Shaping the College Curriculum: Academic Plans in Context

Updated and substantially revised since its original publication, this new volume serves as a resource for individuals and groups whose work includes planning, designing, delivering, evaluating, and studying curricula in higher education.
The academic plan concept, introduced and explained in the first edition, provides the framework for this volume. An expanded review of theory and research on learning enhances the authors′ discussion of how the needs of learners can be addressed in the design of academic plans. A new chapter on curricular change builds on research on organizational change and provides practical guidance to assist faculty members and administrators who are considering and implementing substantial improvements in programs. Each chapter includes updated research findings relevant to curriculum planning, accreditation, teaching, and learning. Finally, information on curriculum planning in for–profit institutions and online education programs supplements the primary focus on planning in not–for–profit institutions. The second edition is also reorganized to facilitate use of the book by researchers, faculty, administrators, and graduate students.
"This is an extraordinary book that offers not a particular curriculum or structure, but a comprehensive approach for thinking about the curriculum, ensuring that important considerations are not overlooked in its revision or development, and increasing the likelihood that students will learn and develop in ways institutions hope they will. The book brings coherence and intention to what is typically an unstructured, haphazard, and only partially rational process guided more by beliefs than by empirically grounded, substantive information. Lattuca and Stark present their material in ways that are accessible and applicable across planning levels (course, program, department, and institution), local settings, and academic disciplines. It′s an admirable and informative mar riage of scholarship and practice, and an insightful guide to both. Anyone who cares seriously about how we can make our colleges and universities more educationally effective should read this book." —Patrick T. Terenzini, distinguished professor and senior scientist, Center for the Study of Higher Education, The Pennsylvania State University

Spis treści:
Preface.
The Authors.
Chapter 1: Curriculum: An Academic Plan.
The Need for a Definitional Framework.
Defining Curriculum as an Academic Plan.
Contextual Influences on Academic Plans.
Constructing Plans: Curriculum Development.
Evolution of the Academic Plan Concept.
Advantages of the Academic Plan Model.
Chapter 2: External Influences: Sociocultural Context.
Patterns of Curriculum Debate.
Evolving Educational Purposes .
Debating General Education and Specialization.
Learners: An Emphasis on Access.
Content Debates: Prescription vs. Choice.
Instructional Process: Occasional Innovation.
Evaluation Debates: Emphasis on Quality Control.
Influences and Potential Reforms.
Chapter 3: Internal Influences: College and University Contexts.
Institutional Influences.
Unit–Level Influences.
Emerging Internal Influences.
Converging Influences.
Chapter 4: Internal Influences: Academic Fields.
Characterizing Academic Fields.
Differences in Course Planning.
Seeking Academic Community.
Building on the Strengths of Academic Fields.
Chapter 5: Creating Academic Plans.
Course Planning.
Program Planning.
College–Wide Planning.
Systematic Design Models.
Sharing Responsibility for Curriculum Design.
Chapter 6: Learners.
Learner Influences on Course Planning.
Learner Influences on Program Planning.
Learner Influences on College Planning.
Multiple Perspectives on Learning.
Learners and Learning Processes.
Understandings of Learning and Knowledge.
Learning in Academic Fields.
Considering Learners in Curriculum Design.
Chapter 7: Instructional Processes.
Teaching Styles.
Contextual Influences on Courses and Programs.
Expanding Choices Among Instructional Processes.
Teaching for Intentional Learning.
Reflecting on Planning and Teaching.
Chapter 8: Evaluating and Adjusting Academic Plans.
Defining Evaluation and Assessment.
Evaluating and Adjusting Course Plans.
Evaluating and Adjusting Program Plans.
College–Level Evaluation.
Evaluating Evaluation.
Responding to Accountability Demands.
Chapter 9: Administering Academic Plans.
Curriculum Leadership and Administrative Roles.
Chapter 10: Models and Strategies for Curricular Change.
Evolution, Adaptation, and Strategic Change.
Scope of Curricular Change.
Models of Change.
Using Multiple Strategies for Curricular Change.
Learning to Change in Academic Organizations.
Maintaining Change.
Academic Plans in Context.
References.
Index.

Okładka tylna:

Updated and substantially revised since its original publication, this new volume serves as a resource for individuals and groups whose work includes planning, designing, delivering, evaluating, and studying curricula in higher education.
The academic plan concept, introduced and explained in the first edition, provides the framework for this volume. An expanded review of theory and research on learning enhances the authors′ discussion of how the needs of learners can be addressed in the design of academic plans. A new chapter on curricular change builds on research on organizational change and provides practical guidance to assist faculty members and administrators who are considering and implementing substantial improvements in programs. Each chapter includes updated research findings relevant to curriculum planning, accreditation, teaching, and learning. Finall y, information on curriculum planning in for–profit institutions and online education programs supplements the primary focus on planning in not–for–profit institutions. The second edition is also reorganized to facilitate use of the book by researchers, faculty, administrators, and graduate students.
"This is an extraordinary book that offers not a particular curriculum or structure, but a comprehensive approach for thinking about the curriculum, ensuring that important considerations are not overlooked in its revision or development, and increasing the likelihood that students will learn and develop in ways institutions hope they will. The book brings coherence and intention to what is typically an unstructured, haphazard, and only partially rational process guided more by beliefs than by empirically grounded, substantive information. Lattuca and Stark present their material in ways that are accessible and applicable across planning levels (course, program, department, and institution), local settings, and academic disciplines. It′s an admirable and informative marriage of scholarship and practice, and an insightful guide to both. Anyone who cares seriously about how we can make our colleges and universities more educationally effective should read this book." —Patrick T. Terenzini, distinguished professor and senior scientist, Center for the Study of Higher Education, The Pennsylvania State University