NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ781727
Record Type: Journal
Publication Date: 2007
Pages: 6
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: ISSN-0271-0633
A Model for Facilitating Curriculum Development in Higher Education: A Faculty-Driven, Data-Informed, and Educational Developer-Supported Approach
Wolf, Peter
New Directions for Teaching and Learning, n112 p15-20 Win 2007
In the fall of 2003, Teaching Support Services (TSS), a department at the University of Guelph, was approached by a faculty member in the department of food sciences. Professor Art Hill was interested in seeking support in systematically assessing the department's undergraduate curriculum and using that assessment to trigger further improvement of the program curriculum. This was one of the first times that TSS was included in a program-level teaching and learning initiative at the University of Guelph. The success of this first project has led to many others. Over the past few years, TSS has supported many programs, departments, colleges, faculties, and the university as a whole by developing a flexible, data-driven approach to fostering a continuous improvement process in curriculum development. This article explores the processes that have been developed and refined by educational developers in Teaching Support Services at the University of Guelph to support faculty-driven curriculum assessment and development initiatives. (Contains 1 figure.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada