The following recommendations are from Lisa Janicke Hinchliffe, Past-President (2011-2012) of the Association of College and Research Libraries. She co-teaches a graduate course on academic librarianship and when discussing the topic of understanding curriculum, they assign these readings:
Alire, Camila A and G. Edward Evans. Academic Librarianship (Neal-Schuman, 2010). Chapter 5 “Curriculum”
Barr, Robert and John Tagg. “From Teaching to Learning: A New Paradigm for Undergraduate Education.” Change (Nov/Dec 1995): 13-25. [EJournals]
Boyer Commission on Educating Undergraduates in the Research University. “Reinventing Undergraduate Education: A Blueprint for America’s Research Universities.” [known as “the Boyer Report”]. Read “Academic Bill of Rights” (pgs 12-13) and skim the “Ten Ways to Change Undergraduate Education” in order to become familiar with the ten recommendations.
Ratcliff, James L. “What is a Curriculum and What Should It Be?” Handbook of the Undergraduate Curriculum: A Comprehensive Guide to Purposes, Structures, Practices and Change (Jossey-Bass, 1997) 5-29. [EReserve]
She also recommends this book:
“This is an extraordinary book that offers not a particular curriculum or structure, but a comprehensive approach for thinking about the curriculum, ensuring that important considerations are not overlooked in its revision or development, and increasing the likelihood that students will learn and develop in ways institutions hope they will. The book brings coherence and intention to what is typically an unstructured, haphazard, and only partially rational process guided more by beliefs than by empirically grounded, substantive information. Lattuca and Stark present their material in ways that are accessible and applicable across planning levels (course, program, department, and institution), local settings, and academic disciplines. It’s an admirable and informative marriage of scholarship and practice, and an insightful guide to both. Anyone who cares seriously about how we can make our colleges and universities more educationally effective should read this book.”
— Patrick T. Terenzini, distinguished professor and senior scientist, Center for the Study of Higher Education, The Pennsylvania State University.