Current Condition of Michigan Curriculum Materials Centers and Collections in Academic Institutions

Oct 15, 2026

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A 2005 sabbatical study identified 24 distinct curriculum materials centers or collections (CMCs) across Michigan colleges and universities, examining their number, characteristics, and overall quality for supporting education faculty and students. A follow-up 2014 study evaluated whether CMCs changed in response to economic and academic shifts since 2005. The paper analyzes terminology, institutional access, and directory findings to explain how these centers evolved.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Introduction

Curriculum materials centers (CMCs)

Literature Review

Methodology

Education Libraries, 38:1 (2015) © Education Division, Special Library Association Research Article Current Condition of Michigan Curriculum Materials Centers and Collections in Academic Institutions RITA KOHRMAN 1 Grand Valley State University, Grand Rapids, MI Abstract A 2005 sabbatical study revealed 24 unique curriculum materials centers or collections (CMCs) in Michigan colleges or universities. The focus of the study was to investigate the number, characteristics, and quality of these centers and collections supporting education faculty and students. A follow up 2014 study asked how or if the Michigan curriculum materials centers and collections changed due to the economic and academic changes that have occurred since 2005. Introduction In 2005, the focus of my sabbatical was to investigate the number, characteristics, and quality of curriculum materials centers and collections in academic institutions in Michigan. At that time, I found 24 unique centers or collections. My 2014 study asked how or if the Michigan curriculum materials centers and collections changed due to the economic and academic changes which have occurred since 2005. Curriculum materials centers (CMCs) are specialized centers and collections developed to support teacher education programs within colleges and universities. The CMCs are usually located in libraries or education buildings. Instructional materials used in preschool through highschool classrooms are found in the collections. Many centers also have educational equipment found in school systems such as binding machines, laminators, poster printers, and die cuts, to name a few. Henry Harap (1932) is given credit for coining the term curriculum laboratory. He used it to describe centers, specialized libraries, or collections set aside for education faculty and students. The term curriculum laboratory was widely used until the 1960s, when center became the preferred designation. The publications of the seven editions of Directory of Curriculum Materials Centers have referred to these collections and facilities as centers since 1981. 1 Rita Kohrman is currently the Education, Curriculum Materials Library, and Juvenile/Young Adult Literature Librarian at Grand Valley State University Libraries in the Grand Rapids, MI. She received her Bachelor’s degree from St. Andrews Presbyterian College in Laurinburg, NC. She received her Master’s in Library Science degree in 1993 from Wayne State University in Detroit with a K-‐12 library certification. Since joining GVSU Libraries in 1994, Ms. Kohrman received a Master’s in Education (Adult and Higher Education) degree from GVSU in 2003 . Her research interests include library, computer, and research anxieties of education graduate students and curriculum materials collections and centers. Her passion for teaching the research process is reflected in her selfidentification as a teacher-‐librarian, and in 2003, she was awarded the Pew Excellence Award for Library Faculty. Education Libraries, 38:1 (2015) © Education Division, Special Library Association While some CMCs may still use the term laboratory, such as Michigan’s Oakland University’s Educational Resources Lab, many colleges and universities use center, library, or collection when referring to their education curriculum materials and/or equipment. Carroll (1961) found the variation in terms (laboratory, lab, center, collection, library, etc.) to be one reason for the confusion and misunderstanding when researchers study CMCs. My 2005 sabbatical study of Michigan CMCs confirmed Carroll’s observations of name confusion. When initially contacted in 2005, education librarians or education staff or faculty did not understand that I was interested in not just curriculum materials centers. I was also curious if education faculty and students had access to curriculum resources that may or may not be located in centers or libraries. Survey respondents would often say something

FAQs

What was the purpose of the 2005 sabbatical study in Michigan?

It investigated the number, characteristics, and quality of curriculum materials centers and collections in Michigan colleges and universities.

What did the 2014 follow-up study focus on?

It examined whether Michigan CMCs and their collections changed due to economic and academic developments since 2005.

Why does the paper discuss different terms such as laboratory, center, and collection?

It explains that variations in terminology created confusion for researchers and respondents when studying CMCs.

Oct 15, 2026

Upload by ahduag