WorldWideScience

Sample records for reported developing curriculum

  1. Horticulture Therapy Curriculum Development. Final Report.

    Science.gov (United States)

    Taylor, Sally; And Others

    This final report includes two major components: a narrative describing a project at Edmonds Community College, Washington, to develop a horticultural therapy curriculum and descriptions of six courses developed or revised during the project. The narrative reports the development of a supplementary interdisciplinary certification program to train…

  2. Vocational Education Curriculum Development. Final Report.

    Science.gov (United States)

    Schlichting, Harley

    A project was conducted at the University of Missouri-Columbia to develop, revise, and complete curriculum materials for nine secondary vocational education programs and specialized areas: forestry, advanced crops, clerical/secretarial, junior high home economics, textile fibers, drafting and design, metals, licensed practical nursing/advanced…

  3. A Commentary on "Integrated Reporting: A Review of Developments and Their Implications for the Accounting Curriculum"

    Science.gov (United States)

    Correa Ruiz, Carmen

    2013-01-01

    In this commentary, Correa Ruiz notes that from his analysis, Owen (2013) identified the essential elements to be included in a modern professional accounting curriculum, described how Association of Chartered Certified Accountants (ACCA) has embedded "Integrated Reporting" in its curriculum, and discussed future curriculum development,…

  4. Engaging Stakeholders in Curriculum Development

    Science.gov (United States)

    Wood, Jo Nell

    2010-01-01

    This article investigates the importance of parent and community engagement in curriculum development, along with curriculum leadership, engaging stakeholders, and the importance of curriculum. Parent and community member engagement is examined in light of curriculum committee participation as reported by Missouri superintendents. Survey responses…

  5. Engaging Stakeholders in Curriculum Development

    Science.gov (United States)

    Wood, Jo Nell

    2010-01-01

    This article investigates the importance of parent and community engagement in curriculum development, along with curriculum leadership, engaging stakeholders, and the importance of curriculum. Parent and community member engagement is examined in light of curriculum committee participation as reported by Missouri superintendents. Survey responses…

  6. Curriculum Development in Craft Sewing as a Vocation. Final Report.

    Science.gov (United States)

    Bourque, Janet; And Others

    This curriculum is designed to serve as a guide for use by teachers conducting a course in crafts sewing as a business. Covered in the individual units of the course are the following topics: business skills (law, finance, insurance, and computer use); psychology and ethics (the effect of business on home and family, and ethical and effective…

  7. Country Report: Citizenship Education and Curriculum Development in Nigeria

    Directory of Open Access Journals (Sweden)

    Oyeleke Oluniyi

    2011-12-01

    Full Text Available The article highlights the evolutionary trends of citizenship education in Nigeria. The 1914 British amalgamation of erstwhile Northern and Southern Protectorates gave birth to Nigeria as a state. The disparage ethnic composition of the new state, especially after independence, necessitated finding a common ground to promote committed citizens, against primordial ethnic cleavages and indigenization. It is not therefore surprising that the role of education in fostering national citizenship and consciousness was emphasized. Initially, social studies was used as a curriculum framework, until lately when a new subject, civics, was created in primary and junior secondary schools. The author considers the historical, cultural and political context underlining these curricular changes and identifies the current and future challenges face by the implementation of Civics curricular in Nigerian schools.

  8. Leading Curriculum Innovation in Primary Schools Project: An Interim Report on School Leaders' Roles in Curriculum Development in England

    Science.gov (United States)

    Brundrett, Mark; Duncan, Diane; Rhodes, Christopher

    2010-01-01

    This article provides an interim report on a two-phase study of curriculum innovation in primary schools in England during one of the most significant periods of change for the last two decades. More specifically, the study addresses the challenges to school leaders created by the Rose Review of the primary curriculum. This article presents and…

  9. Curriculum Development: Teacher Involvement in Curriculum Development

    Science.gov (United States)

    Alsubaie, Merfat Ayesh

    2016-01-01

    In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program ("Guide to curriculum…

  10. Final Report of Curriculum and Development in Arts Education.

    Science.gov (United States)

    Shigley, Forrest

    The document describes and evaluates an arts education project at an elementary school in Belmont, California. Developed by nine arts educators under a grant from the California Arts Council, the project presented units in dance, drama, music, and visual arts to pupils in grades 4-6. Objectives include demonstration by students of basic competency…

  11. Energy and Water Conservation Curriculum Development in Irrigation Technology for the Pacific Northwest. Final Report.

    Science.gov (United States)

    Peterson, James R.

    This project was conducted to develop curriculum materials for classes in energy and water conservation for the Irrigation Technology Program at Walla Walla Community College. To develop the curriculum, the principal investigator read and analyzed materials on the subjects of water and energy conservation, participated in a short course on drip…

  12. Graduate Curriculum Development for Social Planning Specialization in Urban and Regional Planning. Final Report.

    Science.gov (United States)

    McClure, Edward E.; Graetz, Robert E.

    A model curriculum in social planning at the graduate level has been developed and tested as an area of study at Florida State University (FSU). The project, which lasted from early 1967 through the summer of 1968, involved (1) a workshop to review the educational needs that should be met by the proposed curriculum, (2) a second workshop that…

  13. Developing your own curriculum

    OpenAIRE

    Baldwin, N.; Barlex, D

    2007-01-01

    This chapter will explore the processes by which a newly qualified teacher can make a contribution to the design & technology curriculum. It is in six parts. First the chapter will consider the classroom conditions a teacher must create if his or her teaching is to be successful. Second we will explore four key features that determine the success of a subject in the curriculum. Third we will investigate how a newly qualified teacher might develop and articulate their vision for the subject. F...

  14. Multiskilled Health Technician: Developing a V-TECS Curriculum Guide. Final Report.

    Science.gov (United States)

    Kisner, Mary J.; Marks, Renee

    A Vocational-Technical Education Consortium of States (V-TECS) curriculum was developed for a new job title, the "multiskilled health technician." A traditional task analysis method was not feasible, since the occupation does not exist. Instead, the project defined the occupation and developed the duties and tasks as a hybrid of many…

  15. Energy: options for the future. Curriculum development project for high school teachers. Final report. [Packet

    Energy Technology Data Exchange (ETDEWEB)

    Carroll, T.O.

    1978-04-01

    Recent state and regional energy crises demonstrate the delicate balance between energy systems, the environment, and the economy. Indeed, the interaction between these three elements of society is very complex. This project develops curriculum materials that would better provide students with an understanding and awareness of fundamental principles of energy supply, conversion processes, and utilization now and in the future. The project had two specific objectives: to transfer knowledge of energy systems, analysis techniques, and advanced technologies from the energy analyst community to the teacher participants; and to involve teachers in the preparation of modular case studies on energy issues for use within the classroom. These curriculum modules are intended to enhance the teacher's ability to provide energy-related education to students within his or her own academic setting. The project is organized as a three-week summer program, as noted in the flyer (Appendix A). Mornings are spent in seminars with energy and environmental specialists (their handout lecture notes are included as Appendix B); afternoons are devoted to high school curriculum development based on the seminar discussions. The curriculum development is limited to five areas: conservation, electricity demand scheduling, energy in the food system, new technologies (solar, wind, biomass), and environment. Appendix C consists of one-day lession plans in these areas.

  16. Development of a Pilot Career Cluster Curriculum for all Students in a College Preparatory Oriented High School. Final Report. Part I: Curriculum Development.

    Science.gov (United States)

    Montgomery County Public Schools, Rockville, MD.

