Abstract
Faculty members' beliefs about educational purpose and the nature of their academic fields strongly influence how they plan introductory courses. Interviews with 89 faculty members teaching in diverse colleges and representing eight fields also identified faculty attention to student preparation, available textbooks, and locally important factors, but little attention to alternative instructional strategies during course planning. Based on the findings, the authors have developed a tentative general model of course design and related questions to guide future study.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Andresen, L., Powell, J., and Wieneke, C. (1984). Methodological issues in qualitative research: Lessons from a project. In J. Lublin (ed.),Research and Development in Higher Education, vol. 7, pp. 117–122. Sydney: Higher Education Research and Development Society of Australasia.
Andresen, L., Barrett, E., Powell, J., and Wieneke, C. (1985). Planning and monitoring courses: University teachers reflect on their teaching.Instructional Science 13: 305–328.
Association of American Colleges (1985, February).Integrity in the College Curriculum: A Report to the Academic Community. Washington, D.C.: Association of American Colleges.
Bennett, W. (1984).To Reclaim a Legacy. Washington, D.C.: National Endowment for the Humanities.
Clark, C., and Peterson, P. (1986). Teachers' thought processes. In M. Wittrock (ed.),Handbook of Research on Teaching (3rd ed.), pp. 874–905. New York: Macmillan.
Confrey, J. (1981). Conceptual change analysis: Implications for mathematics and curriculum.Curriculum Inquiry 11(3): 243–257.
Dressel, P. (1980).Improving Degree Programs. San Francisco: Jossey-Bass.
Dressel, P., and Marcus, D. (1982).Teaching and Learning in College. San Francisco: Jossey-Bass.
Eisner, E. W., and Vallance, E. C., eds. (1974).Conflicting Conceptions of Curriculum. Berkeley: McCutchan.
Gamson, Z. F. (1966). Utilitarian and normative orientations toward education.Sociology of Education. 39(1): 46–73.
King, A. R., and Brownell, J. A. (1966).The Curriculum and the Disciplines of Knowledge: A Theory of Curriculum Practice. New York: Wiley.
National Institute of Education Study Group on the Conditions of Excellence in American Higher Education (1984).Involvement in Learning: Realizing the Potential of American Higher Education. Washington, D.C.: National Institute of Education.
Naveh-Benjamin, M., and Lin, Y. (1987).Development of cognitive structures in university courses and their relations to students' study skills, anxiety and motivation. Paper presented to the meeting of the American Psychological Association, New York, August.
Phenix, P. (1964).Realms of Meaning: A Philosophy of the Curriculum for General Education. New York: McGraw Hill.
Posner, G., and Rudnitsky, A. (1986).Course Design: A Guide to Curriculum Development for Teachers (3rd ed.). New York: Longman.
Posner, G., and Strike, K. (1976). A categorization scheme for principles of sequencing content.Review of Educational Research 46(4): 665–689.
Powell, J. P., and Shanker, V. S. (1982). The course planning and monitoring activities of a university teacher.Higher Education 11: 289–301.
Schwab, J. (1964). The structure of the disciplines: Meanings and significances. In G. W. Ford and L. Pugno (eds.),The Structure of Knowledge and the Curriculum pp. 1–30. Chicago: Rand McNally.
Schwab, J. (1969). The practical: A language for curriculum.School Review 78: 1–23.
Seidman, E. (1985).In the Words of the Faculty. San Francisco: Jossey-Bass.
Snow, C. P. (1959).The Two Cultures and the Scientific Revolution. Cambridge: Cambridge University Press.
Stark, J. S., and Morstain, B. R. (1978). Educational orientations of faculty in liberal arts colleges.Journal of Higher Education 49(5): 420–437.
Stark, J. S., Lowther, M. A., Ryan, M. P., Bomotti, S. S., Genthon, M., Haven, C. L., and Martens, G. (1988). Reflections on course planning: Faculty and students consider influences and goals. Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan, January.
Toombs, W. (1977–78). The application of design-based curriculum analysis to general education.Higher Education Review 1: 18–19.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Stark, J.S., Lowther, M.A., Ryan, M.P. et al. Faculty reflect on course planning. Res High Educ 29, 219–240 (1988). https://doi.org/10.1007/BF00992924
Received:
Issue Date:
DOI: https://doi.org/10.1007/BF00992924