Curriculum & Project Development in Higher Education

edited 1/17/10

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I. Course Description

This course examines curriculum and other project development issues in the context of the purposes and needs of diverse populations of students, available institutional resources and the politics of higher education. Particular attention is paid to the deliberative structures involved in curricular advocacy and analysis.

II. Major Course Objectives

A. Through lectures, reading, dialogue, simulations and practice performances, the class will understand and be able to function as effective curricular advocates and critical analysts of curricular development practice.

B. Through a reflective research paper and relevant presentations, students will practice the advocacy of a curriculum change appropriate to their specific area of higher education interest, as well as develop and analyze a strategy that supports their proposal.

PRE-READINGS of Model Project Presentations: Go to http://www.newfoundations.com/CurrHeader.html

Required texts for the course will be: (DO NOT ORDER BOOKS UNTIL AFTER FIRST CLASS)

The Project Management Institute (pub.), A Guide to the Project Management Body of Knowledge

Diamond, Robert M. Designing and Assessing Courses and Curriculum: a practical guide (Jossey-Bass)

Rozycki, Edward G. Workbook in Planning & Curriculum Theory with Applications (NewFoundations, 2007) found in Project Development & Curriculum Theory CD.


plus documents downloadable from the Internet.



III. Learning Activities

Teaching methodologies will include the use of lectures, dialogue, diagnostic session, visual displays, question and answer periods, case studies, and situational simulations.

IV. Evaluation

The following grades are used

A (4.0) B- (2.7)

A- (3.7) C+ (2.3)

B+ (3.3) C (2.0)

B (3.0) F (0.0)

The grade of I (incomplete) is given when the course requirements have not been met for excusable reasons. The maximum limit for completing an incomplete grade is one calendar year. A student may withdraw from the course for any reason at any time prior to the completion of the course and shall receive the grade of W.

V. Requirements

A. Group or Individual Presentations: 1. Using a common analytical paradigm learned in the course, self-selected groups of students will present and analyze the contributions of a theorist or practitioner who has made a recognized contribution to understanding the curriculum or project development higher education. 2. Each student will give a class presentation of their final project, sufficiently in advance of completion date so as to allow input from class and instructor. Short papers on various topics may be assigned.

B. A Term Paper: Each student will write a brief term paper which both advocates a curricular or other project change that interests him or her and analyzes the rhetorical strategy employed in the proposal. (Particular attention will be paid to the development of distance learning curricula.)



VI. Appeal Procedure for Student Academic grievances.
See Student Handbook.



VII. Academic Fraud
The Center for Education strictly enforces the University's policy on plagiarism and other forms of academic fraud making the student liable to expulsion from the University. (See appropriate parts of the Student Handbook.)



VIII.  ED 709 Tentative Calendar (may be revised as circumstances dictate)
 

date

Theme. Workshop Topics

Readings*

Initial Proposal

Counter- Proposal

Final Proposal

1/15 

Adminstrative

Overview: curriculum & project planning /academic writing: intro

W: 2 to 11, 34
D: C1
P:

Initial Presentations
Critique method

1/22 

School Images
Rational planning and other models:intro
Intro: Value Types

W:13,14,22,29,30
D: C2
P:1-10, 137

1/29

Project Structure
Language of Advocacy
Consensus

W: 15,16,20,50,53
D: C3,4
P:11-18

1, 2, 3

2/5 

Analyzing Curricular Types:
focus, structure, aim
Cost/Benefit Typology

W: 21,23,61,63,64
D: C5-C7
P:

4, 5, 6

2/12

Trade-offs and "sacred values"
Formal/Informal Logic (review)

W: 26,42,56-59,
D:
P:

7, 8, 9

1, 2, 3

2/19

What is rational development?
Models of Rationality
Formal/Informal Logic

W:24,40,41
D:
P: C11-risk

10,11,12

4, 5, 6

2/26

Review: priorities

Organizational conflicts

W: 52
D: C9
P: C8

7, 8, 9

1, 2, 3

3/12 

Values & Curriculum

W: 31,36-39
D:
P: 68-69

10,11,12

4, 5, 6

3/19 

Processes

Hypothesizing A

W:
D:
P:

All initial drafts due

7. 8. 9

3/26 

Hypothesizing B

Discussion

W:
D:
P:

10,11,12

4/2

Review

4/9          
4/16          
4/23 Review Make-up presentations.      

  4/30

Administrative

   ALL Projects Due

*W: workbook D: Diamond P: PMIBOK, C = chapter, otherwise pages numbers given

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