← Education & Training Development College

Curriculum Development & Design Department

The Curriculum Development & Design Department trains curriculum specialists capable of designing geoscience and energy-engineering education programs from the ground up. Students learn industry skills-gap analysis techniques, methods for building competency-based and outcome-based (OBE) frameworks, and the principles of designing modular, evidence-based courses that satisfy accreditation requirements, applying these skills through real curriculum-development projects. Graduates leave able to take direct ownership of planning, designing, and revising curricula for institutions or companies as workforce demands shift.

⚙️ GeoAcademy System Administration College 🖥️ AI & Computing Sciences College 🔬 Basic Sciences College ⚡ Intelligent Geophysical Exploration College 🛢️ Resource & Energy Engineering College 🌍 Applied Geoscience Solutions College 💼 Economics, Policy & Strategy for the Future College 🎓 Education & Training Development College 🚀 Innovation & International Collaboration College

Curriculum Development & Design Department Professional Training & Skills Department Assessment & Certification Department Educational Technology & Innovation Department

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⭐ Dewey

Chair

💡 Progressive Education & Experiential Learning

Researchers (real GeoVerse Lab members) 19

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1876–1956

Franklin Bobbitt

Researcher

💡 Wrote The Curriculum (1918), founding curriculum-making as a systematic field of educational study

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1902–1967

Hilda Taba

Researcher

💡 Developed the Taba model of curriculum development, a grassroots, teacher-grounded sequence of needs diagnosis, objectives, content, organization, and evaluation

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1917–1998

David McClelland

Researcher

💡 Founded the competency movement with 'Testing for Competence Rather Than for Intelligence' (1973), shifting curriculum and selection design toward measurable, performance-predictive competencies

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1916–2003

John B. Carroll

Researcher

💡 Formulated the Model of School Learning (1963), defining aptitude as the time needed to learn to a criterion, foundational to mastery learning and outcome-based education

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1916–2002

Robert M. Gagné

Researcher

💡 Formulated the Conditions of Learning and the Nine Events of Instruction, founding systematic instructional systems design

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1928–2011

Howard Barrows

Researcher

💡 Developed Problem-Based Learning (PBL) at McMaster University Medical School, the small-group real-problem-driven curriculum method now used across professional education

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1871–1965

William Heard Kilpatrick

Researcher

💡 Formulated the Project Method (1918), organizing curriculum around purposeful, learner-planned real-world projects

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1826–1906

Christopher Columbus Langdell

Researcher

💡 Pioneered the casebook (case method) of professional instruction as Dean of Harvard Law School, later adapted across business, policy, and technical education

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1886–1974

Kurt Hahn

Researcher

💡 Founded Outward Bound and several expeditionary schools, pioneering structured wilderness challenge and field expedition as a curriculum for character and skill development

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1872–1939

Herman Schneider

Researcher

💡 Founded cooperative education in the United States at the University of Cincinnati (1909), formally alternating classroom study with paid supervised workplace experience

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1923–2020

Robert F. Mager

Researcher

💡 Developed the framework for writing precise, measurable instructional objectives and criterion-referenced instruction, foundational to modern skills-gap and needs-assessment practice

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1900–1986

Hyman G. Rickover

Researcher

💡 Directed the US Navy's nuclear propulsion training pipeline and publicly campaigned for rigorous, standards-driven STEM education reform

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1869–1942

Charles Riborg Mann

Researcher

💡 Authored the 1918 Mann Report, the first comprehensive national study of American engineering education, foundational to the modern ABET accreditation regime

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1899–1996

Fred S. Keller

Researcher

💡 Developed the Keller Plan (Personalized System of Instruction), a self-paced, mastery-oriented modular course architecture

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1913–1997

Malcolm Knowles

Researcher

💡 Popularized andragogy (adult-learning theory) and learner-constructed contracts, foundational to prior-learning recognition and stackable credential pathway design

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1921–1997

Paulo Freire

Researcher

💡 Founded critical pedagogy with Pedagogy of the Oppressed, arguing education must be grounded in learners' lived context and critical consciousness rather than passive transmission

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1871–1952

Charles A. Prosser

Researcher

💡 Architect of the 1917 Smith-Hughes Act, establishing federally-supported vocational and technical education explicitly aligned to specific occupational skill requirements

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1941–1998

Ronald L. Mace

Researcher

💡 Coined the term 'universal design,' requiring environments and materials to be usable by the widest range of people without need for adaptation, later adapted into Universal Design for Learning

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1794–1827

Georg von Reisswitz

Researcher

💡 Kriegsspiel (1824): the first rule-based, umpired training simulation adopted for professional education