Curriculum development
Definition
Curriculum refers to a set of courses and the content they offer as organized into strands, emphases, programs and majors. The idea stems from the Latin word for racecourse, referring to the course of deeds and experiences through which novices move toward expertise. It is commonly understood that professors construct individual courses through development of a course syllabus that outlines readings, activities and assessments designed to educate students about a particular subject. It may be less obvious that they also spend a lot of time considering how to sequence courses to complement and build upon one another, leading participants toward expertise in a particular area of study.
Nature of curriculum development
While some issues about content and order are generally agreed upon in any given area of study, a conversation is always underway about how to improve. As a result both small and substantive changes in curriculum are continually being made. New faculty members need to consider the large picture about how a single course they teach fits with others, and consult with instructors who teach adjoining courses in a sequence, remaining open to rethinking all aspects of curriculum as the learning needs of students change. This important work on the big picture courses of study offered to students often falls into the service realm of a faculty member’s work, depending upon the particular expectations outlined for faculty at each campus.
Course integration
Hundreds of choices are required to develop a coherent and comprehensive curriculum. Individual courses need to be integrated into surrounding courses and linked as strands around issues, themes or disciplinary specialties. It is critical to avoid overlap of course content, and be sure that topics from one course build on learning from earlier courses. New faculty members need to join the conversation about how all courses in a sequence relate to one another in order to better integrate their course into the learning pathway students take.
Course sequence
Regular systematic review of course sequences to ensure cohesion is an ongoing process. As instructors change, knowledge in a field expands, and needs in industry and business evolve, it becomes necessary to rethink, revisit, and revise the way series of courses are offered and articulate with one another. When new faculty members ask about the last time a series of courses was examined, they will learn which curricular areas need updating. Typically small changes can be made with minimum process, but be certain to check with your campus to ensure all proper procedures are followed.
Issues in Curriculum Development
Curriculum Development Updates
Faculty Focus Newsletter, Magna Publications
This newsletter offers articles on issues such as developing lessons, assessing effectiveness of assignments, and general education issues in higher education.
Tools for Curriculum Development
Faculty Development Online Resources
Richard Lyons, Teaching College in an Age of Accountability, The Adjunct Professor’s Guide To Success, and Success Strategies for Adjunct Faculty
This website offers a collection of links, tips and online resources addressing various issues in curriculum and program development.
Curriculum Change Guide for Creating a New Course
University of Western Michigan
This guide outlines the procedures required to create a new course.
A Model for Facilitating Curriculum Development in Higher Education: A Faculty Driven, Data Informed, and Educational Developer Supported Approach
Wolf, P., University of Guelph, Ontario (2007). New Directions for Teaching and Learning, Vol. 2007, Iss. 112, p. 15-20.
This chapter explores the processes developed and refined by educational developers in Teaching Support Services, University of Guelph to support faculty driven curriculum assessment and development initiatives.
Curriculum Mapping, Curriculum Matrix
University of Hawaii, Manoa
This website describes an assessment tool useful for aligning instruction with desired goals. It documents what is taught and when, reveals gaps in the curriculum, and assists in designing an assessment plan.
Examples of Curricular Initiatives
Changing Math Sequences
Department of Mathematics, The Ohio State University
This site is an indication of some of the complexities of course sequencing and the ways in which students are counseled about what courses to take.
How Faculty Learned to Build an Integrated Curriculum at a Small Community College
Kvamme, L.E. (2007). Dissertation Abstracts International, Vol. 68-06, Sec. A., p. 2295, Teachers College Columbia Ed.D.
This qualitative case study explored how faculty at a community college learned to shift from a discipline centered approach to curriculum development to building an integrated curriculum. Recommendations on the conditions necessary to foster this transformation are included.
Caltech Faculty Considers Overhauling Tough Core Curriculum
The Ticker, The Chronicle of Higher Education (February, 2010)
This chronicle article describes the rationale for and substance of changes in core curriculum.
Creating a Clerkship Curriculum
Guidebook for Clerkship Directors, Ch. 3, 3rd Edition, Alliance for Clinical Education
This website outlines a process for rethinking an existing curriculum for health care clinicians when a new Director arrives.
Making Sense of the Curriculum
Bell, J. (2010). The Daily Pennsylvanian, independent student newspaper of the University of Pennsylvania, February 4.
This article reflects on the general requirements of the College of Arts and Sciences and the rationale for them.
Developing Web-Based Curricula: Issues and Challenges
Chou, C. & Tsai, C-C. (2002). JCS OpEd.
This article discusses challenges of using the Internet and Web for curriculum. In it traditional curriculum development stages are examined, and compared to similar stages or the misfit of the stages for web based curricula.
Ethics Across the Curriculum
Robert J. Rutland Institute for Ethics, Clemson University
The ethics element of the university mission statement is a distributed competency across the general education curriculum at Clemson. The rationale for this and how it was established is examined in this article.
