The Foundation of Educational Excellence<\/h2>\n\nCurricula should be reviewed and revised on a regular basis to better serve the changing needs of both students and society. We are often urged to reassess the quality of our curricula, and faculties are responding to this challenge by turning their attention to long-neglected issues.<\/p>\n
They are doing so as a practical means of both attracting and retaining more students, ensuring their success, and producing high-quality, fair outcomes for everyone.<\/p>\n<\/div>\n
\nWhy Curriculum Design Matters<\/h3>\n
Effective college curriculum design is essential for educational institutions seeking to provide meaningful, relevant education that prepares students for success in their chosen fields while maintaining academic rigor and institutional integrity.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
<\/p>\n
\n\nEssential Principles for Curriculum Development<\/h2>\n
A number of important principles emerge from the literature on curriculum. These principles apply to college-wide and disciplinary curricula at both undergraduate and graduate levels.<\/p>\n
<\/p>\n
\n1<\/span>
Philosophy<\/h3>\nA curriculum should be founded on a carefully thought-out philosophy of education and should be clearly connected to an institution’s mission statement.<\/p>\n<\/div>\n
<\/p>\n
\n2<\/span>
Purposes and Goals<\/h3>\nA curricular mission statement and written curricular goals (intended student development outcomes or intended results) articulate curricular purpose \u2013 what graduates should know and be able to do and those attitudes and values a faculty believes are appropriate to well-educated individuals.<\/p>\n
These goals and their objectives are specified in considerable detail and in behavioral language that will permit assessment of their degree of achievement (the curriculum’s actual outcomes).<\/p>\n<\/div>\n
<\/p>\n
\n3<\/span>
Process<\/h3>\nStudent activities are chosen that are capable of developing the desired outcomes, as indicated by empirical research. Curriculum has its desired effect primarily through instruction.<\/p>\n
Therefore, the choice of course experiences and the specific quality and efficacy of these experiences in producing the stated intended outcomes for all students is fundamental to the quality of any college curriculum.<\/p>\n
\nCurrent empirically based education theory is essential to effective instruction and thus the improvement of curricular quality. For example, there is little evidence that using traditional lectures will develop in students the higher-order cognitive abilities a faculty may value. Nevertheless, lecturing is still, by far, the predominant method of instruction in most institutions today.<\/p>\n<\/div>\n<\/div>\n
<\/p>\n
\n4<\/span>
Sequence<\/h3>\nEducational activities are carefully ordered in a developmental sequence to form a coherent curriculum based on the stated intended outcomes of both the curriculum and its constituent courses.<\/p>\n
\nExample: Attending a PMP Certification Boot Camp class<\/a> would be best prior to sitting for the actual Project Management Professional Examination<\/a>, although there isn’t a specific requirement<\/a> to do so.<\/p>\n<\/div>\n<\/div>\n<\/p>\n
\n5<\/span>
Continuous Improvement<\/h3>\nValid and reliable assessment is preplanned to monitor on a continuing basis the effectiveness of the curriculum in fostering student development and also the actual achievement of defined institutional and curricular outcome goals.<\/p>\n
In many or most institutions there can be said to exist two potentially quite different curricula: one, an array and sequence of courses offered by the institution and intended by the faculty to be taken and a second, the specific courses actually taken and sequence followed by each student.<\/p>\n<\/div>\n
<\/p>\n
\n6<\/span>
Academic Advising<\/h3>\nAn effective college curriculum \u2013 one that produces the results it claims in all of a college’s diverse students \u2013 depends for its success upon a high-quality program of academic advising. Modern academic advising is developmental, starting with each student’s values and goals, and helps all students design curricular and non-curricular experiences that can help them achieve their own goals and the institution’s intended learning outcomes.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
<\/p>\n
\n\nDefining Outcomes: The Foundation of Effective College Curriculum<\/h2>\n\nClearly defined intended curricular outcomes enable a faculty to understand, communicate about, and control \u2013 manage \u2013 learning through the curriculum more effectively. Today, clearly stated, written outcomes are essential to good curriculum design, implementation, and assessment.<\/p>\n
Specifically, curricular outcome goals and objectives:<\/h3>\n\n\nFoundation & Direction<\/h4>\n\n- Provide the solid foundation of intended outcomes<\/li>\n
- Provide specific direction for the continuous monitoring \u2013 assessment and evaluation<\/a> \u2013 of the actual outcomes the curriculum produces<\/li>\n<\/ul>\n<\/div>\n\n
Quality Assurance<\/h4>\n\n- Reduce the potential for untoward teaching to the test \u2013 the corruption of the curriculum by instruction directed toward chosen assessment indicators<\/li>\n
- Guard against grade inflation and the consequent reduction in student quality of effort<\/li>\n<\/ul>\n<\/div>\n\n
Standards & Diversity<\/h4>\n\n- Obviate the dumbing down of curricula in response to increased student diversity and underpreparedness<\/li>\n
- Provide firm, clearly identified outcome standards requiring the educational process to change in response to altered student needs<\/li>\n<\/ul>\n<\/div>\n\n
Institutional Focus<\/h4>\n\n- Enable a faculty to resist academic drift, where a college or program gradually and unconsciously drifts away from its mission<\/li>\n
- Enable a faculty to deal more straightforwardly with conflict over curricular content<\/li>\n<\/ul>\n<\/div>\n\n
Communication & Transparency<\/h4>\n\n- Help everyone involved understand the institution or program and the results it claims to produce<\/li>\n
- Increase the perception of institutional openness, candor, and integrity among all stakeholders<\/li>\n<\/ul>\n<\/div>\n\n
Stakeholder Understanding<\/h4>\n
Clear outcomes help faculty members, students, administrators, trustees, parents, and legislators understand the institution and its intended results.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
<\/p>\n
\nKey Insight: The Two Curricula Challenge<\/h4>\n
The intent, content, educational experience, and thus outcomes of the intended curriculum and the actual student experience may be \u2013 and often are \u2013 quite different from each other.<\/p>\n
Careful monitoring of actual student course-taking behavior through transcript analysis can reveal the degree to which students are experiencing the faculty’s intended educational process and achieving their intended outcomes, providing insight and support to ongoing curriculum review<\/a>.
Originally by Lion F. Gardiner, Rutgers University<\/p>\n<\/div>\n<\/div>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_padding=”||1px|||” global_colors_info=”{}”]<\/p>\n
\nRecommended Reading<\/h2>\n
![\"college](\"https:\/\/certificationacademy.com\/wp-content\/uploads\/college-curriculum-design-scaled-300x130.jpeg\")
<\/a>Context for thinking about college curriculum development and implementation<\/p>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
\nDesigning and Assessing Courses and Curricula<\/h3>\nFEATURED RESOURCE<\/div>\nAuthor:<\/strong> Diamond, Robert M. (1998)<\/p>\nPublisher:<\/strong> Jossey-Bass [321 pp.]<\/p>\nThis handbook applies theory to practical issues of curriculum and course design and assessment. Intended for faculty members, department chairpeople, and administrators, the book describes a design model that produces “visible results in the shortest possible time.”<\/p>\n
Key Topics Include:<\/h4>\n\n- Deciding whether and how to start the design process<\/li>\n
- The relationship between courses and curriculum<\/li>\n
- Course design, including defining intended outcomes<\/li>\n
- Communication between instructors and students<\/li>\n
- Dealing with student diversity<\/li>\n
- Course and programmatic assessment and improvement<\/li>\n<\/ul>\n<\/div>\n
[\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
\nIntegrity in the College Curriculum<\/h3>\nCLASSIC REPORT<\/div>\nAuthor:<\/strong> Project on Redefining the Meaning and Purpose of the Baccalaureate Degree (1985)<\/p>\nPublisher:<\/strong> Association of American Colleges and Universities [47 pp.]<\/p>\nThese findings and recommendations constitute a penetrating critique of the undergraduate college curriculum. The report places responsibility for curriculum on the shoulders of the faculty.<\/p>\n
Report Covers:<\/h4>\n\n- “A minimum required curriculum”<\/li>\n
- “Study in depth” methodologies<\/li>\n
- Accountability in higher education<\/li>\n
- “The profession of college teaching”<\/li>\n
- Annotated bibliography of related reports<\/li>\n<\/ul>\n\n
\ud83d\udcda The report is available from AACU<\/a><\/p>\n<\/div>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"
Curriculum is the heart of a student’s college or advanced learning experience and a college or university’s primary means of guiding student directions. Learn the essential principles and processes for developing curricula that attract students, ensure their success, and produce high-quality outcomes. The Foundation of Educational Excellence Curricula should be reviewed and revised on a […]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":9,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"![\"\"](\"https:\/\/certificationacademy.com\/wp-content\/uploads\/college-curriculum-design-300x130.jpeg\")
\r\n\r\nCurriculum is the heart of a student's college or advanced learning experience. Curriculum is a college or university's primary means of guiding students directions. Curricula should be reviewed and revised on a regular basis, better to serve the changing needs of both students and society. We are often urged to reassess the quality of our curricula. Faculties are responding to this challenge by turning their attention to long neglected issues. They are doing so as a practical means of both attracting and retaining more students, ensuring their success, and producing high quality, fair outcomes for everyone.\r\n\r\nPrinciples<\/b>\r\n\r\nA number of important principles emerge from the literature on curriculum. These principles apply both to college-wide and more restricted disciplinary curricula and to curricula at both the undergraduate and graduate levels.\r\n\r\n \t- Philosophy - <\/b>A curriculum should be founded on a carefully thought-out philosophy of education and should be clearly connected to an institution's mission statement.<\/li>\r\n \t
- Purposes and goals - <\/b>A curricular mission statement and written curricular goals (intended student development outcomes or intended results) articulate curricular purpose \u2013 what graduates should know and be able to do and those attitudes and values a faculty believes are appropriate to well-educated men and women. These goals and their objectives are specified in considerable detail and in behavioral language that will permit assessment of their degree of achievement (the curriculum's actual outcomes).<\/li>\r\n \t
- Process - <\/b>Student activities are chosen that are capable of developing the desired outcomes, as indicated by empirical research. Curriculum has its desired effect primarily through instruction. Therefore, the choice of course experiences and the specific quality and efficacy of these experiences in producing the stated intended outcomes for all students is fundamental to the quality of any curriculum. Current empirically based education theory is essential to effective instruction and thus the improvement of curricular quality. For example, there is little evidence that using traditional lectures will develop in students the higher-order cognitive abilities a faculty may value. Nevertheless, lecturing is still, by far, the predominant method of instruction in most institutions today.<\/li>\r\n \t
- Sequence - <\/b>Educational activities are carefully ordered in a developmental sequence to form a coherent curriculum based on the stated intended outcomes of both the curriculum and its constituent courses. For instance attending a PMP exam prep class<\/a> would be best prior to sitting for the actual Project Management Professional Examination<\/a>, although there isn't a specific pmi requirement<\/a> to do so.<\/li>\r\n \t
