EDH 7225 Curriculum Development in Higher Education Fall 2010 ~ Section 901 ~ (3 cr hrs)

EDH 7225 Curriculum Development in Higher Education Fall 2010 ~ Section 901 ~ (3 cr hrs) Instructor: Dr. Kathleen P. King Professor of Higher Education Department of Adult, Career, and Higher Education 4202 East Fowler Ave, EDU 105 (mailpoint) Tampa, FL 33620 Phone: (813) 974-0030 ~ Fax: (813) 974-3366 ~ Office Location: 151H Email: kathleenking@usf.edu Course Location EDU 161 Class Sessions: WED. 5:15-8pm. When noted, some sessions may be asynchronous online study in BlackBoard with the scheduled course readings, online activities, and discussion questions. Office Hours: Dr. King s Office hours are currently 2-4pm Wed and Thurs. Always make an appointment as these time slots fill quickly. I can also make in-person and phone appointments for other days, based on your needs. Course Prerequisites: None Course Description: Emphasis on curriculum perspectives, procedures, and practices in higher education; principles of curriculum and instruction in higher education; theory and practices in goal setting, curriculum planning, instructional improvement, and curriculum design. Course Goals and Objectives: Understand the issues related to curriculum development in higher education. Develop an individual professional view of curriculum development. Become familiar with the variety of curriculum models, their strengths, and applications. Understand roles of stakeholders, climate, and organizational culture in curriculum development. Identify the suggested formative steps of planning and development of curriculum. Describe the strengths and weakness of one s curriculum project. Understand collaborative dimensions of curriculum development. Understand and develop a professional approach to curriculum development and evaluation. Understand application of curriculum models and theories to varied contexts. Learn to provide multiple solutions for curriculum planning. Choose and demonstrate effective skills and strategies for the curriculum development process (collaboration, planning, negotiation, write, edit, rewrite, publish,.etc) Demonstrate presentation skills required in supporting curriculum processes. EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 1

Demonstrate skills in providing peer review and support for colleagues in academic writing which may include any of the following: topic selection, dialogue, peer coaching, and collaboration, including the use of technology, online and analog tools. Develop a personalized professional system of developing curriculum. Content Outline: What is Curriculum? The big questions - What is and educated person? - What is learning? - How do we know learning happened? - What is the role of philosophy? - Curriculum leadership in higher ed, community colleges, and adult education? What is Significant Learning? History of Curriculum General Education, Then and Now Development Education, Then and Now The New Curriculum, Then and Now The Boyer Commission Backwards Design Assessment of learning Origins, Trends, Transition: Addressing Differences k-12 higher Ed Curriculum leadership- Who? What? When? Textbooks(s) Required Lattuca & Stark (2009). Shaping the college curriculum: Academic plans in context. San Francisco: Jossey Bass. [ISBN-13: 978-0787985554] Fink, L. D. (2003). Creating significant learning experiences Francisco: Jossey Bass. [ISBN-13: 978-0-7879-6055-1] Reserve Reading (In the library and on electronic reserve) TITLE: The hidden curriculum in higher education AUTHOR: Margolis CALL NUMBER: LB2361.H53 2001 LIMIT: 3 hours Special Publications 1. Education Resource Guide 2. Encyclopedia of Curriculum Studies (published by Sage, 2010) available through USF online If you re on campus, through this link http://go.galegroup.com/ps/i.do?action=interpret&id=gale 3RBR&v=2.1&u=tamp44898&it=about Book&p=GVRL&sw=w&authCount=1 If you re off campus, go to the library page, authenticate with your NetID, and then link to it through your course guide under the e-books link. Required Reference In addition, it will be helpful to have access to a copy of the Publication Manual of the American Psychological Association 6th Ed. (2009). Washington, DC: American Psychological EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 2

