Curriculum development in higher education : faculty-driven processes and practices
Author(s)
Bibliographic Information
Curriculum development in higher education : faculty-driven processes and practices
（New directions for teaching and learning, no. 112）
Jossey-Bass, 2007
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Note
"Winter 2007"
Includes bibliographical references and index
Contents of Works
- The Scholarship of curriculum practice and undergraduate program reform : intergrating theory into practice / Harry Hubball, Neil Gold
- A Model for facilitating curriculum development in higher education : a faculty-driven, data-informed, and educational developer-supported approach / Peter Wolf
- Assisting curriculum change through departmental initiatives / Dale Roy, Paola Borin, Erika Kustra
- Continuous curriculum assessment and improvement : a case study / Art Hill
- Designing a new program in family relations and applied nutrition / Sharon Mayne Devine ... [et al.]
- Between cultures : using curriculum assessment to develop and deliver the integrated core of an arts and sciences program / Donna Palmateer Pennee
- The University of New Brunswick's Renaissance College : curricular evolution and assessment at the faculty level / Pierre Zundel, Thomas Mengel
- Integrating knowledge, skills, and values into the curriculum development process at the University of Guelph-Humber / Frederick Evers, Janet Wolstenholme
- Supporting the implementation of externally generated learning outcomes and learning-centered curriculum development : an integrated framework / Harry Hubball ... [et al.]
- Supporting curriculum assessment and development : implications for the faculty role and institutional support / Julia Christensen Hughes
Description and Table of Contents
Description
Collectively, the authors in this volume present the context and catalysts of higher education curriculum reform, advocate for the Scholarship of Curriculum Practice (SoCP), provide examples of curricular assessment and development initiatives at a variety of institutional levels, suggest that educational developers can provide much support to such processes, and argue that this work has profound implications for the faculty role. Anyone involved in curriculum assessment and development will find food for thought in each chapter. Faculty within institutions of higher education are increasingly being asked to play leadership roles in curriculum assessment and reform initiatives. This change is being driven by quality concerns; burgeoning disciplinary knowledge; interest in a broader array of learning outcomes, including skills and values; and growing support for constructivists pedagogies and learning-centered, interdisciplinary curricula. It is essential that faculty be well prepared to take scholarly approach to this work.
To that end, this issue presents the frameworks used and lessons learned by faculty, administrators, and educational developers in a variety of curriculum assessment and development processes. This is the 112th volume of the Jossey-Bass quarterly report series New Directions for Teaching and Learning, which continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and on the latest findings of educational and psychological researchers.
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