- Continuous Improvement - <\/b>Valid and reliable assessment is preplanned to monitor on a continuing basis the effectiveness of the curriculum in fostering student development and also the actual achievement of defined institutional and curricular outcome goals.In many or most institutions there can be said to exist two potentially quite different curricula: one, an array and sequence of courses offered by the institution and intended by the faculty to be taken and a second, the specific courses actually taken and sequence followed by each student. The intent, content, educational experience, and thus outcomes of the two may be \u2013 and, as judged from some of the current research, are \u2013 quite different from each other. Careful monitoring of actual student course-taking behavior through transcript analysis can reveal the degree to which students are experiencing the faculty's intended educational process and achieving their intended outcomes and provide insight and support to ongoing curriculum review<\/a>.<\/li>\r\n \t
- Academic Advising - <\/b>An effective curriculum \u2013 one that produces the results it claims in all of a college's diverse students \u2013 depends for its success upon a high-quality program of academic advising. Modern academic advising is developmental, starting with each student's values and goals, and helps all students design curricular and non-curricular experiences that can help them achieve their own goals and the institution's intended learning outcomes.<\/li>\r\n \t
- Defining Outcomes - <\/b>Clearly defined intended curricular outcomes enable a faculty to understand, communicate about, and control \u2013 manage \u2013 learning through the curriculum more effectively. Today, clearly stated, written outcomes are essential to good curriculum design, implementation, and assessment.<\/li>\r\n<\/ul>\r\nSpecifically, curricular outcome goals and objectives:\r\n
\r\n \t- Provide the solid foundation of intended outcomes.<\/li>\r\n \t
- Provide specific direction for the continuous monitoring \u2013 assessment and evaluation<\/a> \u2013 of the actual outcomes the curriculum produces.<\/li>\r\n \t
- Reduce the potential for untoward teaching to the test \u2013 the corruption of the curriculum by instruction directed toward chosen assessment indicators; rather, both the instruction and the indicators are aimed at the outcomes previously defined by the faculty.<\/li>\r\n \t
- Obviate the dumbing down of curricula in response to increased student diversity and underpreparedness by providing firm, clearly identified outcome standards and by requiring the educational process to change in response to altered student needs.<\/li>\r\n \t
- Guard against grade inflation and the consequent reduction in student, and perhaps faculty, quality of effort and the devaluation of degrees.<\/li>\r\n \t
- Enable a faculty to resist academic drift, where a college or program with one mission or curricular purpose gradually and unconsciously drifts away to some other purpose or purposes.<\/li>\r\n \t
- Enable a faculty to deal more straightforwardly and rationally with conflict over curricular content, such as disputes related to departmental turf.<\/li>\r\n \t
- Help everyone involved \u2013 faculty members, students, administrators, trustees, parents, legislators \u2013 understand the institution or program and the results it claims to produce.<\/li>\r\n \t
- Increase the perception of institutional openness, candor, and integrity among all of the institution's customers and stakeholders.<\/li>\r\n<\/ul>\r\nRecommended reading: Context for thinking about curriculum<\/b>\r\n
\r\n \t- Diamond, Robert M. 1998.\u00a0Designing and Assessing Courses and Curricula: A Practical Guide<\/b>. San Francisco: Jossey-Bass. [321 pp.]<\/dt>\r\n<\/dl>\r\n
\r\n \t- This handbook applies theory to practical issues of curriculum and course design and assessment. Intended first for faculty members but also for department chairpeople and administrators concerned with curricula and courses, the book describes a design model that has been used in diverse institutions and that produces \"visible results in the shortest possible time\" (p. xvi). Topics include deciding whether and how to start the design process, the relationship between courses and curriculum, the design process; course design, including defining intended outcomes, developing a plan for assessing their achievement, and designing an instructional process; communication between instructors and students, including the use of syllabi; dealing with student diversity in terms of developing intended cross-campus instructional outcomes concerning diversity; and course and programmatic assessment, evaluation, and improvement. The book also discusses trends in improving the quality of education and \"major lessons about course and curriculum design\" the author has learned. The author suggests ways in which the scholarly work involved in modern curriculum and course design can be documented for purposes of recognition in the institution. Checklists, case studies, examples of materials from various institutions, and nine resource appendices support text.<\/dd>\r\n<\/dl>\r\n
\r\n \t- Project on Redefining the Meaning and Purpose of the Baccalaureate Degree. 1985.\u00a0Integrity in the College Curriculum: A Report to the Academic Community<\/b>. Washington, D.C.: Association of American Colleges and Universities. [47 pp.]<\/dt>\r\n<\/dl>\r\n
\r\n \t- These findings and recommendations of the Association of American Colleges (now Association of American Colleges and Universities) Project on Refining the Meaning and Purpose of the Baccalaureate Degree constitute a penetrating critique of the undergraduate curriculum. The report places responsibility for curriculum on the shoulders of the faculty. It describes \"a minimum required curriculum\" and \"study in depth\" and discusses accountability and \"the profession of college teaching.\" Included is an annotated bibliography of related reports. The report is available from AACU<\/a><\/dd>\r\n<\/dl>\r\n\u2013\u2013 Originally by Lion F. Gardiner, Rutgers University,\r\n\r\n\u00a0","_et_gb_content_width":"","content-type":"","footnotes":""},"class_list":["post-14169","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/14169","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/comments?post=14169"}],"version-history":[{"count":0,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/14169\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/9"}],"wp:attachment":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/media?parent=14169"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Curricula should be reviewed and revised on a regular basis to better serve the changing needs of both students and society. We are often urged to reassess the quality of our curricula, and faculties are responding to this challenge by turning their attention to long-neglected issues.<\/p>\n
They are doing so as a practical means of both attracting and retaining more students, ensuring their success, and producing high-quality, fair outcomes for everyone.<\/p>\n<\/div>\n
Why Curriculum Design Matters<\/h3>\n
Effective college curriculum design is essential for educational institutions seeking to provide meaningful, relevant education that prepares students for success in their chosen fields while maintaining academic rigor and institutional integrity.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
<\/p>\n
Essential Principles for Curriculum Development<\/h2>\n
A number of important principles emerge from the literature on curriculum. These principles apply to college-wide and disciplinary curricula at both undergraduate and graduate levels.<\/p>\n
<\/p>\n
1<\/span>
Philosophy<\/h3>\nA curriculum should be founded on a carefully thought-out philosophy of education and should be clearly connected to an institution’s mission statement.<\/p>\n<\/div>\n
<\/p>\n
\n2<\/span>
Purposes and Goals<\/h3>\nA curricular mission statement and written curricular goals (intended student development outcomes or intended results) articulate curricular purpose \u2013 what graduates should know and be able to do and those attitudes and values a faculty believes are appropriate to well-educated individuals.<\/p>\n
These goals and their objectives are specified in considerable detail and in behavioral language that will permit assessment of their degree of achievement (the curriculum’s actual outcomes).<\/p>\n<\/div>\n
<\/p>\n
\n3<\/span>
Process<\/h3>\nStudent activities are chosen that are capable of developing the desired outcomes, as indicated by empirical research. Curriculum has its desired effect primarily through instruction.<\/p>\n
Therefore, the choice of course experiences and the specific quality and efficacy of these experiences in producing the stated intended outcomes for all students is fundamental to the quality of any college curriculum.<\/p>\n
\nCurrent empirically based education theory is essential to effective instruction and thus the improvement of curricular quality. For example, there is little evidence that using traditional lectures will develop in students the higher-order cognitive abilities a faculty may value. Nevertheless, lecturing is still, by far, the predominant method of instruction in most institutions today.<\/p>\n<\/div>\n<\/div>\n
<\/p>\n
\n4<\/span>
Sequence<\/h3>\nEducational activities are carefully ordered in a developmental sequence to form a coherent curriculum based on the stated intended outcomes of both the curriculum and its constituent courses.<\/p>\n
\nExample: Attending a PMP Certification Boot Camp class<\/a> would be best prior to sitting for the actual Project Management Professional Examination<\/a>, although there isn’t a specific requirement<\/a> to do so.<\/p>\n<\/div>\n<\/div>\n<\/p>\n
\n5<\/span>
Continuous Improvement<\/h3>\nValid and reliable assessment is preplanned to monitor on a continuing basis the effectiveness of the curriculum in fostering student development and also the actual achievement of defined institutional and curricular outcome goals.<\/p>\n
In many or most institutions there can be said to exist two potentially quite different curricula: one, an array and sequence of courses offered by the institution and intended by the faculty to be taken and a second, the specific courses actually taken and sequence followed by each student.<\/p>\n<\/div>\n
<\/p>\n
\n6<\/span>
Academic Advising<\/h3>\nAn effective college curriculum \u2013 one that produces the results it claims in all of a college’s diverse students \u2013 depends for its success upon a high-quality program of academic advising. Modern academic advising is developmental, starting with each student’s values and goals, and helps all students design curricular and non-curricular experiences that can help them achieve their own goals and the institution’s intended learning outcomes.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
<\/p>\n
\n\nDefining Outcomes: The Foundation of Effective College Curriculum<\/h2>\n\nClearly defined intended curricular outcomes enable a faculty to understand, communicate about, and control \u2013 manage \u2013 learning through the curriculum more effectively. Today, clearly stated, written outcomes are essential to good curriculum design, implementation, and assessment.<\/p>\n
Specifically, curricular outcome goals and objectives:<\/h3>\n\n\nFoundation & Direction<\/h4>\n\n- Provide the solid foundation of intended outcomes<\/li>\n
- Provide specific direction for the continuous monitoring \u2013 assessment and evaluation<\/a> \u2013 of the actual outcomes the curriculum produces<\/li>\n<\/ul>\n<\/div>\n\n
Quality Assurance<\/h4>\n\n- Reduce the potential for untoward teaching to the test \u2013 the corruption of the curriculum by instruction directed toward chosen assessment indicators<\/li>\n
- Guard against grade inflation and the consequent reduction in student quality of effort<\/li>\n<\/ul>\n<\/div>\n\n
Standards & Diversity<\/h4>\n\n- Obviate the dumbing down of curricula in response to increased student diversity and underpreparedness<\/li>\n
- Provide firm, clearly identified outcome standards requiring the educational process to change in response to altered student needs<\/li>\n<\/ul>\n<\/div>\n\n
Institutional Focus<\/h4>\n\n- Enable a faculty to resist academic drift, where a college or program gradually and unconsciously drifts away from its mission<\/li>\n
- Enable a faculty to deal more straightforwardly with conflict over curricular content<\/li>\n<\/ul>\n<\/div>\n\n
Communication & Transparency<\/h4>\n\n- Help everyone involved understand the institution or program and the results it claims to produce<\/li>\n
- Increase the perception of institutional openness, candor, and integrity among all stakeholders<\/li>\n<\/ul>\n<\/div>\n\n
Stakeholder Understanding<\/h4>\n
Clear outcomes help faculty members, students, administrators, trustees, parents, and legislators understand the institution and its intended results.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
<\/p>\n
\nKey Insight: The Two Curricula Challenge<\/h4>\n
The intent, content, educational experience, and thus outcomes of the intended curriculum and the actual student experience may be \u2013 and often are \u2013 quite different from each other.<\/p>\n
Careful monitoring of actual student course-taking behavior through transcript analysis can reveal the degree to which students are experiencing the faculty’s intended educational process and achieving their intended outcomes, providing insight and support to ongoing curriculum review<\/a>.
