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Context and Participation: Program-Level Curriculum Design in Higher Education

Context and Participation: Program-Level Curriculum Design in Higher Education

Geraldine Torrisi-Steele
Copyright: © 2018 |Pages: 18
ISBN13: 9781522531326|ISBN10: 1522531327|EISBN13: 9781522531333
DOI: 10.4018/978-1-5225-3132-6.ch003
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MLA

Torrisi-Steele, Geraldine. "Context and Participation: Program-Level Curriculum Design in Higher Education." Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, edited by Viktor Wang, IGI Global, 2018, pp. 49-66. https://doi.org/10.4018/978-1-5225-3132-6.ch003

APA

Torrisi-Steele, G. (2018). Context and Participation: Program-Level Curriculum Design in Higher Education. In V. Wang (Ed.), Handbook of Research on Program Development and Assessment Methodologies in K-20 Education (pp. 49-66). IGI Global. https://doi.org/10.4018/978-1-5225-3132-6.ch003

Chicago

Torrisi-Steele, Geraldine. "Context and Participation: Program-Level Curriculum Design in Higher Education." In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, edited by Viktor Wang, 49-66. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3132-6.ch003

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Abstract

Programs of study are an important interface between student and institution. The program curriculum, as the architecture of learning experiences greatly influences the learning environment and the students' experience of the institution. Despite the recent institutional concern about program quality and significant investment in making positive change to teaching and learning, there is evidence of little change in curriculum design processes. Programs are frequently faced with challenges of criticisms, poor student experiences and opposing view points about what should and should not be done. The present chapter develops a conceptualisation of the program level curriculum design process, with the intent of contributing to evolving approaches of program level curriculum design which meet the demands of the twenty first century. The conceptualisation of program level curriculum design presented in the chapter brings together key ideas from the literature including curriculum models, capacities for the twenty first century learners, activity theory and participatory design.

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