Office of Faculty Development

Course and Curriculum Planning

Cornesky, Robert.

The Quality Professor: Implementing TQM in the Classroom. Ed. Jennifer Lind et al. Madison, Wisc.: Magna, 1993. (209 pp.)
CSUH-FCET Library

Adopting the Total Quality Management (TQM) approach from the business world, this volume views the teacher-student relationship as equivalent to vendor-customer, manager-worker, and artisan-product relationships, but not a boss-employee relationship. Rather than a boss-type manager, a teacher should be a "lead-manager" who engages students in dynamic discussion, communicates clear expectations, asks students to inspect their own work, and serves as facilitator and coach in the learning process. Since "TQM is a procedure in which everyone strives to continuously improve the path leading to success" (p. vii), Cornesky sees this approach to teacher-student communication as the solution to the difficulties of higher education. In TQM fashion, the book ends with a self-assessment exercise by which readers can calculate the quality indexes of their own classroom processes.

Lowther, Malcolm A., Joan S. Stark, and Gretchen G. Martens.

Preparing Course Syllabi for Improved Communication. Research Program on Curriculum Design: Influences and Impacts. Ann Arbor, Mich.: The National Center for Research to Improve Postsecondary Teaching and Learning, 1989. (24 pp.)
CSUH-FCET Library

This brief pamphlet serves as an explanatory guide-in checklist format-for the items to include in constructing an effective course syllabus. Appendixes provide examples of goals and objectives from various academic disciplines, outline basic educational beliefs, offer alternatives for sequencing material, list rationale for selecting syllabus content, and suggest different possible definitions of disciplines.This brief pamphlet serves as an explanatory guide-in checklist format-for the items to include in constructing an effective course syllabus. Appendixes provide examples of goals and objectives from various academic disciplines, outline basic educational beliefs, offer alternatives for sequencing material, list rationale for selecting syllabus content, and suggest different possible definitions of disciplines.

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