The purpose of this study was to examine how faculty curriculum
committees from different disciplines moved through a major curriculum change
process from content-focused curriculum to outcomes-based curriculum. Data was
gathered through direct observations, committee member interviews, a questionnaire,
and the Gregorc Style Delineator from four curriculum committees
representing different disciplines.
This qualitative study generated the following findings:
I. The stages of outcomes-based curriculum development can be predicted
and are common across all disciplines. The five stages include Immersion,
Creation, Negotiation, Revision, and Submission.
2. A knowledgeable outcomes-based curriculum facilitator can successfully
immerse a committee in designing curriculum without first "training" them in
outcomes-based theory.
3. On an outcomes-based curriculum planning committee, knowledge of
member differences and similarities in thought process, academic preparation and
workplace experience enhances the work.
4. Interest in interdisciplinary connection emerges naturally as a result of
faculty dialogue about student learning outcomes.
5. Outcomes-based curriculum planning increases collaboration and reduces
competition between programs and campuses in a multiple campus institution.
6. The dialogue inherent in outcomes-based curriculum planning renews
faculty member's energy and commitment, as the dialogue builds relationships
through shared ideas.
Recommendations from this study include:
1. Make curriculum committees aware of the common stages involved in
the outcomes-based curriculum design work. Emphasize the continuous
improvement nature of the process.
2. Rather than attempting to "train" faculty in outcome-based curriculum
reconstruction methods, build institutional capacity by preparing faculty leaders
who can function as curriculum development facilitators. Provide extensive
preparation for faculty facilitators so that they can facilitate the work.
3. Make planning groups aware of member differences by using such tools
as a questionnaire and Gregorc Style Delineator. Provide a structure for dialogue
to occur within the committees on an ongoing basis. / Graduation date: 2001
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/32590 |
| Date | 23 March 2001 |
| Creators | Meier, Rebecca Anne |
| Contributors | Stiehl, Ruth E. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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