Program Level Curriculum Planning: An Exploration of Faculty Perspectives on Two Different Campuses. AIR 1996 Annual Forum Paper.

Autor/inn/en	Stark, Joan S.; und weitere
Titel	Program Level Curriculum Planning: An Exploration of Faculty Perspectives on Two Different Campuses. AIR 1996 Annual Forum Paper.
Quelle	(1996), (59 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; College Faculty; College Outcomes Assessment; Comparative Analysis; Curriculum Design; Curriculum Development; Decision Making; Departments; Educational Change; Higher Education; Institutional Research; Peer Relationship; Planning; Private Colleges; Program Development; State Colleges; Teacher Attitudes + Suchen Sie Ihr Suchwort? Lösungsstrategie; Fakultät; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung; Department; Abteilung; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Peer-Beziehungen; Ablaufplanung; Planungsprozess; Privathochschule; Programmplanung; Lehrerverhalten
Abstract	A study explored faculty views about curriculum planning in academic programs. Fifty-nine faculty members at two very different university campuses (one a small private college with a recent history of faculty-administrative strife, the other a large regional public university with a recently-mandated statewide curriculum review and anticipated assessment mandates) were interviewed concerning their assumptions about curriculum planning and the influences on them as they worked with colleagues in planning program curricula. Questions asked explored faculty beliefs about disciplines, students, and learning that influence faculty perspectives about course sequences, what constitutes a "coherent" academic plan for the program, how the curriculum rationale is communicated to students, steps taken and decisions made in adjusting curriculum, degree of change undertaken in recent years, and provisions made for assessing curriculum effectiveness. Results indicated that in comparison with course planning, program planning is irregular, typically responds to a specific catalyst, and is more dependent on supportive institutional climate and leadership. Ways in which institutional researchers can help provide a supportive climate for responsive and regular planning that links planning and assessment more closely are discussed. (Contains 44 references.) (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC