Abstract
Your first involvement in educational planning is most likely to be at the level of course design, though a role in the broader issues of curriculum planning may also become a responsibility. There is no simple formula to guide you in these tasks. The reasons for this are two fold. Firstly, educational planning is a complex business involving more than purely educational considerations. For example, you will find that full account must be taken of the political and economic context as well as the content of the course. Lucky is the planner who can rely on the full cooperation of the teaching staff, has an adequate budget and does not have to take account of departmental or faculty politics.
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Guided Reading
For a usefulextension of the material in this chapter we suggest you have a look at theappropriate sections in Beard and Hartley’sbook Teaching and Learning in Higher EducationHarper andRow, London, 1984. Also recom- mended is Rowntree’s DevelopingCourses for StudentsHarper and Row,London, 1985; and Planning a Profes sional CurriculumbyFisher and Levine, University of Calgary Press, 1989.
More specificdiscussions on student matters are contained in the following:
TeachingStudents from Overseas: A Brief Guide for Lecturers and Supervisorsby B. Ballardand J. Clanchy, Longman, Melbourne, 1991.
Back to School: A Guide for Adults Returning to Studyby T.Horeand L. West, Methuen, North Ryde, 1982.
Facilitating theDevelopment of WomenNew Directions forStudent Services, No 29, Josey Bass, San Francisco, 1985.
The literatureon objectives is very extensive. A useful guide is the book by R. Beard, F.G.Healey and P.J. Holloway called Objectives in Higher Education(second edition), Society for Research in HigherEducation, London, 1974.
Theself-instructional book by R. Mager, Preparing InstructionalObjectives(secondedition) Lake, Belmont, California, 1984 isa useful how-to-do-it guide by one of the most well-known advocates ofthe use of objectives in teaching.
For a thoroughdiscussion of evaluation, plus examples of evaluation methods (e.g.questionnaires), we suggest you obtain copies of E. Roe and R. McDonald, InformedProfessional Judgement: A Guide toEvaluation in Post- secondary EducationUniversity of QueenslandPress, Brisbane, 1983; and E. Roe, R. McDonald and I. Moses, Reviewing Academic PerformanceUniversity of Queens- land Press,Brisbane, 1986.
Booksand articles referred to in this chapter
Taxonomy ofEducational Objectives. Handbook I: CognitiveDomainby B.S. Bloom et al., McKay, New York, 1956.
Taxonomy ofEducational Objectives. Handbook II: AffectiveDomainby D.R. Krathwohl, B.S. Bloom and B.B. Masia, McKay,New York, 1962.
A Guide to theClinical Clerkship in Medicineby D.R. Korst, University of Wisconsin,1973.
Educational Strategies in Curriculum Development: the SPICES Model byR.M. Harden, S. Sowden and W.R.Dunn, MedicalEducation18,1984, 284-297.
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© 1994 David Newble and Robert Cannon
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Newble, D., Cannon, R. (1994). Planning a Course. In: A Handbook for Medical Teachers. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-1426-4_5
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DOI: https://doi.org/10.1007/978-94-011-1426-4_5
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