New York Times and the Center for Life Sciences Education
Over the last decade, efforts to improve the science education curriculum in grades K–12 resulting in explicit statements of learning objectives in the form of science education benchmarks or standards, have compressed the K–16 science education curriculum of old into K–12.
This permits, indeed requires, the college introductory science community to re-assess its learning objectives for its students, especially those taking non-science majors courses, those one or two college level courses that will determine largely if tomorrow's college graduates are and will remain scientifically literate citizens.
While apparently daunting, such changes mean that college introductory science level courses no longer need to accomplish the "concrete" learning objectives of the now omnipresent 6–9 science courses (although the need for remediation for some students is real). For example, it is unrealistic for a college science instructor to expect that s/he is posing for the very first time the question: "What is science (or, for that matter its "method")?"
Accordingly, the Center for Life Sciences Education at the Ohio State University is engaged in the ongoing process of curricular reform that builds on the increased factual base of students enrolling in our courses. These efforts have begun at the non-majors course level, due to the urgency of graduating from college as life-long learning, scientifically literate citizens.
Always present in our curricular learning objectives were lofty sounding goals, which we are now demonstrably better able to accomplish. These include:
- relevancy of science to one's chosen profession and personal life.
- connectedness/dependency between science and society and vice versa.
- the science behind public policy issues is straightforward, the ethical issues behind its applications are not.
- the objectivity of science can be compromised by political and economic agendas.
At OSU, we have taken a first step in this curricular effort by offering all students enrolled in CLSE courses access to the The New York Times, a generally accepted "paper of record." OSU is not an agent of the New York Times (and vice-versa):
- OSU participates in the New York Times "readership program" where all students living in dormitories (approximately 30% of the students enrolled in CLSE courses) can receive a copy of the New York Times (or USA Today, or the local paper) at no added cost to them.
- The New York Times provides very appealing subscription rates to non-dorm students (see order form below).
OSU has never asked for, and the New York Times has never offered, financial incentive (other than for student subscription rates) for this collaboration.
How to order the New York Times
Directions on how to order the New York Times are available on your course's Carmen page in the content section. If you have any questions regarding the ordering process, please contact your course coordinator.