Boyer’s idea of an enriched major can be found in aspects throughout the EDU major. The idea of an enriched major encourages “students not only to explore a field in depth, but also help them [to] put their field of study in perspective” (Boyer, 110). The major will be able to answer three questions according to Boyer. “What is the history and tradition of the field to be examines? What are the social and economic implications to be understood? What are ethical and moral issues to be confronted?” (Boyer, 110). In my opinion, the EDU major coincides with many ideas of the enriched major. For example, as with the other majors at UNE, it is a graduation requirement to take exploratory classes as well as courses such as environmental and humanities. In the EDU major, it is required for students to take anatomy and physiology, exercise or sports physiology, psychology as well as other classes within the core curriculum.
Carter talks about four metagenres: problem solving, empirical inquiry, research from resources, and call for performance. The EDU major can closely relate to the metagenre about empirical inquiry. This metagenre answers “questions by drawing conclusions from systematic investigation based on empirical data” (Carter, 396). EDU majors are taught about different types of learners and their development as well as the differences between learning environments. Through doing this, the EDU majors will be using previous data about the learning types and the development of students to help in their future job and within their fieldwork.
