As the worlds of technology, science and history change at a rapid pace, it is necessary for schools to adapt their teaching materials and methods. These shifts in curriculum require the support of faculty, students and administrators. However, implementing these changes can be difficult. A recent study by UMDNJ/SOM researchers suggests that the success of curricular change is influenced by several factors including clear mission, strong leadership, adequate resources and faculty development.
Respondents in the study emphasized that a key problem was lack of time and resources. This is especially true of faculty. Often they have many other professional commitments that take up their time. Additionally, they may be under pressure to produce results. Consequently, they have limited time and energy for the curriculum committees that need to meet to develop new curricula.
Faculty respondents also expressed concern about the quality of the curriculum. In their view, a new curriculum should be based on a clear definition of competencies, and the curriculum should be aligned with the student learning outcomes that are most important to the institution.
Finally, faculty responded that they wanted additional training in identifying the competencies. They also recommended that training go beyond workshops to include demonstration and mentoring. Additionally, interviewees suggested that the initial policy making process was critical to the success of a curriculum. They recommended that the work should be spread across a variety of committees so that all of the faculty can participate.