The CTE's 2022 Curriculum (Re)Design grantees have been selected! The recipients are the Department of Art (Arts & Sciences), Department of Biomedical Engineering (Engineering), and Counselor Education program (Education). The units will receive support from an experienced CTE-led team and of up to $15,000 in funds. In the grant selection process, we sought to prioritize applications where equity and justice are a motivating factor in the (re)design. Our recipients share more about their reasons and hopes for their curriculum redesigns.
Counselor Education program, School of Education & Human Development
The program's curriculum team, led by Assistant Professor Julia Taylor, said:
"The Counselor Education Program faculty are thrilled to be recipients of the CTE Curriculum (Re)Design grant. Our overall goal is to prepare our graduate students better to address the individual distress caused by racism while simultaneously working to change the values, institutional structures, and behaviors that perpetuate systemic racism. The school counseling profession recently released a set of anti-racist school counseling competencies, frameworks, and program recommendations that will guide our redesign efforts and evaluation metrics. While several factors led to the decision to redesign our training curriculum, the most critical factor is feedback from our BIPOC students. We want to center the voices of our BIPOC students to make programmatic changes that advance an anti-racist agenda in our classrooms and within the field of school counseling. We look forward to this process."
Department of Biomedical Engineering, School of Engineering & Applied Science
Biomedical Engineering (BME) Assistant Professor and Undergraduate Program Director Shannon Barker, who will be leading this work for the department, said:
"To ensure that BME students graduate with the knowledge, tools, and experiences needed to solve today’s complex global biomedical challenges, the undergraduate program is currently undergoing a thorough review of its curriculum under the leadership of Shannon Barker, Undergraduate Program Director. Beyond the broader goal of continuous improvement, several other factors made a curriculum review at this time important, including the recently developed new student outcomes from ABET, our accreditation agency, and the changing views of the BME faculty and industry workforce on what proficiencies and skills are important in a BME undergraduate education.
"With the expert guidance of the CTE, BME hopes to design a modern holistic curricula that ensures its graduates enter the workforce with outstanding technical skills, and graduates who are excellent communicators, strong leaders, inclusive team players, and empathic and ethical problem solvers. We are thrilled of course (to receive this grant) and excited to get started!"
Department of Art, College of Arts & Sciences
The Department of Art is seeking to redesign its Studio Art major "to update curricula to meet expanded learning objectives and potentials for Studio Art in the context of a twenty-first century liberal arts education. … A primary motivation for this (re)design is our understanding that there is great potential to better integrate and mobilize the synergies between Studio and Art History curricula— and with those curricula, the work and research of our faculty, undergraduates, and graduate students. ... Our curricular reflections will also be grounded in the department faculty’s commitment to further embedding discourses around cultural equity and ... ensuring that our majors and curricula are designed such that the broadest diversity of students flourish."