Association. Alternatively, occasional users might find the information available online at http://www.apastyle.org/ sufficient for their purposes. The website has tutorials and other information- well worth exploring! One of the best other free APA Style Documentation Resources online is, http://owl.english.purdue.edu/owl/resource/560/01/ Free Course Guide EDH 7225 Curric Dev Higher Ed See USF library course guides and course BBD space http://guides.lib.usf.edu/edh7225 Student Expectations, Requirements and Assessment: See Course Calendar for Approximate Due Dates Active Participation - 10% (10 pts) This maximum 10 pts accounts for 10% of the final grade and includes: participation in learning activities, and contribution to discussions (online and in class). As doctoral students in a premiere research institution, course learners are expected to have read the assigned material prior to coming to class and be ready to discuss it during the class session. Bringing a list of questions about the course readings is entirely appropriate. Please note this is not a lecture course. Instead, it is facilitated using a seminar style in which several instructional forms appear: much whole class discussion, online discussion (USF Blackboard), brief presentations, case studies, simulations, problem solving, debates, online reading (within USF Blackboard), online activities, and/or other varied small group, large group and individual activities. Pre/Post Experience Reflective Statement Regarding Interview - 30% (30 pts) Due 3rd week and 7th week As part of this course learners will interview a community college, college or university faculty member or administrator about their curriculum perspective (or philosophy). Collaboratively our class will discuss what this means, and how to best identify the true beliefs and practices of the individuals who will be interviewed. At this time, this activity is not considered research, will not be published, and does not require IRB approval. However, all participants will be notified of any potential risks and asked to sign a consent form consistent with ethical best practice of informed consent. Course learners will hand in a pre/post reflective essay about their interview activity. Please do NOT hand in a transcript of the interview! Instead, what is required is a high level reflection in the form of an academic paper. It should demonstrate what you as a student in this Curriculum Development in Higher Education course learned about the course subject. For instance you should include answers to most of these questions, and others, as seem appropriate to your experience: What insights did you gain? What did you expect and not expect, and why or why not? What did your interviewee say which surprised you, and why? How does the literature you have been reading connect with this interview? Which curriculum theories did you see evidence of in the interviewee s responses? What other issues do you see evidence of the interview responses? How will this experience change or not change your practices and philosophy? What will you do the same or differently because of the experience? What does the experience mean for your professional growth? EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 3

You may include SHORT excerpts of the interviewee responses to clarify your discussion or interpretation. However still abide by the 5% direct quotation limit listed later in this document (See Dr. Kathy King s Plagiarism and Paraphrasing Policy below.) These papers should be a minimum 4-8 pages, double spaced (not inclusive of the cover page and reference page). Please be sure to write the reflective essay in full narrative form (not bullet points of lists), and with the highest level of academic quality, observing APA usage, citation and reference rules. Curriculum Project - 30% (30 pts) Due 2 nd to last week of class One valuable way to apply and demonstrate your understanding of Fink s Course Design for Significant Learning involves the direct application of your conceptual understanding to concrete and specific course design project of potential use by you in the future. Thus, for this assignment you will first identify (a) an actual discipline-based undergraduate course or adult education training program that you have taught previously, or (b) an actual discipline-based undergraduate course or adult education training program that you currently teach or (c) either a graduatelevel higher/adult education course or a discipline-based graduate course that you have recently completed as a doctoral student. The course or training program you identify will provide your specific and unique context for this project. The current syllabus from this course should be attached to the document you submit. Then, using Fink s (2003; 2005) model for promoting significant learning as a general guide, in a 10-12 page paper, you will Describe two or more specific and significant situational factors that should be considered when redesigning this course to maximize significant learning Formulate a comprehensive set of learning goals to promote significant learning, understanding, and wisdom in the redesign of this course by integrating and applying the writings of Fink (2003), Wiggins & McTighe (2008) and Sternberg (2004) Create an Educative Assessment Plan for the redesign of this course that addresses two or more of the four elements of Feedback and Assessment discussed by Fink (i.e., forward-looking assessment; criteria and standards; self-assessment; and FIDeLity Feedback) Identify and describe two or more alternative active learning instructional strategies that are ideally suited for helping students master the learning goals you identified above to promote significant