writing focuses on the complexity of environmental and health sciences in their social context, incl. Unruly Complexity: Ecology, Interpretation, Engagement (U. Chicago Press, 2005) and Nature-nurture? No (2014, http://bit.ly/NNN2014). On reflective practice, see Taking Yourself Seriously: Processes of Research & Engagement (with J. Szteiter, 2012, http://bit.ly/TYS2012).

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