Curriculum Collaboration: A Key to Continuous Program Renewal

Autor/in	Briggs, Charlotte L.
Titel	Curriculum Collaboration: A Key to Continuous Program Renewal
Quelle	In: Journal of Higher Education, 78 (2007) 6, S.676-711 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
Schlagwörter	Curriculum Development; Cooperation; Educational Change; College Faculty; Cooperative Planning; College Curriculum; Departments; Department Heads; Undergraduate Study; Interviews; Course Organization; Team Teaching; Social Capital; Higher Education; Teacher Behavior; Teacher Effectiveness; Instructional Improvement; Faculty Development; Teacher Collaboration; Organizational Communication + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Co-operation; Kooperation; Bildungsreform; Fakultät; Department; Abteilung; Grundstudium; Interviewing; Interviewtechnik; Course organisation; Kurskonzept; Teamteaching; Sozialkapital; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Unterrichtsqualität; Lehrerkooperation
Abstract	Calls for institutional accountability and curricular coherence suggest that faculty must collaborate more than they have in the recent past to achieve significant and ongoing curricular improvements. In the study reported here, the author and her colleagues asked members of academic departments with a reputation for ongoing curricular renewal to tell them about the role of faculty collaboration in their curriculum development efforts. While their examples of curricular collaboration varied greatly, their descriptions of the nature and context for curricular collaborations shared some important commonalities that might be instructive to other faculty and academic leaders who wish to foster greater curricular collaboration on their own campuses. In addition, these commonalities suggest the need to broaden conceptions of faculty collaboration to validate informal efforts that deviate from common prescriptions for well-managed teams and projects. In particular, many curricular collaborations can be better understood within a framework of communities of practice (Wenger, 1998, 2000a, 2000b; Wenger & Snyder, 2000) than of teamwork, as previous descriptions of faculty collaboration have emphasized (Austin & Baldwin, 1991). (Contains 3 tables and 9 endnotes.) (ERIC).
Anmerkungen	Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10