learning, understanding, and wisdom in the redesign of this course An excellent Course Design for Significant Learning presents a clear, well-reasoned and articulated response to each of the above identified elements. Since each student will be selecting his/her own personally relevant course to provide the specific and authentic context for addressing these important issues, there are no one size fits all correct responses to these questions. This is a challenging assignment to complete; please allow ample time to complete it! Presentation Project: Curriculum Issues - 30% of grade (30 pts) Sign up -Due middle 4-5 weeks of class The goal of this assignment is to provide the opportunity for students to investigate a curriculum related topic /issue more in-depth through independent literary research. Graduate student quality of research, analysis, synthesis and writing on specific topic is the necessary standard of work. Literary resources need to be used which are peer reviewed or book publications. Full academic APA format is required. Students are encouraged to select a curriculum topic related to their future dissertation work or possible topics to broaden their understanding of the literature and research. Selecting a topic related to EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 4

past experience or current work responsibilities is also fruitful for our students. The professor is willing to discuss relevant topics with individual students and the whole class. If the class would like to we could conduct whole group discussion about prospective topics. Grading Procedures and Criteria No grade below C: will be accepted toward a graduate degree. This includes C-grades. Grading system and percentages to be used in this course are as follows: Grade Percentage Grade Percentage Grade Percentage A+ A 93-100 A- 91-90 B+ 89-87 B 86-83 B- 82-80 C+ 79-77 C 76-73 C- 72-70 D+ 69-67 D+ 66-63 D- 62-60 F 59- University GPA equivalents of the above grades are as follows: A+ 4.00 (Please note no additional grade points for A+ designation) A 4.00 A- 3.67 B+ 3.33 B 3.00 B- 2.67 C+ 2.33 C 2.00 C- 1.67 D+ 1.33 D 1.00 D-.67 F 0 Student ADA Needs Students in need of academic accommodations for a disability may consult with the office of Services for Students with Disabilities to arrange appropriate accommodations. Students are required to give reasonable notice to the professor (typically 5 working days) prior to requesting an accommodation. USF s Official Academic Continuity Policy: In an email dated August 15, 2009 faculty were instructed to include the following statement in their course syllabi. In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information. Information Technology Web Portal Information: Every newly enrolled USF student receives an official USF e-mail account. Every official USF correspondence to students will be sent to that account. Students should go to the USF Information Technology Computing website and select the link Activating a Student E-mail account for detailed information http://it.usf.edu/email/student/setup. USF Library Use You will need to access the USF Library resources and services from campus, home or office. Instruction on strategies for planning and conducting your search of the research literature are provided as education guides at the library. In addition the library will help secure any document/article or book which is not in EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 5

their collection through Inter-Library Loan. Give yourself a academic gift and learn these important resources and practices early during your studies at USF to help you make your course work more efficient, productive and meaningful. Please note, Susan Ariew, University Librarian, is the education specialist there. Blackboard This semester we will use Blackboard, USF s web-based LMS, as an additional dimension of our course: announcements, course documents, reading schedule, some PDF files of assigned readings not in the books, videos, audios, presentations, simulations, case studies, discussion boards, virtual office hours, etc. To ensure that you receive all important messages and announcements ASAP, please make certain to set up your Blackboard account to forward emails to the specific email address you check most frequently. AND check our Blackboard class frequently. If you are have any difficulties involving Blackboard, please known Academic Computing Help Desk offers help services via phone, the Internet, e-mail or in person. The Help Desk provides technical support for: myusf (Blackboard); Student e-mail accounts; Connecting from home to the USF Libraries. You can reach the Help Desk by phone at 813-974-1222. Or visit them at the Tampa Campus Library, LIB 117, Information Commons. Their hours of operation include: Sunday 12:00 pm - 9:45 pm; Monday through Thursday 7:30 am - 9:45 pm; Friday 7:30 am - 5:45 pm; and Saturday 10:00 am - 5:45 pm Terrific Opportunity: Academic Computing also offers FREE classes for students and faculty. All