Shaping the College Curriculum

Author: Lisa R. Lattuca
Publisher: John Wiley & Sons
ISBN: 9781118047200
Format: PDF, Kindle
Download Now
Shaping the College Curriculum focuses on curriculum development as an important decision-making process in colleges and universities. The authors define curriculum as an academic plan developed in a historical, social, and political context. They identify eight curricular elements that are addressed, intentionally or unintentionally, in developing all college courses and programs. By exploring the interaction of these elements in context they use the academic plan model to clarify the processes of course and program planning, enabling instructors and administrators to ask crucial questions about improving teaching and optimizing student learning. This revised edition continues to stress research-based educational practices. The new edition consolidates and focuses discussion of institutional and sociocultural factors that influence curricular decisions. All chapters have been updated with recent research findings relevant to curriculum leadership, accreditation, assessment, and the influence of academic fields, while two new chapters focus directly on learning research and its implications for instructional practice. A new chapter drawn from research on organizational change provides practical guidance to assist faculty members and administrators who are engaged in extensive program improvements. Streamlined yet still comprehensive and detailed, this revised volume will continue to serve as an invaluable resource for individuals and groups whose work includes planning, designing, delivering, evaluating, and studying curricula in higher education. "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

P dagogische Hochschulentwicklung

Author: Taiga Brahm
Publisher: Springer-Verlag
ISBN: 3658120673
Format: PDF, ePub, Docs
Download Now
Der Sammelband befasst sich mit einem umfassenden Ansatz zur Verbesserung der Qualität von Lehre und Studium. Mit dem Konzept der pädagogischen Hochschulentwicklung plädieren die AutorInnen dafür, bei der Umsetzung von Veränderungsprojekten die verschiedenen Ebenen der Hochschule zu verschränken. Zum Beispiel sollten Initiativen, die eine Lehrveranstaltung betreffen, idealerweise die (Aus )Wirkungen auf den Ebenen der Studienprogramme und der Organisation berücksichtigen und aktiv gestalten. Die einzelnen Beiträge stellen beispielhafte Initiativen aus unterschiedlichen Disziplinen und Hochschulformen dar und illustrieren, wie die genannten Ebenen in der praktischen Umsetzung verzahnt werden können.

Advancing Higher Education as a Field of Study

Author: Sydney Freeman
Publisher: Stylus Publishing, LLC
ISBN: 1620361132
Format: PDF, ePub, Mobi
Download Now
Winner of the 2015 Auburn Authors Awards Where is higher education as a field of study going in this century? How will higher education program leaders design and sustain their degree programs’ vitality in the face of perennial challenges from inside and outside the academy? While in 1979 the Council for the Advancement of Standards in Higher Education (CAS) defined standards for student affairs master’s level preparation, and while 2010 saw the adoption of guidelines for higher education administration and leadership preparation programs at the master’s degree level, there still are, however, no guidelines that address higher education leadership doctoral programs, despite increasing demands for assessment and evaluation. This book suggests that higher education administration doctoral degree guidelines are a critical next step in advancing their program quality and continuity. It offers a review of the field’s history, the condition of its higher education programs, developments from the student affairs specialization and its guidelines, and a multi-chapter dialogue on the benefits or disadvantages of having guidelines. At a time of urgency to prepare the next generation of higher education faculty and leaders, this book sets out the parameters for the debate about what the guidelines should cover to ensure the appropriate and effective preparation of students. It also offers a useful framework for enriching the knowledge of deans, chairs, program coordinators and faculty who are engaged in program design, assessment, and revision. It will also be of interest to policymakers, the personnel of accrediting agencies, and not least graduate students within higher education preparation programs. All the contributors to this volume have the exemplary expertise, leadership experience, and a close association with higher education guidelines and standards, and have extensively contributed to the literature on higher education.