Originally by Lion F. Gardiner, Rutgers University<\/p>\n<\/div>\n<\/div>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_padding=”||1px|||” global_colors_info=”{}”]<\/p>\n
\nRecommended Reading<\/h2>\n
<\/a>Context for thinking about college curriculum development and implementation<\/p>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
\nDesigning and Assessing Courses and Curricula<\/h3>\nFEATURED RESOURCE<\/div>\nAuthor:<\/strong> Diamond, Robert M. (1998)<\/p>\nPublisher:<\/strong> Jossey-Bass [321 pp.]<\/p>\nThis handbook applies theory to practical issues of curriculum and course design and assessment. Intended for faculty members, department chairpeople, and administrators, the book describes a design model that produces “visible results in the shortest possible time.”<\/p>\n
Key Topics Include:<\/h4>\n\n- Deciding whether and how to start the design process<\/li>\n
- The relationship between courses and curriculum<\/li>\n
- Course design, including defining intended outcomes<\/li>\n
- Communication between instructors and students<\/li>\n
- Dealing with student diversity<\/li>\n
- Course and programmatic assessment and improvement<\/li>\n<\/ul>\n<\/div>\n
[\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
\nIntegrity in the College Curriculum<\/h3>\nCLASSIC REPORT<\/div>\nAuthor:<\/strong> Project on Redefining the Meaning and Purpose of the Baccalaureate Degree (1985)<\/p>\nPublisher:<\/strong> Association of American Colleges and Universities [47 pp.]<\/p>\nThese findings and recommendations constitute a penetrating critique of the undergraduate college curriculum. The report places responsibility for curriculum on the shoulders of the faculty.<\/p>\n
Report Covers:<\/h4>\n\n- “A minimum required curriculum”<\/li>\n
- “Study in depth” methodologies<\/li>\n
- Accountability in higher education<\/li>\n
- “The profession of college teaching”<\/li>\n
- Annotated bibliography of related reports<\/li>\n<\/ul>\n\n
\ud83d\udcda The report is available from AACU<\/a><\/p>\n<\/div>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"
Curriculum is the heart of a student’s college or advanced learning experience and a college or university’s primary means of guiding student directions. Learn the essential principles and processes for developing curricula that attract students, ensure their success, and produce high-quality outcomes. The Foundation of Educational Excellence Curricula should be reviewed and revised on a […]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":9,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"\r\n\r\nCurriculum is the heart of a student's college or advanced learning experience. Curriculum is a college or university's primary means of guiding students directions. Curricula should be reviewed and revised on a regular basis, better to serve the changing needs of both students and society. We are often urged to reassess the quality of our curricula. Faculties are responding to this challenge by turning their attention to long neglected issues. They are doing so as a practical means of both attracting and retaining more students, ensuring their success, and producing high quality, fair outcomes for everyone.\r\n\r\nPrinciples<\/b>\r\n\r\nA number of important principles emerge from the literature on curriculum. These principles apply both to college-wide and more restricted disciplinary curricula and to curricula at both the undergraduate and graduate levels.\r\n\r\n \t- Philosophy - <\/b>A curriculum should be founded on a carefully thought-out philosophy of education and should be clearly connected to an institution's mission statement.<\/li>\r\n \t
- Purposes and goals - <\/b>A curricular mission statement and written curricular goals (intended student development outcomes or intended results) articulate curricular purpose \u2013 what graduates should know and be able to do and those attitudes and values a faculty believes are appropriate to well-educated men and women. These goals and their objectives are specified in considerable detail and in behavioral language that will permit assessment of their degree of achievement (the curriculum's actual outcomes).<\/li>\r\n \t
- Process - <\/b>Student activities are chosen that are capable of developing the desired outcomes, as indicated by empirical research. Curriculum has its desired effect primarily through instruction. Therefore, the choice of course experiences and the specific quality and efficacy of these experiences in producing the stated intended outcomes for all students is fundamental to the quality of any curriculum. Current empirically based education theory is essential to effective instruction and thus the improvement of curricular quality. For example, there is little evidence that using traditional lectures will develop in students the higher-order cognitive abilities a faculty may value. Nevertheless, lecturing is still, by far, the predominant method of instruction in most institutions today.<\/li>\r\n \t
- Sequence - <\/b>Educational activities are carefully ordered in a developmental sequence to form a coherent curriculum based on the stated intended outcomes of both the curriculum and its constituent courses. For instance attending a PMP exam prep class<\/a> would be best prior to sitting for the actual Project Management Professional Examination<\/a>, although there isn't a specific pmi requirement<\/a> to do so.<\/li>\r\n \t
- Continuous Improvement - <\/b>Valid and reliable assessment is preplanned to monitor on a continuing basis the effectiveness of the curriculum in fostering student development and also the actual achievement of defined institutional and curricular outcome goals.In many or most institutions there can be said to exist two potentially quite different curricula: one, an array and sequence of courses offered by the institution and intended by the faculty to be taken and a second, the specific courses actually taken and sequence followed by each student. The intent, content, educational experience, and thus outcomes of the two may be \u2013 and, as judged from some of the current research, are \u2013 quite different from each other. Careful monitoring of actual student course-taking behavior through transcript analysis can reveal the degree to which students are experiencing the faculty's intended educational process and achieving their intended outcomes and provide insight and support to ongoing curriculum review<\/a>.<\/li>\r\n \t
- Academic Advising - <\/b>An effective curriculum \u2013 one that produces the results it claims in all of a college's diverse students \u2013 depends for its success upon a high-quality program of academic advising. Modern academic advising is developmental, starting with each student's values and goals, and helps all students design curricular and non-curricular experiences that can help them achieve their own goals and the institution's intended learning outcomes.<\/li>\r\n \t
- Defining Outcomes - <\/b>Clearly defined intended curricular outcomes enable a faculty to understand, communicate about, and control \u2013 manage \u2013 learning through the curriculum more effectively. Today, clearly stated, written outcomes are essential to good curriculum design, implementation, and assessment.<\/li>\r\n<\/ul>\r\nSpecifically, curricular outcome goals and objectives:\r\n
\r\n \t- Provide the solid foundation of intended outcomes.<\/li>\r\n \t
- Provide specific direction for the continuous monitoring \u2013 assessment and evaluation<\/a> \u2013 of the actual outcomes the curriculum produces.<\/li>\r\n \t
- Reduce the potential for untoward teaching to the test \u2013 the corruption of the curriculum by instruction directed toward chosen assessment indicators; rather, both the instruction and the indicators are aimed at the outcomes previously defined by the faculty.<\/li>\r\n \t
- Obviate the dumbing down of curricula in response to increased student diversity and underpreparedness by providing firm, clearly identified outcome standards and by requiring the educational process to change in response to altered student needs.<\/li>\r\n \t
- Guard against grade inflation and the consequent reduction in student, and perhaps faculty, quality of effort and the devaluation of degrees.<\/li>\r\n \t
- Enable a faculty to resist academic drift, where a college or program with one mission or curricular purpose gradually and unconsciously drifts away to some other purpose or purposes.<\/li>\r\n \t
- Enable a faculty to deal more straightforwardly and rationally with conflict over curricular content, such as disputes related to departmental turf.<\/li>\r\n \t
- Help everyone involved \u2013 faculty members, students, administrators, trustees, parents, legislators \u2013 understand the institution or program and the results it claims to produce.<\/li>\r\n \t
