Can Curricular Reform for Coherence and Efficiency Occur Quickly in Higher Education

Autor/inn/en	Zubov, Lynn Roch; Guillory, Monica D.; Farmer, Deborah F.
Titel	Can Curricular Reform for Coherence and Efficiency Occur Quickly in Higher Education
Quelle	In: International Journal of Teaching and Learning in Higher Education, 33 (2021) 1, S.4-22 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Educational Change; Curriculum Development; Action Research; Efficiency; Department Heads; Undergraduate Students; Universities; College Faculty; Teacher Attitudes; Questionnaires; Educational Finance; Black Colleges; Stages of Concern Questionnaire + Suchen Sie Ihr Suchwort? Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Projektforschung; Effectiveness; Effektivität; Wirkungsgrad; University; Universität; Fakultät; Lehrerverhalten; Fragebogen; Bildungsfonds
Abstract	The purpose of this research was to investigate whether a mid-sized public university could create a more coherent and efficient undergraduate curriculum over a short period of time with minimal resources. We pursued this question using an action research design. Using a curriculum model, we developed that focused on foundational, breadth, and depth of knowledge as a framework, we asked academic programs at the targeted university to evaluate and reform their degree programs for coherency and efficiency. Data were collected using a summary data template for curriculum framework during the planning year and then again after two years of reform. Data were also collected on the number of program and course revisions implemented throughout the study. Additionally, using the Stages of Concern Questionnaire and an ad hoc survey, we gathered faculty and department chairs' perceptions about the process. The results indicate that systemic change to a university's curriculum can occur relatively quickly and with limited financial investment. However, the study suggests that for significant change to occur, faculty must be given time to process the paradigm shift. Additionally, when engaging in curriculum renewal, department chairs require opportunities to discuss the process with their peers and often need individual, targeted assistance. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01