Core Frame Model Coursework

The Core frame model is a model showing the urban structure of the Central Business District of a town or city. The model was first suggested by Ronald R. Boyce and Edgar M. Horwood in 1959.[1]

The model includes an inner core where land is expensive and used intensively, resulting in vertical development. This area is the focus of the transport system and has a concentrated daytime population. The outer core and frame have lower land values and are less intensively developed.[2] The various land uses are linked to the bid rent theory. The zone of assimilation and zone of discard are together called the zone of transition.

See also[edit]


Further reading[edit]

  • Waugh, David Geography: An Integrated Approach 1995
  1. ^Edgar M. Horwood and Ronald D. Boyce, "The CBD Core-Frame Concept," Chapter 2 in their Studies of the Central Business District and Urban Freeway Development (Seattle: University of Washington Press, 1959).
  2. ^Goodall, B. (1987) The Penguin Dictionary of Human Geography. London: Penguin.

Colorado State University-Global Campus Instructional Model
Purposeful, Participatory, and Project-Based (P3)

CSU-Global is committed to the development of quality online courses, as well as excellence in instructional design and delivery. All courses are designed to ensure that CSU-Global promotes student engagement and provides learners with the tools and information they need to be successful. The process of maintaining and upholding courses to the highest standards involves continuous quality improvement that is student-centered, faculty and data-driven, and implemented via an industry analysis and peer-review process. Alignment of learning outcomes, assessments, resources, student engagement, and technology all contribute to the success of CSU-Global students. Additionally, faculty play a pivotal part in the execution and delivery of these aligned learning opportunities. To attain and maintain its standards, the following three parameters frame CSU-Global’s P3 Instructional Model.

CSU-Global’s Approach to Instruction: Purposeful.

CSU-Global recognizes the career goals of its student body and acknowledges that time plays a critical factor in achieving those goals. Therefore, CSU-Global embraces a purposeful approach on how to best support the completion efforts of its students. Course design maintains the same framework across all programs. This consistency helps students to become familiar with a single format for every course, allowing them to focus on concept attainment rather than platform navigation and style acclimation. The purposeful learner, with steady course achievement and swift degree completion in mind, finds compatibility and satisfaction with CSU-Global.

CSU-Global’s Approach to Learning: Participatory.

CSU-Global seeks to engage each student through the incorporation of interactive modules and the infusion of multimedia, as well as through content with relevant international characteristics such as current industry and problem-based case studies. This results in courses that are intellectually stimulating and participative in nature. Students are expected to use problem solving, critical thinking, and questioning skills during course interaction with colleagues and instructors. Students interact with faculty via discussion boards and live classrooms.

CSU-Global’s Approach to Curriculum: Project-Based.

Recognizing that students need to be prepared for success in a global society, the curriculum at CSU-Global is student-centered, resulting in project- based learning. For example, the critical thinking assignments ask students to apply their theoretical and working knowledge of the course content to industry-relevant scenarios in order to improve processes and increase efficiency for specific organizations. The course portfolio projects require students to weave all course concepts into one comprehensive deliverable to demonstrate their competence in the core learning outcomes. Additionally, all programs at CSU-Global afford students an opportunity to participate in a practicum or internship. Finally, most programs culminate with a Capstone course consisting of a project-based case study to help the student apply the program’s concepts to real-life solutions.

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