- Increase the perception of institutional openness, candor, and integrity among all of the institution's customers and stakeholders.<\/li>\r\n<\/ul>\r\nRecommended reading: Context for thinking about curriculum<\/b>\r\n
\r\n \t- Diamond, Robert M. 1998.\u00a0Designing and Assessing Courses and Curricula: A Practical Guide<\/b>. San Francisco: Jossey-Bass. [321 pp.]<\/dt>\r\n<\/dl>\r\n
\r\n \t- This handbook applies theory to practical issues of curriculum and course design and assessment. Intended first for faculty members but also for department chairpeople and administrators concerned with curricula and courses, the book describes a design model that has been used in diverse institutions and that produces \"visible results in the shortest possible time\" (p. xvi). Topics include deciding whether and how to start the design process, the relationship between courses and curriculum, the design process; course design, including defining intended outcomes, developing a plan for assessing their achievement, and designing an instructional process; communication between instructors and students, including the use of syllabi; dealing with student diversity in terms of developing intended cross-campus instructional outcomes concerning diversity; and course and programmatic assessment, evaluation, and improvement. The book also discusses trends in improving the quality of education and \"major lessons about course and curriculum design\" the author has learned. The author suggests ways in which the scholarly work involved in modern curriculum and course design can be documented for purposes of recognition in the institution. Checklists, case studies, examples of materials from various institutions, and nine resource appendices support text.<\/dd>\r\n<\/dl>\r\n
\r\n \t- Project on Redefining the Meaning and Purpose of the Baccalaureate Degree. 1985.\u00a0Integrity in the College Curriculum: A Report to the Academic Community<\/b>. Washington, D.C.: Association of American Colleges and Universities. [47 pp.]<\/dt>\r\n<\/dl>\r\n
\r\n \t- These findings and recommendations of the Association of American Colleges (now Association of American Colleges and Universities) Project on Refining the Meaning and Purpose of the Baccalaureate Degree constitute a penetrating critique of the undergraduate curriculum. The report places responsibility for curriculum on the shoulders of the faculty. It describes \"a minimum required curriculum\" and \"study in depth\" and discusses accountability and \"the profession of college teaching.\" Included is an annotated bibliography of related reports. The report is available from AACU<\/a><\/dd>\r\n<\/dl>\r\n\u2013\u2013 Originally by Lion F. Gardiner, Rutgers University,\r\n\r\n\u00a0","_et_gb_content_width":"","content-type":"","footnotes":""},"class_list":["post-14169","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/14169","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/comments?post=14169"}],"version-history":[{"count":0,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/14169\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/9"}],"wp:attachment":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/media?parent=14169"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
2<\/span>
Purposes and Goals<\/h3>\nA curricular mission statement and written curricular goals (intended student development outcomes or intended results) articulate curricular purpose \u2013 what graduates should know and be able to do and those attitudes and values a faculty believes are appropriate to well-educated individuals.<\/p>\n
These goals and their objectives are specified in considerable detail and in behavioral language that will permit assessment of their degree of achievement (the curriculum’s actual outcomes).<\/p>\n<\/div>\n
<\/p>\n
\n3<\/span>
Process<\/h3>\nStudent activities are chosen that are capable of developing the desired outcomes, as indicated by empirical research. Curriculum has its desired effect primarily through instruction.<\/p>\n
Therefore, the choice of course experiences and the specific quality and efficacy of these experiences in producing the stated intended outcomes for all students is fundamental to the quality of any college curriculum.<\/p>\n
\nCurrent empirically based education theory is essential to effective instruction and thus the improvement of curricular quality. For example, there is little evidence that using traditional lectures will develop in students the higher-order cognitive abilities a faculty may value. Nevertheless, lecturing is still, by far, the predominant method of instruction in most institutions today.<\/p>\n<\/div>\n<\/div>\n
<\/p>\n
\n4<\/span>
Sequence<\/h3>\nEducational activities are carefully ordered in a developmental sequence to form a coherent curriculum based on the stated intended outcomes of both the curriculum and its constituent courses.<\/p>\n
\nExample: Attending a PMP Certification Boot Camp class<\/a> would be best prior to sitting for the actual Project Management Professional Examination<\/a>, although there isn’t a specific requirement<\/a> to do so.<\/p>\n<\/div>\n<\/div>\n<\/p>\n
\n5<\/span>
Continuous Improvement<\/h3>\nValid and reliable assessment is preplanned to monitor on a continuing basis the effectiveness of the curriculum in fostering student development and also the actual achievement of defined institutional and curricular outcome goals.<\/p>\n
In many or most institutions there can be said to exist two potentially quite different curricula: one, an array and sequence of courses offered by the institution and intended by the faculty to be taken and a second, the specific courses actually taken and sequence followed by each student.<\/p>\n<\/div>\n
<\/p>\n
\n6<\/span>
Academic Advising<\/h3>\nAn effective college curriculum \u2013 one that produces the results it claims in all of a college’s diverse students \u2013 depends for its success upon a high-quality program of academic advising. Modern academic advising is developmental, starting with each student’s values and goals, and helps all students design curricular and non-curricular experiences that can help them achieve their own goals and the institution’s intended learning outcomes.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
<\/p>\n
\n\nDefining Outcomes: The Foundation of Effective College Curriculum<\/h2>\n\nClearly defined intended curricular outcomes enable a faculty to understand, communicate about, and control \u2013 manage \u2013 learning through the curriculum more effectively. Today, clearly stated, written outcomes are essential to good curriculum design, implementation, and assessment.<\/p>\n
Specifically, curricular outcome goals and objectives:<\/h3>\n\n\nFoundation & Direction<\/h4>\n\n- Provide the solid foundation of intended outcomes<\/li>\n
- Provide specific direction for the continuous monitoring \u2013 assessment and evaluation<\/a> \u2013 of the actual outcomes the curriculum produces<\/li>\n<\/ul>\n<\/div>\n\n
Quality Assurance<\/h4>\n\n- Reduce the potential for untoward teaching to the test \u2013 the corruption of the curriculum by instruction directed toward chosen assessment indicators<\/li>\n
- Guard against grade inflation and the consequent reduction in student quality of effort<\/li>\n<\/ul>\n<\/div>\n\n
Standards & Diversity<\/h4>\n\n- Obviate the dumbing down of curricula in response to increased student diversity and underpreparedness<\/li>\n
- Provide firm, clearly identified outcome standards requiring the educational process to change in response to altered student needs<\/li>\n<\/ul>\n<\/div>\n\n
Institutional Focus<\/h4>\n\n- Enable a faculty to resist academic drift, where a college or program gradually and unconsciously drifts away from its mission<\/li>\n
- Enable a faculty to deal more straightforwardly with conflict over curricular content<\/li>\n<\/ul>\n<\/div>\n\n
Communication & Transparency<\/h4>\n\n- Help everyone involved understand the institution or program and the results it claims to produce<\/li>\n
- Increase the perception of institutional openness, candor, and integrity among all stakeholders<\/li>\n<\/ul>\n<\/div>\n\n
Stakeholder Understanding<\/h4>\n
Clear outcomes help faculty members, students, administrators, trustees, parents, and legislators understand the institution and its intended results.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
<\/p>\n
\nKey Insight: The Two Curricula Challenge<\/h4>\n
The intent, content, educational experience, and thus outcomes of the intended curriculum and the actual student experience may be \u2013 and often are \u2013 quite different from each other.<\/p>\n
Careful monitoring of actual student course-taking behavior through transcript analysis can reveal the degree to which students are experiencing the faculty’s intended educational process and achieving their intended outcomes, providing insight and support to ongoing curriculum review<\/a>.
