Graduate Thesis Or Dissertation

 

Outcomes-based curriculum reform in a community college : a discipline based inquiry Public Deposited

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  • The purpose of this study was to examine how faculty curriculum committees from different disciplines moved through a major curriculum change process from content-focused curriculum to outcomes-based curriculum. Data was gathered through direct observations, committee member interviews, a questionnaire, and the Gregorc Style Delineator from four curriculum committees representing different disciplines. This qualitative study generated the following findings: I. The stages of outcomes-based curriculum development can be predicted and are common across all disciplines. The five stages include Immersion, Creation, Negotiation, Revision, and Submission. 2. A knowledgeable outcomes-based curriculum facilitator can successfully immerse a committee in designing curriculum without first "training" them in outcomes-based theory. 3. On an outcomes-based curriculum planning committee, knowledge of member differences and similarities in thought process, academic preparation and workplace experience enhances the work. 4. Interest in interdisciplinary connection emerges naturally as a result of faculty dialogue about student learning outcomes. 5. Outcomes-based curriculum planning increases collaboration and reduces competition between programs and campuses in a multiple campus institution. 6. The dialogue inherent in outcomes-based curriculum planning renews faculty member's energy and commitment, as the dialogue builds relationships through shared ideas. Recommendations from this study include: 1. Make curriculum committees aware of the common stages involved in the outcomes-based curriculum design work. Emphasize the continuous improvement nature of the process. 2. Rather than attempting to "train" faculty in outcome-based curriculum reconstruction methods, build institutional capacity by preparing faculty leaders who can function as curriculum development facilitators. Provide extensive preparation for faculty facilitators so that they can facilitate the work. 3. Make planning groups aware of member differences by using such tools as a questionnaire and Gregorc Style Delineator. Provide a structure for dialogue to occur within the committees on an ongoing basis.
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