Lisa R. Lattuca, Joan S. Stark

Shaping the College Curriculum (eBook, PDF)

Academic Plans in Context

• Format: PDF

Produktbeschreibung

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

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Produktdetails

• Verlag: John Wiley & Sons
• Seitenzahl: 400
• Erscheinungstermin: 30. Oktober 2009
• Englisch
• ISBN-13: 9780470605400
• Artikelnr.: 38196175

Autorenporträt

Lisa R. Lattuca is associate professor and senior research associate at the Center for the Study of Higher Education at The Pennsylvania State University. She is the project director and co-principal investigator for a multi-year, national study of the impact of a new set of outcomes-based accreditation standards on the educational experiences and learning of undergraduate engineers. She is the author of Creating Interdisciplinarity: Interdisciplinary Research among College and University Faculty (2001), and coedited College and University Curriculum: Developing and Cultivating Program of Study that Enhance Student Learning (2001) and Qualitative Research in Higher Education: Expanding Perspectives (2001). Joan S. Stark is professor emerita in the Center for the Study of Higher and Postsecondary Education and dean emerita, The School of Education, University of Michigan. She is the former editor of The Review of Higher Education and the former director of the National Center for Research to Improve Postsecondary Teaching and Learning, a national research center funded by the U.S. Department of Education. She is the author or editor of numerous books and monographs including: Reflections on Course Planning (1988), Student Goals for College and Courses (1989), Planning Introductory College Courses (1990), and Assessment and Program Evaluation (An Association for the Study of Higher Education Reader, 1994).

Inhaltsangabe

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