A Deductive, Participative, and Iterative Process: A Case Study in Curricular Review

Abstract

This paper focuses on a deductive, participative, and iterative process for curricular revision at a public Midwestern university in the Merchandising and Fashion Design program. A systematic, nonlinear, organized process is presented and details specific components used in curricular review. The guiding framework for the redesign was that of Garner and Buckley (1988). That is, feedback was solicited and incorporated from educators, students, and employers. In each of the two-year process, the program was viewed as a whole, with input from faculty at every step, and also viewed from a micro-perspective by examining each course individually. The process included peer review, with each faculty member encouraged to review not only their own courses, but those of their colleagues as well. At times, the curricular review process seemed overwhelming with the significant amount of data and resource constraints to consider. The systematic process presented assisted in managing multiple considerations and constituents involved in the curriculum review. Besides maintaining a relevant and current curriculum, the process provided a multitude of benefits for the department. Significant changes were made to the curriculum, but more honest relationships were reestablished and an increased understanding among colleagues was an unexpected benefit of the lengthy, but necessary, examination of the program and resulting curricular changes in the department.

The inevitable surge of online learning through the lens of English education lecturers during the unprecedented times

“…The perspective of the participants led to the need of having iterative process, involving repetition on teaching procedures that may be functional and useful to support teaching-learning process. Through iterative process, educators will most likely receive the most relevant and comprehensive outcome (Rozell et al, 2020) on what online resources that fit students' needs. Participants perceived that iterative process help them design lesson, implement lesson and analyze the work of students and refine lesson (Garver & Maloney, 2020).…”

A Collaborative, Online Learning Model for Fashion Design

“…Under the scope of the technological changes, some studies reviewed or proposed changes in the design or fashion design curriculum, to promote greater flexibility and collaborative learning experiences (Brandewie & Kim, 2019Coryell et al, 2014;de Fatima Sanches, 2018;de Martinez & Navalon;Esparragoza & Devon, 2005;Félix et al;Lehner & Wurzenberger, 2013;Menaouer et al, 2013;Rozell et al, 2020;Terkildsen & Pilgaard Harsaae, 2020). The study of Rozell et al (2020) described the extenuating process of curricular review, more and more required from educational institutions. It presented a deductive, participative, and iterative theoretical framework, less linear and continued, especially adequate for the needs of fashion design programs.…”