Organizing Academic Work in Higher Education

Author: Liudvika Leišytė
Publisher: Routledge
ISBN: 1317437357
Format: PDF
Download Now
Organizing Academic Work in Higher Education explores how managers influence teaching, learning and academic identities and how new initiatives in teaching and learning change the organizational structure of universities. By building on organizational studies and higher education studies literatures, Organizing Academic Work in Higher Education offers a unique perspective, presenting empirical evidence from different parts of the world. This edited collection provides a conceptual frame of organizational change in universities in the context of New Public Management reforms and links it to the core activities of teaching and learning. Split into four main sections: University from the organizational perspective, Organizing teaching, Organizing learning and Organizing identities, this book uses a strong international perspective to provide insights from three continents regarding the major differences in the relationships between the university as an organization and academics. It contains highly pertinent, scientifically driven case studies on the role and boundaries of managerial behaviour in universities. It supplies evidence-based knowledge on the effectiveness of management behaviour and tools to university managers and higher education policy-makers worldwide. Academics who aspire to institutionalize their successful academic practices in certain university structures will find this book of particular value. Organizing Academic Work in Higher Education will be a vital companion for academic interest in higher education management, transformation of universities, teaching, learning, academic work and identities. Bringing together the study of the organizational transformation in higher education with the study of teaching, learning and academic identity, Organizing Academic Work in Higher Education presents a unique cross-national and cross-regional comparative perspective.

Pathways to the Profession of Educational Development

Author: Jeanette McDonald
Publisher: John Wiley & Sons
ISBN: 1118183665
Format: PDF, Kindle
Download Now
The contributors to this volume are academics working directly orindirectly with teaching and learning centers and professionalcommunities, serving in the capacity of educational developer,researcher, or specialist; unit manager or director; or senioradministrator. Drawing on survey and interview data, individualexperience or perspective, and familiarity with the educationalliterature, they offer a context to understand and appreciate howthe field of educational development, developer practice, andindividual pathways have evolved, further highlighting whatterritory remains to be explored and uncovered. Over the last fifty years, educational development has evolvedfrom an informal set of instructional improvement activitieschampioned by individuals to a scholarly field of study andpractice that aims to advance teaching and learning at theindividual, institutional and (more recently) sector levels. Duringthis time, educational development work has moved from the fringesto the mainstream of the higher education landscape, bringing tothe community a diverse group of dedicated academic professionals.This volume draws on their experience and insight to provide aninvaluable guide to future challenges and issues. This is the 122nd volume of the Jossey-Bass higher educationquarterly report series New Directions for Teaching andLearning, which offers a comprehensive range of ideas andtechniques for improving college teaching based on the experienceof seasoned instructors and the latest findings of educational andpsychological researchers.

The Learner Centered Curriculum

Author: Roxanne Cullen
Publisher: John Wiley & Sons
ISBN: 1118171020
Format: PDF, Docs
Download Now
Praise for The Learner-Centered Curriculum "Cullen, Harris, and Hill provide a clear and practical framework for addressing the root of the problems of today's universities. The authors provide a lucid, actionable, and evidence-based prescription for building an integrated learning system to replace the hodgepodge of miscellany that we have inherited. They illustrate the kind of conversations and transformations that could raise the value of and change the prospects for higher education."—John Tagg, author, The Learning Paradigm College "This book offers a powerful, realistic, and much-needed plan for changing how learning happens in higher education. Anyone concerned about improving teaching and students' learning needs to read this book!"—Terry Doyle, author, Helping Students Learn in a Learner-Centered Environment "To help achieve the imperative to make our universities more learner-centered, the authors focus on curriculum redesign and offer a solid theoretical approach combined with applied skills that institutional leaders and faculty can use to attain their goals. Shared governance, autonomous learning, assessment, technology, and physical space are among the elements discussed in this excellent book that universities will need to consider when developing a new curriculum that is more learner-centered."—Jolene Koester, president, California State University, Northridge "Cullen, Harris, and Hill provide a thought-provoking resource with the compelling advantages and frameworks to create twenty-first-century student-centered, knowledge-centered, assessment-centered, and community-centered curriculum. This is a must-read for faculty and administrators committed to transforming their curriculum in order to educate better prepared graduates."—Deborah L. Ford, chancellor, University of Wisconsin-Parkside "This is the book that I have been looking for. Written by three leaders who have done the heavy lifting of leading real change, it's a book for every academic leader who understands that innovation is essential to the future of higher education."—Earl H. Potter, III, president, St. Cloud State University