Originally by Lion F. Gardiner, Rutgers University<\/p>\n<\/div>\n<\/div>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_padding=”||1px|||” global_colors_info=”{}”]<\/p>\n
\nRecommended Reading<\/h2>\n
<\/a>Context for thinking about college curriculum development and implementation<\/p>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
\nDesigning and Assessing Courses and Curricula<\/h3>\nFEATURED RESOURCE<\/div>\nAuthor:<\/strong> Diamond, Robert M. (1998)<\/p>\nPublisher:<\/strong> Jossey-Bass [321 pp.]<\/p>\nThis handbook applies theory to practical issues of curriculum and course design and assessment. Intended for faculty members, department chairpeople, and administrators, the book describes a design model that produces “visible results in the shortest possible time.”<\/p>\n
Key Topics Include:<\/h4>\n\n- Deciding whether and how to start the design process<\/li>\n
- The relationship between courses and curriculum<\/li>\n
- Course design, including defining intended outcomes<\/li>\n
- Communication between instructors and students<\/li>\n
- Dealing with student diversity<\/li>\n
- Course and programmatic assessment and improvement<\/li>\n<\/ul>\n<\/div>\n
[\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
\nIntegrity in the College Curriculum<\/h3>\nCLASSIC REPORT<\/div>\nAuthor:<\/strong> Project on Redefining the Meaning and Purpose of the Baccalaureate Degree (1985)<\/p>\nPublisher:<\/strong> Association of American Colleges and Universities [47 pp.]<\/p>\nThese findings and recommendations constitute a penetrating critique of the undergraduate college curriculum. The report places responsibility for curriculum on the shoulders of the faculty.<\/p>\n
Report Covers:<\/h4>\n\n- “A minimum required curriculum”<\/li>\n
- “Study in depth” methodologies<\/li>\n
- Accountability in higher education<\/li>\n
- “The profession of college teaching”<\/li>\n
- Annotated bibliography of related reports<\/li>\n<\/ul>\n\n
\ud83d\udcda The report is available from AACU<\/a><\/p>\n<\/div>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"
Curriculum is the heart of a student’s college or advanced learning experience and a college or university’s primary means of guiding student directions. Learn the essential principles and processes for developing curricula that attract students, ensure their success, and produce high-quality outcomes. The Foundation of Educational Excellence Curricula should be reviewed and revised on a […]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":9,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"\r\n\r\nCurriculum is the heart of a student's college or advanced learning experience. Curriculum is a college or university's primary means of guiding students directions. Curricula should be reviewed and revised on a regular basis, better to serve the changing needs of both students and society. We are often urged to reassess the quality of our curricula. Faculties are responding to this challenge by turning their attention to long neglected issues. They are doing so as a practical means of both attracting and retaining more students, ensuring their success, and producing high quality, fair outcomes for everyone.\r\n\r\nPrinciples<\/b>\r\n\r\nA number of important principles emerge from the literature on curriculum. These principles apply both to college-wide and more restricted disciplinary curricula and to curricula at both the undergraduate and graduate levels.\r\n\r\n \t- Philosophy - <\/b>A curriculum should be founded on a carefully thought-out philosophy of education and should be clearly connected to an institution's mission statement.<\/li>\r\n \t
- Purposes and goals - <\/b>A curricular mission statement and written curricular goals (intended student development outcomes or intended results) articulate curricular purpose \u2013 what graduates should know and be able to do and those attitudes and values a faculty believes are appropriate to well-educated men and women. These goals and their objectives are specified in considerable detail and in behavioral language that will permit assessment of their degree of achievement (the curriculum's actual outcomes).<\/li>\r\n \t
- Process - <\/b>Student activities are chosen that are capable of developing the desired outcomes, as indicated by empirical research. Curriculum has its desired effect primarily through instruction. Therefore, the choice of course experiences and the specific quality and efficacy of these experiences in producing the stated intended outcomes for all students is fundamental to the quality of any curriculum. Current empirically based education theory is essential to effective instruction and thus the improvement of curricular quality. For example, there is little evidence that using traditional lectures will develop in students the higher-order cognitive abilities a faculty may value. Nevertheless, lecturing is still, by far, the predominant method of instruction in most institutions today.<\/li>\r\n \t
- Sequence - <\/b>Educational activities are carefully ordered in a developmental sequence to form a coherent curriculum based on the stated intended outcomes of both the curriculum and its constituent courses. For instance attending a PMP exam prep class<\/a> would be best prior to sitting for the actual Project Management Professional Examination<\/a>, although there isn't a specific pmi requirement<\/a> to do so.<\/li>\r\n \t
- Continuous Improvement - <\/b>Valid and reliable assessment is preplanned to monitor on a continuing basis the effectiveness of the curriculum in fostering student development and also the actual achievement of defined institutional and curricular outcome goals.In many or most institutions there can be said to exist two potentially quite different curricula: one, an array and sequence of courses offered by the institution and intended by the faculty to be taken and a second, the specific courses actually taken and sequence followed by each student. The intent, content, educational experience, and thus outcomes of the two may be \u2013 and, as judged from some of the current research, are \u2013 quite different from each other. Careful monitoring of actual student course-taking behavior through transcript analysis can reveal the degree to which students are experiencing the faculty's intended educational process and achieving their intended outcomes and provide insight and support to ongoing curriculum review<\/a>.<\/li>\r\n \t
- Academic Advising - <\/b>An effective curriculum \u2013 one that produces the results it claims in all of a college's diverse students \u2013 depends for its success upon a high-quality program of academic advising. Modern academic advising is developmental, starting with each student's values and goals, and helps all students design curricular and non-curricular experiences that can help them achieve their own goals and the institution's intended learning outcomes.<\/li>\r\n \t
- Defining Outcomes - <\/b>Clearly defined intended curricular outcomes enable a faculty to understand, communicate about, and control \u2013 manage \u2013 learning through the curriculum more effectively. Today, clearly stated, written outcomes are essential to good curriculum design, implementation, and assessment.<\/li>\r\n<\/ul>\r\nSpecifically, curricular outcome goals and objectives:\r\n
\r\n \t- Provide the solid foundation of intended outcomes.<\/li>\r\n \t
- Provide specific direction for the continuous monitoring \u2013 assessment and evaluation<\/a> \u2013 of the actual outcomes the curriculum produces.<\/li>\r\n \t
- Reduce the potential for untoward teaching to the test \u2013 the corruption of the curriculum by instruction directed toward chosen assessment indicators; rather, both the instruction and the indicators are aimed at the outcomes previously defined by the faculty.<\/li>\r\n \t
- Obviate the dumbing down of curricula in response to increased student diversity and underpreparedness by providing firm, clearly identified outcome standards and by requiring the educational process to change in response to altered student needs.<\/li>\r\n \t
- Guard against grade inflation and the consequent reduction in student, and perhaps faculty, quality of effort and the devaluation of degrees.<\/li>\r\n \t
- Enable a faculty to resist academic drift, where a college or program with one mission or curricular purpose gradually and unconsciously drifts away to some other purpose or purposes.<\/li>\r\n \t
- Enable a faculty to deal more straightforwardly and rationally with conflict over curricular content, such as disputes related to departmental turf.<\/li>\r\n \t
- Help everyone involved \u2013 faculty members, students, administrators, trustees, parents, legislators \u2013 understand the institution or program and the results it claims to produce.<\/li>\r\n \t
- Increase the perception of institutional openness, candor, and integrity among all of the institution's customers and stakeholders.<\/li>\r\n<\/ul>\r\nRecommended reading: Context for thinking about curriculum<\/b>\r\n
\r\n \t- Diamond, Robert M. 1998.\u00a0Designing and Assessing Courses and Curricula: A Practical Guide<\/b>. San Francisco: Jossey-Bass. [321 pp.]<\/dt>\r\n<\/dl>\r\n
\r\n \t- This handbook applies theory to practical issues of curriculum and course design and assessment. Intended first for faculty members but also for department chairpeople and administrators concerned with curricula and courses, the book describes a design model that has been used in diverse institutions and that produces \"visible results in the shortest possible time\" (p. xvi). Topics include deciding whether and how to start the design process, the relationship between courses and curriculum, the design process; course design, including defining intended outcomes, developing a plan for assessing their achievement, and designing an instructional process; communication between instructors and students, including the use of syllabi; dealing with student diversity in terms of developing intended cross-campus instructional outcomes concerning diversity; and course and programmatic assessment, evaluation, and improvement. The book also discusses trends in improving the quality of education and \"major lessons about course and curriculum design\" the author has learned. The author suggests ways in which the scholarly work involved in modern curriculum and course design can be documented for purposes of recognition in the institution. Checklists, case studies, examples of materials from various institutions, and nine resource appendices support text.<\/dd>\r\n<\/dl>\r\n
\r\n \t- Project on Redefining the Meaning and Purpose of the Baccalaureate Degree. 1985.\u00a0Integrity in the College Curriculum: A Report to the Academic Community<\/b>. Washington, D.C.: Association of American Colleges and Universities. [47 pp.]<\/dt>\r\n<\/dl>\r\n
\r\n \t- These findings and recommendations of the Association of American Colleges (now Association of American Colleges and Universities) Project on Refining the Meaning and Purpose of the Baccalaureate Degree constitute a penetrating critique of the undergraduate curriculum. The report places responsibility for curriculum on the shoulders of the faculty. It describes \"a minimum required curriculum\" and \"study in depth\" and discusses accountability and \"the profession of college teaching.\" Included is an annotated bibliography of related reports. The report is available from AACU<\/a><\/dd>\r\n<\/dl>\r\n\u2013\u2013 Originally by Lion F. Gardiner, Rutgers University,\r\n\r\n\u00a0","_et_gb_content_width":"","content-type":"","footnotes":""},"class_list":["post-14169","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/14169","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/comments?post=14169"}],"version-history":[{"count":0,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/14169\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/9"}],"wp:attachment":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/media?parent=14169"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
3<\/span>
Process<\/h3>\nStudent activities are chosen that are capable of developing the desired outcomes, as indicated by empirical research. Curriculum has its desired effect primarily through instruction.<\/p>\n
Therefore, the choice of course experiences and the specific quality and efficacy of these experiences in producing the stated intended outcomes for all students is fundamental to the quality of any college curriculum.<\/p>\n
\nCurrent empirically based education theory is essential to effective instruction and thus the improvement of curricular quality. For example, there is little evidence that using traditional lectures will develop in students the higher-order cognitive abilities a faculty may value. Nevertheless, lecturing is still, by far, the predominant method of instruction in most institutions today.<\/p>\n<\/div>\n<\/div>\n
<\/p>\n
\n4<\/span>
Sequence<\/h3>\nEducational activities are carefully ordered in a developmental sequence to form a coherent curriculum based on the stated intended outcomes of both the curriculum and its constituent courses.<\/p>\n
\nExample: Attending a PMP Certification Boot Camp class<\/a> would be best prior to sitting for the actual Project Management Professional Examination<\/a>, although there isn’t a specific requirement<\/a> to do so.<\/p>\n<\/div>\n<\/div>\n<\/p>\n
\n5<\/span>
Continuous Improvement<\/h3>\nValid and reliable assessment is preplanned to monitor on a continuing basis the effectiveness of the curriculum in fostering student development and also the actual achievement of defined institutional and curricular outcome goals.<\/p>\n
In many or most institutions there can be said to exist two potentially quite different curricula: one, an array and sequence of courses offered by the institution and intended by the faculty to be taken and a second, the specific courses actually taken and sequence followed by each student.<\/p>\n<\/div>\n
<\/p>\n
\n6<\/span>
Academic Advising<\/h3>\nAn effective college curriculum \u2013 one that produces the results it claims in all of a college’s diverse students \u2013 depends for its success upon a high-quality program of academic advising. Modern academic advising is developmental, starting with each student’s values and goals, and helps all students design curricular and non-curricular experiences that can help them achieve their own goals and the institution’s intended learning outcomes.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
<\/p>\n
\n\nDefining Outcomes: The Foundation of Effective College Curriculum<\/h2>\n\nClearly defined intended curricular outcomes enable a faculty to understand, communicate about, and control \u2013 manage \u2013 learning through the curriculum more effectively. Today, clearly stated, written outcomes are essential to good curriculum design, implementation, and assessment.<\/p>\n
Specifically, curricular outcome goals and objectives:<\/h3>\n\n\nFoundation & Direction<\/h4>\n\n- Provide the solid foundation of intended outcomes<\/li>\n
- Provide specific direction for the continuous monitoring \u2013 assessment and evaluation<\/a> \u2013 of the actual outcomes the curriculum produces<\/li>\n<\/ul>\n<\/div>\n\n
Quality Assurance<\/h4>\n\n- Reduce the potential for untoward teaching to the test \u2013 the corruption of the curriculum by instruction directed toward chosen assessment indicators<\/li>\n
- Guard against grade inflation and the consequent reduction in student quality of effort<\/li>\n<\/ul>\n<\/div>\n\n
Standards & Diversity<\/h4>\n\n- Obviate the dumbing down of curricula in response to increased student diversity and underpreparedness<\/li>\n
- Provide firm, clearly identified outcome standards requiring the educational process to change in response to altered student needs<\/li>\n<\/ul>\n<\/div>\n\n
Institutional Focus<\/h4>\n\n- Enable a faculty to resist academic drift, where a college or program gradually and unconsciously drifts away from its mission<\/li>\n
- Enable a faculty to deal more straightforwardly with conflict over curricular content<\/li>\n<\/ul>\n<\/div>\n\n
Communication & Transparency<\/h4>\n\n- Help everyone involved understand the institution or program and the results it claims to produce<\/li>\n
- Increase the perception of institutional openness, candor, and integrity among all stakeholders<\/li>\n<\/ul>\n<\/div>\n\n
Stakeholder Understanding<\/h4>\n
Clear outcomes help faculty members, students, administrators, trustees, parents, and legislators understand the institution and its intended results.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
<\/p>\n
\nKey Insight: The Two Curricula Challenge<\/h4>\n
The intent, content, educational experience, and thus outcomes of the intended curriculum and the actual student experience may be \u2013 and often are \u2013 quite different from each other.<\/p>\n
Careful monitoring of actual student course-taking behavior through transcript analysis can reveal the degree to which students are experiencing the faculty’s intended educational process and achieving their intended outcomes, providing insight and support to ongoing curriculum review<\/a>.
