Curriculum development in higher education : faculty-driven processes and practices

Contributor(s):

Material type: Text

TextSeries: Publication details: San Francisco, Calif. : Jossey-Bass, 2007.Description: 113 pages : illustrations ; 23 cmISBN:

9780470278512

Subject(s):

Genre/Form:

Aufsatzsammlung.

DDC classification:

378.199

LOC classification:

LB2361 .C87 2007

Other classification:

AL 34000
AL 39083
AL 91500
DM 3002
10
24,2
5,3

Summary: This issue focuses on two new perspectives. The first is a more international perspective from the very active and thriving faculty development work being done in Canada. The second is curriculum design. The authors attempt to blend the very real need for institutions to engage in regular curriculum practice as a growth experience and the important role that faculty can lay in the process. In addition, they propose the idea of a scholarship of curriculum practice to complement the scholarship of teaching and learning. They pose the interesting challenge: Shouldn't everything we do in the academy be done in a scholarly manner?

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Holdings
Item type	Current library	Collection	Call number	Status	Date due	Barcode
Books	Botho University Botswana Open Shelves	Education	378.199 CUR (Browse shelf(Opens below))	Available		BC-LIB10884
Books	Botho University Botswana Open Shelves	Education	378.199 CUR (Browse shelf(Opens below))	Available		BC-LIB10885

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Previous	378.195 HAR The Plagiarism Handbook: Strategies for Preventing, Detecting, and Dealing With Plagiarism.	378.195 HAR The Plagiarism Handbook: Strategies for Preventing, Detecting, and Dealing With Plagiarism.	378.198 ELL Becoming a master student	378.199 CUR Curriculum development in higher education : faculty-driven processes and practices	378.199 CUR Curriculum development in higher education : faculty-driven processes and practices	378.199 DEV Developing student capability through modular courses	378.199 DEV Developing creativity in higher education : an imaginative curriculum	Next

"Winter 2007."

Includes bibliographical references and index.

This issue focuses on two new perspectives. The first is a more international perspective from the very active and thriving faculty development work being done in Canada. The second is curriculum design. The authors attempt to blend the very real need for institutions to engage in regular curriculum practice as a growth experience and the important role that faculty can lay in the process. In addition, they propose the idea of a scholarship of curriculum practice to complement the scholarship of teaching and learning. They pose the interesting challenge: Shouldn't everything we do in the academy be done in a scholarly manner?

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