ERIC Number: ED172865
Record Type: RIE
Publication Date: 1978-Jun
Reference Count: 0
Successful Course Revision at the Community College of Philadelphia.
Barrett, Joseph E.
A model designed to aid faculty in course development and revision is presented and discussed as it operates at the Community College of Philadelphia. Several guiding principles of instructional development are presented, stressing the importance of a positive approach and the view of instructional development as a mode of communication between students, faculty, administration, and others. A schematic model is presented to show the place of course development within a total program of staff development. The complete Course Development Model contains 21 sequential steps divided into six categories: Analyze, Design, Search, Develop, Implement, and Assess. The first eight steps, focusing primarily on the written development of course goals and objectives, a course outline, and a bibliography, constitute the minimum level of acceptable course development. Several criteria are used by the Instructional Development Specialists and faculty members to evaluate the written course proposals. These are discussed as are various techniques used by the Specialists to help faculty with constructing objectives (Harmes' four-step method is one) and with improving their technical writing. Problems often identified in technical writing include: inappropriate use of "the,""be able to,""at least," and action verbs; lack of specificity and content description; undefined modifiers; and undefined or inappropriate relationship of task to criteria. (DR)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Course Revision
Note: Paper presented at the International Institute on the Community College (9th, Sarnia, Ontario, June 12-15, 1978)