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IJTLHE: Special Issue on Faculty Planning and Curricular Coherence

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Volume 33, Number 1, 1-3. ISSN 1812-9129

In Spring 2014, the Teagle Foundation launched its Faculty Planning and Curricular Coherence initiative to help institutions address the following question: How can faculty work together to create a more coherent and efficient curriculum whose goals, pathways, and outcomes are clear to students and other constituencies with a stake in the future of higher education? Over 115 institutions reflecting the diversity of American higher education have implemented projects designed to address course proliferation and promote greater curricular coherence and integration to promote student success.

This special issue includes articles that recognize the critical role faculty—as “owners” of the curriculum—play in this work, and strategies on how to position curricular coherence as an instructional innovation and catalyst for broader change aimed at nothing short of enhancing student learning and success. Institutions showcase their work on curricular coherence, connecting it to the broader scholarly literature on teaching, learning, and assessment in this special issue of the peer-reviewed International Journal of Teaching and Learning in Higher Education (IJTLHE), a publication of the International Society for Exploring Teaching and Learning (ISETL). This special issue was published in collaboration with the American Association of Colleges & Universities (AAC&U).