    In developing a program to assist the individual student to plan a goal-oriented program and increase his opportunities both to select courses moving him toward his personal goals and to use the community resources as supplemental educational experiences, the Winston Churchill High School designed a Career Cluster Curriculum Project, the first…

  17. DEVELOPING CURRICULUM MATERIALS FOR COOPERATIVE EXPERIENCE PROGRAMS IN AGRICULTURE, AGRICULTURAL OCCUPATIONS INSTITUTE 1966 WORKSHOP REPORT (JUNE 6-JULY 15, 1966).

    Science.gov (United States)

    Oklahoma State Univ., Stillwater. Research Foundation.

    THIRTY VOCATIONAL AGRICULTURE TEACHERS FROM 11 STATES DEVELOPED THESE CURRICULUM MATERIALS FOR A 2-YEAR HIGH SCHOOL COOPERATIVE EXPERIENCE PROGRAM FOR OCCUPATIONS IN AGRICULTURAL SALES AND SERVICE, AGRICULTURAL MACHINERY, AND HORTICULTURE. A RATIONALE FOR CURRICULUM DEVELOPMENT, AN EXPLANATION OF THE CURRICULUM, AND AN EXPLANATION OF THE…

  18. Project Termination Report for ESEA Title III Grant for the Period Between August 15, 1971 and August 14, 1974 (Center for the Development of Environmental Curriculum).

    Science.gov (United States)

    Willoughby-Eastlake School District, Willoughby, OH.

    This project termination report deals with an environmental education curriculum developed by the Center for the Development of Environmental Curriculum and Willoughby-Eastlake City School District (Ohio). During the three years of the project, 34 units for elementary teachers and 34 units for secondary teachers were prepared. All curriculum…

  19. Analysis of dermatology resident self-reported successful learning styles and implications for core competency curriculum development.

    Science.gov (United States)

    Stratman, Erik J; Vogel, Curt A; Reck, Samuel J; Mukesh, Bickol N

    2008-01-01

    There are different teaching styles for delivering competency-based curricula. The education literature suggests that learning is maximized when teaching is delivered in a style preferred by learners. To determine if dermatology residents report learning style preferences aligned with adult learning. Dermatology residents attending an introductory cutaneous biology course completed a learning styles inventory assessing self-reported success in 35 active and passive learning activities. The 35 learning activities were ranked in order of preference by learners. Mean overall ratings for active learning activities were significantly higher than for passive learning activities (P = 0.002). Trends in dermatology resident learning style preferences should be considered during program curriculum development. Programs should integrate a variety of curriculum delivery methods to accommodate various learning styles, with an emphasis on the active learning styles preferred by residents.

  20. Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters

    Science.gov (United States)

    Shawer, Saad F.

    2010-01-01

    This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and…

  1. Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters

    Science.gov (United States)

    Shawer, Saad F.

    2010-01-01

    This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and…

  2. Coordination of Organic Curriculum Development in the Public Schools of Bloomfield Hills, Michigan. Final Report.

    Science.gov (United States)

    Jacobson, Marjory E.

    This document describes the efforts of program administrators to implement an organic curriculum in the elementary and secondary schools of Bloomfield Hills, Michigan. The chief program administrator coordinated curriculum design and implementation under the continuous progress plan, selected and evaluated instructional materials, and established…

  3. Learning-Based Curriculum Development

    Science.gov (United States)

    Nygaard, Claus; Hojlt, Thomas; Hermansen, Mads

    2008-01-01

    This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development and students' learning processes. The article has three sections: Section "The role of higher…

  4. Learning-Based Curriculum Development

    Science.gov (United States)

    Nygaard, Claus; Hojlt, Thomas; Hermansen, Mads

    2008-01-01

    This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development and students' learning processes. The article has three sections: Section "The role of higher…

  5. Leadership in Mathematics Curriculum Development

    Science.gov (United States)

    Alford, Kenneth Ray

    2010-01-01

    This paper discusses mathematics curriculum development throughout the past century and incorporates a discussion of appropriate leadership style needed to bring about effective change. School leaders must be cognizant of the commitment and competence of the faculty within their school for successful curriculum development to take place.…

  6. Integrated Reporting: A Review of Developments and Their Implications for the Accounting Curriculum

    Science.gov (United States)

    Owen, Gareth

    2013-01-01

    Integrated reporting (IR) is a major development in a number of sustainability-related accounting initiatives and, if widely adopted, will require significant developments in professional and university accounting curricula. These will include: a strategic rather than operational or transactional focus; longer- rather than short-term outlook;…

  7. Final Report of Project Curriculum Development: Pulsed Tig Welding, 1978-1979.

    Science.gov (United States)

    Atlantic County Area Vocational-Technical School, NJ.

    Designed to help unemployed and disadvantaged workers find new career opportunities, this curriculum provides vocational students with a basic course of instruction in pulsed tungsten inert gas (TIG) welding. The first of four sections provides a general background of welding, the welding industry, and welding processes. Section 2 focuses on…

  8. Faculty-Curriculum Development. Curriculum Design by Nursing Faculty.

    Science.gov (United States)

    Yura, Helen; And Others

    Faculty curriculum development, and specific applications to nursing education, are addressed in 37 papers and 6 discussion summaries from 1973 and 1974 workshops sponsored by the National League for Nursing. Attention is directed to: the curriculum development process, curriculum evaluation, the conceptual framework as a part of curriculum…

  9. Developing human technology curriculum

    Directory of Open Access Journals (Sweden)

    Teija Vainio

    2012-10-01

    Full Text Available During the past ten years expertise in human-computer interaction has shifted from humans interacting with desktop computers to individual human beings or groups of human beings interacting with embedded or mobile technology. Thus, humans are not only interacting with computers but with technology. Obviously, this shift should be reflected in how we educate human-technology interaction (HTI experts today and in the future. We tackle this educational challenge first by analysing current Master’s-level education in collaboration with two universities and second, discussing postgraduate education in the international context. As a result, we identified core studies that should be included in the HTI curriculum. Furthermore, we discuss some practical challenges and new directions for international HTI education.

  10. Culturally sensitive curriculum development in international cooperation

    NARCIS (Netherlands)

    Gervedink Nijhuis, C.J.

    2012-01-01

    To assure high quality education in developing countries, curriculum development endeavours are often initiated as part of international cooperation projects. Since culture affects the educational context of the countries involved and the way in which curriculum developers from different countries

  11. A Commentary on "Integrated Reporting: A Review of Developments and Their Implications for the Accounting Curriculum"

    Science.gov (United States)

    Kamp-Roelands, Nancy

    2013-01-01

    In this commentary, Kamp-Roelands states that it was very encouraging to observe that the Association of Chartered Certified Accountants (ACCA) recognises that responding to "Integrated Reporting" initiatives requires an "integrated approach" to accounting education. That change in financial reporting standards put pressure on…

  12. Intergenerational Learning and Curriculum Development.

    Science.gov (United States)

    Strom, Robert

    1988-01-01

    Presents rationale for education of grandparents and format of innovative program. Discusses these elements of grandparent curriculum: sharing feelings and ideas with peers, listening to perspective of young people, studying life-span personal development, improving family communication skills, and focusing self-evaluation on relevant behavior.…

  13. Curriculum Development for the Tourism Option of the Hospitality, Restaurant Management Program. Final Report.

    Science.gov (United States)

    Walk, Mary

    A project was undertaken to develop classroom materials for a tourism program that would integrate work experience and classroom instruction. After reviewing available literature, conferring with other educators, and conducting a series of interviews with persons employed in the hospitality industry, the researcher developed a set of instructional…

  14. Curriculum Development for the Tourism Option of the Hospitality, Restaurant Management Program. Final Report.

    Science.gov (United States)

    Walk, Mary

    A project was undertaken to develop classroom materials for a tourism program that would integrate work experience and classroom instruction. After reviewing available literature, conferring with other educators, and conducting a series of interviews with persons employed in the hospitality industry, the researcher developed a set of instructional…

  15. Curriculum Development of Learning Activity Packets, Dental Assisting Program. Final Report.

    Science.gov (United States)

    Hempler, Nancy A.

