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A Deductive, Participative, And Iterative Process: A Case Study In Curricular Review, Elizabeth Rozell, Jenifer Roberts, Cathy Starr, Sandy Bailey

Administrative Issues Journal

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 …