The document discusses various models for curriculum development in higher education. It describes 11 different curriculum models including differentiated curriculum models, integrated curriculum models, and inquiry-based models. It also discusses factors to consider when developing or updating curriculum, such as learning environments, processes, and outcomes. The key aspects of different approaches to curriculum development are outlined as well, including behavioral, managerial, and academic approaches.

1. Curriculum Development Models By Dr.Kumuda Gurruao Advisor / Consultant to Hr.Edu / Corporate Sectors www.advisor2u.com

9. 6. Using a Learning Outcome-Led Model 7. Prescriptive & Descriptive models 8. iCarnegie's dynamic curriculum delivery model 9. Transformative curriculum model 10. Model based on faculty-driven processes and practices through dept initiatives

10. 11. Inquiry based model

11. According to Duncan McCallum , the deputy academic secretary at the University of Cambridge, “ A good curriculum should engage and challenge the student”.

13. separate, semi-integrated and Integrated approaches and associated models ‘ separate’ provision of the ‘academic support’ type has a limited impact, and that a mix of semi-integrated and integrated models of curriculum provision offers better prospects for helping a wide spectrum of students to succeed at university.

14. According to Digby Warren a learning, teaching and curriculum developer at London Metropolitan University, " Semi-integrated models of provision allow space within curricula for assisting less-prepared students to develop fundamental skills ," he says. "In addition, further individual help remains through forms of academic support congruent with discipline-specific needs."

15. Integrated curriculum: “A curriculum that is organized in such a way that it cuts across subject-matter lines and brings together various aspects of the curriculum. A meaningful association focuses upon broad areas of study in a holistic way and reflects the real world, which is interactive” (Shoemaker, 1989).

17. Source : http://vocserve.berkeley.edu/CW81/NewDesigns.html

20. Source : http://vocserve.berkeley.edu/CW81/NewDesigns.html

22. (ICAM) System provided teachers with the facility to identify the strengths and weaknesses of students and automatically prompted component lessons for remediation in weak concepts.

29. How can these educational experiences be organised effectively? How can we determine whether these purposes are being attained?

31. Source: http://www.icarnegie.com/curriculum/model.html