The purposes of this study were twofold: (1) to formulate a model for systematically planning institutional curriculum development, and (2) to test the model's effectiveness through an application and evaluation of its initial three planning stages. An eight-stage curriculum development procedure was devised by the investigator to provide administrators with a tool for decision-making when they are considering curriculum change. The basic tenets of the model are that curriculum development: (a) is an incremental process, (b) includes the participation of both faculty and administrators in decision-making, (c) affects and is affected by a variety of institutional programs, (d) requires an assessment of institutional need, and (e) has an informational data base for decision-making. / In this study, the effectiveness of the initial three stages of the model were tested at Broward Community College in Ft. Lauderdale, Florida. The college is involved in advancing program development in international/intercultural education at its institution and in other community colleges in Florida and across the United States. A primary goal of program development at these institutions is to introduce international/intercultural concepts and learning experiences into the mainstream of the colleges' curricula. / Results of the first test or application of the model provided: (1) a list of institution-wide curriculum priorities for development, (2) a description of the international expertise of faculty and administrative participants in the study, (3) a method for identifying implementers of the curriculum priorities, and (4) a means for identifying campus locations where curriculum priorities should be initially implemented. / The second test of the model, or the formative evaluation, was conducted to determine the necessity for revisions to the operations of the initial three planning stages. The results were inconclusive; however, there may likely be faculty and administrative resistance to the development of an international/intercultural program at Broward Community College. Administrators may be overlooking the need for faculty participation in decision-making during the curriculum planning and development process. / The primary constraints on the planning model, as it was implemented in this study were: (a) a lack of commitment by faculty to an international/intercultural program at the institution, (b) a lack of commitment by the institution to long-range planning in international/intercultural education, (c) inconsistent collaboration between the investigator and key members of the institution's faculty and administration, and (d) lack of funding for full implementation of the study. / Recommendations for future research were made with respect to: (1) the application of the remaining stages of the model, (2) the application of the model to other institutional settings and curricula, and (3) the continued use of evaluation of the planning process. / Source: Dissertation Abstracts International, Volume: 41-05, Section: A, page: 1920. / Thesis (Ph.D.)--The Florida State University, 1980.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74187 |
| Contributors | HARRISON, CAROLE BARBARA., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 152 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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