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This paper describes a model adapted from Zenger and Zenger's (1992) Ten-Step Curricular Planning Process Model. The adapted version, which was used to revise and update a university-level curriculum in Journalism and Mass Communications, includes the following steps: (1) identify challenges; (2) determine needs; (3) develop role and mission statement and department-level objectives; (4) develop sequence-level objectives; (5) develop course-level objectives; (6) design sequences; and (7) assessment. The department in which this model was employed was in a state of transition thus, it was necessary to carefully examine courses and sequences, and articulate purposes and objectives for each in order to brace for change, and develop a plan for the future and assess student outcomes. As a result, the unit more clearly specified its purposes, revised its curriculum and devised means to more effectively incorporate the teaching efforts of adjunct faculty. The department now enjoys a more open dialog among faculty regarding course content. Appendices include the curriculum development model, sequence-level objectives, and course-level objectives. (AEF)

Descriptors: Course Evaluation, Courses, Curriculum Development, Educational Change, Educational Improvement, Educational Objectives, Higher Education, Instructional Design, Student Evaluation, Teaching Methods, Teaching Models

Autor: Terry, Keith

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7930&id=ED418695

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