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<p>Preface xiii</p> <p>The Authors xix</p> <p><b>1 Curriculum: An Academic Plan 1</b></p> <p>The Need for a Definitional Framework 2</p> <p>Defining Curriculum as an Academic Plan 4</p> <p>Contextual Influences on Academic Plans 11</p> <p>Constructing Plans: Curriculum Development 15</p> <p>Evolution of the Academic Plan Concept 16</p> <p>Advantages of the Academic Plan Model 20</p> <p><b>2 External Influences: Sociocultural Context 23</b></p> <p>Patterns of Curriculum Debate 25</p> <p>Evolving Educational Purposes 26</p> <p>Debating General Education and Specialization 30</p> <p>Learners: An Emphasis on Access 36</p> <p>Content Debates: Prescription vs. Choice 45</p> <p>Instructional Process: Occasional Innovations 52</p> <p>Evaluation Debates: Emphasis on Quality Control 57</p> <p>Influences and Potential Reforms 64</p> <p><b>3 Internal Influences: College and University Contexts 65</b></p> <p>Institutional Influences 67</p> <p>Unit-Level Influences 77</p> <p>Emerging Internal Influences 83</p> <p>Converging Influences 87</p> <p><b>4 Internal Influences: Academic Fields 89</b></p> <p>Characterizing Academic Fields 91</p> <p>Differences in Course Planning 93</p> <p>Seeking Academic Community 101</p> <p>Building on the Strengths of Academic Fields 111</p> <p><b>5 Creating Academic Plans 115</b></p> <p>Course Planning 116</p> <p>Program Planning 127</p> <p>College-Wide Planning 132</p> <p>Systematic Design Models 135</p> <p>Sharing Responsibility for Curriculum Design 143</p> <p><b>6 Learners 145</b></p> <p>Learner Influences on Course Planning 147</p> <p>Learner Influences on Program Planning 151</p> <p>Learner Influences on College Planning 152</p> <p>Multiple Perspectives on Learning 153</p> <p>Learners and Learning Processes 159</p> <p>Understandings of Learning and Knowledge 168</p> <p>Learning in Academic Fields 174</p> <p>Considering Learners in Curriculum Design 179</p> <p><b>7 Instructional Processes 183</b></p> <p>Teaching Styles 184</p> <p>Contextual Influences on Courses and Programs 187</p> <p>Expanding Choices Among Instructional Processes 191</p> <p>Teaching for Intentional Learning 212</p> <p>Reflecting on Planning and Teaching 225</p> <p><b>8 Evaluating and Adjusting Academic Plans 229</b></p> <p>Defining Evaluation and Assessment 231</p> <p>Evaluating and Adjusting Course Plans 235</p> <p>Evaluating and Adjusting Program Plans 248</p> <p>College-Wide Evaluation 257</p> <p>Evaluating Evaluation 266</p> <p>Responding to Accountability Demands 267</p> <p><b>9 Administering Academic Plans 269</b></p> <p>Curriculum Leadership and Administrative Roles 275</p> <p><b>10 Models and Strategies for Curricular Change 301</b></p> <p>Evolution, Adaptation, and Strategic Change 302</p> <p>Scope of Curricular Change 304</p> <p>Models of Change 305</p> <p>Using Multiple Strategies for Curricular Change 318</p> <p>Learning to Change in Academic Organizations 322</p> <p>Maintaining Change 327</p> <p>Academic Plans in Context 329</p> <p>References 331</p> <p>Names Index 359</p> <p>Subject Index 367 </p>

<b>Lisa R. Lattuca</b> is associate professor and senior research associate at the Center for the Study of Higher Education at The Pennsylvania State University. She is the project director and co-principal investigator for a multi-year, national study of the impact of a new set of outcomes-based accreditation standards on the educational experiences and learning of undergraduate engineers. She is the author of <i>Creating Interdisciplinarity: Interdisciplinary Research among College and University Faculty</i> (2001), and coedited <i>College and University Curriculum: Developing and Cultivating Program of Study that Enhance Student Learning</i> (2001) and <i>Qualitative Research in Higher Education: Expanding Perspectives</i> (2001). <p><b>Joan S. Stark</b> is professor emerita in the Center for the Study of Higher and Postsecondary Education and dean emerita, The School of Education, University of Michigan. She is the former editor of <i>The Review of Higher Education</i> and the former director of the National Center for Research to Improve Postsecondary Teaching and Learning, a national research center funded by the U.S. Department of Education. She is the author or editor of numerous books and monographs including: <i>Reflections on Course Planning</i> (1988), <i>Student Goals for College and Courses</i> (1989), <i>Planning Introductory College Courses</i> (1990), and <i>Assessment and Program Evaluation</i> (An Association for the Study of Higher Education Reader, 1994).</p>

<p>Updated and substantially revised since its original publication, this new volume serves as a resource for individuals and groups whose work includes planning, designing, delivering, evaluating, and studying curricula in higher education.</p> <p>The academic plan concept, introduced and explained in the first edition, provides the framework for this volume. An expanded review of theory and research on learning enhances the authors' discussion of how the needs of learners can be addressed in the design of academic plans. A new chapter on curricular change builds on research on organizational change and provides practical guidance to assist faculty members and administrators who are considering and implementing substantial improvements in programs. Each chapter includes updated research findings relevant to curriculum planning, accreditation, teaching, and learning. Finally, information on curriculum planning in for-profit institutions and online education programs supplements the primary focus on planning in not-for-profit institutions. The second edition is also reorganized to facilitate use of the book by researchers, faculty, administrators, and graduate students.</p> <p>"This is an extraordinary book that offers not a particular curriculum or structure, but a comprehensive approach for thinking about the curriculum, ensuring that important considerations are not overlooked in its revision or development, and increasing the likelihood that students will learn and develop in ways institutions hope they will. The book brings coherence and intention to what is typically an unstructured, haphazard, and only partially rational process guided more by beliefs than by empirically grounded, substantive information. Lattuca and Stark present their material in ways that are accessible and applicable across planning levels (course, program, department, and institution), local settings, and academic disciplines. It's an admirable and informative marriage of scholarship and practice, and an insightful guide to both. Anyone who cares seriously about how we can make our colleges and universities more educationally effective should read this book." —Patrick T. Terenzini, distinguished professor and senior scientist, Center for the Study of Higher Education, The Pennsylvania State University</p>

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