Shaping the College Curriculum: Academic Plans in Context, 2nd EditionISBN: 978-0-7879-8555-4
Hardcover
400 pages
August 2009, Jossey-Bass
|
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