CI 705: Higher Education Curriculum

SYLLABUS: Fall 2014

Graduate School of Education and Professional Development

Preparing the Experienced Professional as Specialist

Elizabeth Campbell, Ph.D.
Marshall University Graduate College
100 Angus E. Peyton Drive
South Charleston, WV 25303-1600
campbelle@marshall.edu
304.746.1984

Course Title

CI 705: Higher Education Curriculum

Credit Hours

03

Prerequisites

None

Catalog
Description

This course is an introduction to the development and

management of curriculum in higher education institutions

Instructor

Elizabeth Campbell, Ph.D.

Office Hours: Tu, Wed, Th 1-4, and by appointment*
Office address: KANAGC 244
Office telephone: 304.746.1984
campbelle@marshall.edu
* I understand the complicated nature of your schedules, so
please dont hesitate to arrange meetings with me outside of
office hours. As much as possible, I will make myself available
at times that are convenient to you, including evenings and
weekends.

Required Texts

Bok, D. C. (2013). Higher education in America. Princeton, N.J.:

Princeton University Press.
American Psychological Association. (2010). Publication Manual
of the American Psychological Association (6th Ed.).

Recommended
Texts

Conrad, C., & Johnson, J. E. (2008). College & university

curriculum: Placing learning at the epicenter of courses,
programs and institutions. Boston, MA: Pearson Custom

Publishing.
DeVitis, J. L., & Boeckenstedt, J. (2013). Contemporary colleges
& universities: A reader. New York: Peter Lang.
Harper, S. R., Jackson, J. F. L., & Austin, A. E. (2011).
Introduction to American higher education. New York:
Routledge.
Lattuca, L. R. & Stark, J. S. (2009). Shaping the college
curriculum: Academic plans in context. San Francisco,
CA: Jossey-Bass.
Levin, J. S., & Kater, S. (2013). Understanding community
colleges (Core concepts in higher education). New York:
Routledge.
Margolis, E. (2001). The hidden curriculum in higher education.
New York: Routledge.
Smith, B. (2013). Mentoring at-risk students through the
hidden curriculum of higher education.
Supplemental
Resources

Readings and other materials provided by the instructor or

accessed on-line.

Software
Specifications

Assignments submitted by attachment or in the drop box must

be done using Microsoft Word and must be in .doc or .docx
format. Other formats are not acceptable.

Rationale

This course is an introduction to the development and

management of the curriculum in higher education institutions.
The successful completion of this course will result in students
having a basic comprehension of the following:
The nature of curriculum in an education setting.
Historical Context of Higher Education Curriculum.
Factors that influence curriculum in higher education.
Roles of the various majors within the curriculum.
Curriculum assessment, development, and change.
Current and future trends of curriculum development.

Major Topics

Overview of higher education curriculum

Historical context of higher education curriculum
Higher education curriculum and accreditation and
control.
Developing a General Education curriculum.
Developing Majors and Degree programs.
Development of Graduate programs.
Assessment of curriculum.
Distance Learning and Curriculum.
The impact of multiculturalism and internationalization on
curriculum.
The future of curriculum development.

Objectives or
Learner
Outcomes

After completing this course, the student will be able to:

1. Provide an overview of the development of curriculum in
higher education.
2. Examine curriculum management in the higher education
setting.
3. Examine the purpose and use of curriculum in higher
education.
4. Identify what groups or agencies control curriculum.
5. Provide a knowledge base of the major components of
higher education curriculum.
6. Examine the components of review, approval, change
and termination processes.
7. Examine assessment of curriculum outcomes.
8. Examine varied approaches to curriculum delivery.
9. Examine the impact of multiculturalism on higher
education curriculum.
10.Analyze, evaluate, and propose changes to higher
education curricula.

Field/Clinical
Experiences

None

Grading

1) Annotations (4)

400 pts.

Identify, read, and annotate at least one peer reviewed journal article
related to the weeks topic. Remember that a scholarly annotation
both summarizes and evaluates an article; for the purposes of this one
to three page (single spaced) assignment, you should do both.
Summarize by addressing questions such as:
1. What is the article about? (Think "elevator speech.")
2. What are the author's main points, claims, or arguments?
Evaluate by addressing questions such as:
1. Where does this article fit in the overall literature?
2. What implications might this have for curriculum?
3. How reliable is this article? (Think in terms of scholarly
credibility.)
4. How useful is the article to your own research?

2) Final Project & Presentation (1)

200 pts

Per our in class discussions, your final project may be done either
collaboratively on your own. Your final project may be a 15-20 page
research paper, prepare a 15-20 minute conference presentation or a
full panel; an original course that fits your curriculum or a preliminary

draft of a curriculum; please choose whatever form for this project will
be most useful to you.

Late
Assignments

Late assignments lose one full letter grade during the first
seven days they are late, and another full grade each week
thereafter. Nothing will be accepted after Exam Day.

Policies

Marshall Universitys policies are spelled out here:

http://www.marshall.edu/wpmu/academic-affairs/policies/
As a Marshall student, it is your responsibility to familiarize
yourself with these policies, which include information about
everything from academic dishonesty to inclement weather to
disability services. Please take time to review them now.

