Higher Education Curriculum and Faculty

January 28, 2023

Higher Education Curriculum and Faculty

Order Number	676542356576345
Type of Project	ESSAY/DISERTATION
Writer Level	PHD/MASTERS CERTIFIED
Format	APA/MLA/HARVARD/OXFORD
Academic Sources	10 -20
Page Count	4-8 PAGES

Instructions/Descriptions

Higher Education Curriculum and Faculty

The purpose of this discussion forum is to provide an opportunity for students to write and reflect on the changes to higher education curriculum over the years and the changing dynamics concerning higher education faculty. This will help students gain a historical understanding of the development of higher education curriculum and faculty roles, which will provide a framework for leading in today’s higher education settings. Initial Thread: Respond to one of the following: 1. Discuss the classical curriculum of the American colonial colleges, Charles Elliot’s overhaul of undergraduate education through the elective system, and the Yale Report of 1828. Then provide a brief statement on how and why higher education curriculum began changing so drastically in the mid-1850s.

Discuss the pressures on the American professoriate and the changes that happened, during the 1860 – 1960s. Provide a brief statement concerning how and why the autonomy of the professorate eroded during this period and include a brief statement about tenure and how discipline specialization was important for academic research and graduate programs during this period.

Here is one of the source here( Bastedo, M. (2016) American Higher Education in the 21st Century: Social, Political, and Economic Challenges, 4th edition, John Hopkins University Press, Baltimore)

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Higher Education Curriculum and Faculty

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.