Faculty Reflect on Course Planning

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 preparatio...

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Veröffentlicht in:	Research in higher education 1988-11, Vol.29 (3), p.219-240
Hauptverfasser:	Stark, Joan S., Lowther, Malcolm A., Ryan, Michael P., Genthon, Michele
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic education Academic learning College instruction College students Colleges Course content Curricula Instructional development Introductory courses Teachers
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description	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.
doi_str_mv	10.1007/BF00992924
format	Article
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source	Jstor Complete Legacy; SpringerLink Journals
subjects	Academic education Academic learning College instruction College students Colleges Course content Curricula Instructional development Introductory courses Teachers
title	Faculty Reflect on Course Planning
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