The Process of Curricular Development in Universities

An Analysis and Applications Using Diamond’s Model of “Process for the Development of Educational Programs”

Abstract

　 Diamond’s model of the “Process for the Development of Educational Programs” provides a valuable overall structure for faculty to use in course and program design. The model serves as a useful “roadmap” to show what the process could ideally be like. The main objective in applying the Diamond model to actual curricular development in universities is to facilitate collaboration between faculty and specialists in teaching and learning improvement.

　 In examining the application of the Diamond model at the Center for Research on Learning and Teaching in the University of Michigan, we found that in addition to its usefulness in curriculum development, several imaginative ways of using it had been identified, including its effectiveness as an inquiry tool in the context of their consultation work and the relevance of its data-collection methods for assessment.

　 Today in Japan, each university is expected to improve the quality of teaching and learning through its own efforts. In the final part of this paper we examine the potential applicability of the Diamond model to the Japanese higher education context. The development and provision of relevant inquiry methods and the strengthening of mechanisms of logistical support are essential in promoting effective dialogue among faculty with the aim of achieving consensus building and sound decision making related to dynamic program development. Such a strategy could be an effective approach to help with the development and enhancement of curricular design and assessment methods in Japanese universities.