As assessment work matures, campuses increasingly focus on how to develop structures and processes that facilitate the use of assessment findings and identify opportunities for improvement of curricula, teaching, and student learning.

This chapter demonstrates how Decoding work can be used productively within a curriculum change process to help make design decisions based on a more nuanced understanding of student learning and the relationship of a professional program to the field.

In this chapter we describe the Decoding the Disciplines Faculty Learning Community at Mount Royal University and how Decoding has been used in new and multidisciplinary ways in the various teaching, curriculum, and research projects that are presented in detail in subsequent chapters.

In this article, the authors explain their understanding of internationalization of the curriculum (and some implications for higher education), and discuss how they identified a particular educational development approach that they believe is very effective in the advancement of an internationalized curriculum. The authors then describe the…

Higher education organizations, institutions, and academic units globally are grappling with the challenges of redesigning curricula and developing and adopting institutional, professional, and program-level learning outcomes. Implementing learning-centered curricula, however, cannot be considered simply as a series of unproblematic and discrete…

Many factors, including reduced teaching resources, higher student-to-teacher ratios, evolving teaching technologies, and increased emphasis on success skills, have made it necessary for many teaching faculties to become more deliberate about continuous curriculum assessment and improvement. An example is the evolution of food science education…

In the fall of 2003, Teaching Support Services (TSS), a department at the University of Guelph, was approached by a faculty member in the department of food sciences. Professor Art Hill was interested in seeking support in systematically assessing the department's undergraduate curriculum and using that assessment to trigger further improvement of…

Suggests that the design of a Agood@ problem is imperative if problem-based learning is to be educationally productive. The article further suggests that in designing a good problem, professors should consider their problem around numerous characteristics that will likely promote critical thinking among students. (SWM)

Asserts that attempting to use problem-based learning for the first time can be daunting and unsettling for many professors. The article further asserts that these professors may benefit from the experiences of a professor as he tackeled the issues of designing and implementing problem-based learning. (SWM)

The focus of this paper is the curriculum development process that led to the intentional integration of knowledge, skills, and values in every course at a newly created institution, the University of Guelph-Humber (G-H). Among the many unique features of G-H, the integration of theory and practice in each course is one of the most important. The…

The purpose of this chapter is to draw some general lessons on curricular evolution processes and practices at the faculty level emerging from the creation of Renaissance College at the University of New Brunswick and the implementation of its BPhil program. The authors proceed by induction, working from the specific case of Renaissance College to…

It has been suggested that growing interest in curriculum assessment and development in higher education is the result of a number of external and internal factors. External factors include increasing government interest in quality assurance, accessibility, and degree completion rates; growing recognition of the important role university graduates…

Describes Robert Kegan's theory of meaning-making--how individuals make sense of knowledge, experience, relationships, and the self. Applies the theory to college students and how their understanding of their experience, themselves, and their relationships with others mediates learning. Draws implications for the design of college curricular…

Lists key resources for the field of service learning, including books, journals, and a World Wide Web site to help practitioners and researchers. Most citations are annotated. (MSE)

Strategies for locating interdisciplinary knowledge and information for development of college curricula and instruction are outlined, including identification of existing curriculum models and syllabi (through publications, networking, and online searching) and finding literature on the concept of interdisciplinarity in the humanities, social…