Originally by Lion F. Gardiner, Rutgers University<\/p>\n<\/div>\n<\/div>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_padding=”||1px|||” global_colors_info=”{}”]<\/p>\n
\nRecommended Reading<\/h2>\n
<\/a>Context for thinking about college curriculum development and implementation<\/p>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
\nDesigning and Assessing Courses and Curricula<\/h3>\nFEATURED RESOURCE<\/div>\nAuthor:<\/strong> Diamond, Robert M. (1998)<\/p>\nPublisher:<\/strong> Jossey-Bass [321 pp.]<\/p>\nThis handbook applies theory to practical issues of curriculum and course design and assessment. Intended for faculty members, department chairpeople, and administrators, the book describes a design model that produces “visible results in the shortest possible time.”<\/p>\n
Key Topics Include:<\/h4>\n\n- Deciding whether and how to start the design process<\/li>\n
- The relationship between courses and curriculum<\/li>\n
- Course design, including defining intended outcomes<\/li>\n
- Communication between instructors and students<\/li>\n
- Dealing with student diversity<\/li>\n
- Course and programmatic assessment and improvement<\/li>\n<\/ul>\n<\/div>\n
[\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
\nIntegrity in the College Curriculum<\/h3>\nCLASSIC REPORT<\/div>\nAuthor:<\/strong> Project on Redefining the Meaning and Purpose of the Baccalaureate Degree (1985)<\/p>\nPublisher:<\/strong> Association of American Colleges and Universities [47 pp.]<\/p>\nThese findings and recommendations constitute a penetrating critique of the undergraduate college curriculum. The report places responsibility for curriculum on the shoulders of the faculty.<\/p>\n
Report Covers:<\/h4>\n\n- “A minimum required curriculum”<\/li>\n
- “Study in depth” methodologies<\/li>\n
- Accountability in higher education<\/li>\n
- “The profession of college teaching”<\/li>\n
- Annotated bibliography of related reports<\/li>\n<\/ul>\n\n
\ud83d\udcda The report is available from AACU<\/a><\/p>\n<\/div>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"
Curriculum is the heart of a student’s college or advanced learning experience and a college or university’s primary means of guiding student directions. Learn the essential principles and processes for developing curricula that attract students, ensure their success, and produce high-quality outcomes. The Foundation of Educational Excellence Curricula should be reviewed and revised on a […]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":9,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"\r\n\r\nCurriculum is the heart of a student's college or advanced learning experience. Curriculum is a college or university's primary means of guiding students directions. Curricula should be reviewed and revised on a regular basis, better to serve the changing needs of both students and society. We are often urged to reassess the quality of our curricula. Faculties are responding to this challenge by turning their attention to long neglected issues. They are doing so as a practical means of both attracting and retaining more students, ensuring their success, and producing high quality, fair outcomes for everyone.\r\n\r\nPrinciples<\/b>\r\n\r\nA number of important principles emerge from the literature on curriculum. These principles apply both to college-wide and more restricted disciplinary curricula and to curricula at both the undergraduate and graduate levels.\r\n\r\n \t- Philosophy - <\/b>A curriculum should be founded on a carefully thought-out philosophy of education and should be clearly connected to an institution's mission statement.<\/li>\r\n \t
- Purposes and goals - <\/b>A curricular mission statement and written curricular goals (intended student development outcomes or intended results) articulate curricular purpose \u2013 what graduates should know and be able to do and those attitudes and values a faculty believes are appropriate to well-educated men and women. These goals and their objectives are specified in considerable detail and in behavioral language that will permit assessment of their degree of achievement (the curriculum's actual outcomes).<\/li>\r\n \t
- Process - <\/b>Student activities are chosen that are capable of developing the desired outcomes, as indicated by empirical research. Curriculum has its desired effect primarily through instruction. Therefore, the choice of course experiences and the specific quality and efficacy of these experiences in producing the stated intended outcomes for all students is fundamental to the quality of any curriculum. Current empirically based education theory is essential to effective instruction and thus the improvement of curricular quality. For example, there is little evidence that using traditional lectures will develop in students the higher-order cognitive abilities a faculty may value. Nevertheless, lecturing is still, by far, the predominant method of instruction in most institutions today.<\/li>\r\n \t
- Sequence - <\/b>Educational activities are carefully ordered in a developmental sequence to form a coherent curriculum based on the stated intended outcomes of both the curriculum and its constituent courses. For instance attending a PMP exam prep class<\/a> would be best prior to sitting for the actual Project Management Professional Examination<\/a>, although there isn't a specific pmi requirement<\/a> to do so.<\/li>\r\n \t
- Continuous Improvement - <\/b>Valid and reliable assessment is preplanned to monitor on a continuing basis the effectiveness of the curriculum in fostering student development and also the actual achievement of defined institutional and curricular outcome goals.In many or most institutions there can be said to exist two potentially quite different curricula: one, an array and sequence of courses offered by the institution and intended by the faculty to be taken and a second, the specific courses actually taken and sequence followed by each student. The intent, content, educational experience, and thus outcomes of the two may be \u2013 and, as judged from some of the current research, are \u2013 quite different from each other. Careful monitoring of actual student course-taking behavior through transcript analysis can reveal the degree to which students are experiencing the faculty's intended educational process and achieving their intended outcomes and provide insight and support to ongoing curriculum review<\/a>.<\/li>\r\n \t
- Academic Advising - <\/b>An effective curriculum \u2013 one that produces the results it claims in all of a college's diverse students \u2013 depends for its success upon a high-quality program of academic advising. Modern academic advising is developmental, starting with each student's values and goals, and helps all students design curricular and non-curricular experiences that can help them achieve their own goals and the institution's intended learning outcomes.<\/li>\r\n \t
- Defining Outcomes - <\/b>Clearly defined intended curricular outcomes enable a faculty to understand, communicate about, and control \u2013 manage \u2013 learning through the curriculum more effectively. Today, clearly stated, written outcomes are essential to good curriculum design, implementation, and assessment.<\/li>\r\n<\/ul>\r\nSpecifically, curricular outcome goals and objectives:\r\n
\r\n \t- Provide the solid foundation of intended outcomes.<\/li>\r\n \t
- Provide specific direction for the continuous monitoring \u2013 assessment and evaluation<\/a> \u2013 of the actual outcomes the curriculum produces.<\/li>\r\n \t
- Reduce the potential for untoward teaching to the test \u2013 the corruption of the curriculum by instruction directed toward chosen assessment indicators; rather, both the instruction and the indicators are aimed at the outcomes previously defined by the faculty.<\/li>\r\n \t
- Obviate the dumbing down of curricula in response to increased student diversity and underpreparedness by providing firm, clearly identified outcome standards and by requiring the educational process to change in response to altered student needs.<\/li>\r\n \t
- Guard against grade inflation and the consequent reduction in student, and perhaps faculty, quality of effort and the devaluation of degrees.<\/li>\r\n \t
- Enable a faculty to resist academic drift, where a college or program with one mission or curricular purpose gradually and unconsciously drifts away to some other purpose or purposes.<\/li>\r\n \t
- Enable a faculty to deal more straightforwardly and rationally with conflict over curricular content, such as disputes related to departmental turf.<\/li>\r\n \t
- Help everyone involved \u2013 faculty members, students, administrators, trustees, parents, legislators \u2013 understand the institution or program and the results it claims to produce.<\/li>\r\n \t
- Increase the perception of institutional openness, candor, and integrity among all of the institution's customers and stakeholders.<\/li>\r\n<\/ul>\r\nRecommended reading: Context for thinking about curriculum<\/b>\r\n
\r\n \t- Diamond, Robert M. 1998.\u00a0Designing and Assessing Courses and Curricula: A Practical Guide<\/b>. San Francisco: Jossey-Bass. [321 pp.]<\/dt>\r\n<\/dl>\r\n
\r\n \t- This handbook applies theory to practical issues of curriculum and course design and assessment. Intended first for faculty members but also for department chairpeople and administrators concerned with curricula and courses, the book describes a design model that has been used in diverse institutions and that produces \"visible results in the shortest possible time\" (p. xvi). Topics include deciding whether and how to start the design process, the relationship between courses and curriculum, the design process; course design, including defining intended outcomes, developing a plan for assessing their achievement, and designing an instructional process; communication between instructors and students, including the use of syllabi; dealing with student diversity in terms of developing intended cross-campus instructional outcomes concerning diversity; and course and programmatic assessment, evaluation, and improvement. The book also discusses trends in improving the quality of education and \"major lessons about course and curriculum design\" the author has learned. The author suggests ways in which the scholarly work involved in modern curriculum and course design can be documented for purposes of recognition in the institution. Checklists, case studies, examples of materials from various institutions, and nine resource appendices support text.<\/dd>\r\n<\/dl>\r\n
\r\n \t- Project on Redefining the Meaning and Purpose of the Baccalaureate Degree. 1985.\u00a0Integrity in the College Curriculum: A Report to the Academic Community<\/b>. Washington, D.C.: Association of American Colleges and Universities. [47 pp.]<\/dt>\r\n<\/dl>\r\n