    A dental assisting instructor was provided with 250 hours of released time to develop standardized Learning Activity Packets (LAPs) for the Dental Assisting program at the Bellingham (Washington) Vocational Technical Institute. The instructor reviewed unit objectives, gathered input from local dental professionals, reviewed reference materials,…

  16. Paralegal Studies Program. Curriculum Utilization. Final Report.

    Science.gov (United States)

    Humphrey, Doris D.

    A program developed a paralegal studies program for Delaware County Community College in the Philadelphia (Pennsylvania) metropolitan area. Activities included gathering of information on paralegal studies as it related to curriculum content; advisory group establishment; curriculum development; training/educational material development; and…

  17. ENVIRONMENTAL EDUCATION: The development of a curriculum ...

    African Journals Online (AJOL)

    are seen as an interlinked array of political, social, economic .... Having defined several ecology tieldwork problems. all that seemed ... and thus as a focus for curriculum innovation. ... curriculum development suggests that innovation should.

  18. Wind energy curriculum development at GWU

    Energy Technology Data Exchange (ETDEWEB)

    Hsu, Stephen M [GWU

    2013-06-08

    A wind energy curriculum has been developed at the George Washington University, School of Engineering and Applied Science. Surveys of student interest and potential employers expectations were conducted. Wind industry desires a combination of mechanical engineering training with electrical engineering training. The curriculum topics and syllabus were tested in several graduate/undergraduate elective courses. The developed curriculum was then submitted for consideration.

  19. Wind-energy Science, Technology and Research (WindSTAR) Consortium: Curriculum, Workforce Development, and Education Plan Final Report

    Energy Technology Data Exchange (ETDEWEB)

    Manwell, James [Univ. of Massachusetts, Amherst, MA (United States)

    2013-03-19

    The purpose of the project is to modify and expand the current wind energy curriculum at the University of Massachusetts Amherst and to develop plans to expand the graduate program to a national scale. The expansion plans include the foundational steps to establish the American Academy of Wind Energy (AAWE). The AAWE is intended to be a cooperative organization of wind energy research, development, and deployment institutes and universities across North America, whose mission will be to develop and execute joint RD&D projects and to organize high-level science and education in wind energy

  20. Curriculum, Curriculum Development, Curriculum Studies? Problematising Theoretical Ambiguities in Doctoral Theses in the Education Field

    Science.gov (United States)

    du Preez, Petro; Simmonds, Shan

    2014-01-01

    Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so…

  1. A Piagetian Constructivist Perspective on Curriculum Development.

    Science.gov (United States)

    London, Clement B. G.

    1990-01-01

    Focuses specifically on Jean Piaget's theory of development. Examines Piaget's ideas about constructivism and explores the application of this theoretical perspective to the conceptualization of curriculum development. (MG)

  2. A Piagetian Constructivist Perspective on Curriculum Development.

    Science.gov (United States)

    London, Clement B. G.

    1990-01-01

    Focuses specifically on Jean Piaget's theory of development. Examines Piaget's ideas about constructivism and explores the application of this theoretical perspective to the conceptualization of curriculum development. (MG)

  3. Learner-Driven EFL Curriculum Development at the Classroom Level

    Science.gov (United States)

    Shawer, Saad; Gilmore, Deanna; Banks-Joseph, SusanRae

    2009-01-01

    This qualitative study examines the learner-directed motives that cause English as a Foreign Language (EFL) teachers to approach curriculum differently, as curriculum-transmitters, curriculum-developers, or curriculum-makers. This study's conceptual framework was grounded in teacher curriculum development, curriculum implementation,…

  4. Culturally sensitive curriculum development in international cooperation

    NARCIS (Netherlands)

    Gervedink Nijhuis, C.J.

    2012-01-01

    To assure high quality education in developing countries, curriculum development endeavours are often initiated as part of international cooperation projects. Since culture affects the educational context of the countries involved and the way in which curriculum developers from different countries a

  5. The project for an energy-enriched curriculum: Final report

    Energy Technology Data Exchange (ETDEWEB)

    1984-01-01

    The Project for an Energy-Enriched Curriculum (PEEC) reported was a long-running effort at infusing energy/environment/economics (E/E/E) themes into the K-12 curriculum. While it was conducted as a single integrated effort by the National Science Teachers Association (NSTA), it is supported by a series of contracts and grants, during the period 1976 to 1984, from the Energy Research and Development Administration (ERDA) and the US Department of Energy (DOE).

  6. Bilingual Word Processing Curriculum Development Project. Final Report, November 1, 1979, to July 30, 1980. Proyecto de Desarollo Curricular en el Procesamiento de Comunicacion Escrita Bilingue.

    Science.gov (United States)

    Essex County Coll., Newark, NJ.

    A project proposed to demonstrate that quality bilingual (Spanish/English) curriculum materials for word processing could be developed. There were six different, yet interrelated elements or stages in this curriculum effort: (1) identification of competencies and materials; (2) translation, adaptation, and development of materials; (3)…

  7. Bilingual Word Processing Curriculum Development Project. Final Report, November 1, 1979, to July 30, 1980. Proyecto de Desarollo Curricular en el Procesamiento de Comunicacion Escrita Bilingue.

    Science.gov (United States)

    Essex County Coll., Newark, NJ.

    A project proposed to demonstrate that quality bilingual (Spanish/English) curriculum materials for word processing could be developed. There were six different, yet interrelated elements or stages in this curriculum effort: (1) identification of competencies and materials; (2) translation, adaptation, and development of materials; (3)…

  8. School-Based Curriculum Development in Scotland: Curriculum Policy and Enactment

    Science.gov (United States)

    Priestley, Mark; Minty, Sarah; Eager, Michelle

    2014-01-01

    Recent worldwide trends in curriculum policy have re-emphasised the role of teachers in school-based curriculum development. Scotland's Curriculum for Excellence is typical of these trends, stressing that teachers are agents of change. This paper draws upon empirical data to explore school-based curriculum development in response to Curriculum for…

  9. School-Based Curriculum Development in Scotland: Curriculum Policy and Enactment

    Science.gov (United States)

    Priestley, Mark; Minty, Sarah; Eager, Michelle

    2014-01-01

    Recent worldwide trends in curriculum policy have re-emphasised the role of teachers in school-based curriculum development. Scotland's Curriculum for Excellence is typical of these trends, stressing that teachers are agents of change. This paper draws upon empirical data to explore school-based curriculum development in response to Curriculum for…

  10. Academic Knowledge Construction and Multimodal Curriculum Development

    Science.gov (United States)

    Loveless, Douglas J., Ed.; Griffith, Bryant, Ed.; Bérci, Margaret E., Ed.; Ortlieb, Evan, Ed.; Sullivan, Pamela, Ed.

    2014-01-01

    While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development. "Academic Knowledge Construction and Multimodal Curriculum Development" presents…

  11. Academic Knowledge Construction and Multimodal Curriculum Development

    Science.gov (United States)

    Loveless, Douglas J., Ed.; Griffith, Bryant, Ed.; Bérci, Margaret E., Ed.; Ortlieb, Evan, Ed.; Sullivan, Pamela, Ed.

