{"id":4332,"date":"2016-10-19T11:51:44","date_gmt":"2016-10-19T18:51:44","guid":{"rendered":"http:\/\/create.twu.ca\/inquiry\/?page_id=4332"},"modified":"2019-10-23T12:14:04","modified_gmt":"2019-10-23T19:14:04","slug":"core-inquiry-model","status":"publish","type":"page","link":"https:\/\/create.twu.ca\/inquiry\/","title":{"rendered":"Core Curriculum"},"content":{"rendered":"

The following model was approved by TWU Senate on January 12, 2016, and is copied here. For more up-to-date information, please contact the Provost’s Office.<\/p>\n

You can access the presentation to the faculty from February 2, 2016 HERE (login required)<\/a>.<\/p>\n

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Foundations (28 semester hours)<\/h3>\n

Foundations provide students with the initial building blocks of a Christian liberal arts education, and so help them envision the overarching meaning and end of their education, while equipping them to situate individual courses in a wider epistemological framework. Training in how to carry out and communicate sound academic research in the digital age helps students achieve information literacy and develop, organize and express cognitively complex arguments with clarity, precision, beauty, and authority. Instruction in a wide range of historically and culturally significant works and ideas prepares students to recognize and discern the meaning and merit of ground-breaking thought and to negotiate and synthesize knowledge from across the disciplines. Educating students in religious, philosophical, and scientific approaches to knowledge acquisition enables them to integrate reason and faith, establishing these as complementary rather than antithetical ways of discovering truth. It also highlights the critical role of ethics and morals in the quest for, and application of, knowledge, encouraging students to act in the world in a Christ-like way of service.<\/p>\n

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Academic Research and Writing (6 credits)<\/h4>\n

Choose two (2): ENGL 101, 102, 103, or 104<\/p>\n

Foundations (7 credits)<\/h4>\n

FNDN 1 (Introduction to the Christian Liberal Arts)<\/p>\n

FNDN 2 (Whole Person Wellness)<\/p>\n

FNDN 3 (Ideas that Inspire)<\/p>\n

Logical and Ethical Reasoning (3 credits)<\/h4>\n

Choose one (1): PHIL 103, 105, 106, 109, or 210<\/p>\n

Religious and Spiritual Thought (9 credits)<\/h4>\n

Choose two (2): RELS 100, 101, or 102<\/p>\n

Choose one (1): RELS 160, 271, or 272<\/p>\n

Scientific Method and Lab Research (3 credits)<\/h4>\n

Choose one (1): BIOL 103, 104, 113, 114, 216, 241, 262; CHEM 101, 103, 111; GEOG 121; GEOL 109; or PHYS 111<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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Ways of Knowing (18 semester hours)<\/h3>\n

Take an additional six courses (18 credits)<\/strong>, selecting one from each of the following six categories. At least three courses (9 credits) must be outside the student\u2019s major.<\/strong><\/p>\n

Aesthetic and Performance Inquiry (3 semester hours)<\/h4>\n

…demonstrates to students that some forms of knowledge are best understood through intuitive, imaginative, creative and interpretive methodologies in which maker and receiver come to insight and understanding. It affirms that the ability to understand and discern the world around us and our place within it is conditioned not only by the intellect, but also by the senses\u2014the science of sensory knowledge and the appreciation of the beautiful playing a critical role in human experience. It teaches students that the aesthetic dimension of life ensures meaning and value in ways distinct from rationalism, pragmatism, and mechanism. Experiencing and reflecting on an art form cultivates abilities that can be valuably applied to and enhance other ways of learning and modes of inquiry.<\/p>\n

Quantitative and Computational Inquiry (3 semester hours)<\/h4>\n

…prepares students to develop a way of thinking about the world that is mathematical in nature. This mode of inquiry covers a broad array of subject areas that involve mathematical objects ranging from numbers to more abstract objects, such as functions. In more abstract fields, students extend their quantitative and computational abilities in theoretical frameworks. In more applied areas, students learn to model problem solutions using mathematical and\/or computing notations, analyze quantitative information, conduct computational analyses to answer meaningful questions, make judgments based on quantitative data and communicate the results of that work for various purposes and audiences. In some cases, this mode of inquiry may be realized within an empirical context.<\/p>\n

Historical and Archival Inquiry (3 semester hours)<\/h4>\n

…instils in students the knowledge that to understand the present and prepare for the future, they must first come to terms with the past by engaging in methodical research of archival documents and artifacts. In training students to grasp the intimate relation between past events, present circumstances, and future possibilities, this mode of inquiry equips them to be engaged, socially responsible citizens. It also teaches students that all accounts of past events are shaped by the interpretive practices of the historian, enabling them to detect and interrogate the ideological dimension of historiography.<\/p>\n

Experiential and Embodied Inquiry (3 semester hours)<\/h4>\n

…invites students to discover a new synthesis of knowledge through integrating theory and practical experience. This experience provides a bridge between traditional classroom study and field-based situations and transforms theoretical knowledge into knowledge in use. More specifically, students develop cognitive complexity by bringing to bear upon a subject or situation that is not part of the regular curricular experience a range of perspectives rooted in different ways of knowing and being in the world.<\/p>\n

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Cultural and Linguistic Inquiry (3 semester hours)<\/h4>\n

…opens the door to the development of a set of cognitive, affective, and behavioural skills and characteristics that support effective and appropriate interaction in a particular cultural context. It may also introduce students to languages and linguistic principles, enabling them to immerse themselves in cultural experiences and develop cultural intelligence. It may also explore the value, importance, and uniqueness of Indigenous languages which is an integral part of understanding Indigenous culture, knowledge and worldview. This mode of inquiry engages students in questions of both cognitive and cultural complexity, as they interact with different ethnic and social groups, with cultural studies focused on specific people groups, and with various modes of language acquisition. By moving from theoretical notions of culture to the experience of particular cultures, students gain insight into cultural differences from the perspectives of the cultures themselves.<\/p>\n

Social and Global Inquiry (3 semester hours)<\/h4>\n

…will provide theoretical and practical frameworks from which students can explore social and global issues. It will also sensitize them to the needs of the society around them and provide tools for engagement and leadership development in local, national, and global contexts. Encouraging students to appreciate the reality of human interconnectedness and uniqueness inspires them to become responsible persons, motivated by a caring Christian consciousness of the dignity and rights of all persons and of the need for strong, peaceful and respectful relationships with all others in order to contribute positively to society and the world.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n

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The following model was approved by TWU Senate on January 12, 2016, and is copied here. For more up-to-date information, please contact the Provost’s Office. You can access the presentation to the faculty from February 2, 2016 HERE (login required). Foundations (28 semester hours) Foundations provide students with the initial building blocks of a Christian […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-4332","page","type-page","status-publish","hentry","has-post-title","has-post-date","has-post-category","has-post-tag","has-post-comment","has-post-author",""],"_links":{"self":[{"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/pages\/4332","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/comments?post=4332"}],"version-history":[{"count":7,"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/pages\/4332\/revisions"}],"predecessor-version":[{"id":4418,"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/pages\/4332\/revisions\/4418"}],"wp:attachment":[{"href":"https:\/\/create.twu.ca\/inquiry\/wp-json\/wp\/v2\/media?parent=4332"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}