\r\n \t- These findings and recommendations of the Association of American Colleges (now Association of American Colleges and Universities) Project on Refining the Meaning and Purpose of the Baccalaureate Degree constitute a penetrating critique of the undergraduate curriculum. The report places responsibility for curriculum on the shoulders of the faculty. It describes \"a minimum required curriculum\" and \"study in depth\" and discusses accountability and \"the profession of college teaching.\" Included is an annotated bibliography of related reports. The report is available from AACU<\/a><\/dd>\r\n<\/dl>\r\n\u2013\u2013 Originally by Lion F. Gardiner, Rutgers University,\r\n\r\n\u00a0","_et_gb_content_width":"","content-type":"","footnotes":""},"class_list":["post-14169","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/14169","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/comments?post=14169"}],"version-history":[{"count":0,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/14169\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/9"}],"wp:attachment":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/media?parent=14169"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Current empirically based education theory is essential to effective instruction and thus the improvement of curricular quality. For example, there is little evidence that using traditional lectures will develop in students the higher-order cognitive abilities a faculty may value. Nevertheless, lecturing is still, by far, the predominant method of instruction in most institutions today.<\/p>\n<\/div>\n<\/div>\n
<\/p>\n
4<\/span>
Sequence<\/h3>\nEducational activities are carefully ordered in a developmental sequence to form a coherent curriculum based on the stated intended outcomes of both the curriculum and its constituent courses.<\/p>\n
\nExample: Attending a PMP Certification Boot Camp class<\/a> would be best prior to sitting for the actual Project Management Professional Examination<\/a>, although there isn’t a specific requirement<\/a> to do so.<\/p>\n<\/div>\n<\/div>\n<\/p>\n
\n5<\/span>
Continuous Improvement<\/h3>\nValid and reliable assessment is preplanned to monitor on a continuing basis the effectiveness of the curriculum in fostering student development and also the actual achievement of defined institutional and curricular outcome goals.<\/p>\n
In many or most institutions there can be said to exist two potentially quite different curricula: one, an array and sequence of courses offered by the institution and intended by the faculty to be taken and a second, the specific courses actually taken and sequence followed by each student.<\/p>\n<\/div>\n
<\/p>\n
\n6<\/span>
Academic Advising<\/h3>\nAn effective college curriculum \u2013 one that produces the results it claims in all of a college’s diverse students \u2013 depends for its success upon a high-quality program of academic advising. Modern academic advising is developmental, starting with each student’s values and goals, and helps all students design curricular and non-curricular experiences that can help them achieve their own goals and the institution’s intended learning outcomes.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
<\/p>\n
\n\nDefining Outcomes: The Foundation of Effective College Curriculum<\/h2>\n\nClearly defined intended curricular outcomes enable a faculty to understand, communicate about, and control \u2013 manage \u2013 learning through the curriculum more effectively. Today, clearly stated, written outcomes are essential to good curriculum design, implementation, and assessment.<\/p>\n
Specifically, curricular outcome goals and objectives:<\/h3>\n\n\nFoundation & Direction<\/h4>\n\n- Provide the solid foundation of intended outcomes<\/li>\n
- Provide specific direction for the continuous monitoring \u2013 assessment and evaluation<\/a> \u2013 of the actual outcomes the curriculum produces<\/li>\n<\/ul>\n<\/div>\n\n
Quality Assurance<\/h4>\n\n- Reduce the potential for untoward teaching to the test \u2013 the corruption of the curriculum by instruction directed toward chosen assessment indicators<\/li>\n
- Guard against grade inflation and the consequent reduction in student quality of effort<\/li>\n<\/ul>\n<\/div>\n\n
Standards & Diversity<\/h4>\n\n- Obviate the dumbing down of curricula in response to increased student diversity and underpreparedness<\/li>\n
- Provide firm, clearly identified outcome standards requiring the educational process to change in response to altered student needs<\/li>\n<\/ul>\n<\/div>\n\n
Institutional Focus<\/h4>\n\n- Enable a faculty to resist academic drift, where a college or program gradually and unconsciously drifts away from its mission<\/li>\n
- Enable a faculty to deal more straightforwardly with conflict over curricular content<\/li>\n<\/ul>\n<\/div>\n\n
Communication & Transparency<\/h4>\n\n- Help everyone involved understand the institution or program and the results it claims to produce<\/li>\n
- Increase the perception of institutional openness, candor, and integrity among all stakeholders<\/li>\n<\/ul>\n<\/div>\n\n
Stakeholder Understanding<\/h4>\n
Clear outcomes help faculty members, students, administrators, trustees, parents, and legislators understand the institution and its intended results.<\/p>\n<\/div>\n<\/div>\n<\/div>\n
<\/p>\n
\nKey Insight: The Two Curricula Challenge<\/h4>\n
The intent, content, educational experience, and thus outcomes of the intended curriculum and the actual student experience may be \u2013 and often are \u2013 quite different from each other.<\/p>\n
Careful monitoring of actual student course-taking behavior through transcript analysis can reveal the degree to which students are experiencing the faculty’s intended educational process and achieving their intended outcomes, providing insight and support to ongoing curriculum review<\/a>.
Originally by Lion F. Gardiner, Rutgers University<\/p>\n<\/div>\n<\/div>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_padding=”||1px|||” global_colors_info=”{}”]<\/p>\n
\nRecommended Reading<\/h2>\n
<\/a>Context for thinking about college curriculum development and implementation<\/p>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
\nDesigning and Assessing Courses and Curricula<\/h3>\nFEATURED RESOURCE<\/div>\nAuthor:<\/strong> Diamond, Robert M. (1998)<\/p>\nPublisher:<\/strong> Jossey-Bass [321 pp.]<\/p>\nThis handbook applies theory to practical issues of curriculum and course design and assessment. Intended for faculty members, department chairpeople, and administrators, the book describes a design model that produces “visible results in the shortest possible time.”<\/p>\n
Key Topics Include:<\/h4>\n\n- Deciding whether and how to start the design process<\/li>\n
- The relationship between courses and curriculum<\/li>\n
- Course design, including defining intended outcomes<\/li>\n
- Communication between instructors and students<\/li>\n
- Dealing with student diversity<\/li>\n
- Course and programmatic assessment and improvement<\/li>\n<\/ul>\n<\/div>\n
[\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
\nIntegrity in the College Curriculum<\/h3>\nCLASSIC REPORT<\/div>\nAuthor:<\/strong> Project on Redefining the Meaning and Purpose of the Baccalaureate Degree (1985)<\/p>\nPublisher:<\/strong> Association of American Colleges and Universities [47 pp.]<\/p>\nThese findings and recommendations constitute a penetrating critique of the undergraduate college curriculum. The report places responsibility for curriculum on the shoulders of the faculty.<\/p>\n
Report Covers:<\/h4>\n\n- “A minimum required curriculum”<\/li>\n
- “Study in depth” methodologies<\/li>\n
- Accountability in higher education<\/li>\n
- “The profession of college teaching”<\/li>\n
- Annotated bibliography of related reports<\/li>\n<\/ul>\n\n
\ud83d\udcda The report is available from AACU<\/a><\/p>\n<\/div>\n<\/div>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"
Curriculum is the heart of a student’s college or advanced learning experience and a college or university’s primary means of guiding student directions. Learn the essential principles and processes for developing curricula that attract students, ensure their success, and produce high-quality outcomes. The Foundation of Educational Excellence Curricula should be reviewed and revised on a […]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":9,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"\r\n\r\nCurriculum is the heart of a student's college or advanced learning experience. Curriculum is a college or university's primary means of guiding students directions. Curricula should be reviewed and revised on a regular basis, better to serve the changing needs of both students and society. We are often urged to reassess the quality of our curricula. Faculties are responding to this challenge by turning their attention to long neglected issues. They are doing so as a practical means of both attracting and retaining more students, ensuring their success, and producing high quality, fair outcomes for everyone.\r\n\r\nPrinciples<\/b>\r\n\r\nA number of important principles emerge from the literature on curriculum. These principles apply both to college-wide and more restricted disciplinary curricula and to curricula at both the undergraduate and graduate levels.\r\n\r\n \t- Philosophy - <\/b>A curriculum should be founded on a carefully thought-out philosophy of education and should be clearly connected to an institution's mission statement.<\/li>\r\n \t
- Purposes and goals - <\/b>A curricular mission statement and written curricular goals (intended student development outcomes or intended results) articulate curricular purpose \u2013 what graduates should know and be able to do and those attitudes and values a faculty believes are appropriate to well-educated men and women. These goals and their objectives are specified in considerable detail and in behavioral language that will permit assessment of their degree of achievement (the curriculum's actual outcomes).<\/li>\r\n \t
- Process - <\/b>Student activities are chosen that are capable of developing the desired outcomes, as indicated by empirical research. Curriculum has its desired effect primarily through instruction. Therefore, the choice of course experiences and the specific quality and efficacy of these experiences in producing the stated intended outcomes for all students is fundamental to the quality of any curriculum. Current empirically based education theory is essential to effective instruction and thus the improvement of curricular quality. For example, there is little evidence that using traditional lectures will develop in students the higher-order cognitive abilities a faculty may value. Nevertheless, lecturing is still, by far, the predominant method of instruction in most institutions today.<\/li>\r\n \t
- Sequence - <\/b>Educational activities are carefully ordered in a developmental sequence to form a coherent curriculum based on the stated intended outcomes of both the curriculum and its constituent courses. For instance attending a PMP exam prep class<\/a> would be best prior to sitting for the actual Project Management Professional Examination<\/a>, although there isn't a specific pmi requirement<\/a> to do so.<\/li>\r\n \t
- Continuous Improvement - <\/b>Valid and reliable assessment is preplanned to monitor on a continuing basis the effectiveness of the curriculum in fostering student development and also the actual achievement of defined institutional and curricular outcome goals.In many or most institutions there can be said to exist two potentially quite different curricula: one, an array and sequence of courses offered by the institution and intended by the faculty to be taken and a second, the specific courses actually taken and sequence followed by each student. The intent, content, educational experience, and thus outcomes of the two may be \u2013 and, as judged from some of the current research, are \u2013 quite different from each other. Careful monitoring of actual student course-taking behavior through transcript analysis can reveal the degree to which students are experiencing the faculty's intended educational process and achieving their intended outcomes and provide insight and support to ongoing curriculum review<\/a>.<\/li>\r\n \t
