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No. 4, 2005 pages 85-110  \nPrinciples of Learner-centered Curriculum: Responding to the Call for Change in Higher Education  \nMARTHA CLEVELAND-INNES  \nAthabasca University  \nCLAUDIA EMES  \nUniversity of Calgary  \nABSTRACT  \nUsing well-known tenets of student development and student success as a central organizing premise, it is suggested that higher education curriculum should include outcomes related to the development of students as competent, lifelong learners. This imperative is driven by demands on higher education to prepare graduates for complex, dynamic, and information based social and occupational experiences. Curricula that prepare students with appropriate knowledge and skills to manoeuvre a changed and changing society is in order. Labelled a learner-centred curriculum, this approach includes, but goes beyond, the already explored learner-centred instruction (Lieberman, 1994; McCombs & Whistler, 1997; SCCOE, 2000; Soifer, Young & Irwin, 1989) to content and skill development regarding the mechanisms of learning and growth.  \nThe Canadian Journal of Higher Education Volume XXXV, No. 4, 2005  \n86 M. Cleveland-Innes & C. Emes  \nRÉSUMÉ  \nUtilisant des principes bien connus du développement et du succès de l’étudiant comme prémisse centrale d’organisation, la réforme du programme d’enseignement supérieur doit inclure des résultants liés audéveloppement de l’étudiant en tant qu’apprenti compétent à vie. Cet impératif est motivé par la nouvelle exigence en matière d’enseignementsupérieur pour préparer les diplômés à des expériences sociales et professionnelles complexes, dynamiques, et basées sur l’information. Un nouveau programme qui prépare les étudiants à des connaissanceset compétences appropriées pour faire avancer une société qui change constamment. Perçue comme un programme axé sur l’élève, cette approche inclu et dépasse le cadre de l’enseignement personnalisé déjà étudié à fond (Lieberman, 1994; McCombs & Whistler, 1997; SCCOE, 2000; Soifer, Young & Irwin, 1989) . Elle comprend le développement du contenu et des aptitudes relatif aux mécanismes d’apprentissage et de croissance.  \nINTRODUCTION  \nAn updated structure for curriculum in higher education will provide greater opportunity for students to manage their own learning. This serves as the central proviso of a learner-centered curriculum; a set of learning experiences that allow students to meet curriculum requirements and participate fully in the arrangement of their own learning experiences, such that they learn to do so successfully and continue to do so when their formal education is complete. At the same time, this can allow faculty to maintain focus on content issues, ensuring what is learned is most current and relevant.  \nThis new structure requires, among other things, new roles for faculty and students.“Role” is used here as a sociological construct, defined asa collection of behavioural requirements associated with a certain social position in a group, organization or society (Kendall, Murray & Linden, 2000) . Creation of these new roles will develop as three other required changes occur. First, required outcomes for content mastery and skill  \nThe Canadian Journal of Higher Education Volume XXXV, No. 4, 2005  \nPrinciples of Learner-centered Curriculum 87  \ndevelopment must be clear, explicit and readily available as a student makes his or her way through a program; expectations must be clear for appropriate behaviours to emerge. With this information, students participate actively in realizing outcomes. Second, what is known about human development and successful learning must become part of the curriculum. Rather than simply use all that is known about learning and development for students in higher education, curricula will be created that includes the requirement for things such as student involvement, student effort, faculty-student and student-s","cbCaicFa27fJplgM","https://ap.wps.com/l/cbCaicFa27fJplgM","pdf",95399,26,"English","# Principles of Learner-centered Curriculum\n## Responding to the Call for Change in Higher Education\n## Student learning outcomes and curriculum structure\n## Faculty and student roles in a learner-centred model","[{\"question\":\"What core premise organizes the proposed higher-education curriculum approach?\",\"answer\":\"Well-known tenets of student development and student success are used as the central organizing premise, leading curricula to include outcomes related to students’ development as competent lifelong learners.\"},{\"question\":\"Why is a learner-centred curriculum presented as necessary for higher education?\",\"answer\":\"It is driven by demands on higher education to prepare graduates for complex, dynamic, information-based social and occupational experiences, requiring curricula that help students manoeuvre in a changing society.\"},{\"question\":\"How does the learner-centred curriculum differ from learner-centred instruction?\",\"answer\":\"It goes beyond already explored learner-centred instruction by extending content and skill development to the mechanisms of learning and growth, and by making development an explicit part of the curriculum.\"}]","Principles of Learner-centered Curriculum - Responding to the Call for Change in Higher Education | PDF",1792084729,66]