classes are held on the Main Campus Library in room LIB618A.To attend any workshop, arrive 5 minutes early with your USFID Card. If you have any questions, please email actrainers@acomp.usf.edu or visit their website at www.acomp.usf.edu. More Online Assistance: Please be sure to explore the great resources available at the Learning Commons. Whether you are on campus or at home, 1am or 1pm you have access to abundant on-demand resources for many areas of tech support and training! You do not want to miss this! http://guides.lib.usf.edu/learningcommons Other Course Procedures Course Activities and Assignments Academic Rigor- Quality of Work All assignments (including drafts) must be word-processed. Need we say in 2010, hand-written assignments will not be accepted. Please double-space, use 12 pt. font, 1-inch margins, APA format title page and footer with student name in it. Please note that the title/cover page and the reference page do not count towards the total number of pages for any of your papers. The quality of writing and format of all written work will be taken into account in grading; all written work should be presented at a graduate/doctoral level of proficiency. The manual of style adopted by the USF College of Education, American Psychological Association (APA), 6th edition, should be adhered to in all written work. All papers should be spell checked and edited for correct grammar. Proofreading is essential in being sure our best work is presented for grading Consider this point, NO published author would consider submitting un-proofread material, why should you? All Assignments All assignments (papers, projects, discussion board posts, essays, blog posts, etc) that are submitted late will be marked down for each day they are late. EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 6

In order to enable grading to occur, any Discussion Board posting areas will be locked and no further submissions accepted 7 days after the due date. Being absent is an insufficient reason for submitting an assignment. You will still be marked down unless there are extreme circumstances (Yes, it happens to all of us). If a student misses a class when an assignment is due, they may email or fax the assignment to the professor. It is the responsibility of the student to secure confirmation of receipt of the assignment by the professor. Original Work- Issues of Intellectual Property, Copyright and Academic Dishonesty Academic Dishonesty: Plagiarism is defined as literary theft and consists of the unattributed quotation of the exact words of a published text, or the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public at large must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one s own, segments or the total of another person s work. Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an F: with a numerical value of zero on the item submitted, and the F: shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course. Detection of Plagiarism: The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit assignments to SafeAssignment.com, or 3) ask students to submit their assignments to Safe Assignment.com through my USF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student s paper was plagiarized. For more information about SafeAssignment and plagiarism, go to http://www.c21te.usf.edu and click on Plagiarism Resources. For information about plagiarism in USF s undergraduate catalogue, go to: http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism All quotations above come from the College of Education s 2004 Departmental Course Syllabus: Graduate Level Courses publication or from the Guidelines for Syllabi from the University of South Florida s College of Education web site http://www.coedu.usf.edu/main/downloads/syllabi_guide.html retrieved 10/20/2005. Dr. Kathy King s Plagiarism and Paraphrasing Policy by Dr. Kathleen P. King (Revised 7/2010) How rampant is the problem of plagiarism in our society? In recent years, we have seen newspaper headlines of school superintendents plagiarizing whole speeches, political advisors plagiarizing reports and business people caught in the same. The results are that they suffer severe professional consequences. Take this opportunity to create best practice and strategies so that your work will always be substantial and well documented. Building this practice is an essential part of your academic and professional preparation which I obviously take seriously and hope you will also. Paraphrase Policy: Many of our course discussions and essays may request comments, references to or further development of specific issues and arguments discussed in the readings. My pedagogical and assessment goals are to determine if you understand these concepts in depth, are able to analyze them, and develop effective examples to illustrate them, when relevant. When students repeatedly quote the original EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 7

