Problem-Based Learning in General Education at Samford University: A Case Study of Changing Faculty Culture Through Targeted Improvement Efforts

Problem-Based Learning in General Education at Samford University: A Case Study of Changing... 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 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of General Education Penn State University Press

Problem-Based Learning in General Education at Samford University: A Case Study of Changing Faculty Culture Through Targeted Improvement Efforts

Loading next page...
 
/lp/penn-state-university-press/problem-based-learning-in-general-education-at-samford-university-a-j1z746W2IS
Publisher
Penn State University Press
Copyright
Copyright © 2002 The Pennsylvania State University.
ISSN
1527-2060
Publisher site
See Article on Publisher Site

Abstract

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

Journal

The Journal of General EducationPenn State University Press

Published: Apr 1, 2002

There are no references for this article.

You’re reading a free preview. Subscribe to read the entire article.


DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Elsevier, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create folders to
organize your research

Export folders, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

PDF Discount

20% off