Facilitating Program, Faculty, and Student Transformation: A Framework for Curriculum Redesign

Debra Fowler, Maria Lazo, Jacqueline Turner, Jacqueline Hohenstein

Abstract


 

Educational developers in a large research-extensive university have developed a customized curriculum redesign process, based on curriculum design and change literature, which has transformed faculty in teaching; transformed programs to meet the current knowledge, skills, and behavioral needs of students and employers; and transformed students’ approach to learning. The redesign process has been optimized through multiple iterations in varying disciplines resulting in a recommended set of key steps or procedures comprising the redesign process. The key steps outlining the Curriculum Redesign Process Checklist (CRPC) inform a transformative process for developing faculty in teaching, designing a learner-centered curriculum, and enhancing student learning through high-impact practices and integrative learning ePortfolios. The newly designed curriculum better meets current needs of employers, potential graduate faculty, and student graduates. The purpose of this article is to describe each of the steps of the CRPC in detail so that other institutions can adapt the process to their individual needs in order to enhance transformative learning on multiple levels.


Keywords


transformation; curriculum design;

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Copyright (c) 2016 Debra Fowler, Maria Lazo, Jacqueline Turner, Jacqueline Hohenstein