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How faculty learned to build an inte...

Kvamme, Linda Elizabeth.

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How faculty learned to build an integrated curriculum at a small community college.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	How faculty learned to build an integrated curriculum at a small community college./
作者:	Kvamme, Linda Elizabeth.
面頁冊數:	220 p.
附註:	Adviser: Marie Volpe.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3269087
ISBN:	9780549083696

How faculty learned to build an integrated curriculum at a small community college.
Kvamme, Linda Elizabeth.

How faculty learned to build an integrated curriculum at a small community college. - 220 p.

Adviser: Marie Volpe.

Thesis (Ed.D.)--Teachers College, Columbia University, 2007.

This qualitative case study was designed to explore how faculty at a community college learned to shift from a discipline-centered approach to curriculum development to building an integrated curriculum. The study is based on the following assumptions: (1) an integrated curriculum is an effective response to attracting and retaining a diverse student population; (2) college leaders and administration would fully support changes in the curriculum design; (3) faculty would be committed to building an integrated curriculum; and, (4) faculty working together on the project team to build a new curriculum would lead to a strong sense of community.

ISBN: 9780549083696Subjects--Topical Terms:

626632
Education, Adult and Continuing.

How faculty learned to build an integrated curriculum at a small community college.
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520 $a This qualitative case study was designed to explore how faculty at a community college learned to shift from a discipline-centered approach to curriculum development to building an integrated curriculum. The study is based on the following assumptions: (1) an integrated curriculum is an effective response to attracting and retaining a diverse student population; (2) college leaders and administration would fully support changes in the curriculum design; (3) faculty would be committed to building an integrated curriculum; and, (4) faculty working together on the project team to build a new curriculum would lead to a strong sense of community.
520 $a The site for this study was a small community college located in the northeastern part of the United States. The primary sources of data were: individual, in-depth, interviewees of 19 faculty members who volunteered to work on the project team, a focus discussion with faculty who had previous interdisciplinary experience and document review of college-related materials.
520 $a A key finding of this study was that collaboration among team members was critical to success in developing and implementing a reconceptualization of the college-wide curriculum offered in the credit bearing programs. The primary reason for the ability of the faculty to be highly collaborative was a function of their deeply held belief in the value and necessity of building an integrated curriculum; their belief was premised on the importance of preparing students to view the world from multiple perspectives.
520 $a Recommendations resulting from this study centered on those for leaders and decision makers in colleges to create an environment that fosters new ways of designing, delivering and presenting education in order to meet the challenges of the 21st Century. At the same time, faculty must be willing to examine their own long held assumptions and their own philosophy of education and learn that constructing knowledge involves sharing with colleagues and students alike. Current and prospective students as well have a responsibility to bring into the classroom---and be willing to share---their knowledge and lived experiences.
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