Shaping the college curriculum : academic plans in context

著者

書誌事項

Shaping the college curriculum : academic plans in context

Lisa R. Lattuca and Joan S. Stark

（The Jossey-Bass higher and adult education series）

Jossey-Bass, c2009

2nd ed

大学図書館所蔵 件 / 全10件

この図書・雑誌をさがす

注記

Includes bibliographical references (p. 331-357) and indexes

内容説明・目次

内容説明

Shaping the College Curriculum focuses on curriculum development as an important decision-making process in colleges and universities. The authors define curriculum as an academic plan developed in a historical, social, and political context. They identify eight curricular elements that are addressed, intentionally or unintentionally, in developing all college courses and programs. By exploring the interaction of these elements in context they use the academic plan model to clarify the processes of course and program planning, enabling instructors and administrators to ask crucial questions about improving teaching and optimizing student learning. This revised edition continues to stress research-based educational practices. The new edition consolidates and focuses discussion of institutional and sociocultural factors that influence curricular decisions. All chapters have been updated with recent research findings relevant to curriculum leadership, accreditation, assessment, and the influence of academic fields, while two new chapters focus directly on learning research and its implications for instructional practice. A new chapter drawn from research on organizational change provides practical guidance to assist faculty members and administrators who are engaged in extensive program improvements. Streamlined yet still comprehensive and detailed, this revised volume will continue to serve as an invaluable resource for individuals and groups whose work includes planning, designing, delivering, evaluating, and studying curricula in higher education. "This is an extraordinary book that offers not a particular curriculum or structure, but a comprehensive approach for thinking about the curriculum, ensuring that important considerations are not overlooked in its revision or development, and increasing the likelihood that students will learn and develop in ways institutions hope they will. The book brings coherence and intention to what is typically an unstructured, haphazard, and only partially rational process guided more by beliefs than by empirically grounded, substantive information. Lattuca and Stark present their material in ways that are accessible and applicable across planning levels (course, program, department, and institution), local settings, and academic disciplines. It's an admirable and informative marriage of scholarship and practice, and an insightful guide to both. Anyone who cares seriously about how we can make our colleges and universities more educationally effective should read this book." -Patrick T. Terenzini, distinguished professor and senior scientist, Center for the Study of Higher Education, The Pennsylvania State University

目次

Preface xiii The Authors xix 1 Curriculum: An Academic Plan 1 The Need for a Definitional Framework 2 Defining Curriculum as an Academic Plan 4 Contextual Influences on Academic Plans 11 Constructing Plans: Curriculum Development 15 Evolution of the Academic Plan Concept 16 Advantages of the Academic Plan Model 20 2 External Influences: Sociocultural Context 23 Patterns of Curriculum Debate 25 Evolving Educational Purposes 26 Debating General Education and Specialization 30 Learners: An Emphasis on Access 36 Content Debates: Prescription vs. Choice 45 Instructional Process: Occasional Innovations 52 Evaluation Debates: Emphasis on Quality Control 57 Influences and Potential Reforms 64 3 Internal Influences: College and University Contexts 65 Institutional Influences 67 Unit-Level Influences 77 Emerging Internal Influences 83 Converging Influences 87 4 Internal Influences: Academic Fields 89 Characterizing Academic Fields 91 Differences in Course Planning 93 Seeking Academic Community 101 Building on the Strengths of Academic Fields 111 5 Creating Academic Plans 115 Course Planning 116 Program Planning 127 College-Wide Planning 132 Systematic Design Models 135 Sharing Responsibility for Curriculum Design 143 6 Learners 145 Learner Influences on Course Planning 147 Learner Influences on Program Planning 151 Learner Influences on College Planning 152 Multiple Perspectives on Learning 153 Learners and Learning Processes 159 Understandings of Learning and Knowledge 168 Learning in Academic Fields 174 Considering Learners in Curriculum Design 179 7 Instructional Processes 183 Teaching Styles 184 Contextual Influences on Courses and Programs 187 Expanding Choices Among Instructional Processes 191 Teaching for Intentional Learning 212 Reflecting on Planning and Teaching 225 8 Evaluating and Adjusting Academic Plans 229 Defining Evaluation and Assessment 231 Evaluating and Adjusting Course Plans 235 Evaluating and Adjusting Program Plans 248 College-Wide Evaluation 257 Evaluating Evaluation 266 Responding to Accountability Demands 267 9 Administering Academic Plans 269 Curriculum Leadership and Administrative Roles 275 10 Models and Strategies for Curricular Change 301 Evolution, Adaptation, and Strategic Change 302 Scope of Curricular Change 304 Models of Change 305 Using Multiple Strategies for Curricular Change 318 Learning to Change in Academic Organizations 322 Maintaining Change 327 Academic Plans in Context 329 References 331 Names Index 359 Subject Index 367

「Nielsen BookData」 より

関連文献： 1件中  1-1を表示

詳細情報

ページトップへ