Academic Journal
Implementing Curricular Change across the University: Challenges and Successes
| العنوان: | Implementing Curricular Change across the University: Challenges and Successes |
|---|---|
| اللغة: | English |
| المؤلفون: | Pritchard, Laurel M., Bowles-Terry, Melissa, Couzens, Lindsay, Drake, Maria, Rodriguez-Robles, Javier A., Copeland, David E., Kim, Peter, Tillery, Denise, Drake, Brent |
| المصدر: | International Journal of Teaching and Learning in Higher Education. 2021 33(1):33-47. |
| الاتاحة: | International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Universities, Educational Change, College Faculty, Teacher Attitudes, Program Descriptions, Educational Improvement, Undergraduate Students, Curriculum Development, Comparative Analysis, Governance, Scoring Rubrics |
| مصطلحات جغرافية: | New Mexico, Nevada (Las Vegas) |
| تدمد: | 1812-9129 |
| مستخلص: | The University of Nevada, Las Vegas (UNLV) was one of four participating institutions in the Association of American Colleges and Universities' (AAC&U) Purposeful Pathways: Faculty Planning for Curricular Coherence Project, funded by the Teagle Foundation. The goal of the project was to examine and improve curriculum coherence in undergraduate programs at our institution. A team of UNLV faculty and administrators developed a framework for curricular review and a consultative model to support programs in the process of reviewing and revising their curricula. We implemented this process with the faculty of nine academic programs and assessed the impact of curricular review and revisions at various levels. To assess the impact of the revisions on curricular complexity, we made pre-post comparisons of complexity scores, as calculated by the University of New Mexico's Curricular Analytics platform (Heileman, Slim, Hickman, & Abdallah, 2017). We used a survey adapted from the Concerns Based Adoption Model (George, Hall, & Stiegelbauer, 2006) to evaluate faculty's perceptions of the curricular review and revision process. Finally, we used a custom rubric to qualitatively assess the outcome of the curriculum revisions and level of alignment with project goals. The results showed that, although faculty expressed high levels of confidence and low levels of concern about the curricular changes they proposed, most of the changes were focused on removing structural barriers to student progression and had little impact on curricular complexity. Future efforts should focus on incentivizing more holistic, ambitious, and substantive curricular revision. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1338432 |
| قاعدة البيانات: | ERIC |
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