text they often end up masking their own interpretation and diluting the authentic communication value of their work. While it is acceptable to quote from the text directly, it is discouraged. I prefer to see evidence that you understand and can communicate the concepts in your own words. Therefore any paper or essay which has more than 5% of direct quotations will be rejected and receive a zero score. (5% is only 5 lines in every 100 lines and translates to ½ page of quotes in a 10 page paper. It is not much. The safest strategy is to always paraphrase and also cite your source (see the next section)!) Plagiarism Policy: As indicated in the USF policy reviewed in the previous section, I strongly recommend that you review the rules of citations, references, and what constitutes plagiarism. Any concept, wording or idea, which is not your own, needs to be cited as to its original source and the reference, included in your reference list for that assignment. (The APA 6 th edition is an excellent guide on this important matter.) I leave open the possibility that I may use web-based resources, such as www.turnitin.com, to determine if materials have been directly cited or paraphrased and correctly cited by students. This approach to avoiding plagiarism seeks to help our learners be more careful in all of their research and writing so that in their professional and academic lives they do not fall into problems related to it. Other professors may not use online tools to determine the status, but I have found them very reliable and objective when used with the options available. If there is a question about your work regarding plagiarism, I will provide a report from the online system for us to use as a basis for discussion. However, any direct plagiarism will result in a ZERO for the assignment. Please note: Plagiarism constitutes an automatic zero for an assignment on the first offense. If it occurs again, the professor sends an academic report regarding the incident to the Dean, Division Chair, and/or student s adviser, and the student fails the course ( F or FF ). Speak to me if you have questions or concerns about this topic; I am here to help you become the best educators, as well as professionals, academics, administrators, and researchers you aspire to be. I am pleased to be on this journey of professional growth and learning with you. GRADING RUBRICS FOR MAJOR ASSIGNMENTS Criteria 1 Applies to both submissions Criteria 2 Applies to both submissions Criteria 3 Applies to both submissions Grading Rubric for Assignment 1: Pre/Post Experience Reflective Statement Regarding Interview 15 pts per submission; max 3 points per criteria C (1.5) List the characteristics of a grade of C for each criteria Displays basic understanding of the purpose/results of the interview Presents minimal relevant application of the interview to curriculum issues Presents minimal relevant educational concepts and sources NOR individual reaction to topic B (2.5) List the characteristics of a grade of B Displays moderate understanding and some reflection on the purpose/results of the interview Presents relevant application of the interview to curriculum issues Integrates relevant educational concepts and sources OR individual reaction to topic (not just present- but integrate A (3) List the characteristics of a grade of A Displays exceptional depth of understanding and reflection on the purpose/results of the interview Presents exceptional detailed and relevant application of the interview to curriculum issues Integrates relevant educational sources and concepts AND individual reaction to topic EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 8

Criteria 4 Applies to both submissions Criteria 5 Applies to both submissions Several errors in writing quality (grammar, spelling, etc.), substantial lack of organization or over use of quotes (threshold is not to exceed 5% of paper) Several incorrect formatting issues (more than 3 areas) (typed, references, citations, double-spaced, page numbers, APA) and/or more than 2 days late into the essay/paper) Few errors, well-written (grammar, spelling, etc.), but well organized OR Well-written (grammar, spelling, etc.), and well organized BUT over use of quotes (threshold is not to exceed 5 % of paper) Formatting errors (in more than 1 category) (typed, references, citations, double-spaced, page numbers, APA) and/or 1-2 days late No errors, well-written (grammar, spelling, etc.), and well organized Correctly formatted (typed, references, citations, double-spaced, page numbers, APA) and on time) Criteria 1 Criteria 2 Criteria 3 Criteria 4 Criteria 5 Criteria 6 Grading Rubric for Assignment 2: Curriculum Project 30 pts for assignment max 5 points per criteria C List the characteristics of a grade of C for each criteria Displays basic understanding of the issues and practices related to Fink s model AND fails to provide a cohesive, viable plan Minimally identifies the nature, scope or audience of the course to be redesigned OR ONLY includes CURRENT syllabus Minimally identifies factors OR learning goals by Fink s