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영어

This study is to present as an exemplary case an integrated curriculum approach to liberal arts education developed at Hanyang University. Changes in social environments and individual demands on university necessitate integrated approaches to existing liberal arts education. Integrated curriculum refers to fusing knowledge and values of more than two different disciples into one course and providing a systematic array of such fused courses. Such need for integrated curriculum corresponds to changing society and competitive efforts of integrated education among higher educational institutes to incubate global leaders as well as demands from faculty and students for reform on campus. Much advance is expected in academic learning through the integrated liberal arts education. Hanyang University curriculum remodelling for 2009-2012 has set into a direction toward consilience-oriented liberal arts education. The College of General Studies has played a leading role, working with Academic Affairs, Curriculum Committee, and participating professors from diverse areas to reform liberal arts curriculum and to execute the development of integrated liberal arts courses. This approach redefines the required abilities for Hanyang educated men as CULTURE and characterizes the traits of 2009-2012 liberal arts curriculum as CIRCLES. 12 integrated and multi-disciplinary courses have been developed in details including course description, syllabus, weekly teaching plan, and weekly instruction content, which are scheduled to be held in either Spring or Fall semester in 2009. Quality improvement of liberal arts education can not be achieved by mere the development of courses, but it demands understanding of problems at class and in the field and resolving efforts. Solutions are suggested in terms of the Hardware aspects such as classroom assignment according to the class size and information network infrastructure for on-line learning, the Software aspects such as research and course development of liberal arts education, the Humanware aspects such as change in the appreciation of liberal art education among faculty and students and a quality improvement program for teachers, and the Systemware aspects such as open development for new liberal art courses, the execution of analysis-evaluation-research, and the establishment of a regular research center. In conclusion, liberal arts education should not only administrate conventional general education, but try to find various ways for strengthening students' capacity. The development of integrated curriculums is a case of such trials to promote required changes in liberal arts education.