Today’s ever-changing learning environment is characterized by the fast pace of technology that drives our society to move forward, and causes our knowledge to increase at an exponential rate. The need for in-depth research that is bound to generate new knowledge about curriculum and program development is becoming ever more relevant.

Andragogical and Pedagogical Methods for Curriculum and Program Development offers an in-depth description of key terms and concepts related to curriculum and program development for both faculty and students, as well as program designers, instructional program developers, trainers, and librarians.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Curriculum Development and Evaluation Strategies
History and Philosophy of Curriculum Development
K-20 Education
Learner-Self Evaluation
Online Learning for Adults
Technology in Curriculum and Program Development
Transformative Learning Theory

Reviews & Statements

Scholars of education and instructors in other fields describe key terms and concepts related to curriculum and program development for educators, students, program designers, instructional program developers, trainers, and librarians. Among their topics are all roads lead to curriculum inclusive of social justice and democracy, creating effective adult learning by leveraging psychological capital and self-directness through the exercise of human agency, using creativity to facilitate an engaged classroom, designing online curricula for adult learners, dynamics of informal learning in two local markets in Ile-Ife in Southwest Nigeria, and expanding the discourse of identity in the English language arts curriculum.

– ProtoView Book Abstracts (formerly Book News, Inc.)

Aims to help curriculum developers for adults (andragogy) and children (pedagogy) explore the implications of the latest research on the complex processes involved in deciding what to teach and how best to teach and assess student/adult learning. [...] Recommended for anyone in the field of higher education considering the important questions about how university curriculum should be transformed in the coming decades to make it more relevant and meaningful to university students. It is particularly important for deans and other university leaders to provide food for contemplation about how curriculum development processes should be modified and in some cases completely revamped.

– Dr. Mark P. Ryan, Superintendent, North Valley Military Institute, USA

In summary, this resource-filled book not only advocates the pedagogical and andragogical design of curricula and program, it implores practitioners, scholars, and professionals to extend their approach beyond pedagogy and andragogy in developing curricula and programs influenced by seminal theories in adult education and K-12 or higher education. This book is filled with relevant and insightful information and resources that will be a boon to practitioners, scholars, and professionals who design curricula and programs for their organizations.

– Althia Ellis, Journal of Transformative Education, 73 (5)

The great strength of this book is that virtually all the ideas expressed show how the simplistic scheme of "here is a test, and here is a curriculum focused on how to pass that test", is seriously reductionist and deficient. This is a book about perspectives, not about the status quo. Just as the teaching profession should be considered from multiple viewpoints, so should also conception and implementation of curricula.

– Dennis Keefe, New Horizons in Adult Education & Human Resource Development 28 (1)

Embedded with unequivocal content, the text encompasses meaningful positions on how reconstructing the praxis of curricula and program development would reform education in the kaleidoscopic society.

– Corinth Evans, PhD Student, Florida Atlantic University, USA

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Editor/Author Biographies

Professor Viktor Wang has brought leadership to the study of education. He has solidified scholars’ understanding of how to conduct research into the complexities of the learning process. Alongside the production of 240+ refereed publications, Dr. Wang has provided many opportunities for his peers and students to develop their scholarly capabilities and stimulated the research agendas of numerous colleagues. His reputation as an empirical and interpretive researcher has resulted in his receiving the 2016 Presidential Award for Exceptional and Innovative Leadership in addition to multiple institutional awards both at home and abroad.

To view how Dr. Wang has become a published professor, please click here.

To view how Dr. Wang received an award and narrated a series of videos for international leaders, click on this video.

Dr. Valerie C. Bryan is a Charles Stewart Mott Eminent Scholar and Professor in Educational Leadership & Research Methodology in Adult and Community Education at Florida Atlantic University. She will also receive the International Adult and Continuing Education Hall of Fame’s (IACEHOF) Class of 2015 by the Board of Directors of the International Adult and Continuing Education in November, 2015. She also will be featured as one of “The 100 Women of Florida Atlantic University” in the Spring 2016. Other recognitions and awards include “woman of outstanding leadership” by The International Women’s Leadership Association, 2013; an award for a research project with Homeland Security “Emergency Alert Technology for the Profoundly Deaf”; FAU’s Unsung Hero Award for mentor roles, 2013; FAU’s Outstanding Academic Advisor of the Year, 2012; Outstanding Virtual Presentation Award as a co-presenter at E-Learn 2011-2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Honolulu, Hawaii; FAU Graduate Mentor Award, 2011; MacAWARD Exceptional Faculty for College of Education, 2009; FAU College of Education Distinguished Teacher of the Year, 2009; FAU’s President's Award, 2006-2007; FAU College of Education's Distinguished Teacher of the Year, 2006; FAU College of Education Teacher of the Year, 2005-2006; Clemson University’s President’s Award, 1993; State of North Carolina’s Individual of the Year, 1984, for the Mountain to the Sea Trail; and Co-Webmaster of One of Top Ten US Literacy Internet sites, 1998. At Florida Atlantic University, she teaches courses in adult learning, executive leadership, aging, integration of technology, and a host of other subjects (52 different courses), in multiple platforms. Her research areas focus on virtual learning communities, communities of practice, successful aging, and global learning. She has chaired over 90 dissertations while at FAU, received over $2 million in grants, and been asked to do 11 comprehensive evaluations of systems outside of FAU. She has served on two statewide assessments related to technology and online learning systems. She serves as a reviewer for the Journal of Applied Gerontology, has contributed to several blogs for Partnership for 21st Century Skills (P21); has abbreviated work in www.eddigest.com; has contributed the “information technology book chapter” for the National Recreation and Park Association’s Management text, a required text for all parks and recreation programs nationwide (2016, 2010, 2005, 1999) and the accompanying Compendium (2016, 2010, 2005). She has contributed three books; 30 book chapters; reviews for 7 books; international, national and state journal articles (52 refereed; 11 non-refereed); international, national, state, regional and local presentations (84 refereed; 190 non-refereed); as well as international virtual presentations to Canada, Hawaii, Spain, and China. Her work is the highest cited on ResearchGate.net for her department.

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