CDASH 2.0 HAS LAUNCHED! PLEASE VISIT OUR NEW SITE AT https://cdash.atec.io/
This site is currently under revision and we will relaunch in the Fall of 2017. Watch this space!
Do you teach an art-science class?
Are you involved in an art-science program?
Or would you like to be?
We would like to include your course in our compendium!
Email Kathryn Evans at [email protected] for information and/or inclusion
The CDASH (Curriculum Development in the Arts, Sciences and Humanities) website was established in 2012 by Kathryn Evans and Roger Malina as a both a resource for faculty who engaged in or were interested in engaging in art-science-humanities curriculum; and as a data collection point where these types of curriculum could be surveyed for innovation and sustainability. The site currently contains over 150 courses from all over the world.
The CDASH project and website is currently under revision and re-design. We have established a working group with members from academic institutions in the United States, Europe, Australia, and Brazil. Our joint mission is the dissemination, evaluation and examination of art-science-humanities curriculum across the globe. Additionally, faculty members who contribute courses and syllabi are “secondary” project champions, who not only contribute to the site, but help to spread the word to other academics who are involved in this activity. The addition of an easy-to-use submission form will facilitate the addition of new courses and also automate uploading to the site and to data spreadsheets, eliminating what was a time-intensive activity. A new Call for Curriculum will be issued this summer to expand our knowledge base of collaborative learning environments in the arts, sciences and humanities and partners in other areas, especially in the Asian cultural centers, will be sought,
Kathryn Evans and Roger Malina, University of Texas at Dallas, USA
Paul Thomas, University of New South Wales, Australia
Joao Silveira, Universidade Federal do Rio de Janeiro, Brazil
Meredith Tromble, San Francisco Art Institute, USA
Alex Garcia Topete, Mexico
Supported in part by the Center for Teaching and Learning, UT Dallas
Additional funding from the School of Arts, Technology and Emerging Communication, UT Dallas
Bridging the Silos: Curriculum Development as a Tool for Crossing Disciplines in the Arts, Sciences and Humanities
Higher education has long been departmental in nature (dating back to the 19th century), and becomes more restrictive as a student moves from “interesting” first-year seminars bridging a wide range of topics, through their major courses in a departmental area and finally into graduate school, where a single department awards their degree based on a usually narrow set of course requirements and a thesis or dissertation. However, in the 21st century, investigators are finding that there are often tools, information, resources and even points of view from other disciplines that can elucidate and even answer the problem they are studying. Graduate students who wish to take course in other departments are often told that those courses “don’t count” towards their degree, sending a negative message. New programs and centers are trying to bridge this gap, but most institutions do not offer “cross-disciplinary” courses in their standard curriculum. This study will look at the current state of cross-disciplinary curriculum in the arts, sciences and humanities and make recommendations for the future.
To read the full paper, please visit the link on the left.