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Wai Tong Chor; Kam Meng Goh; Li Li Lim; Kin Yun Lum; Tsung Heng Chiew – Education and Information Technologies, 2024
The programme outcomes are broad statements of knowledge, skills, and competencies that the students should be able to demonstrate upon graduation from a programme, while the Educational Taxonomy classifies learning objectives into different domains. The precise mapping of a course outcomes to the programme outcome and the educational taxonomy…
Descriptors: Artificial Intelligence, Engineering Education, Taxonomy, Educational Objectives
Gluga, R.; Kay, J.; Lever, T. – IEEE Transactions on Learning Technologies, 2013
It is important, but very challenging, to design degree programs, so that the sequence of learning activities, topics, and assessments over three to five years give an effective progression in learning of generic skills, discipline-specific learning goals and accreditation competencies. Our CUSP (Course and Unit of Study Portal) system tackles…
Descriptors: College Curriculum, Computer Uses in Education, Educational Objectives, Academic Degrees
Littlejohn, Deborah Kathleen – ProQuest LLC, 2011
This research concerns the culture of design education in the context of great change in the social and professional conditions of practice. Findings illuminate interrelationships among pedagogy, professional identity and the design of the instructional setting in programs that teach visual communication and interaction design. Participants'…
Descriptors: College Faculty, College Instruction, Grounded Theory, Models
Johnson, Jeffrey Alan – Journal of Political Science Education, 2008
This paper argues that the standard approach to teaching the history of political thought does not serve the ultimate goals of political theory education, and that alternative approaches are needed to make the history of thought appropriate for undergraduates. A history of political thought for life ought to enhance a person's capacity to act as a…
Descriptors: Undergraduate Study, Political Science, Models, Teaching Methods

Dressel, Paul L. – Journal of Higher Education, 1979
Some major circumstances that require the development of new curriculum models are briefly discussed, and a statement of what a curriculum model must include to be viable is presented. (Article originally published in 1965.) (AF)
Descriptors: College Curriculum, Curriculum Development, Curriculum Problems, Educational Objectives

Helms, Lelia B.; And Others – 1980
The relationship between the content and the context of curriculum was explored by applying basic concepts and approaches from the fields of policy analysis and organization theory. A chronology of the policy formation stage in which the University of Iowa developed its recommendations for curriculum revision is presented. The format indicates…
Descriptors: College Curriculum, Decision Making, Educational Objectives, Higher Education
Kuchinke, K. Peter – Human Resource Development Review, 2007
The recent vehement and highly visible critique of the North American business school curriculum illuminates core tensions in the field of human resource development (HRD) related to the role and responsibility of the profession in for-profit organizations and the educative process by which future practitioners are prepared. If the business school…
Descriptors: Labor Force Development, Human Resources, Business Administration Education, College Programs

Chilcott, John H. – Anthropology and Education Quarterly, 1977
Discusses why anthropology should be taught. Analyzes the increasing interest in teaching anthropology and the textbooks, films, simulation kits, and wide variety of teaching methods which have been developed. Provides some synthesis upon which future development of anthropological curricula might be based. (Author/JM)
Descriptors: Anthropology, Classroom Techniques, College Curriculum, Curriculum Development

Erickson, Michael E. – Community College Review, 1992
Argues that general education differs from liberal education in its underlying assumptions, ideological orientations, pedagogical methods, curricular structures, and ultimate aims. Contends that understanding these differences is important to curricular reform. (DMM)
Descriptors: College Curriculum, Curriculum Design, Educational Objectives, Educational Theories
May, Gary L. – Human Resource Development Review, 2007
Peter Kuchinke has written a powerful and relevant article that should generate much discussion in the human resource development (HRD) community. The focus of Kuchinke's paper is the question of whether HRD academic programs should emulate the value preference of business schools or march to a different drum. In this response, the author argues…
Descriptors: Labor Force Development, Human Resources, Values, Criticism

Brown, Patricia A. – Journal of Education for Social Work, 1976
Racial social work is defined by four alternative models: For One Race Only, For One Race Mainly, Cosmopolitanism, and Egalitarianism. The construct and its conceptual models can be used as guides to curriculum modification and practice innovation in social work addressing the social ill of racism and those abused by it. (Editor/JT)
Descriptors: College Curriculum, Course Content, Curriculum Development, Educational Innovation

Owen, H. James – Community College Review, 1984
Considers the general education component of technical programs as a means of helping adults adjust to today's industrial changes in processes, machines, and management and thereby to hold jobs, move into new ones, and change careers. Reviews the literature on the general education needs of students in high technology programs and models for…
Descriptors: College Curriculum, Core Curriculum, Curriculum Development, Education Work Relationship
Mayville, William V. – 1978
The many forms of interdisciplinarity in higher education institutions and the various ways it has been used to advance curricular changes are examined. Definitions of interdisciplinarity and its variants (multi-, pluri-, and transdisciplinarity) provide a conceptual framework for the examination. In this study, interdisciplinarity is understood…
Descriptors: College Curriculum, College Programs, Curriculum Development, Educational Change
Richardson, Robert L. – 1977
A sample of 462 student affairs professionals responded to a survey questionnaire designed to conceptualize a model institution of higher education committed to facilitating the development of the whole student. The respondents represented 74% of a randomly selected population sample drawn from the membership lists of ACPA, NASPA, and NAWDAC. The…
Descriptors: College Administration, College Curriculum, College Role, Educational Assessment
Mentkowski, Marcia; And Others – 1980
A generic competence model for effective nursing performance was developed and compared with nurses' perceptions of job elements that discriminate outstanding nursing performance and that are critical in the selection and education of nurses. The model is to be used to validate the nursing faculty's existing competence model for nursing education…
Descriptors: College Curriculum, Competence, Competency Based Education, Educational Objectives