model Incompletely create an Educative Assessment Plan using Fink s 4 elements (less than 85% completion) Incompletely identify and describe two or more alternative active learning instructional strategies OR incompletely integrate them into revised course (less than 85% completion) Several errors in writing quality (grammar, spelling, etc.), substantial lack of organization OR Several incorrect formatting issues (more than 3 areas) (typed, references, citations, double-spaced, page numbers, APA) AND More than 2 days late B List the characteristics of a grade of B for each criteria Displays moderate understanding some reflection on the topic OR Provides a cohesive, viable course plan Clearly identifies the nature, scope and audience of the course to be redesigned Accurately and completely identify factors OR learning goals by Fink s model Accurately and completely (better than 85%) create an Educative Assessment Plan using Fink s 4 elements Clearly identify (better than 85% completion), and describe two or more alternative active learning instructional strategies AND integrate them into revised course Few errors, well-written (grammar, spelling, etc.), but well organized OR Formatting errors (in more than 1 category) (typed, references, citations, double-spaced, page numbers, APA) AND More than 2 days late A List the characteristics of a grade of A for each criteria Displays exceptional depth of understanding and reflection on the topic AND provides a cohesive, viable course plan Clearly identifies the nature, scope and audience of the course to be redesigned AND Includes complete CURRENT syllabus Exceptional work- Accurately and completely identify factors AND learning goals by Fink s model Exceptional work- Accurately and completely create an Educative Assessment Plan using Fink s 4 elements Exceptional identification and description of two or more alternative active learning instructional strategies AND integrate them into revised course No errors, well-written (grammar, spelling, etc.), and well organized AND Correctly formatted (typed, references, citations, doublespaced, page numbers, APA) and on time) EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 9

Criteria 1 Grading Rubric for Assignment 3 Presentation Project: Curriculum Issues 30 pts for assignment max 5 points per criteria C List the characteristics of a grade of C for each criteria Displays a basic understanding of the chosen topic B List the characteristics of a grade of B for each criteria Displays moderate understanding, insight and reflection on the chosen topic A List the characteristics of a grade of A for each criteria Displays exceptional depth of understanding, insight, and reflection on the topic Criteria 2 Demonstrates a basic research of peer reviewed literary sources OR analysis of the findings in the final paper Demonstrates moderate research of peer reviewed literary sources AND analysis of the findings in the final paper Demonstrates substantial research of peer reviewed literary sources AND analysis of the findings in the final paper Criteria 3 ONLY Demonstrates little insight OR synthesis of literature to develop a unique or updated perspective of curriculum issues related to the selected topic for higher education, cmmty college or adult ed. Demonstrates moderate insight AND synthesis of literature to develop a unique or updated perspective of curriculum issues related to the selected topic for higher education, cmmty college or adult ed. Demonstrates substantial insight AND synthesis of literature to develop a unique or updated perspective of curriculum issues related to the selected topic for higher education, cmmty college or adult ed. Criteria 4 Criteria 5 Criteria 6 Presents moderately grounded, practical NOR forward thinking/innovative recommendations regarding the curriculum topic chosen Several errors in writing quality (grammar, spelling, etc.), substantial lack of organization presentation or over use of quotes (not to exceed 5% of presentation) Several incorrect formatting and citation issues (more than 3 areas) (typed, references, citations, double-spaced, page numbers, APA) and/or more than 2 days late Presents moderately grounded, practical, OR forward thinking/innovative recommendations regarding the curriculum topic chosen Few errors, well-written (grammar, spelling, etc.), but well organized presentation OR Well-written (grammar, spelling, etc.), and well organized BUT over use of quotes (not to exceed 5% of paper) Formatting or citation errors (in more than 1 category) (typed, references, citations, doublespaced, page numbers, APA) and/or 1-2 days late Exceptional work- Presents grounded, practical, but forward thinking/innovative recommendations regarding the curriculum topic chosen No errors, well-written (grammar, spelling, etc.), and well organized presentation Correctly formatted and cited (typed, references, citations, double-spaced, page numbers, APA) and on time) BIBLIOGRAPHY OF BOOKS RELEVANT TO THIS COURSE Apps, J. (1981). The adult learner