A Deductive, Participative, and Iterative Process: A Case Study in Curricular Review

Autor/inn/en	Rozell, Elizabeth; Roberts, Jenifer; Starr, Cathy; Bailey, Sandy
Titel	A Deductive, Participative, and Iterative Process: A Case Study in Curricular Review
Quelle	In: Administrative Issues Journal: Connecting Education, Practice, and Research, 10 (2020) 1, S.16-29 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-7615
Schlagwörter	Curriculum Evaluation; Curriculum Development; College Curriculum; Merchandising; Clothing; Public Colleges; Systems Approach; Participative Decision Making; College Faculty; College Students; Peer Evaluation; Employers; Undergraduate Study + Suchen Sie Ihr Suchwort? Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Development; Curriculumentwicklung; Entwicklung; Direktvermarktung; Kleidung; Systemischer Ansatz; Fakultät; Collegestudent; Grundstudium
Abstract	This paper focuses on a deductive, participative, and iterative process for curricular revision at a public Midwestern university in the Merchandising and Fashion Design program. A systematic, nonlinear, organized process is presented and details specific components used in curricular review. The guiding framework for the redesign was that of Garner and Buckley (1988). That is, feedback was solicited and incorporated from educators, students, and employers. In each of the two-year process, the program was viewed as a whole, with input from faculty at every step, and also viewed from a micro-perspective by examining each course individually. The process included peer review, with each faculty member encouraged to review not only their own courses, but those of their colleagues as well. At times, the curricular review process seemed overwhelming with the significant amount of data and resource constraints to consider. The systematic process presented assisted in managing multiple considerations and constituents involved in the curriculum review. Besides maintaining a relevant and current curriculum, the process provided a multitude of benefits for the department. Significant changes were made to the curriculum, but more honest relationships were reestablished and an increased understanding among colleagues was an unexpected benefit of the lengthy, but necessary, examination of the program and resulting curricular changes in the department. (As Provided).
Anmerkungen	Southwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: aij@swosu.edu; Web site: https://aij.scholasticahq.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01