1. UNIVERSITY OF WISCONSIN - MADISON DISTINCTIVE CURRICULA Mónica Urigüen Educational Administration 880 Professor: Clifton Conrad Spring, 2001

5. Classical Courses 1858-59 Carr Carr Carr Chancellor Chancellor Chancellor Organic Chemistry Geology Botany Constitutional Law Political Economy History of Civilization Carr Carr Chancellor Chancellor Chancellor Read Read Chemical Philosophy Inorganic Chemistry Ethics International Law Civil Polity History of Philosophy Christian Evidences Senior Sterling Sterling Sterling Butler Butler Read Read Spherical Trigonometry Astronomy General Physics Juvenal Plato—Gorgias Mental Philosophy Logic Sterling Sterling Butler Butler Read Read Read Mechanical Philosophy General Physics Tacitus—Germania and Agricola Demosthenes—De Corona Rhetoric English Literature Mental Philosophy Junior Sterling Sterling Butler Butler Kursteiner Differential Calculus Integral Calculus Tacitus—History Eschylus—Prometheus French Sterling Butler Butler Kursteiner Analytical Geometry Horace—Satires Homer—Iliad French Sophomore Sterling Sterling Butler Butler Read Plane Geometry Mensuration, Surveying, Navigation Horace—Odes Homer– Iliad English Language Sterling Sterling Butler Butler Read Algebra Solid Geometry Livy Xenophon-Memorabilia History of US Freshman Instructor Second Term Instructor First Term

13. UW-Madison Mission, Vision, Priorities Mission To create, integrate, transfer and apply knowledge Learning Environment Learning Community Vision Learning Experience

14. Interconnectiveness Renewing the campus physical environment Using technology wisely Ecouraging collaboration Rethinking the organization Maximizing the human resources Priorities Systems Updating the Wisconsin Idea Joining the global community Reconceptualizing undergraduate education Maintaining the research preeminence Priorities

20. Research Findings Methodology : I applied a 10 question survey to 28 UW-Madison current students. Six of the questions were open, and the other four were open-ended. 22 out of 28 were undergraduates , and the other six were graduated. Undergraduate majors varied as follow: 2 in Marketing, 2 in Natural Sciences, 3 in medical sciences, 2 in literature, 1 in philosophy, 2 in journalism, 2 in history and geography, 1 in Chemical Engineering, 2 in business and economics, 1 in rural sociology 2 in English, 1 in education, 1 undecided. The six graduated were:, 1 in German, 1 Architect, 1 in Education, 2 in Spanish Literature, and 1 in Plant Breeding and Plant Genetics. Purposes: Among the aims of the survey were to argument the accomplishment of the UW-Madison distinctive curriculum viewed through its mission and vision. Then, I wanted to know if this university is being centered around “teaching and learning communities.” Finally, I wanted to discern students view of UW-Madison promoting cross-departmental and cross-college connections while preparing for growth in academic field that extend beyond traditional areas of study, as well as their sense of global education. Findings: Remarkably interesting is to find that all students agreed that UW-Madison provides multiple learning opportunities and they are being educated for a productive life as well; 27 agreed that UW-Madison is promoting ways of engaging in global education; 24 agreed that the university is encouraging students intellectual innovation. One of the undergraduates says that: “the education at UW-Madison should be more challenging at the undergrad level. The general education and major requirements should work together to challenge our intellect and teach us to critically think.”