Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
Joan S. Stark is professor emerita in the Center for the Study of Higher and Postsecondary Education and dean emerita, The School of Education, University of Michigan. She is the former editor of The Review of Higher Education and the former director of the National Center for Research to Improve Postsecondary Teaching and Learning, a national research center funded by the U.S. Department of Education. She is the author or editor of numerous books and monographs including: Reflections on Course Planning (1988), Student Goals for College and Courses (1989), Planning Introductory College Courses (1990), and Assessment and Program Evaluation (An Association for the Study of Higher Education Reader, 1994).
Preface | |
The Authors | |
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 | |
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 | |
Internal Influences: College and University Contexts. | |
Institutional Influences | |
Unit-Level Influences | |
Emerging Internal Influences | |
Converging Influences | |
Internal Influences: Academic Fields. | |
Characterizing Academic Fields | |
Differences in Course Planning | |
Seeking Academic Community | |
Building on the Strengths of Academic Fields | |
Creating Academic Plans. | |
Course Planning | |
Program Planning | |
College-Wide Planning | |
Systematic Design Models | |
Sharing Responsibility for Curriculum Design | |
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 | |
Instructional Processes. | |
Teaching Styles | |
Contextual Influences on Courses and Programs | |
Expanding Choices Among Instructional Processes | |
Teaching for Intentional Learning | |
Reflecting on Planning and Teaching | |
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 | |
Administering Academic Plans. | |
Curriculum Leadership and Administrative Roles | |
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 | |
Table of Contents provided by Publisher. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.