Shifting to Curricular Approaches to Learning beyond the Classroom

Autor/inn/en	Kerr, Kathleen G.; Tweedy, James; Edwards, Keith E.; Kimmel, Dillon
Titel	Shifting to Curricular Approaches to Learning beyond the Classroom
Quelle	In: About Campus, 22 (2017) 1, S.22-31 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1002/abc.21279
Schlagwörter	Educational Change; Educational Practices; Student Personnel Services; Models; Educational Methods; Traditionalism; Curriculum Design; Change Strategies; Organizational Change; College Programs; Delaware + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungspraxis; Analogiemodell; Educational method; Erziehungsmethode; Traditionalismus; Lehrplangestaltung; Lösungsstrategie; Organisationswandel; Studienprogramm
Abstract	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. (ERIC).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01