on campus. Chicago: Follett Publishing Company. Awbrey, S. M. (2005). General educational reform as organizational change: Integrating cultural and structural change. The Journal of Higher Education, 54(1), 1-21. (Available on Blackboard) Bailey, T. (2009, Spring). Challenge and opportunity: Rethinking the role and function of developmental education in community college. In A. C. Bueschel & A. Venezia (Eds.), Policies and Practices to Improve Student Preparation and Success (pps. 11-30), New Directions for Community Colleges, No 145. San Francisco: Jossey-Bass. (Available on Blackboard) Bee, H. L. (2000). The journey of adulthood, (4th ed.). New York: Macmillan. Boning, K. (2007). Coherence in general education: A historical look. Journal of General Education, EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 10

56(1), 1-16. Boud, D. & Falchikov, N. (2005). Redesigning assessment for learning beyond higher education. In A. Brew & C. Asmar, (Eds.), Research and Development in Higher Education, 28, Sydney: HERDSA, 34-41. Retrieved July 20, 2009 from http://conference.herdsa.org.au/2005/pdf/refereed/paper_398.pdf (Available on Blackboard) Boyer Commission on Educating Undergraduates in the Research University (1998). Reinventing undergraduate education: A blueprint for America s research universities. NY: State University of New York at Stony Brook. Retrieved July 20, 2009 from http://naples.cc.sunysb.edu/pres/boyer.nsf/673918d46fbf653e852565ec0056ff3e/d955b61ffddd5 90a852565ec005717ae/$FILE/boyer.pdf (Available on Blackboard) Boyer Commission on Educating Undergraduates in the Research University. (2002). Reinventing undergraduate education: Three years after the Boyer report. NY: State University of New York at Stony Brook. Retrieved July 20, 2009 from https://dspace.sunyconnect.suny.edu/bitstream/1951/26013/1/reinventing%20undergraduate% 20Education%20(Boyer%20Report%20II).pdf (Available on Blackboard) Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass. Brookfield, S. D. (1987). Developing critical thinkers. San Francisco: Jossey-Bass. Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass. Brookfield, S. & Associates. (1987). Creating dynamic adult learning experiences. San Francisco: Jossey-Bass. Brookfield, S. & Preskill, S. (1999). Discussion as a way of teaching. San Francisco: Jossey-Bass. Cantor, J. A. (1992). Delivering instruction to adult learners. Middletown, OH: Wall & Emerson, Inc. Cohen, N. (1995). Mentoring adult learners: A guide for educators and trainers. Melbourne, FL: Krieger. Cranton. P. (1989). Planning instruction for adult learners. Middletown, OH: Wall & Emerson, Inc. Dewey, J. (1944). Democracy and education. New York: MacMillan Company. Dewey, J. (1933). How we think. Boston: D.C. Heath. Fink, L. D. (2003). Creating significant learning experiences Francisco: Jossey Bass. Fink, L. D. (2005). Integrated course design. IDEA Paper # 42. Manhattan, KS: IDEA Center. Retrieved July 20, 2009 from http://www.theideacenter.org/sites/default/files/idea_paper_42.pdf Johnson, D. K., Ratcliff, J. L., & Gaff, J. G. (2004, Spring). A decade of change in general education. In J. L. Ratcliff, D. K. Johnson, & J. G. Gaff (Eds.). Changing General Education Curriculum (pp. 9-28), New Directions in Higher Education, No. 125, San Francisco: Jossey-Bass. Joyce, B. & Weil, M. (1986). Models of teaching, (3rd ed.). Englewood Cliffs, NJ: Prentice Hall. King, K. P. (2001). Playing out the realities of web-based bulletin boards: Enhancing face to face learning. New Horizons in Adult Education, 15(1), 3-9. (Available online.) Kramer, N. A. (2005, March/April). Capturing the curriculum: A curriculum maturation and transformation process. Nurse Educator, 30(2), 80-84. Margolis, E. (Ed.). (2001). The hidden curriculum in higher education. New York: Routledge. (On USF Library reserve) McLagan, P. (1978). Helping others learn; Designing programs for adults. Reading, MA: Addison- Wesley. Menges, R. J., & Svinicki, M. D. (Eds.). (1991). College teaching from theory to practice. New Directions for Teaching and Learning, 45. San Francisco: Jossey-Bass. Posner, G. J. (1995). Theoretical Perspectives on Curriculum. Reprinted from L. R. Lattuca, J. G. Haworth, & C. F. Conrad (Eds.). College and University Curriculum: ASHE Reader (2002). Boston, MA: Pearson Custom Publishing. (Available on Blackboard) Pratt, D. & Associates. (1999). Five perspectives of teaching in adult and higher education. Melbourne, FL: Krieger. Prichard, K., & Sawyer, Q. (Eds.). (1994). Handbook of college teaching: Theory and applications. Westport, CT: Greenwood Press. Reeves, T. C. (2006). How do you know they are learning? The importance of alignment in higher EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 11