    2014-01-01

    While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development. "Academic Knowledge Construction and Multimodal Curriculum Development" presents…

  12. Integrative Report on a culture-sensitive quality & curriculum framework

    NARCIS (Netherlands)

    Sylva, Kathy; Ereky-Stevens, Katharina; Pastori, Giulia; Slot, P.L.; Lerkkanen, Marja-Kristiina

    2016-01-01

    This report draws together research findings that support a comprehensive culture-sensitive European curriculum and quality assessment framework that can inform practice, teacher education and policy. The aim of this integrative report is to inform the development of a comprehensive, culture-sensiti

  13. Curriculum Development and Alignment in Radiologic Technology.

    Science.gov (United States)

    Dowd, Steven B.

    Before developing a curriculum for radiologic technology, one must first attempt to define the term "curriculum." The term is not easy to define precisely, although it does imply the necessity of a master plan that outlines institutional philosophy and goals, course descriptions, description of competency-based evaluation, performance objectives,…

  14. Curriculum Development: Philosophy, Objectives, and Conceptual Framework.

    Science.gov (United States)

    Lawrence, Sally A.; Lawrence, Rena M.

    1983-01-01

    The most critical elements of any nursing curriculum are the philosophy, objectives, conceptual framework, and level objectives. All aspects of each of these elements need to be systematically organized and carefully articulated to provide a firm foundation upon which a curriculum can be developed. (Author)

  15. Collaborative curriculum development in teacher design teams

    NARCIS (Netherlands)

    Handelzalts, Adam

    2009-01-01

    Teachers’ participation in collaborative curriculum development is considered as having great potential for creating materials which are suitable for their specific context and for their professional development. However, the process in which teacher teams commonly negotiate the process of curriculu

  16. Competency Based Curriculum Guide for Practical Nursing Education in Virginia. Final Report.

    Science.gov (United States)

    Old Dominion Univ., Norfolk, VA. Dept. of Industrial Arts Education.

    This final report contains a three-page narrative and extensive appendixes, including correspondence, surveys, field test evaluation and guide, and the Competency-Based Curriculum Guide for Practical Nursing Education in Virginia developed by the project. The over 200-page curriculum guide presents a suggested master curriculum for a twelve or…

  17. Final Report: Radiation Health Technology Curriculum.

    Science.gov (United States)

    Marshall, Dwight A.; Hunt, Hiram M.

    This report describes all aspects of a radiation health technology program at a lower-division college level. Such a program must include certain basic courses, plus supplementary ones to meet the needs of local employers. To implement and sustain a curriculum, the college must (1) determine the need for it, (2) establish its objectives, (3)…

  18. Developing and Evaluating a Curriculum for Exploratory Learning in Ancient Greek Culture: Perseus Evaluation Final Report 1995-96.

    Science.gov (United States)

    Crane, Gregory R.; Marchionini, Gary; Goodall, Jennifer

    This report evaluates findings of the Perseus hypermedia project, a digital library of resources for studying the ancient world, especially Greece. Specifically, this evaluation examined Perseus-elated assignments, activities, and methods developed from fall 1993 to spring 1996 at a number of institutions of higher education. It found that Perseus…

  19. Curriculum of Attainments. Final Report.

    Science.gov (United States)

    Peterson, Gary W.

    The final report describes a project at the Florida State University at the end of its third year and an assessment of the degree to which project goals were attained. The project goals were to: (1) establish mastery standards for degree programs; (2) create open, time-variable educational programs; (3) verify that the program product can serve as…

  20. Reports from the field: engaging learners as interpreters for developing health messages -- designing the 'Familias Sin Plomo' English as a Second Language curriculum project.

    Science.gov (United States)

    Handley, Margaret A; Santos, Maricel G; McClelland, Jeff

    2009-09-01

    California has a recently documented problem of trans-national environmental lead exposures in imported foods from Mexico but there is limited health information available in immigrant communities about this problem. This report highlights collaborative work with English as a Second Language (ESL) learners to critically review research data on lead exposures and reframe prevention messages about lead contamination of imported foods. These messages are now integrated into ESL curricula for dissemination to Spanish-speaking populations that are disproportionately affected by lead poisoning. This 'learners as interpreters' approach is a participatory method that can be applied across a wide range of public health activities. ESL learners emerged as ideal partners in developing curriculum for lead poisoning prevention for several reasons: the parents expressed strong interest in lead poisoning prevention, several have children under age 6 when lead screenings are recommended, and many have emigrated from regions in Mexico where lead hazards were identified.

  1. Curriculum leadership in action : A tale of four community college Heads of Department leading a curriculum development project

    NARCIS (Netherlands)

    Albashiry, N.M.; Voogt, J.M.; Pieters, J.M.

    2016-01-01

    College Heads of Department (HoDs) are increasingly expected to perform more curriculum-leadership tasks, maintaining and advancing the department curriculum, especially in developing countries. However, in practice, HoDs are reported to pay little attention to this aspect of their job due to severa

  2. Curriculum leadership in action : A tale of four community college Heads of Department leading a curriculum development project

    NARCIS (Netherlands)

    Albashiry, N.M.; Voogt, J.M.; Pieters, J.M.

    2016-01-01

    College Heads of Department (HoDs) are increasingly expected to perform more curriculum-leadership tasks, maintaining and advancing the department curriculum, especially in developing countries. However, in practice, HoDs are reported to pay little attention to this aspect of their job due to

  3. Curriculum leadership in action : A tale of four community college Heads of Department leading a curriculum development project

    NARCIS (Netherlands)

    Albashiry, N.M.; Voogt, J.M.; Pieters, J.M.

    2016-01-01

    College Heads of Department (HoDs) are increasingly expected to perform more curriculum-leadership tasks, maintaining and advancing the department curriculum, especially in developing countries. However, in practice, HoDs are reported to pay little attention to this aspect of their job due to severa

  4. Curriculum Leadership in Action: A Tale of Four Community College Heads of Department Leading a Curriculum-Development Project

    NARCIS (Netherlands)

    Albashiry, Nabeel; Voogt, Joke; Pieters, Julius Marie

    2016-01-01

    College Heads of Department (HoDs) are increasingly expected to perform more curriculum-leadership tasks, maintaining and advancing the department curriculum, especially in developing countries. However, in practice, HoDs are reported to pay little attention to this aspect of their job due to severa

  5. Curriculum Leadership in Action: A Tale of Four Community College Heads of Department Leading a Curriculum-Development Project

    NARCIS (Netherlands)

    Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.

    2016-01-01

    College Heads of Department (HoDs) are increasingly expected to perform more curriculum-leadership tasks, maintaining and advancing the department curriculum, especially in developing countries. However, in practice, HoDs are reported to pay little attention to this aspect of their job due to severa

  6. Curriculum Leadership in Action: A Tale of Four Community College Heads of Department Leading a Curriculum Development Project

    Science.gov (United States)

    Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.

    2016-01-01

    College Heads of Department (HoDs) are increasingly expected to perform more curriculum-leadership tasks, maintaining and advancing the department curriculum, especially in developing countries. However, in practice, HoDs are reported to pay little attention to this aspect of their job due to several factors--one of which is a lack of professional…

  7. Curriculum Leadership in Action: A Tale of Four Community College Heads of Department Leading a Curriculum-Development Project

    NARCIS (Netherlands)

    Albashiry, Nabeel; Voogt, Joke; Pieters, Julius Marie

    2016-01-01

    College Heads of Department (HoDs) are increasingly expected to perform more curriculum-leadership tasks, maintaining and advancing the department curriculum, especially in developing countries. However, in practice, HoDs are reported to pay little attention to this aspect of their job due to

  8. Curriculum Leadership in Action: A Tale of Four Community College Heads of Department Leading a Curriculum Development Project

    Science.gov (United States)

    Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.

