ERIC Number: EJ1166502
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1086-4822
EISSN: N/A
Shifting to Curricular Approaches to Learning beyond the Classroom
Kerr, Kathleen G.; Tweedy, James; Edwards, Keith E.; Kimmel, Dillon
About Campus, v22 n1 p22-31 Mar-Apr 2017
This article describes how the authors, determined to actualize their dedication to student learning, looked to American College Personnel Association (ACPA)'s seminal work from 1994, "The Student Learning Imperative," which redirected those who work in student affairs, where student services and development had traditionally been the focus, to look at student learning. Working together, they prioritized student affairs, where student services and development had traditionally been the focus, to look at student learning. They called this a Curriculum Model (CM) because it reflects the intentionality, structure, and sequencing that is applied in the design of academic majors and individual courses to college experiences beyond the classroom--sometimes referred to as cocurricular or extracurricular. A CM holds those experiences beyond the classroom, and their facilitation, to the same expectations of pedagogical design as any learning endeavor on a college campus. They write that over the past years the CM has caused a seismic shift at their campus and others across the country, but it is not rocket science. What is new, and what they have learned since first writing about the CM, is that sometimes, the most simple, straight forward application of knowledge results in change that is both challenging and powerful.
Descriptors: Educational Change, Educational Practices, Student Personnel Services, Models, Educational Methods, Traditionalism, Curriculum Design, Change Strategies, Organizational Change, College Programs
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Delaware
Grant or Contract Numbers: N/A