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Redesigning Natural Resources Curricula: A Redesign Process Model at Texas A&M University
Author(s) -
Fowler Debra A.,
Bakenhus Chelsea A. H.,
Kothmann Merwyn M.,
Macik Maria L.,
Poling Nate,
MacWillie Sherri
Publication year - 2016
Publication title -
natural sciences education
Language(s) - English
Resource type - Journals
ISSN - 2168-8281
DOI - 10.4195/nse2015.09.0019
Subject(s) - curriculum , excellence , engineering management , process (computing) , natural resource , medical education , engineering , resource (disambiguation) , curriculum development , engineering ethics , sociology , computer science , political science , pedagogy , medicine , operating system , computer network , law
Core Ideas An undergraduate natural resources education is improved at a major research university. The article describes a systematic curriculum redesign process in a university program. The program is improved by using data‐driven program design and assessment. The undergraduate curriculum is focused to ensure program and graduate quality based on industry/academic needs and trends.To remain current, departments and programs offering curricula in natural resource science aim to ensure that students develop the knowledge and skills identified as being crucial by experts in the field. Texas A&M University's Ecosystem Science and Management (ESSM) Department recently completed a large‐scale curricular update assisted by academic developers at the Center for Teaching Excellence (CTE) within the university. Using the comprehensive Program (Re)Design (PRD) model created by the CTE academic developers, the ESSM Department began by forming a PRD team identified from the department's faculty. This article details the process that the ESSM department utilized during their curriculum update, and provides a general overview of the PRD model. Examples of lessons learned (issues, solutions, and so forth) are also examined.