    2016-01-01

    College Heads of Department (HoDs) are increasingly expected to perform more curriculum-leadership tasks, maintaining and advancing the department curriculum, especially in developing countries. However, in practice, HoDs are reported to pay little attention to this aspect of their job due to several factors--one of which is a lack of professional…

  9. Course Development for a New General Education Curriculum.

    Science.gov (United States)

    West Virginia State Coll., Institute.

    West Virginia State College's course development for a new general education core curriculum is described in this report. The process of curricular change that led to the development of new courses entitled "Origins" (investigating the origins of the universe, earth, human life, the mind, and society) and "Race, Gender, and Human Identity"…

  10. Curriculum Development for Enhancing Grade Nine Students' Systems Thinking

    Science.gov (United States)

    Hernthaisong, Preeyanan; Sitti, Somsong; Sonsupap, Kanyarat

    2015-01-01

    The objectives of this research were to study the development of a curriculum for enhancing grade 9 students' cognitive skills using a curriculum based on Systems Thinking Process. There were 3 phases: 1) studying of the problem; 2) development of tentative curriculum; and 3) implementation of the curriculum in a pilot study. The samples were 32…

  11. Curriculum Development for Enhancing Grade Nine Students' Systems Thinking

    Science.gov (United States)

    Hernthaisong, Preeyanan; Sitti, Somsong; Sonsupap, Kanyarat

    2015-01-01

    The objectives of this research were to study the development of a curriculum for enhancing grade 9 students' cognitive skills using a curriculum based on Systems Thinking Process. There were 3 phases: 1) studying of the problem; 2) development of tentative curriculum; and 3) implementation of the curriculum in a pilot study. The samples were 32…

  12. Curriculum Development for Learning To Live Together: The Caribbean Sub-Region. The Final Report of the Sub-Regional Seminar (Havana, Cuba, May 15-18, 2001).

    Science.gov (United States)

    Byron, Isabel, Ed.; Rozemeijer, Saskia, Ed.

    A sub-regional seminar based on the theme, "Curriculum Development for Learning to Live Together" (Havana, Cuba, May 15-18, 2001), brought together 20 member states of the United Nations Educational, Scientific, and Cultural Organization's Caribbean Network of Educational Innovation for Development: Antigua and Barbuda, Anguilla, Aruba,…

  13. A learner developed longitudinal interprofessional education curriculum.

    Science.gov (United States)

    Fitzsimmons, Amber; Cisneros, Breanne; Samore, Jennifer

    2014-01-01

    Increased patient safety requires interprofessional collaboration, now critical given rising healthcare costs and an aging population with complex and chronic conditions. One way in which to educate future health care team members about team dynamics is to have them learn through active participation on a team. Six students representing the five health professions programs at the University of California, San Francisco formed a curriculum development team that created a novel yearlong interprofessional education curriculum and assessed its impact on knowledge, skills and attitudes of first-year learners in medicine, physical therapy, dentistry, nursing, and pharmacy (n = 480). Through their participation on the curriculum development team and reflection on their roles, responsibilities, communication and negotiation, the six students developed the inter-personal and intra-personal skills required for successful interprofessional collaboration.

  14. Developing a History Curriculum: An Islamic Perspective

    Directory of Open Access Journals (Sweden)

    Mohsen M. S. Saleh

    2001-06-01

    Full Text Available Developing a history curriculum from an Islamic perspective, though crucial for Muslim universities, is not an easy task. The curricula in the Muslim world suffers either from traditional methods which lack dynamism and cannot meet the spirit and challenge of contemporary life, or blind imitation of foreign styles which are alien to the Muslim character and identity. However, a clear vision of Islamic interpretation of history, laws of Allah in the universe, writing history in a scientific manner and helping students to develop their critical thinking skills, are necessary for achieving this vital mission. This article examines the curriculum of the department of history and civilization, International Islamic University Malaysia. This curriculum focuses on Islamic history, and indicates the efforts made by the faculty in bringing out some changes. The paper also suggests an applied example in teaching one of the courses in Islamic history.

  15. Toward a Collaborative Approach to Curriculum Development: A Case Study.

    Science.gov (United States)

    Nunan, David

    1989-01-01

    Describes the National Curriculum Project, an effort in curriculum renewal set up within the Australian Adult Migrant Education Program. The rationale for and the effectiveness of a collaborative approach between teachers and curriculum specialists in school-based English-as-a-Second-Language curriculum development are discussed. Project…

  16. Curriculum Planning and Development in Mathematics from the Formative Stages

    Science.gov (United States)

    Festus, Azuka Benard; Kurumeh, Mary Seraphina

    2015-01-01

    Curriculum of a school consists of all the experiences that a learner encounters under the direction of the school. The curriculum of any educational system is planned and developed according to the needs of the society. Just as the society is dynamic, the curriculum is also dynamic. Hence, curriculum is usually changed from time to time. This…

  17. Toward a Collaborative Approach to Curriculum Development: A Case Study.

    Science.gov (United States)

    Nunan, David

    1989-01-01

    Describes the National Curriculum Project, an effort in curriculum renewal set up within the Australian Adult Migrant Education Program. The rationale for and the effectiveness of a collaborative approach between teachers and curriculum specialists in school-based English-as-a-Second-Language curriculum development are discussed. Project…

  18. The Future of STEM Curriculum and Instructional Design: A Research and Development Agenda for Learning Designers. Report of a Workshop Series

    Science.gov (United States)

    Center for the Study of Mathematics Curriculum, 2012

    2012-01-01

    In 2009-10 a series of Workshops was organized to focus on STEM (science, technology, engineering, and mathematics) learning design for young students and adolescents. The objective was to provide visionary leadership to the education community by: (a) identifying and analyzing the needs and opportunities for future STEM curriculum development and…

  19. Developing Research Skills across the Undergraduate Curriculum

    Science.gov (United States)

    Gray, Simon; Coates, Lee; Fraser, Ann; Pierce, Pam

    2015-01-01

    This chapter describes consortial efforts within the Great Lakes Colleges Association to share expertise and programming to build research skills throughout the undergraduate curriculum. Strategies to scaffold research skill development are provided from Allegheny College, Kalamazoo College, and The College of Wooster.

  20. Research and Evaluation in Curriculum Development.

    Science.gov (United States)

    Vogel, Paul G.; Carmichael, Donald L.

    Research and evaluation are crucial elements of the curriculum development process. Educational research properly includes "basic- nonevaluative" and "applied-evaluative research." Each species should be judged relative to its purpose and the degree to which systematic investigation occurs through the application of the…

  1. Using Learner Data in Curriculum Development.

    Science.gov (United States)

    Nunan, David

    1990-01-01

    Describes an approach to curriculum development that has evolved out of a learner-centered philosophy of second and foreign language teaching. The use of information about and from learners for decision-making at each of these stages is illustrated with data from the Australian Adult Immigrant Education Program. (Author/VWL)

  2. Using Learner Data in Curriculum Development.

    Science.gov (United States)

    Nunan, David

    1990-01-01

    Describes an approach to curriculum development that has evolved out of a learner-centered philosophy of second and foreign language teaching. The use of information about and from learners for decision-making at each of these stages is illustrated with data from the Australian Adult Immigrant Education Program. (Author/VWL)

  3. Developing Research Skills across the Undergraduate Curriculum

    Science.gov (United States)

    Gray, Simon; Coates, Lee; Fraser, Ann; Pierce, Pam

    2015-01-01

    This chapter describes consortial efforts within the Great Lakes Colleges Association to share expertise and programming to build research skills throughout the undergraduate curriculum. Strategies to scaffold research skill development are provided from Allegheny College, Kalamazoo College, and The College of Wooster.

