Integrating Knowledge, Skills, and Values into the Curriculum Development Process at the University of Guelph-Humber

Autor/inn/en	Evers, Frederick; Wolstenholme, Janet
Titel	Integrating Knowledge, Skills, and Values into the Curriculum Development Process at the University of Guelph-Humber
Quelle	In: New Directions for Teaching and Learning, (2007) 112, S.83-91 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.300
Schlagwörter	Curriculum Development; Integrated Curriculum; Instructional Development; Higher Education; Educational Objectives; College Outcomes Assessment; Intercollegiate Cooperation; Educational Innovation; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational objective; Bildungsziel; Erziehungsziel; Hochschulkooperation; Instructional innovation; Bildungsinnovation; Ausland; Kanada
Abstract	The focus of this paper is the curriculum development process that led to the intentional integration of knowledge, skills, and values in every course at a newly created institution, the University of Guelph-Humber (G-H). Among the many unique features of G-H, the integration of theory and practice in each course is one of the most important. The G-H curriculum is not made up of two years of college and two years of university; rather, it is four years of integrated university and college material. Another unique feature is that students receive a degree from Guelph and a diploma from Humber in four years. (Contains 1 exhibit.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10