Systematic Integration of Consumer Input into Curriculum Revision

Abstract

This paper employs Lippitt, Watson, and Wesley's perspective of planned change to analyze the curriculum revision efforts of faculty at the University of Wisconsin-Madison from 1969 to 1973. It is the consensus of the authors that it is possible and appropriate to apply the same motions we commonly associate with “good social work practice” to curriculum revision. Each of the phases of change is examined analytically and behaviorally from the standpoint of actions which occurred during that phase. The result of the change process was the acceptance of a new structural model within which to build curriculum.