  4. Processes of Curriculum Development in the Department of Graphic ...

    African Journals Online (AJOL)

    Test

    Keywords: Bernstein; curriculum development; discipline; identity; pedagogic device; staff development. ..... curriculum and module purpose and outcomes. In order to .... Definitions of the discipline and the values underpinning it. Debates over ...

  5. 25 CFR 36.13 - Standard IV-Curriculum development.

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Standard IV-Curriculum development. 36.13 Section 36.13... § 36.13 Standard IV—Curriculum development. (a) Each school shall implement an organized program of curriculum development involving certified and non-certified staff and shall provide the opportunity for...

  6. Penetration Testing Curriculum Development in Practice

    Directory of Open Access Journals (Sweden)

    Chengcheng Li

    2015-04-01

    report for the management team to aid in strengthening the system, never to cause any real damages. This paper introduces the development of a penetration testing curriculum as a core class in an undergraduate cybersecurity track in Information Technology. The teaching modules are developed based on the professional penetration testing life cycle. The concepts taught in the class are enforced by hands-on lab exercises. This paper also shares the resources that are available to institutions looking for teaching materials and grant opportunities to support efforts when creating a similar curriculum in cybersecurity.

  7. A Rejoinder to Commentaries on "Integrated Reporting: A Review of Developments and Their Implications for the Accounting Curriculum"

    Science.gov (United States)

    Owen, Gareth

    2013-01-01

    In this rejoinder, Gareth Owen thanks both Dr. Kamp-Roelands and Dr. Correa Ruiz for their views and for putting forward many interesting and thought-provoking arguments concerning his paper (Owen, 2013). It is noted that both commentators broadly welcome the aims of this paper. They express approval of its review of the development of integrated…

  8. Sequence Matching Analysis for Curriculum Development

    Directory of Open Access Journals (Sweden)

    Liem Yenny Bendatu

    2015-06-01

    Full Text Available Many organizations apply information technologies to support their business processes. Using the information technologies, the actual events are recorded and utilized to conform with predefined model. Conformance checking is an approach to measure the fitness and appropriateness between process model and actual events. However, when there are multiple events with the same timestamp, the traditional approach unfit to result such measures. This study attempts to develop a sequence matching analysis. Considering conformance checking as the basis of this approach, this proposed approach utilizes the current control flow technique in process mining domain. A case study in the field of educational process has been conducted. This study also proposes a curriculum analysis framework to test the proposed approach. By considering the learning sequence of students, it results some measurements for curriculum development. Finally, the result of the proposed approach has been verified by relevant instructors for further development.

  9. Initiating Curriculum Revision: Exploring the Practices of Educational Developers

    Science.gov (United States)

    O'Neill, Geraldine

    2010-01-01

    Curriculum revision is an important part of academic work. Despite theoretical literature on curriculum development and design, there is a scarcity of literature available for either academic staff or novice educational developers on the initiation of this curriculum revision process. This study, therefore, set out to explore the practices of…

  10. Curriculum Development in Population Education. Abstract-Bibliography, Series 6.

    Science.gov (United States)

    United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

    Part of a series of annotated bibliographies dealing with issues and problems raised by educators involved with population education programs, this publication addresses curriculum development in population education. Curriculum development is the most important component of a population education program, for it is through curriculum materials…

  11. On the Development of Digital Forensics Curriculum

    OpenAIRE

    Manghui Tu; Dianxiang Xu; Cristian Balan; kyle Cronin

    2012-01-01

    Computer Crime and computer related incidents continue their prevalence and frequency and result in loss of billions of dollars. To fight against those crimes and frauds, it is urgent to develop digital forensics education programs to train a suitable workforce to efficiently and effectively investigate crimes and frauds. However, there is no standard to guide the design of digital forensics curriculum for an academic program. In this research, we investigate the research works on digital for...

  12. On the Development of Digital Forensics Curriculum

    Directory of Open Access Journals (Sweden)

    Manghui Tu

    2012-09-01

    Full Text Available Computer Crime and computer related incidents continue their prevalence and frequency and result in loss of billions of dollars. To fight against those crimes and frauds, it is urgent to develop digital forensics education programs to train a suitable workforce to efficiently and effectively investigate crimes and frauds. However, there is no standard to guide the design of digital forensics curriculum for an academic program. In this research, we investigate the research works on digital forensics curriculum design and existing education programs.  Both digital forensics educators and practitioners were surveyed and the results are analyzed to determine what industry and law enforcement need. Based on the survey results and what the industry certificate programs cover, we identified topics that are desired to be covered in digital forensics courses. Finally, we propose six digital forensics courses and their topics that can be offered in both undergraduate and graduate digital forensics programs.

  13. Improving Curriculum Development Practices in a Technical Vocational Community College: Examining Effects of a Professional Development Arrangement for Middle Managers

    Science.gov (United States)

    Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.

    2015-01-01

    Learning about curriculum development is critical for middle managers of technical vocational institutions in order to assume curriculum leadership in maintaining and enhancing the quality and relevance of their educational programs. This case study reports on the design and effects of a professional development arrangement (PDA), with such a…

  14. Improving Curriculum Development Practices in a Technical Vocational Community College: Examining Effects of a Professional Development Arrangement for Middle Managers

    Science.gov (United States)

    Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.

    2015-01-01

    Learning about curriculum development is critical for middle managers of technical vocational institutions in order to assume curriculum leadership in maintaining and enhancing the quality and relevance of their educational programs. This case study reports on the design and effects of a professional development arrangement (PDA), with such a…

  15. Development of a Comprehensive Communication Skills Curriculum for Pediatrics Residents.

    Science.gov (United States)

    Peterson, Eleanor B; Boland, Kimberly A; Bryant, Kristina A; McKinley, Tara F; Porter, Melissa B; Potter, Katherine E; Calhoun, Aaron W

    2016-12-01

    Effective communication is an essential element of medical care and a priority of medical education. Specific interventions to teach communication skills are at the discretion of individual residency programs. We developed the Resident Communication Skills Curriculum (RCSC), a formal curriculum designed to teach trainees the communication skills essential for high-quality practice. A multidisciplinary working group contributed to the development of the RCSC, guided by an institutional needs assessment, literature review, and the Accreditation Council for Graduate Medical Education core competencies. The result was a cohesive curriculum that incorporates didactic, role play, and real-life experiences over the course of the entire training period. Methods to assess curricular outcomes included self-reporting, surveys, and periodic faculty evaluations of the residents. Curricular components have been highly rated by residents (3.95-3.97 based on a 4-point Likert scale), and residents' self-reported communication skills demonstrated an improvement over the course of residency in the domains of requesting a consultation, providing effective handoffs, handling conflict, and having difficult conversations (intern median 3.0, graduate median 4.0 based on a 5-point Likert scale, P ≤ .002). Faculty evaluations of residents have also demonstrated improvement over time (intern median 3.0, graduate median 4.5 based on a 5-point Likert scale, P communication skills curriculum for pediatrics residents was implemented, with a multistep evaluative process showing improvement in skills over the course of the residency program. Positive resident evaluations and informal comments from faculty support its general acceptance. The use of existing resources makes this curriculum feasible.

