Curriculum development includes a variety of activities around the creation of planned curriculum, pedagogy, instruction, and delivery methods for guiding student learning. Turn to Faculty Focus for tips and techniques.
September 25 - Why Don’t We Teach the Telephone Book?
I don’t get it! Every fall the new telephone book arrives, filled with lots of information and with loads of new numbers, so why don’t we design a class that covers this material? Nowhere do we teach this information. Why don’t we expect folks to study the telephone book and memorize the numbers? Grudgingly, I am forced to admit that no real justification for memorizing telephone numbers exists, as tempting as it might be for me to teach this course.
For one thing, there are just too many numbers. Back when there were only a dozen or so, it might have been possible to memorize them all—not that it would have served any existential purpose, but just as an exercise. Now there are way too many. My critics tell me the real problem is that the telephone book is pretty useful as a reference. It is well organized and easy to find a number when you need it. In fact, it turns out that most people have no interest in memorizing telephone numbers and only learn those they use regularly, although speed dial can remove even that reason. Basically, all that folks need to know is how to use a phone book.
Required introductory courses—that’s how most students meet our disciplines or, as John Zipp says (he’s writing specifically about sociology), they are the “public face” of the field.
Let’s start out by defining our terms. The definition of service-learning differentiates it from volunteering and old-fashioned community service.
It is true that there are many definitions about service-learning floating around, some since the 1970s. In fact, everyone reading this probably has one. But this definition is a solid working one, succinctly covering the distinctives:
As the student body becomes increasingly diverse, it’s important to have faculty incorporate multicultural design into their courses regardless of discipline. Although it may not seem that all disciplines lend themselves to including multiculturalism as a learning goal, consider how Christine Stanley and Mathew Ouellett frame the issue.
Capstone courses are now a requirement in many departments, programs, and college curricula. They vary across different dimensions, indicating that although their value is universally recognized, they share few common features. For starters, they are offered at various levels; at the department level for students in a particular major, at the college level, say, for students in engineering, and at the university level as a general education integrative experience.
Fieldwork refers to any component of the curriculum that involves leaving the classroom and learning through firsthand experience. Most instructors incorporate fieldwork to help students understand theory, develop skills, integrate knowledge, build tacit knowledge, develop meaning in places, and work with peers and instructors in alternate settings.
June 12 - Service-Learning Course Development
Service-learning courses offer a combination of academic content, service experience, and critical reflection. To make service-learning successful, consider the following recommendations from Barbara Jacoby, Faculty Associate for Leadership and Community Service-Learning at the University of Maryland, College Park.
A new edition of a classic book on the curriculum suggests eight lessons from the learning literature with implications for course and curriculum planning. Any list like this tends to simplify a lot of complicated research and offer generalizations that apply most, but certainly not all, of the time. Despite these caveats, lists like this are valuable. They give busy faculty a sense of the landscape and offer principles that can guide decision making, in this case about courses and curricula.
The Computer Information Sciences program at ECPI College of Technology offers job oriented, “hands-on” education required to meet the needs of an ever-changing and increasingly technical society. We encourage students not only to earn their degree but also to get certified in their respective fields. The great success we achieved in getting more than 50 students Comptia Security+ certified compelled us to share our experience.
There’s a tacit rule that most college teachers abide by: I won’t mess with your course if you agree not to mess with mine. Gerald Graff observes and asks, “This rules suits the teacher, but how well does it serve students?” (p. 155)