Curriculum Design
My work in this area examines the direction of the changes in theory and practice with specific reference to relevance. I have developed some approaches and methods to curriculum development and re-engineering that are based on empirical data from industry about the skills it most values.
I also work in the distance education area, building upon my work in the development of on-line masters programs in information systems and software engineering.
The interplay – and sometimes conflict – between “theory” and “practice” in technology education and training is well documented. Scholars and practitioners have been writing about it for decades – and are likely to continue to do so. Much of these discussions have been about the roles that each community should play: educators should educate; practitioners should apply; educators should communicate principles; practitioners should train. But the relationship is far more complicated than the simple definition of roles. There are issues that surround the pace and trajectory of change in theory and practice. There are issues surrounding the evolving roles of “educators” and “trainers,” and there are even issues surrounding the responsibilities that theory and practice have to their constituents: as careers get more difficult to build around academic technology majors steps should be taken to improve professional opportunities.
I have also been closely involved with the development of workshops and seminars as well as whole training programs.