Abstract:

The problem:
As numbers fluctuate in Graduate programs, courses have to be developed to accommodate both Masters and Ph.D. students. In addition, instructors have to be flexible and accept to give courses sometimes at the periphery of their specialization. This study investigates such a case.

The research:
We will report on an evaluation study of a graduate course (for Masters and Ph.D. students) in Curriculum Design and Implementation based on observational notes of the instructor.
First, we present a description of the course outline around the intended outcomes with a look at each stage. Second, we report on an analysis of field notes based on student participation, including also a description of the background of participants. Third, we examine the outcomes in-line with the initial intentions in order to evaluate the alignment of intents and outcomes.

The results:
Findings show that student intake varied in line with participants’ backgrounds. Throughout the duration of the course, the direction the course took was influenced by the assigned readings, and supported by in-class discussions. For the final assignment however, participants strongly put forth their own agendas in an effort to develop answers to whatever curricular design questions they had in mind to solve personally. Upon first examination, this trend felt disappointing as the group went from ‘community’ to ‘individuality’. A closer examination revealed how each participant took in the discussed course contents and appropriated them in a way that served their purpose. So overall the course could be deemed to have been successful.

Finally, we will make suggestions for modifications in such a course and recommend new pathways.

Keywords:

Curriculum, innovation, design, implementation.