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Shaping the College Curriculum focuses on curriculum development as an important decision-making process in colleges and universities. The authors define curriculum as an academic plan developed in a historical, social, and political context. They identify eight curricular elements that are addressed, intentionally or unintentionally, in developing all college courses and programs. By exploring the interaction of these elements in context they use the academic plan model to clarify the processes of course and program planning, enabling instructors and administrators to ask crucial questions about improving teaching and optimizing student learning.
This revised edition continues to stress research-based educational practices. The new edition consolidates and focuses discussion of institutional and sociocultural factors that influence curricular decisions. All chapters have been updated with recent research findings relevant to curriculum leadership, accreditation, assessment, and the influence of academic fields, while two new chapters focus directly on learning research and its implications for instructional practice. A new chapter drawn from research on organizational change provides practical guidance to assist faculty members and administrators who are engaged in extensive program improvements. Streamlined yet still comprehensive and detailed, this revised volume will continue to serve as an invaluable resource for individuals and groups whose work includes planning, designing, delivering, evaluating, and studying curricula in higher education.
"This is an extraordinary book that offers not a particular curriculum or structure, but a comprehensive approach for thinking about the curriculum, ensuring that important considerations are not overlooked in its revision or development, and increasing the likelihood that students will learn and develop in ways institutions hope they will. The book brings coherence and intention to what is typically an unstructured, haphazard, and only partially rational process guided more by beliefs than by empirically grounded, substantive information. Lattuca and Stark present their material in ways that are accessible and applicable across planning levels (course, program, department, and institution), local settings, and academic disciplines. It's an admirable and informative marriage of scholarship and practice, and an insightful guide to both. Anyone who cares seriously about how we can make our colleges and universities more educationally effective should read this book."
—Patrick T. Terenzini, distinguished professor and senior scientist, Center for the Study of Higher Education, The Pennsylvania State University
- Sales Rank: #205206 in Books
- Published on: 2009-08-17
- Original language: English
- Number of items: 1
- Dimensions: 9.60" h x 1.05" w x 7.30" l, 1.80 pounds
- Binding: Hardcover
- 400 pages
From the Back Cover
Updated and substantially revised since its original publication, this new volume serves as a resource for individuals and groups whose work includes planning, designing, delivering, evaluating, and studying curricula in higher education.
The academic plan concept, introduced and explained in the first edition, provides the framework for this volume. An expanded review of theory and research on learning enhances the authors' discussion of how the needs of learners can be addressed in the design of academic plans. A new chapter on curricular change builds on research on organizational change and provides practical guidance to assist faculty members and administrators who are considering and implementing substantial improvements in programs. Each chapter includes updated research findings relevant to curriculum planning, accreditation, teaching, and learning. Finally, information on curriculum planning in for-profit institutions and online education programs supplements the primary focus on planning in not-for-profit institutions. The second edition is also reorganized to facilitate use of the book by researchers, faculty, administrators, and graduate students.
"This is an extraordinary book that offers not a particular curriculum or structure, but a comprehensive approach for thinking about the curriculum, ensuring that important considerations are not overlooked in its revision or development, and increasing the likelihood that students will learn and develop in ways institutions hope they will. The book brings coherence and intention to what is typically an unstructured, haphazard, and only partially rational process guided more by beliefs than by empirically grounded, substantive information. Lattuca and Stark present their material in ways that are accessible and applicable across planning levels (course, program, department, and institution), local settings, and academic disciplines. It's an admirable and informative marriage of scholarship and practice, and an insightful guide to both. Anyone who cares seriously about how we can make our colleges and universities more educationally effective should read this book." —Patrick T. Terenzini, distinguished professor and senior scientist, Center for the Study of Higher Education, The Pennsylvania State University
About the Author
Co-author with Joan S. Stark of "Shaping the College Curriculum: Academic Plans in Action", Lisa R. Lattuca is assistant professor of higher education in the Department of Leadership, Foundations, and Counseling Psychology at Loyola University, Chicago.
Most helpful customer reviews
4 of 4 people found the following review helpful.
A good path to curriculum design
By A. F. Jllo
If you are an academic administrator and you have to participate in the curriculum design of undergraduate and even graduate programs, then this book can be very helpful before starting the process. It's the 2009 second edition so it's very up-to-date, and the ideas can be useful not only in US but worldwide.
0 of 0 people found the following review helpful.
Yawn!
By RJM328
This book has managed to make an already dry subject (curricular development) even drier. The language is simple and easy to read, which is a plus, but the chapters are often 40 pages long and drag on endlessly. Given the subject (which is what I am primarily basing my review on), Lattuca & Stark do a fine job.
If you're interested in curricular development, I'm sure this is a great place to start. If you're not interested in it, however, this book will NOT pique any interest.
0 of 0 people found the following review helpful.
Better than I thought it would be
By CEB
This book was required reading for a graduate course that I am taking. There is some useful information, but, as usual with this genre of book, too much "educationist" claptrap. I do admit that there is some information here that could be very useful for administrators, if they don't fall asleep while reading the rest of it!
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