______________________________________________________________
______________________________________________________________

COURSE & ASSIGNMENT OUTLINE

CI 705: Higher Education Curriculum
Campbell: Fall, 2014 (August 27-December 10)
WEEK 1

FACE TO FACE MEETING

Topic:

Course Overview: Designing our Own Course

Readings:

Supplied (at meeting)

Activity:

Course Goals Discussion (small & large group)

Assignments Discussion (small & larger group)
Discussion

WEEK 2

FACE TO FACE MEETING

Topic:

The Context

Readings:

Bok, pp. 1-76

Assignments:

August 27

Septembe
r3

In your small groups:

a. Decide on your work process and schedule.
b. Come to some kind of consensus on your course goals
c. Discuss what kinds of assignments, texts, and activities will
get us to our agreed upon course goals.
d. Come prepared to present and argue for your groups
choices.

Activity:

Course Goals Presentations & Discussion (large group)

Assignments Presentation & Discussion (large group)
Rubric(s) Design (maybe)
Bok Discussion

WEEK 3

FACE TO FACE MEETING

Topic:

Undergraduate Education

Readings:

Bok, pp. 77- 224

Septembe
r 10

Assignments:
Activity:

WEEK 4

ONLINE WORK (See Blackboard Course Site for Details)

Topic:

Graduate & Professional Education

Readings:

Bok, pp. 225 - 318

Assignments:

WEEK 5

Septembe
r 17

Identify articles (and journals) for further study this semester.

FACE TO FACE MEETING

Topic:

Research & Last Words

Readings:

Bok, pp. 321-412

Septembe
r 24

Assignments:
Come prepared to share article or journal titles that seem
particularly relevant.
Activity:

Article Discussion
Bok Discussion

WEEK 6

ONLINE WORK (See Blackboard Course Site for Details)

Topic:

Accreditation/Assessment/Accountability

Readings:

Articles related to topic in your area of interest.

Assignments:
Activity:

October 1

Annotation

Complete annotation and post to this weeks discussion board.

WEEK 7

FACE TO FACE MEETING

Topic:

Accreditation/Assessment/Accountability

Readings:

Read colleagues annotations

October 8

Assignments:
Come prepared to present your annotation and discuss the
annotations of others.
PROJECT PROPOSAL DUE (1 -2 page sketch of project topic, form,
and sources)
Activity:

Presentations
Discussions

WEEK 8

ONLINE WORK (See Blackboard Course Site for Details)

Topic:

Curriculum Design and Pedagogy

Readings:

Articles related to topic in your area of interest.

Assignments:
Activity:

October
15

Annotation

Complete annotation and post to this weeks discussion board.

WEEK 9

FACE TO FACE MEETING

Topic:

Curriculum Design and Pedagogy

Readings:

Read colleagues annotations

October
22

Assignments:
Come prepared to present your annotation and discuss the
annotations of others.
Activity:

Presentations
Discussions

WEEK 10

ONLINE WORK (See Blackboard Course Site for Details)

Topic:

Diversity/Multiculturalism/Internationalism

Readings:

Articles related to topic in your area of interest.

Assignments:
Activity:

WEEK 11

October
29

Annotation

Complete annotation and post to this weeks discussion board.

FACE TO FACE MEETING

November
5

Topic:

Diversity/Multiculturalism/Internationalism

Readings:

Read colleagues annotations

Assignments:
Come prepared to present your annotation and discuss the
annotations of others.
Activity:

Presentations
Discussions

WEEK 12

ONLINE WORK (See Blackboard Course Site for Details)

Topic:

Change and Future Concerns

Readings:

Articles related to topic in your area of interest.

November
12

Assignments:
Annotation
PROJECT ROUGH DRAFT DUE (at least 50% completed)
Activity:

Complete annotation and post to this weeks discussion board.

WEEK 13

FACE TO FACE MEETING

Topic:

Change and Future Concerns; Final project proposals

Readings:

Read colleagues annotations

November
19

Assignments:
Come prepared to present your annotation and discuss the
annotations of others.
Activity:

Presentations
Discussions
Project Conferences

THANKSGIVING BREAK: NOVEMBER 22 30

WEEK 14
Topic:

ONLINE WORK (See Blackboard Course Site for Details)

Final Projects

Assignments:

Research & activity related to your semester project

December
3

WEEK 15

FACE TO FACE MEETING

Topic:

Final Projects

Activity:

Presentations
Discussion
Reflection

December
10

Bibliography (updated 08/2014)

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Bok, D. C. (2013). Higher education in America. Princeton, N.J.: Princeton
University Press.
Briggs, C. (2007, December). Curriculum collaboration: A key to continuous
program renewal. The Journal of Higher Education, 78(6).
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Conrad, C., & Johnson, J. E. (2008). College & university curriculum: Placing
learning at the epicenter of courses, programs and institutions. Boston, MA:
Pearson Custom Publishing.
DeVitis, J. L., & Boeckenstedt, J. (2013). Contemporary colleges & universities: A
reader. New York: Peter Lang.
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Zhao, Y. (2009). Catching up or leading the way: American education in the age of
globalization. Alexandria, Va: ASCD.
Higher Education Journals, Magazines, and Newspapers:
Journals
Academic Questions
Educational Assessment, Evaluation, and Accountability
Journal of Diversity in Higher Education
The Journal of Excellence in College Teaching
The Journal of General Education
The Journal of Higher Education
Higher Education
Innovative Higher Education
Research in Higher Education
The Review of Higher Education
Thought and Action
Magazines and Newspapers:
Change
The Chronicle of Higher Education
Inside Higher Education
See also this comprehensive list of journals related to higher education:
http://www.cideronline.org/jihe/view1.cfm