The Curriculum: Transformation or Tinkering?
In instituting a plan for curriculum development the dean took a conservative approach and one that is typical of most colleges similar to his; he appointed a number of committees and charged each to examine some aspect of curriculum. Changing curriculum involves more than introducing variations in the content of particular courses. The curriculum for undergraduates is most often a composite of what each section of the university departments wants to have included in the course material, and the fact of sameness is then interpreted as a kind of universal wisdom among informed scholars as to what constitutes a proper education for all undergraduates. David Bayley of the University of Denver is even more critical of faculty efforts at curriculum change. To organize a review of curriculum changes, some kind of analytic structure is needed. Axelrod's suggested model for the analysis of curriculum change, as noted earlier, uses six elements: content, schedule, certification, group/person interaction, student experience, freedom/control.