Fayetteville State has some pretty unique regional and demographic considerations to take into account, and specific issues concerning student engagement with this course matter.
Paragraphs 2-5 of the article are worth reading in this regard, e.g.
> Our students will be largely taking this course online, half of our students are over the age of 25, many are veterans or military-affiliated, many are from rural communities, and we are a regional public Historically Black University focused on improving student access to a college education.
and
> I started teaching World History to 1600 in Spring 2019 as a provost-led intervention in the core curriculum and gateway classes that had high rates of students receiving final grades of D or F or withdrawing from the course.
The article is a case study in local curriculum engineering, not a doctrinal proclamation.
Paragraphs 2-5 of the article are worth reading in this regard, e.g.
> Our students will be largely taking this course online, half of our students are over the age of 25, many are veterans or military-affiliated, many are from rural communities, and we are a regional public Historically Black University focused on improving student access to a college education.
and
> I started teaching World History to 1600 in Spring 2019 as a provost-led intervention in the core curriculum and gateway classes that had high rates of students receiving final grades of D or F or withdrawing from the course.
The article is a case study in local curriculum engineering, not a doctrinal proclamation.