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Shaping the College Curriculum focuses on curriculumdevelopment as an important decision-making process in colleges anduniversities. The authors define curriculum as an academic plandeveloped in a historical, social, and political context. Theyidentify eight curricular elements that are addressed,intentionally or unintentionally, in developing all college coursesand programs. By exploring the interaction of these elements incontext they use the academic plan model to clarify the processesof course and program planning, enabling instructors andadministrators to ask crucial questions about…mehr

Produktbeschreibung
Shaping the College Curriculum focuses on curriculumdevelopment as an important decision-making process in colleges anduniversities. The authors define curriculum as an academic plandeveloped in a historical, social, and political context. Theyidentify eight curricular elements that are addressed,intentionally or unintentionally, in developing all college coursesand programs. By exploring the interaction of these elements incontext they use the academic plan model to clarify the processesof course and program planning, enabling instructors andadministrators to ask crucial questions about improving teachingand optimizing student learning. This revised edition continues to stress research-basededucational practices. The new edition consolidates and focusesdiscussion of institutional and sociocultural factors thatinfluence curricular decisions. All chapters have been updated withrecent research findings relevant to curriculum leadership,accreditation, assessment, and the influence of academic fields,while two new chapters focus directly on learning research and itsimplications for instructional practice. A new chapter drawn fromresearch on organizational change provides practical guidance toassist faculty members and administrators who are engaged inextensive program improvements. Streamlined yet still comprehensiveand detailed, this revised volume will continue to serve as aninvaluable resource for individuals and groups whose work includesplanning, designing, delivering, evaluating, and studying curriculain higher education. "This is an extraordinary book that offers not a particularcurriculum or structure, but a comprehensive approach for thinkingabout the curriculum, ensuring that important considerations arenot overlooked in its revision or development, and increasing thelikelihood that students will learn and develop in waysinstitutions hope they will. The book brings coherence andintention to what is typically an unstructured, haphazard, and onlypartially rational process guided more by beliefs than byempirically grounded, substantive information. Lattuca and Starkpresent their material in ways that are accessible and applicableacross planning levels (course, program, department, andinstitution), local settings, and academic disciplines. It's anadmirable and informative marriage of scholarship and practice, andan insightful guide to both. Anyone who cares seriously about howwe can make our colleges and universities more educationallyeffective should read this book." --Patrick T. Terenzini, distinguished professor andsenior scientist, Center for the Study of Higher Education, ThePennsylvania 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).