Curriculum Innovation And Renewal Process A Perspective Of The Civil Engineering Faculty

The content of this paper includes literature review on the curriculum innovation and renewal process. There is a lack of a universal methodology on what institutes a good curriculum. The problem is the budget, facilities, identification of customer needs and time variances that create great constraints that result in different approaches from campus to campus. A case study is presented which reflects the views of the civil engineering faculty at the University of Florida and the view of industry in a curriculum innovation and renewal workshop conducted by Mike Leonard, from Clemson under the Southeastern Universities Cooperation, on engineering education funded by the NSF. The main theme of this workshop is to let faculty and industry express their opinion about a process for continuing the curriculum renewal. The faculty are divided into two groups and are asked to rank issues related to the curriculum renewal process. The groups identified many items and finally narrowed them down to these final five items: 1) increased recognition; 2) modern labs; 3) reward good teaching; 4) faculty stress and 5) professional degree. The paper will discuss in detail the subject of the curriculum renewal process and provide conclusive remarks reflecting faculty views and overall assessment of the curriculum renewal process.