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Practice : Spring 2012
instruction in the experienc es found in practice. Through a systematic integration of theory and practice students learn skill and knowledge in a deep and thorough way. For ma ny years, the BAC has taught spatial design practice through concurrent edu cation , where students have worked in firms and c ompleted course work on c ampus. Our new Integrated Curriculum presents an evolved way to deliver a holistically guided and integrated curriculum in order to allow our s tudents the f ulle st possible understanding of the design fields. Creating Capacity Our new integrated, developmentally sequential, practice-involved curriculum grew out of large, organized initiatives engaging BAC faculty and sta ff, with reviews a nd critiques from our wider c ommunity. First, our Foundation Task Forc e thoroughly e xa mined Segment 1 of our c urriculum, c oncluding that students need to meet a series of learning goals in order to succ e ssf ully complete their first portfolio revie ws. This initial task force identified the need to place the student at the center of her or his own learning and to promote each student’s c apacity to understand her or himself a s a lifelong developing profes sion al. The Task Force instituted a series of changes in our practices of supporting our students that have re sulted in incre a sed student retention and success, a nd it created a plan for a cross -disciplinary first segment of the curriculum to be offered to all students at this level. Supporting this endeavor ha s been our robust advising system and our programs a nd structures for a ssisting at- risk students, which have been thoughtful a nd thorough. In addition, the Foundation Task Force identified sound philosophical bases for moving for ward to improve our education al offerings. These included —but were not limited to — the identification of the need to institute the systematic de velop- ment of our students’ selve s a s practitioners, to firmly root our students’ work in The revisioning of the curriculum is firmly rooted in our educational intentionality, based on the BAC’s mission, and a robust system for evaluation. Photo caption here, yay. Kimberly Butler ’12 and Julia Nugent, Thesis Advisor, HMFH Remediating the Malden, Matt Gilman MLA PRACTICE 19 FEATURE ] TOWARD AN INTEGRATED CURRICULUM