Principles of Learner-Centered Curriculum: Responding to the Call for Change in Higher Education
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| Title: | Principles of Learner-Centered Curriculum: Responding to the Call for Change in Higher Education |
|---|---|
| Language: | English |
| Authors: | Cleveland-Innes, Martha, Emes, Claudia |
| Source: | Canadian Journal of Higher Education. 2005 35(4):85-110. |
| Availability: | Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/csshe/Pub/pub.html |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 26 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Student Centered Curriculum, Higher Education, Student Development, Educational Change, Teacher Role, Student Role, Skill Development, Lifelong Learning |
| ISSN: | 0316-1218 |
| Abstract: | Using well-known tenets of student development and student success as a central organizing premise, it is suggested that higher education curriculum should include outcomes related to the development of students as competent, lifelong learners. This imperative is driven by demands on higher education to prepare graduates for complex, dynamic, and information based social and occupational experiences. Curricula that prepare students with appropriate knowledge and skills to manoeuvre a changed and changing society is in order. Labelled a learner-centred curriculum, this approach includes, but goes beyond, the already explored learner-centred instruction (Lieberman, 1994; McCombs & Whistler, 1997; SCCOE, 2000; Soifer, Young & Irwin, 1989) to content and skill development regarding the mechanisms of learning and growth. |
| Abstractor: | Author |
| Number of References: | 67 |
| Entry Date: | 2007 |
| Access URL: | https://umanitoba.ca/outreach/csshe/Pub/pub.html |
| Accession Number: | EJ771040 |
| Database: | ERIC |
| Abstract: | Using well-known tenets of student development and student success as a central organizing premise, it is suggested that higher education curriculum should include outcomes related to the development of students as competent, lifelong learners. This imperative is driven by demands on higher education to prepare graduates for complex, dynamic, and information based social and occupational experiences. Curricula that prepare students with appropriate knowledge and skills to manoeuvre a changed and changing society is in order. Labelled a learner-centred curriculum, this approach includes, but goes beyond, the already explored learner-centred instruction (Lieberman, 1994; McCombs & Whistler, 1997; SCCOE, 2000; Soifer, Young & Irwin, 1989) to content and skill development regarding the mechanisms of learning and growth. |
|---|---|
| ISSN: | 0316-1218 |
