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ERIC Number: EJ781725
Record Type: Journal
Publication Date: 2007
Pages: 4
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0271-0633
Supporting Curriculum Assessment and Development: Implications for the Faculty Role and Institutional Support
Hughes, Julia Christensen
New Directions for Teaching and Learning, n112 p107-110 Win 2007
It has been suggested that growing interest in curriculum assessment and development in higher education is the result of a number of external and internal factors. External factors include increasing government interest in quality assurance, accessibility, and degree completion rates; growing recognition of the important role university graduates play in fueling innovation, economic growth, and contributing to the quality of society; and the desire for enhanced interinstitutional cooperation in the form of degree credit transfer. Internal influences include growing interest on the part of faculty, educational developers, students, and administrators in improving the quality and relevance of the higher education experience--at institutional, faculty or college, and program or department levels--in particular through the development of learning-centered curricula, interdisciplinary programs, and constructivist pedagogical approaches. Given all of these influences and pressures, the author argues that increased curriculum assessment and development activities are both essential and inevitable. This article presents the reasons for this trend, frameworks for engaging in such processes, and lessons learned. It also identifies significant implications for the faculty role along with significant implications for institutional support.
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Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A