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Planning Introductory College Courses: Content, Context and Form
ARTICLE

ISAIJLS Volume 28, Number 5, ISSN 0020-4277

Abstract

Discusses college course planning and describes the results of an empirical study that explored faculty members' underlying assumptions about planning and their decision-making process when teaching introductory classes. Highlights include purposes faculty express for their courses; contextual influences that modify their intentions; and the way content is arranged. (Author/LRW)

Citation

Stark, J.S. (2000). Planning Introductory College Courses: Content, Context and Form. Instructional Science: An International Journal of the Learning Sciences, 28(5), 413. Retrieved May 29, 2020 from .

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