Hypotheses to Consider-- Curriculum
Should the faculty pass a motion that all teaching may proceed on the assumption that students have adequate access to the Internet?
How can we retain academic freedom for students and faculty in this era of open information?
Should teaching materials we prepare be separated into “enduring” and “short lived”?
To what extent should we emphasize each of these constituencies in our curriculum planning: prospective students, prospective employers of our students, our own convictions re what is best?
Does the new technology allow us to re-emphasize the apprenticeship model? If so, how can we best take advantage of it?
How do we best take advantage of the globalizing possibilities enabled by more robust communication systems?
Is the need for “fashion in cyberspace” an immense new “market” for our graduates? How can we anticipate the market for professionals who communicate in multimedia?
Does an “information fluency” requirement make sense?
ICCEL -- Wake Forest University, 2000