Teaching Cultural Perspectives to Future Army Officers at West Point.
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| Title: | Teaching Cultural Perspectives to Future Army Officers at West Point. |
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| Language: | English |
| Authors: | Forest, James J. F. |
| Peer Reviewed: | N |
| Page Count: | 22 |
| Publication Date: | 2003 |
| Document Type: | Reports - Evaluative Speeches/Meeting Papers |
| Descriptors: | Cultural Context, Educational Objectives, Educational Philosophy, Higher Education, Military Science, Military Training, Officer Personnel |
| Abstract: | The main focus of this paper is to illustrate how West Point (New York) equips future U.S. Army officers with an appreciation and understanding of cultural knowledge. A unique, multidisciplinary goal-based approach to curricular design and assessment of students, as well as the academic program, is described, focusing on the structure, process, and content of student experiences that contribute to the achievement of the cultural perspectives goal. The paper reviews what the institution's assessment data are telling them about student achievement of this goal and how they use this evidence to improve the academic quality of the curriculum. The paper draws informative lessons from the experience, particularly in terms of models and processes that may prove helpful for other colleges and universities throughout the United States that are striving to ensure their undergraduates acquire a robust cultural perspective. (Contains 4 figures, 2 tables, and 11 references.) (Author/BT) |
| Entry Date: | 2004 |
| Accession Number: | ED479695 |
| Database: | ERIC |
| Abstract: | The main focus of this paper is to illustrate how West Point (New York) equips future U.S. Army officers with an appreciation and understanding of cultural knowledge. A unique, multidisciplinary goal-based approach to curricular design and assessment of students, as well as the academic program, is described, focusing on the structure, process, and content of student experiences that contribute to the achievement of the cultural perspectives goal. The paper reviews what the institution's assessment data are telling them about student achievement of this goal and how they use this evidence to improve the academic quality of the curriculum. The paper draws informative lessons from the experience, particularly in terms of models and processes that may prove helpful for other colleges and universities throughout the United States that are striving to ensure their undergraduates acquire a robust cultural perspective. (Contains 4 figures, 2 tables, and 11 references.) (Author/BT) |
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