In this Article “How to Fix Our Math Education,” Garfunkel and Mumford point out several key reasons why we’ve created the GCE curriculum in its current form. If you look at this one key paragraph from their article, you will quickly understand the connection with GCE’s 4-year math/science curriculum scope and sequence…

“Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering. In the finance course, students would learn the exponential function, use formulas in spreadsheets and study the budgets of people, companies and governments. In the data course, students would gather their own data sets and learn how, in fields as diverse as sports and medicine, larger samples give better estimates of averages. In the basic engineering course, students would learn the workings of engines, sound waves, TV signals and computers. Science and math were originally discovered together, and they are best learned together now.”

To drive home the relevance of Garfunkel and Mumford’s assessments, please look at GCE’s 4 year Scope & Sequence (the math sequence is listed below):

Freshman year: Global Resources: water, food, fuel
Sophomore year: Global Health: population, disease, cure
Junior year: Global Design: light & sound, design & engineering, urban planning
Senior year: Global Enterprise: econ fundamentals, org models & biz foundations, student enterprise (entrepreneurship)

All core skills are covered over the four years and exceed core curriculum standards. None of our courses are limited by the constraints of “standards” because the learning opportunities stem from and extend into the real world. In short, our purpose is greater than the skills being learned and the lessons apply to the greater purpose.

Thank you Garfunkel and Mumford, and also Lauren Evans, who brought this article to my attention.