Advancing a New General Education Curriculum Through a Faculty Community of Practice

2021 ◽  
pp. 395-410
Author(s):  
Judith A. Giering ◽  
Gail M. Hunger
Keyword(s):  
Instructional Design ◽  
General Education ◽  
Learning Community ◽  
First Year ◽  
Education Curriculum ◽  
Design Models ◽  
General Education Curriculum ◽  
Faculty Learning Community ◽  
Instructional Design Models ◽  
Traditional Approaches

Many institutions of higher education are reimagining their general education curriculum or adding new, innovative programs to their course offerings. Faculty driving such innovation, while experts in their disciplines, often lack experience with instructional design and the benefits it subsequently brings to these types of programs. At the same time, process-driven, traditional approaches to instructional design may not feel relevant to some faculty. In this chapter, the authors describe the Learning Design Collaborative, a new model for instructional design built on the principles of intentional learning, authentic learning, and student engagement. Placed within the context of a faculty learning community, this experience has been used with faculty developing courses for the first-year signature experience of a new general education curriculum. Implications of this initiative suggest the importance of continually evaluating instructional design models, opportunities for implementing the model in other programs, and a relationship with other emerging instructional design models.

Advancing a New General Education Curriculum Through a Faculty Community of Practice

2019 ◽  
pp. 27-47
Author(s):  
Judith A. Giering ◽  
Gail M. Hunger
Keyword(s):  
Instructional Design ◽  
General Education ◽  
Learning Community ◽  
First Year ◽  
Education Curriculum ◽  
Design Models ◽  
General Education Curriculum ◽  
Faculty Learning Community ◽  
Instructional Design Models ◽  
Traditional Approaches

Many institutions of higher education are reimagining their general education curriculum or adding new, innovative programs to their course offerings. Faculty driving such innovation, while experts in their disciplines, often lack experience with instructional design and the benefits it subsequently brings to these types of programs. At the same time, process-driven, traditional approaches to instructional design may not feel relevant to some faculty. In this chapter, the authors describe the Learning Design Collaborative, a new model for instructional design built on the principles of intentional learning, authentic learning, and student engagement. Placed within the context of a faculty learning community, this experience has been used with faculty developing courses for the first-year signature experience of a new general education curriculum. Implications of this initiative suggest the importance of continually evaluating instructional design models, opportunities for implementing the model in other programs, and a relationship with other emerging instructional design models.

Incorporating the Expanded Core Curriculum into science

2021 ◽  
pp. 026461962110293
Author(s):  
Ying-Ting Chiu ◽  
Tiffany Wild
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Visual Impairments ◽  
Next Generation Science Standards ◽  
Teaching Skills ◽  
Education Curriculum ◽  
Science Standards ◽  
General Education Curriculum ◽  
Science Curricula ◽  
Expanded Core Curriculum

The Expanded Core Curriculum (ECC) is a set of concepts and skills that are taught to students with visual impairments to support their learning that often occurs incidentally with vision. Students with visual impairments must learn both the ECC and content from the general education curriculum, including science. Thus, it is crucial to incorporate these two sets of curricula so that students with visual impairments can learn both sets of curricula more efficiently. This article presents an analysis of science curricula and lesson plans that support the Next Generation Science Standards while promoting teaching skills to students with visual impairments in the ECC. The results show that the ECC can be incorporated into science easily which will allow the ECC and science to be taught in one lesson.

scholarly journals A Study on the Development of Evaluation Criteria for Quality Management of General Education Curriculum

2021 ◽  
Vol 15 (5) ◽  
pp. 309-324
Author(s):  
Jihye Kang ◽  
Bok-Eun Son
Keyword(s):  
Quality Management ◽  
General Education ◽  
Liberal Arts ◽  
Evaluation Model ◽  
Evaluation Criteria ◽  
Systematic Evaluation ◽  
Education Curriculum ◽  
Evaluation Tool ◽  
General Education Curriculum

This study was conducted to develop evaluation criteria to manage and improve the quality of the university's General Education curriculum. To this end, the evaluation area and evaluation criteria for the management of the quality of education were first derived through literature research. The evaluation tool obtained feasibility of feasibility verification and research results through two revised Delphi surveys (N=10). as well as through meetings with practitioners(N=7) in charge of quality management of the liberal curriculum. The results are as follows. First, this study developed a systematic evaluation criteria for the entire curriculum, such as curriculum development, support, operation, performance and improvement, rather than fragmenting the curriculum based on the CIPP evaluation model. Second, this study applied modified Delphi techniques to manage the quality of the General Education curriculum to derive a total of seven sub-items and 17 evaluation criteria. Also, the content feasibility (CVI) and inter-evaluator agreement(IRA) results developed evaluation criteria with a validity score above 0.80. Based on these findings, the university presented measures and implications for managing the quality of the liberal arts curriculum.

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