Claire H. Major Introduction Despite the many claims that the paradigm has shifted in higher education from a traditional instructional paradigm to a learning paradigm (Farmer, 1999; Fischetti, et al. 1996; Cambridge, 1996; Barr & Tagg, 1995; McDaniel, 1994), planning for curriculumwide change on campus is still a challenging task. Stark and Lowther (1988) note, for example, that faculty and administrators are sometimes reluctant to invest the necessary effort needed to pursue substantive curricular change. Barriers and resistance to change are common. In particular, institutional values, beliefs, and norms can impede change efforts. Most curriculum changes have been implemented on a short term, piecemeal basis within colleges and universities (Ewell, 1997) and thus the change has been neither widespread nor long lasting. Research should examine how curricular change can be accomplished over time and across programs and what cultural considerations enhance or impeded these efforts. This article attempts that by presenting the results of a case study focusing on one university's major curriculum transformation process that has been underway for over three years. The curricular reform efforts at this particular institution moved the university towards active, student-centered learning. The change process helped to promote curricular coherence because faculty
The Journal of General Education – Penn State University Press
Published: Apr 1, 2002
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