Curriculum Development in State Supported Senior Colleges and Universities: The "State-of-the-Art" as Viewed by the Academic Affairs Officer.

Autor/in	Johnson, Glenn Ross
Institution	Texas A and M Univ., College Station. Coll. of Education.
Titel	Curriculum Development in State Supported Senior Colleges and Universities: The "State-of-the-Art" as Viewed by the Academic Affairs Officer.
Quelle	(1980), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Deans; Administrator Attitudes; College Curriculum; Curriculum Development; Curriculum Guides; Educational Objectives; Educational Philosophy; Educational Planning; Higher Education; Individualized Instruction; Instructional Development; Needs Assessment; School Surveys; State Colleges; Teaching Methods; Upper Division Colleges + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Curriculare Materialien; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungsplanung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierender Unterricht; Teaching improvement; Unterrichtsentwicklung; Bedarfsermittlung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Views of academic affairs officers in U.S. state-supported senior colleges and universities concerning curriculum development were surveyed. A random sample of 217 state institutions listed in the 1979-80 "Education Directory for Colleges and Universities" participated. Respondents rated 19 questions on a Likert-type scale. Based on the findings it is concluded that: (1) a conceptual or theoretical framework is necessary to guide curriculum efforts; (2) courses should be experimentally tested prior to full implementation; (3) a needs assessment should be conducted as a major early step in any curriculum effort; (4) a variety of relevant learning experiences should be provided to the students; (5) a greater effort must be made to develop more individualized learning; (6) instructors should learn a variety of teaching techniques; (7) faculty need assistance in how to close the gap between valuing individual differences and doing something with those differences; (8) diagnostic testing should take place early in a course so corrective measures can be employed; (9) time, consultants, inservice programs, and financial resources should be provided to the faculty to benefit the curriculum; and (10) those responsible for the curriculum need to develop systematic plans prior to pursuing their efforts. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01