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Developing Measurable Cross-Departmental Learning Objectives for Requirements Elicitation in an Information Systems Curriculum
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Ezell, Jeremy D.; Lending, Diane; Dillon, Thomas W.; May, Jeffrey; Hurney, Carol A.; Fulcher, Keston H. – Journal of Information Systems Education, 2019
The ability to elicit information systems requirements is a necessary learning objective for students in a contemporary information systems curriculum, and is a skill vital to their careers. Common challenges in teaching this skill include both the lack of structure and guidance in information systems textbooks as well as the view that a student's…
Descriptors: Information Systems, Curriculum Development, Curriculum Design, Systems Analysis
The Relationship of Structure to Function at the Community College Level: Saddleback College as Model.
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Wells, Lynn K. – ACA Bulletin, 1990
Analyzes the relationship of Saddleback Community College's structure to functions and outcomes in the context of current changes in structure at the state level. (KEH)
Descriptors: Community Colleges, Curriculum Design, Departments, Educational Change
The Architecture of Teacher Education Programmes.
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Klinzing, H. G.; Borich, G. D. – European Journal of Teacher Education, 1984
A graphic approach to defining a teacher training program is described in this article. This process allows teacher trainers to mentally walk through the structure of a program and portray this structure visually. Roles of involved individuals, program design, and developmental functions are explored. (DF)
Descriptors: Curriculum Design, Design Requirements, Models, Preservice Teacher Education
A Project-Centric Curriculum Design
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Drinka, Dennis; Yen, Minnie Yi-Miin – College Teaching Methods & Styles Journal, 2006
Student success was the motivation for evolving an individual project-based course into a project-centric curriculum. A one semester project was first extended across a sequence of three interrelated courses tied together through their focus on the success of small team projects that spanned those courses. This sequence was then targeted as the…
Descriptors: Curriculum Design, Educational Change, Active Learning, Student Projects
The Four Pillars of the Social Science Curriculum.
Senesh, Lawrence – 1989
The social science curriculum must be supported by four pillars, the first of which represents value awareness. Social science programs must deal with values in order to help students set goals for themselves as individuals and as members of society. Students should be taught the importance of the values of this democratic society. The second…
Descriptors: Citizenship Education, Classroom Techniques, Concept Teaching, Curriculum Design