Course, program, and curriculum gaps: Assessing curricula for targeted change

Barbara D. Gannod, Gerald C. Gannod, Mark Henderson

Research output: Chapter in Book/Report/Conference proceedingConference contribution

5 Scopus citations


In the Spring Semester of 2004, a gap analysis team at Arizona State University analyzed the impact of a significantly funded curriculum development program targeted at improving the abilities of interns and fresh graduates to develop embedded systems. To assist in this endeavor, the team identified three criteria for characterizing gaps between a desired and actual curriculum. In the past, the curriculum development program had been introducing new courses (targeting Curriculum Gap) in an attempt to update curriculum. However, due to program constraints, students were essentially unaffected by the curriculum changes (a Program Gap). It was determined that Course Gaps were the least problematic gaps to address in the short term and had a high impact on interns and graduates of the programs. This paper describes the set of criteria that we have developed for classifying different kinds of gaps and the process used in both gathering data and assessing a program to affect curriculum improvement. Specifically, we demonstrate that curriculum change requires a disciplined and systematic methodology that goes beyond simply adding new courses. Finally, we describe our experiences in applying gap classification and the impact of the gap analysis upon the curriculum program.

Original languageEnglish (US)
Title of host publicationProceedings - Frontiers in Education, 35th Annual Conference
Subtitle of host publicationPedagogies and Technologies for the Emerging Global Economy, FIE'05
StatePublished - Dec 1 2005
EventFrontiers in Education - 35th Annual Conference 2005, FIE' 05 - Indianapolis, IN, United States
Duration: Oct 19 2005Oct 22 2005

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565


OtherFrontiers in Education - 35th Annual Conference 2005, FIE' 05
Country/TerritoryUnited States
CityIndianapolis, IN


  • ABET constituents
  • Accreditation
  • Assessment
  • Curriculum reform

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications


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