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The purpose of this study was to document a community college faculty development process through which the faculty learned to reconstruct their curriculum around significant learning outcomes and authentic assessment strategies. Five questions focused the inquiry: (1) What kind of organizational support systems were necessary for the faculty to move through the curriculum change process? (2) What organizational obstacles made curriculum change effort difficult for the faculty? (3) What faculty skills were essential to building learning-centered, outcome-based curricula? (4) What strategies used by the consultants were considered by the faculty to contribute most to their ability to develop a learner-centered, outcome-based curriculum? (5) What part of the curriculum re-design process did the faculty find most difficult? The design of the research was based on a qualitative phenomenological case study model. The author collected data through an intensive case study and then subjected the data to analytical induction. Participants were 23 faculty members from Northwest Community College (NWCC), 19 of whom were part-time, and four of whom were full-time, instructors of ESL. Field notes were generated during 120 hours of observation, and a survey was administered. Findings suggest that, among other things, active involvement of mid-level managers is essential. Research instrument appended. (Contains 137 references.) (NB)

Descriptors: College Curriculum, College Faculty, College Instruction, Community Colleges, Evaluation Methods, Faculty Development, Outcomes of Education, Professional Development, Professional Training, Student Centered Curriculum, Two Year Colleges

Autor: Webster, Jennifer M.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6799&id=ED481468

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