ABSTRACT
This chapter examines storytelling as an effective curricular practice, story-centered curriculum, and 21st-century digital story meta-assemblages. The design and development of curriculum requires consideration of professional or academic expectations and requirements, the contexts relevant to the intended outcomes, the design process, and strategies to manage implementation and evaluation. In higher education, the curriculum is typically viewed as a product that should be somewhat standardized to ensure that all students receive a comparable education. The National Survey of Student Engagement (NSSE) identifies high-impact practices (HIP) that are associated with high levels of student achievement in higher education. Schank states that a good curriculum should tell a story: The idea behind the story-centered curriculum (SCC) is that a good curriculum should tell a story. That story should be one in which the student plays one or more roles.
