Reflections on Course Planning. Faculty and Students Consider Influences and Goals. From the Program on Curricular Intergration and Student Goals.

Autor/inn/en	Stark, Joan S.; und weitere
Institution	National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI.
Titel	Reflections on Course Planning. Faculty and Students Consider Influences and Goals. From the Program on Curricular Intergration and Student Goals.
Quelle	(1988), (225 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; College Students; Course Organization; Curriculum Development; Educational Development; Educational Planning; Higher Education; Learning; Objectives; Questionnaires; Student Attitudes; Student Characteristics; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Fakultät; Collegestudent; Course organisation; Kurskonzept; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsentwicklung; Bildungsplanung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernen; Goal definition; Zielsetzung; Fragebogen; Schülerverhalten; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	To discover how courses are planned and taught, faculty and their students at three community colleges, two liberal arts colleges, two comprehensive universities, and one doctoral university were interviewed with a protocol based on current theories of course design. Their candid responses indicate that academic content, materials, student characteristics, and faculty beliefs are the strongest influences on course planning. Nine chapters provide the following information: (1) background; (2) study purposes; (3) guiding models for the study; (4) study method; (5) overview of study results; (6) special topics of current interest (curricular issues, faculty perceptions of students and their learning needs, and faculty and student interaction); (7) results of student interviews; (8) how course designs are expressed in syllabi; and (9) summaries, implications, and next steps. It is concluded that course level planning strategies are important in student learning; that more specific focus is needed on the effect of clarity of plans on student learning, and this model can be used to approach improvement of course planning from many vantage points. Seven appendices provide: the faculty interview protocol; the student on the effect of clarity of plans on student learning; and that this model can be used to interview protocol; student experimental questionnaires; syllabus checklist; profiles of each of the eight fictionally named cooperating institutions; an outline of exploratory regression variables; and a coding sheet for determining levels of course planning. Contains approximately 90 references and 85 tables. (SM)
Anmerkungen	National Center for Research to Improve Postsecondary Teaching and Learning, 2400 School of Education Bldg., The University of Michigan, Ann Arbor, MI 48109 ($15.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC