Description - Curriculum Development in Higher Education by Peter Wolf
Collectively, the authors in this volume present the context and
catalysts of higher education curriculum reform, advocate for the
Scholarship of Curriculum Practice (SoCP), provide examples of
curricular assessment and development initiatives at a variety of
institutional levels, suggest that educational developers can
provide much support to such processes, and argue that this work
has profound implications for the faculty role. Anyone involved in
curriculum assessment and development will find food for thought in
each chapter.
Faculty within institutions of higher education are increasingly
being asked to play leadership roles in curriculum assessment and
reform initiatives. This change is being driven by quality
concerns; burgeoning disciplinary knowledge; interest in a broader
array of learning outcomes, including skills and values; and
growing support for constructivists pedagogies and
learning-centered, interdisciplinary curricula. It is essential
that faculty be well prepared to take scholarly approach to this
work. To that end, this issue presents the frameworks used and
lessons learned by faculty, administrators, and educational
developers in a variety of curriculum assessment and development
processes.
This is the 112th volume of the Jossey-Bass quarterly report
series New Directions for Teaching and Learning,
which continues to offer a comprehensive range of ideas and
techniques for improving college teaching based on the experience
of seasoned instructors and on the latest findings of educational
and psychological researchers.
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