TY  - CHAP
AB  - Abstract Curriculum design is an essential task that is complex, painstaking, thought provoking, and cognitively demanding. Often, educators leave curriculum design up to the “experts,” such as textbook makers, program directors, and curriculum leaders. Although deference to “experts” can be perceived as the more efficient way to approach curriculum design, it removes the power from the instructors to exert their expertise, content knowledge, pedagogical artistry, and ability to address the needs of their specific students. In turn, students’ learning and ultimate generalization and application of that learning may not be fully realized. This chapter seeks to challenge that deference of power and illustrate that curriculum design should be a fundamental component to any course design and implementation. This chapter will illustrate considerations that instructors must keep at the forefront of their thinking when designing curricula; specifically, the provision of relevant content that serves as a basis for sustained and successful employability and addressing diverse student learning needs. This chapter will also provide reasonable, practical frameworks for educators to use to embark on executing this critical component of teaching and learning.
VL  - 21
SN  - 978-1-78441-116-9/1479-3660
DO  - 10.1108/S1479-366020140000021019
UR  - https://doi.org/10.1108/S1479-366020140000021019
AU  - Orletta Nguyen H.
PY  - 2014
Y1  - 2014/01/01
TI  - Grounded in Practice: Designing & Implementing Relevant and Student-Centered Curriculum
T2  - Pathways to Excellence: Developing and Cultivating Leaders for the Classroom and Beyond
T3  - Advances in Educational Administration
PB  - Emerald Group Publishing Limited
SP  - 161
EP  - 181
Y2  - 2024/04/20
ER  -