Exeter Begins to Consider Alternative Course Structures

Over the course of the past year’s strategic planning conferences, Exeter faculty observed a tension between new ideas for curricular innovation and the rigidity of the current single-department course offerings. Last month, the faculty approved of an experimental program called the Sandbox in hopes to promote creativity in and across disciplines. These Sandbox courses will combine two or more departmental studies in conjunction to create in-depth discussion on specialized subjects.

Starting January 2017, the Sandbox project will accept proposals for courses to launch in the 2017-18 school year. Due to limited staffing, scheduling, and resources, the number of Sandbox offerings in its first year is likely to be small. The selected Sandbox classes will go through a two-year trial period.

“It’s really valuable to find out what students are interested in studying because when you’re interested in something, you work harder at it, and you’re a better student.”

Faculty will propose their ideas for sandbox courses to a Review Committee comprised of members from the Curriculum Committee, Global Initiatives, Student Activities, and Exeter Social Service Organization. This Review Committee will make recommendations for the consideration and approval of the Department Heads. Finally, faculty will vote on whether to approve the Sandbox proposals selected by the Department Heads to be added into the Courses of Instruction.

Regarding the selection of Sandbox courses, English instructor and Curriculum Committee member Tyler Caldwell said, “We [the Curriculum Committee] will look for creative course options that focus on interdisciplinary work or on experiential learning opportunities.”

Approved Sandbox courses will provide uppers and seniors with opportunities for interdisciplinary, problem-based, experiential, service, and applied learning both on and off campus. The new course curriculum may also collaborate with universities, alumni, and organizations and utilize inventive technologies.

While Sandbox courses could be offered during the usual fall, winter, spring term sessions, faculty are permitted, and even encouraged, to propose classes that breach curricular norms. Some suggestions introduced during strategic planning discussions have been to conduct courses through an online program, over the full school year, during the summer, or one term plus travel abroad during vacations.

Sandbox courses, similar to regular classes, may be offered as one-third of a credit for three terms, or as one credit per term. However, some Sandbox courses may offer intensive summer courses that would grant students one credit towards that department’s diploma requirement.

Sandbox courses pose a unique problem for diploma requirements and course credits. Classes could be departmental or cross-listed, where students would be able to receive credit for two subjects simultaneously. Academic departments will decide if a course meets the requirements to earn departmental credit. If more than one department approves credit for the proposed course, students will use the registration process to select one department to confer credit.

Caldwell believes that the Sandbox course selections will stimulate instructors to revolutionize the curriculum at PEA. 

“I imagine the faculty will generate a number of exciting new course options for the students and many of the interdisciplinary offerings will garner attention,” Caldwell reckoned. “One of the greatest results of the Sandbox proposal is that the initiative has prompted faculty to think about how they can bring interdisciplinary work to their own classes, whether they create a Sandbox course proposal or not.”

Curricular innovation is not restricted solely to faculty deliberation. Students in Religion Department Chair Peter Vorkink’s class “Imagining a Future” have already generated almost forty ideas for the Sandbox initiative. Vorkink hopes his students’ brainstorming will give faculty an idea of what students are interested in studying. The students suggested classes that combined several different subjects such as anatomy and art, chemistry and culinary and English and history.

Senior Majestic Terhune designed a course called “Activism in Small Communities” that would combine English and history curriculum and encourage seniors to partake in local politics and enact change. Although Terhune will not be attending the Academy when the Sandbox initiative launches next year, she voiced her enthusiasm and hopes for the program.

“I like the idea of Sandbox courses. I think it’s important to combine different fields of study and not be boxed into specific subjects,” Terhune said. “There should be new ideas flowing through the course selection. I would like to see very distinct, rotating courses - ones that don’t compete with each other.”

Senior Zea Eanet’s proposed class would be a year-long art course with a focus on biology - a culmination of human and animal anatomy and figure drawing. Eanet’s views on Sandbox classes are similar to Terhune’s as Eanet feels that Sandbox classes will be able to better engage students in course matter.

“It’s really valuable to find out what students are interested in studying because when you’re interested in something, you work harder at it, and you’re a better student,” Eanet said. “Sandbox courses are a great way to implement that.”

Teachers expressed their enthusiasm for the Sandbox project. English instructor Christina Breen is excited that the venture has finally been ratified after years of contemplation.

“Sandbox courses are a good opportunity for the school to become more flexible in its idea of what a course is. I hope it will lead to the school’s expansion of innovative courses, of cross-curricular courses, and maybe even a re-examination of graduation requirements,” she added. “I also hope the school will be able to better meet the needs of students, as the classes will be more specialized.”

Theater and Dance Department Chair Robert Richards agreed with Breen’s appreciation of the Academy’s open-minded approach to curriculum development. “I think it’s good to think outside of the box and keep being progressive,” he related. “There have been good conversations about it [Sandbox] and I think there are more conversations to be had. Hopefully, the collective wisdom gives a better course in the end.”