ERIC Number: ED216632
Record Type: Non-Journal
Publication Date: 1982-Mar
Reference Count: N/A
Identifying the Context of Postsecondary Instructional Programs.
Levinson-Rose, Judith; Menges, Robert J.
A framework for articulating postsecondary instructional programs is described. The framework identifies two important sources of influence on programs: the type of institution within which the program operates and the program objectives. These factors influence both program components and how these components are linked and processes that are characteristic of all programs. Once a program is articulated in this way, it is easier to frame evaluation questions and plan evaluation strategies. Based on case studies of three innovative undergraduate instructional programs at Northwestern University, Illinois, nine structural components were identified: program director, university administrators, faculty, departments, advisory committee, curriculum, students, funding, and facilities. Several processes are cited that characterize programs: participant selection, content development, content delivery, and monitoring delivery. Institutional type affects program structures and processes and also affects the way components are linked in an instructional program. Characteristics of components of the social sciences program mathematical methods at Northwestern University are diagrammed, along with linkages, including the flow of money, people, and communication. Attention is also directed to areas of evaluation affected by the structure and process features: design, measures, and data collection. (SW)
Descriptors: Case Studies, College Administration, College Instruction, College Programs, Curriculum Development, Educational Assessment, Educational Objectives, Evaluation Methods, Instructional Innovation, Interprofessional Relationship, Organizational Communication, Organizational Theories, Postsecondary Education, Program Evaluation, School Organization, Student Evaluation, Undergraduate Study
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A