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• Cover
• Title
• Copyright
• Dedication
• Foreword
• Preface
• Purpose
• Audience
• Structure
• Acknowledgments
• About the Authors
• Chapter 1: Why Redesign Curriculum?
• The Call for Creativity and Adaptability
• Can Creativity Be Taught?
• Can Adaptability Be Taught?
• Why Change Curricula?
• The Learner-Centered Environment
• Creativity and the Power of Choice
• Chapter Summary
• Chapter 2: Curriculum Design in the Instructional Paradigm
• Curriculum History
• Disciplines and Divided Communities
• The Instructional Paradigm and Curriculum
• Ownership of Knowledge
• Five Underlying Assumptions
• Accrediting Bodies and Curricular Change
• Chapter Summary
• Chapter 3: The Learner-Centered Curriculum
• Postmodernism and Curriculum Design: Richness
• Postmodernism and Curriculum Design: Recursion
• Postmodernism and Curriculum Design: Relations
• Postmodernism and Curriculum Design: Rigor
• Postmodernism and Curriculum Design: Seeking Integration
• What We Mean by Learner-Centered
• Chapter Summary
• Chapter 4: Leading Curricular Implementation
• Adopting a Rogerian Approach
• Reducing Threat with Programs That Fit: Compatibility
• Reducing Threat Through Profitability
• Preparing Faculty
• Adopting Learner-Centered Attitudes and Behaviors
• Engaging in Conversations About the Possibilities: What If?
• Making the Most of Timing
• Infusing Assessment
• Chapter Summary
• Chapter 5: Learner-Centered Design in Practice
• Recursion
• Rigor
• Richness
• Relations
• Community
• Power Sharing
• Assessment
• Revising an Existing Program
• Chapter Summary
• Chapter 6: Assessment Aimed at Learner Autonomy
• Understanding Assessment in Learner-Centered Contexts
• Applying Assessment in Learner-Centered Academic Plans
• Chapter Summary
• Chapter 7: Innovating Through Technology
• Emerging Trends
• Breaking the Time-Bound Barrier
• Breaking the Place-Bound Barrier
• Fostering Autonomy Through Technology
• Building Community Through Technology
• Using Technology to Assess
• Chapter Summary
• Chapter 8: Learning Spaces That Support Learner-Centered Curricula
• Physical Spaces as Learning Environments
• Rethinking Our Use of Space
• The Influence of the Instructional Paradigm on Physical Spaces
• Realigning with the New Paradigm: What the Research Tells Us
• Renovating for Symbolic Impact
• Community and Collaboration by Design
• Sharing Power
• Low-Cost Options
• Chapter Summary
• Closing Thoughts
• References
• Index
• End User License Agreement