- Academic Advising - <\/b>An effective curriculum \u2013 one that produces the results it claims in all of a college's diverse students \u2013 depends for its success upon a high-quality program of academic advising. Modern academic advising is developmental, starting with each student's values and goals, and helps all students design curricular and non-curricular experiences that can help them achieve their own goals and the institution's intended learning outcomes.<\/li>\r\n \t
- Defining Outcomes - <\/b>Clearly defined intended curricular outcomes enable a faculty to understand, communicate about, and control \u2013 manage \u2013 learning through the curriculum more effectively. Today, clearly stated, written outcomes are essential to good curriculum design, implementation, and assessment.<\/li>\r\n<\/ul>\r\nSpecifically, curricular outcome goals and objectives:\r\n
\r\n \t- Provide the solid foundation of intended outcomes.<\/li>\r\n \t
- Provide specific direction for the continuous monitoring \u2013 assessment and evaluation<\/a> \u2013 of the actual outcomes the curriculum produces.<\/li>\r\n \t
- Reduce the potential for untoward teaching to the test \u2013 the corruption of the curriculum by instruction directed toward chosen assessment indicators; rather, both the instruction and the indicators are aimed at the outcomes previously defined by the faculty.<\/li>\r\n \t
- Obviate the dumbing down of curricula in response to increased student diversity and underpreparedness by providing firm, clearly identified outcome standards and by requiring the educational process to change in response to altered student needs.<\/li>\r\n \t
- Guard against grade inflation and the consequent reduction in student, and perhaps faculty, quality of effort and the devaluation of degrees.<\/li>\r\n \t
- Enable a faculty to resist academic drift, where a college or program with one mission or curricular purpose gradually and unconsciously drifts away to some other purpose or purposes.<\/li>\r\n \t
- Enable a faculty to deal more straightforwardly and rationally with conflict over curricular content, such as disputes related to departmental turf.<\/li>\r\n \t
- Help everyone involved \u2013 faculty members, students, administrators, trustees, parents, legislators \u2013 understand the institution or program and the results it claims to produce.<\/li>\r\n \t
- Increase the perception of institutional openness, candor, and integrity among all of the institution's customers and stakeholders.<\/li>\r\n<\/ul>\r\nRecommended reading: Context for thinking about curriculum<\/b>\r\n
\r\n \t- Diamond, Robert M. 1998.\u00a0Designing and Assessing Courses and Curricula: A Practical Guide<\/b>. San Francisco: Jossey-Bass. [321 pp.]<\/dt>\r\n<\/dl>\r\n
\r\n \t- This handbook applies theory to practical issues of curriculum and course design and assessment. Intended first for faculty members but also for department chairpeople and administrators concerned with curricula and courses, the book describes a design model that has been used in diverse institutions and that produces \"visible results in the shortest possible time\" (p. xvi). Topics include deciding whether and how to start the design process, the relationship between courses and curriculum, the design process; course design, including defining intended outcomes, developing a plan for assessing their achievement, and designing an instructional process; communication between instructors and students, including the use of syllabi; dealing with student diversity in terms of developing intended cross-campus instructional outcomes concerning diversity; and course and programmatic assessment, evaluation, and improvement. The book also discusses trends in improving the quality of education and \"major lessons about course and curriculum design\" the author has learned. The author suggests ways in which the scholarly work involved in modern curriculum and course design can be documented for purposes of recognition in the institution. Checklists, case studies, examples of materials from various institutions, and nine resource appendices support text.<\/dd>\r\n<\/dl>\r\n
\r\n \t- Project on Redefining the Meaning and Purpose of the Baccalaureate Degree. 1985.\u00a0Integrity in the College Curriculum: A Report to the Academic Community<\/b>. Washington, D.C.: Association of American Colleges and Universities. [47 pp.]<\/dt>\r\n<\/dl>\r\n
\r\n \t- These findings and recommendations of the Association of American Colleges (now Association of American Colleges and Universities) Project on Refining the Meaning and Purpose of the Baccalaureate Degree constitute a penetrating critique of the undergraduate curriculum. The report places responsibility for curriculum on the shoulders of the faculty. It describes \"a minimum required curriculum\" and \"study in depth\" and discusses accountability and \"the profession of college teaching.\" Included is an annotated bibliography of related reports. The report is available from AACU<\/a><\/dd>\r\n<\/dl>\r\n\u2013\u2013 Originally by Lion F. Gardiner, Rutgers University,\r\n\r\n\u00a0","_et_gb_content_width":"","content-type":"","footnotes":""},"class_list":["post-14169","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/14169","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/comments?post=14169"}],"version-history":[{"count":0,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/14169\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/pages\/9"}],"wp:attachment":[{"href":"https:\/\/certificationacademy.com\/wp-json\/wp\/v2\/media?parent=14169"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Example: Attending a PMP Certification Boot Camp class<\/a> would be best prior to sitting for the actual Project Management Professional Examination<\/a>, although there isn’t a specific requirement<\/a> to do so.<\/p>\n<\/div>\n<\/div>\n <\/p>\n Valid and reliable assessment is preplanned to monitor on a continuing basis the effectiveness of the curriculum in fostering student development and also the actual achievement of defined institutional and curricular outcome goals.<\/p>\n In many or most institutions there can be said to exist two potentially quite different curricula: one, an array and sequence of courses offered by the institution and intended by the faculty to be taken and a second, the specific courses actually taken and sequence followed by each student.<\/p>\n<\/div>\n <\/p>\n An effective college curriculum \u2013 one that produces the results it claims in all of a college’s diverse students \u2013 depends for its success upon a high-quality program of academic advising. Modern academic advising is developmental, starting with each student’s values and goals, and helps all students design curricular and non-curricular experiences that can help them achieve their own goals and the institution’s intended learning outcomes.<\/p>\n<\/div>\n<\/div>\n<\/div>\n <\/p>\n Clearly defined intended curricular outcomes enable a faculty to understand, communicate about, and control \u2013 manage \u2013 learning through the curriculum more effectively. Today, clearly stated, written outcomes are essential to good curriculum design, implementation, and assessment.<\/p>\n Clear outcomes help faculty members, students, administrators, trustees, parents, and legislators understand the institution and its intended results.<\/p>\n<\/div>\n<\/div>\n<\/div>\n <\/p>\n The intent, content, educational experience, and thus outcomes of the intended curriculum and the actual student experience may be \u2013 and often are \u2013 quite different from each other.<\/p>\n Careful monitoring of actual student course-taking behavior through transcript analysis can reveal the degree to which students are experiencing the faculty’s intended educational process and achieving their intended outcomes, providing insight and support to ongoing curriculum review<\/a>. [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_padding=”||1px|||” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Author:<\/strong> Diamond, Robert M. (1998)<\/p>\n Publisher:<\/strong> Jossey-Bass [321 pp.]<\/p>\n This handbook applies theory to practical issues of curriculum and course design and assessment. Intended for faculty members, department chairpeople, and administrators, the book describes a design model that produces “visible results in the shortest possible time.”<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Author:<\/strong> Project on Redefining the Meaning and Purpose of the Baccalaureate Degree (1985)<\/p>\n Publisher:<\/strong> Association of American Colleges and Universities [47 pp.]<\/p>\n These findings and recommendations constitute a penetrating critique of the undergraduate college curriculum. The report places responsibility for curriculum on the shoulders of the faculty.<\/p>\n \ud83d\udcda The report is available from AACU<\/a><\/p>\n<\/div>\n<\/div>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" Curriculum is the heart of a student’s college or advanced learning experience and a college or university’s primary means of guiding student directions. Learn the essential principles and processes for developing curricula that attract students, ensure their success, and produce high-quality outcomes. The Foundation of Educational Excellence Curricula should be reviewed and revised on a […]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":9,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"5<\/span>
Continuous Improvement<\/h3>\n6<\/span>
Academic Advising<\/h3>\nDefining Outcomes: The Foundation of Effective College Curriculum<\/h2>\n
Specifically, curricular outcome goals and objectives:<\/h3>\n
Foundation & Direction<\/h4>\n
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Quality Assurance<\/h4>\n
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Standards & Diversity<\/h4>\n
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Institutional Focus<\/h4>\n
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Communication & Transparency<\/h4>\n
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Stakeholder Understanding<\/h4>\n
Key Insight: The Two Curricula Challenge<\/h4>\n
Originally by Lion F. Gardiner, Rutgers University<\/p>\n<\/div>\n<\/div>\n<\/div>\nRecommended Reading<\/h2>\n
<\/a>Context for thinking about college curriculum development and implementation<\/p>\n<\/div>\nDesigning and Assessing Courses and Curricula<\/h3>\n
Key Topics Include:<\/h4>\n
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Integrity in the College Curriculum<\/h3>\n
Report Covers:<\/h4>\n
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\r\n\r\nCurriculum is the heart of a student's college or advanced learning experience. Curriculum is a college or university's primary means of guiding students directions. Curricula should be reviewed and revised on a regular basis, better to serve the changing needs of both students and society. We are often urged to reassess the quality of our curricula. Faculties are responding to this challenge by turning their attention to long neglected issues. They are doing so as a practical means of both attracting and retaining more students, ensuring their success, and producing high quality, fair outcomes for everyone.\r\n\r\nPrinciples<\/b>\r\n\r\nA number of important principles emerge from the literature on curriculum. These principles apply both to college-wide and more restricted disciplinary curricula and to curricula at both the undergraduate and graduate levels.\r\n\r\n \t
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