education. International Journal of Learning Technologies, 2(4), 294-309. Schön, D. A. (1993). The reflective practitioner. New York: Basic Books. Schön, D. A. (Ed.). (1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press. Sternberg, R. J. (2004, January). What is wisdom and how can we develop it. Annals of the American Academy of Political and Social Science, 591(1) 164-174. Vella, J. (1994). Learning to listen, learning to teach; The power of dialogue in educating adults. San Francisco: Jossey-Bass. Wiggins, G., & McTighe, J. (2008, May). Putting understanding first. Educational Leadership, 65(8), 36-41. Wolf, P. (2007, Winter). A model for facilitating curriculum development in higher education: A facultydriven, data-informed, and educational developer supported approach. In P. Wolf & J. C. Hughes (Eds.) Curriculum development in higher education: Faculty-driven processes and practices (pp. 15-20), New Directions for Teaching and Learning, No 112, San Francisco: Jossey-Bass. PODCASTS: Thought provoking for teaching, instruction & curriculum innovation (4 series available) * King, K. P. & Gura, M. (2007-present). The Teachers Podcast (TTPOD): A new generation of ed tech PD. (Bi-weekly web-based RSS-feed professional development broadcast on the topic of educational technology and also the educational uses of podcasting). [45, 45 minute episodes]. WEB: http://www.teacherspodcast.org * King, K. P. & Eissinger, P. (2007-present). Transformation Education LIVE! Lifelong learning, Transformation and Technology (Bi-weekly web-based RSS-feed professional development broadcast on the topic of educational technology and also the educational uses of podcasting). [30, 30 minute episodes]. WEB: http://www.transformationed.com/podcast * King, K. P. & Gura, M. (2005-2007). Podcast for Teachers SM. (Weekly web-based RSS-feed professional development broadcast on the topic of educational technology and also educational uses of podcasting). [102, 30-45 minute episodes]. WEB: http://www.podcastforteachers.org * King, K. P. & Heuer, B. (2005-2007). Adventures in Transformative Learning SM : A Podcast for Teachers and Learners. (A web-based RSS-feed broadcast on the topic of transformative learning). [18, 30-45 minute episodes]. WEB: http://www.podcastforteachers.org/atl Curriculum Development in Higher Education Course Calendar This course calendar is Subject to Change based upon the Availability of any guest presenters and/or other unforeseen circumstances. USF Academic Calendar determines holidays http://www.registrar.usf.edu/enroll/regist/calendt.php MODULE 1 INTRODUCTION TO CURRICULUM STUDY 1 Aug 25 - Introduction to Course and Curriculum Study 2 Sept 01 Lattuca & Stark (L&S) ch 1 &2 Further Discussion Reflection & Interview Project 3 Sept 08 (L&S) ch 3 & 4 Internal Considerations, Stakeholders, The Organization & The Accreditation Experience EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 12

Guest speaker: Dr. Kathleen Moore, Assoc. VP for Academic Affairs & Exec Dir USF e-campus 4 Sept 15 Fink, ch, 1What is significant learning? Assignment Due: Part 1 Interview Reflection Due MODULE 2 CREATING CURRICULUM PLANS & DIMENSIONS 5 Sept 22 (L&S) ch 5 Planning (L&S) ch 10 Models & Strategies Related issues- organization missions, values, partnerships, articulation 6 Sept 29 Discussion of Course Project Margolis The Hidden Curriculum (Library reserve- on campus or online) Assigned chapters: Assignment Due: Presentations curriculum issues paper 7 Oct 06 (L&S) ch 6 Learning, theory and philosophy: How do they relate? Part 2 Interview Reflection Due Assignment Due: Presentations curriculum issues paper 8 Oct 13 (L&S) ch 7 Instructional Methods- Are our choices predetermined? Contextualization & Breaking the mold Assignment Due: Presentations curriculum issues paper MODULE 3 ANOTHER VIEW OF THE CONVERSATION: PLANNING SIGNIFICANT LEARNING 9 Oct 20 Discussion of Course Project Fink ch 2 Taxonomy Assignment Due: Presentations curriculum issues paper 10 Oct 27 Online Work in BlackBoard - NO CAMPUS CLASS Fink ch 3 Getting Started Designing Significant Learning Experiences I Emergent Issues Identified Assignment Due: Presentations curriculum issues paper 11 Nov 03 Extensive class discussion: Fink ch 4 Getting Started Designing Significant Learning Experiences II Emergent Issues Identified Module 4 Curriculum Projects and Influences 12 Nov 10 Presentations & Fink ch 5, Changing the way we teach EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 13

Vught,Frans A., (Ed.). (1989). Governmental strategies and innovation in higher education. higher education policies series, 7 Assigned reading on library reserve Emergent Issues Identified 13 Nov 17 Presentations & Fink ch 6 Better Organizational Support for Faculty Simulation Activity in class Emergent Issues Identified 14 Nov 24 Online Work in BlackBoard? NO CAMPUS CLASS Assignment Due; SUBMIT ONLINE Curriculum Project ALSO Prepare Project and Reflection final preparation Online case study/discussion board Fink ch 7, The Human Significance of Good teaching and learning 15 Dec 1 Last Class: Retrospective: From whence we came, reflections Simultaneous roundtable presentations: Curriculum Project Next Steps, Strategies, More Emergent Issues EDH7225 10/5/2010 Author: Kathleenking@usf.edu p. 14