  16. How To Make a Curriculum: The 1987 Guidelines for Curriculum Development in the Norwegian High School--A New Paradigma in Curriculum Development Practice?

    Science.gov (United States)

    Gundem, Bjorg B.

    This paper relates to a research project on the history and current practice of curriculum administration in Norway. An elaboration is provided on the changing high school system and the growing impact of curriculum scholarship on curriculum development. The discussion revolves around three objectives: (1) to determine if the newly formulated set…

  17. How To Make a Curriculum: The 1987 Guidelines for Curriculum Development in the Norwegian High School--A New Paradigma in Curriculum Development Practice?

    Science.gov (United States)

    Gundem, Bjorg B.

    This paper relates to a research project on the history and current practice of curriculum administration in Norway. An elaboration is provided on the changing high school system and the growing impact of curriculum scholarship on curriculum development. The discussion revolves around three objectives: (1) to determine if the newly formulated set…

  18. Developing a New Curriculum for School-Age Learners. TESOL Language Curriculum Development Series

    Science.gov (United States)

    Graves, Kathleen, Ed.; Lopriore, Lucilla, Ed.

    2009-01-01

    These are exciting and challenging times for English language curriculum development for school-age learners. The global reach of English has spurred a rethinking of its role in education and, consequently, a rethinking of how to teach it. The accounts in this volume represent differences in educational systems, language teaching traditions,…

  19. Midwifery participatory curriculum development: Transformation through active partnership.

    Science.gov (United States)

    Sidebotham, Mary; Walters, Caroline; Chipperfield, Janine; Gamble, Jenny

    2017-07-01

    Evolving knowledge and professional practice combined with advances in pedagogy and learning technology create challenges for accredited professional programs. Internationally a sparsity of literature exists around curriculum development for professional programs responsive to regulatory and societal drivers. This paper evaluates a participatory curriculum development framework, adapted from the community development sector, to determine its applicability to promote engagement and ownership during the development of a Bachelor of Midwifery curriculum at an Australian University. The structures, processes and resulting curriculum development framework are described. A representative sample of key curriculum development team members were interviewed in relation to their participation. Qualitative analysis of transcribed interviews occurred through inductive, essentialist thematic analysis. Two main themes emerged: (1) 'it is a transformative journey' and (2) focused 'partnership in action'. Results confirmed the participatory curriculum development process provides symbiotic benefits to participants leading to individual and organisational growth and the perception of a shared curriculum. A final operational model using a participatory curriculum development process to guide the development of accredited health programs emerged. The model provides an appropriate structure to create meaningful collaboration with multiple stakeholders to produce a curriculum that is contemporary, underpinned by evidence and reflective of 'real world' practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. Curriculum development of 6for6

    Science.gov (United States)

    McCarthy, Patti; Bethune, Cheri; Fitzgerald, Shari; Graham, Wendy; Asghari, Shabnam; Heeley, Thomas; Godwin, Marshall

    2016-01-01

    Abstract Problem addressed To address barriers challenging the engagement of rural and remote family physicians (RRFPs) in research, Memorial University of Newfoundland in St John’s has developed a longitudinal faculty development program (FDP) called 6for6. Objective of program To establish and evaluate a longitudinal FDP that promotes a foundation of research activity. Program description Informed by a needs assessment in phase 1, phase 2 saw the 6for6 curriculum designed, developed, and implemented to reflect the unique needs of RRFPs. Preliminary evaluations have been conducted and results will be presented after year 1 of the program. Conclusion The 6for6 FDP has been positively received by participants, and it is evident that they will serve as champions of rural research capacity building. It is anticipated that by April 2017, 18 RRFPs will be equipped with the research and leadership skills required to foster research networks within and outside their communities. PMID:27331222

  1. Improving curriculum development practices in a technical vocational community college: examining effects of a professional development arrangement for middle managers

    NARCIS (Netherlands)

    Albashiry, N.M.; Voogt, J.M.; Pieters, J.M.

    2015-01-01

    Learning about curriculum development is critical for middle managers of technical vocational institutions in order to assume curriculum leadership in maintaining and enhancing the quality and relevance of their educational programs. This case study reports on the design and effects of a

  2. Improving curriculum development practices in a technical vocational community college: examining effects of a professional development arrangement for middle managers

    NARCIS (Netherlands)

    Albashiry, N.M.; Voogt, J.M.; Pieters, J.M.

    2015-01-01

    Learning about curriculum development is critical for middle managers of technical vocational institutions in order to assume curriculum leadership in maintaining and enhancing the quality and relevance of their educational programs. This case study reports on the design and effects of a professiona

  3. [Research and development of evaluation criteria for premedical curriculum].

    Science.gov (United States)

    Hwang, Jinyoung; Shin, Jwa-Seop; Yoon, Hyun-Bae; Kim, Do-Hwan; Yoo, Dong-Mi; Kim, Eun Jeong; Lee, Seung-Hee

    2015-12-01

    The purpose of this study was to develop criteria to evaluate a premedical curriculum to ultimately improve the quality of premedical education. The first draft of the evaluation criteria was developed through a literature review and expert consultation. The Delphi survey was conducted to ensure the validity of the draft. The final premedical curriculum criteria consisted of three evaluation areas (curriculum development, curriculum implementation, and curriculum outcome), five evaluation items (educational objective, organization of curriculum, instructional method, class management,and educational outcome), and 18 evaluation indicators. There should be further discussion on the evaluation questionnaire and the content for each evaluation indicator with regard to its practical application. Also, a concrete evaluation system, including evaluation standards and rating scales, should be developed.

  4. The Curriculum Belongs to the Community: Curriculum Planning and Development for Tlingit and Haida Young Children

    Science.gov (United States)

    Rinehart, Nila M.

    2006-01-01

    The author argues that the curriculum in early childhood classrooms that serve American Indian and Alaska Native children must be grounded in community values, set in their societal context, and rooted in the rhythms of community life. The Central Council of the Tlingit and Haida Indian Tribes of Alaska Head Start developed a curriculum framework…

  5. An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development

    Science.gov (United States)

    Taylor, Joseph A.; Getty, Stephen R.; Kowalski, Susan M.; Wilson, Christopher D.; Carlson, Janet; Van Scotter, Pamela

    2015-01-01

    This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was…

  6. Developing curriculum design expertise through teacher design teams

    OpenAIRE

    Huizinga, T

    2014-01-01

    To foster the design and especially the implementation of curriculum reform, teacher involvement from the early stages of curriculum reform processes is advocated. By fulfilling the role of designer, it is expected that teachers’ understanding of the reform and their ownership concerning the reform are being promoted. However, most teachers lacked the knowledge and skills needed for proper curriculum design. The assumption underlying this study was that teachers need to develop their curricul...