Creating Interdisciplinarity

Author: Lisa R. Lattuca
Publisher: Vanderbilt University Press
ISBN: 9780826513830
Format: PDF, ePub, Mobi
Download Now
Interdisciplinarity, a favorite buzzword of faculty and administrators, has been appropriated to describe so many academic pursuits that it is virtually meaningless. With a writing style that is accessible, fluid, and engaging, Lisa Lattuca remedies this confusion with an original conceptualization of interdisciplinarity based on interviews with faculty who are engaged in its practice. Whether exploring the connections between apparently related disciplines, such as English and women's studies, or such seemingly disparate fields as economics and theology, Lattuca moves away from previous definitions based on the degrees of integration across disciplines and instead focuses on the nature of the inquiry behind the work. She organizes her findings around the processes through which faculty pursue interdisciplinarity, the contexts (institutional, departmental, and disciplinary) in which faculty are working, and the ways in which those contexts relate to and affect the interdisciplinary work. Her findings result in useful suggestions for individuals concerned with the meaning of faculty work, the role and impact of disciplines in academe today, and the kinds of issues that should guide the evaluation of faculty scholarship.

Teacher Education and Development Study

Author: Christin Laschke
Publisher: Waxmann Verlag
ISBN: 3830977697
Format: PDF, Docs
Download Now
Die 'Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M)' der International Association for the Evaluation of Educational Achievement (IEA) war die erste international-vergleichende Studie, die den tertiären Bildungssektor mit standardisierten Testungen in den Blick nahm. Die Studie verglich die am Ende der Mathematiklehrerausbildung erreichten Kompetenzen von Lehrkräften für die Primarstufe und die Sekundarstufe I in 16 Staaten. Deutschland beteiligte sich mit repräsentativen Stichproben von Mathematiklehrkräften für die Primarstufe bzw. die Sekundarstufe I im letzten Jahr ihrer Ausbildung aus allen Bundesländern sowie einer repräsentativen Stichprobe von Lehrerausbildenden in entsprechenden Ausbildungsgängen. Diese Skalendokumentation enthält - soweit freigegeben - die Instrumente aller TEDS-M-Befragungen und -Testungen in deutscher und englischer Sprache (einschl. Kodierleitfäden). Für die Verwendung in weiteren Studien werden die Fragen zur Person ebenso dokumentiert wie die Fragen zu den Überzeugungen und Lerngelegenheiten der angehenden Lehrkräfte sowie der Lehrerausbildenden. Die Skalendokumentation stellt so auch ein unverzichtbares Hilfsmittel dar, um mit den kürzlich freigegebenen TEDS-M-Datensätzen Sekundäranalysen durchführen zu können. Darüber hinaus können der Skalendokumentation die wichtigsten Kennwerte zu den TEDS-M-Ergebnissen entnommen werden: Häufigkeiten, Mittelwerte, Standardfehler, verschiedene Verteilungsmaße und die Anteile fehlender Werte.

The scholarship of academic development

Author: Heather Eggins
Publisher: Open Univ Pr
ISBN: 9780335211043
Format: PDF, ePub, Docs
Download Now
"This book contains ideas, conceptual and practical, with which it may be possible to negotiate with both government and institutional managers a role for academic development that is established, worthwhile and 'scholarly' in ways recognized by other academics." Teaching in Higher Education "provides some kind of answer to Macdonald's opening question: are academic developers a 'tribe' with their own 'territory'? On the evidence of this volume, they are disparate occupants of an emerging territory but are, at least, beginning a dialogue. While it may be too early to talk about a new tribe this book represents a valuable start in mapping the political and intellectual terrain." Higher Education Review In recent times academic development has moved from the margins to the mainstream of higher education institutions. This book addresses the concept and nature of academic development and examines research into and within the field. It shows how academic development might be distinguished from and overlap with 'educational development' and 'staff development', and how it encompasses those activities concerned with developing learning and teaching in higher education at individual, departmental, faculty, institutional and even at national/international levels. The Scholarship of Academic Development addresses key questions: What is academic development and how is it part of scholarly academic practice? What are its roles and functions? How can research be carried out into, and used in, academic development? The contributors to this volume represent a broad church of experience, roles and approaches to academic development, and to theorizing, researching and practicing in this field. They have provided a significant resource to academic developers, to scholars of higher education practice, to higher education managers and policy-makers.