  7. Curriculum Analysis and Education for Sustainable Development in Iceland

    Science.gov (United States)

    Johannesson, Ingolfur Asgeir; Norodahl, Kristin; Oskarsdottir, Gunnhildur; Palsdottir, Auour; Petursdottir, Bjorg

    2011-01-01

    The article explores how the Icelandic public school curriculum for early childhood, compulsory and upper secondary school deals with education for sustainable development. As the curriculum does not often mention the term sustainability, a key with which to investigate signs of education for sustainable development in the three curricula was…

  8. Implementing Anchored Instruction: Guiding Principles for Curriculum Development.

    Science.gov (United States)

    McLarty, Kim; And Others

    A curriculum based on "anchored instruction" was developed to enhance students' literacy development and acquisition of knowledge. The curriculum was designed to create a rich, shared environment that generates interest and enables students to identify and define problems while they explore the content from many perspectives. Based on…

  9. Developing Sport Psychology in a Girls' Sport Academy Curriculum

    Science.gov (United States)

    Lewis, Andrew

    2014-01-01

    This article explores the initial steps in developing and presenting Sport Psychology in a leadership and sport curriculum at Stellenbosch University's (SU) Centre for Human Performance Sciences' (CHPS) Academy for Girls' Leadership and Sport Development. Sport Psychology does not feature within the South African school curriculum specifically,…

  10. A strategy for teacher involvement in curriculum development

    African Journals Online (AJOL)

    Mona V 1997. Teachers support plan to restore normality to schools, but warn that ... curriculum development, one of the major stakeholders in education that is teachers .... Curriculum is the result of the interaction of objectively developed ..... excessively in white, single-sex boys schools and liberally in all other schools ...

  11. Curriculum Analysis and Education for Sustainable Development in Iceland

    Science.gov (United States)

    Johannesson, Ingolfur Asgeir; Norodahl, Kristin; Oskarsdottir, Gunnhildur; Palsdottir, Auour; Petursdottir, Bjorg

    2011-01-01

    The article explores how the Icelandic public school curriculum for early childhood, compulsory and upper secondary school deals with education for sustainable development. As the curriculum does not often mention the term sustainability, a key with which to investigate signs of education for sustainable development in the three curricula was…

  12. Nutrition Education Today. A Curriculum Development Project.

    Science.gov (United States)

    California State Dept. of Education, Sacramento.

    Nutrition Education Today is a state-funded curriculum project that addresses the behavioral aspects of nutrition as well as the nutritional knowledge of secondary school students in California. The curriculum design for the Nutrition Education Today project is a result of the efforts of a statewide task force of specialists in the area of…

  13. Development of a British Road Safety Education Support Materials Curriculum.

    Science.gov (United States)

    Bouck, Linda H.

    Road safety education needs to be a vital component in the school curriculum. This paper describes a planned road safety education support materials curriculum developed to aid educators in the Wiltshire County (England) primary schools. Teaching strategies include topic webs, lecture, class discussion, group activities, and investigative learning…

  14. Development of mathematics curriculum for Medialogy studentsat Aalborg University

    DEFF Research Database (Denmark)

    Timcenko, Olga

    Abstract This paper addresses mathematics curriculum development for Medialogy education. Medialogy as a study line was established in 2002 at Faculty for Engineering and Natural Sciences at Aalborg University, and mathematics curriculum has already been revised tree times. Some of the reasoning...

  15. Harnessing Teacher Potential as Israel Education Curriculum Developers

    Science.gov (United States)

    Katz, Meredith

    2015-01-01

    In this article I investigate how one group of teachers deliberated about Israel education with the intention to "modify the myth" as they engaged in curriculum reform. I begin from the idea that curriculum development should be an in-house endeavor that encourages faculty to embrace their roles as curricular decision-makers.…

  16. Supporting curriculum development by visualizing a continuous learning pathway

    NARCIS (Netherlands)

    Schoonenboom, Judith; Oud, Wil

    2006-01-01

    Please, cite this publication as: Schoonenboom, J., & Oud, W. (2006). Supporting curriculum development by visualizing a continuous learning pathway. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st, Sofia, Bulg

  17. Teachers' social capital as a resource for curriculum development ...

    African Journals Online (AJOL)

    Hennie

    2014-11-17

    Nov 17, 2014 ... This paper reports on lessons learnt in the use of teachers' social capital as a ... Key words: child-friendly schools; curriculum implementation; .... teachers were recruited to participate in the present .... sports gear [for example].

  18. ETV Assists Science Curriculum Development in Barbados

    Science.gov (United States)

    Owen, Michael

    1973-01-01

    Article discusses how the West Indian Science Curriculum Innovation Project (WISCIP) and the University of the West Indies have cooperated to improve the quality of science education in Barbados. (Author)

  19. Bridging the educational research‐teaching practice gap: Curriculum development, Part 1: Components of the curriculum and influences on the process of curriculum design

    National Research Council Canada - National Science Library

    Anderson, Trevor R; Rogan, John M

    2011-01-01

    .... Then, it provides examples of how these influences affect the design of a curriculum and ends with a comprehensive set of questions that instructors could use to guide their curriculum development process...

  20. TRERC-TEA [Texas Real Estate Research Center-Texas Education Agency] Real Estate Curriculum Workshop Committee Report.

    Science.gov (United States)

    Lyon, Robert

    The document contains a summary report of a community college real estate teachers' workshop organized to develop course outlines for the various areas in the real estate curriculum. Curriculum outlines are presented, with varying degrees of detail included, for the following eight subjects: real estate appraisal; real estate brokage; real estate…

  1. An interprofessionally developed geriatric oncology curriculum for hematology–oncology fellows

    Science.gov (United States)

    Eid, Ahmed; Hughes, Caren; Karuturi, Meghan; Reyes, Connie; Yorio, Jeffrey; Holmes, Holly

    2016-01-01

    Objective Because the cancer population is aging, interprofessional education incorporating geriatric principles is essential to providing adequate training for oncology fellows. We report the targeted needs assessment, content, and evaluation tools for our geriatric oncology curriculum at MD Anderson Cancer Center. Methods A team comprising a geriatrician, a medical oncologist, an oncology PharmD, an oncology advanced nurse practitioner, and two oncology chief fellows developed the geriatric oncology curriculum. First, a general needs assessment was conducted by reviewing the literature and medical societies’ publications and by consulting experts. A targeted needs assessment was then conducted by reviewing the fellows’ evaluations of the geriatric oncology rotation and by interviewing fellows and recently graduated oncology faculty. Results Geriatric assessment, pharmacology, and psychosocial knowledge skills were the three identified areas of educational need. Curriculum objectives and an evaluation checklist were developed to evaluate learners in the three identified areas. The checklist content was validated by consulting experts in the field. Online materials, including a curriculum, a geriatric pharmacology job aid, and pharmacology cases, were also developed and delivered as part of the curriculum. Conclusion An interprofessional team approach was a successful method for identifying areas of learners’ educational needs, which in turn helped us develop an integrated geriatric oncology curriculum. The curriculum is currently being piloted and evaluated. PMID:25487037

  2. Leading Curriculum Innovation in Primary Schools Project: A Final Report

    Science.gov (United States)

    Brundrett, Mark; Duncan, Diane

    2015-01-01

    This article provides the final report on a research project that investigated the ways in which curriculum innovation can be led successfully in primary schools. Data gathering included 40 semi-structured interviews in 10 successful primary schools in England of varying sizes and types and in a range of geographical and social locations. Findings…

  3. The Contribution of the Self-Efficacy of Curriculum Development Team and Curriculum Document Quality to the Implementation of Diversified Curriculum in Indonesia

    Science.gov (United States)

    Susilana, Rudi; Asra; Herlina

    2014-01-01

    The aim of this study is to describe how the self-efficacy of curriculum development team (CDT) and curriculum document quality contributed to the implementation of diversified curriculum in elementary schools. This research is a survey study using descriptive method. Schools were the unit of analysis while respondents selected from the schools…

  4. Conquering maternal mortality: skill development in medical curriculum

    National Research Council Canada - National Science Library

    Parimala A; Nidhi Sharma; K. Jayashree

    2016-01-01

    .... A skill development method was initiated in the final year curriculum of medical students to integrate the basic knowledge of labor with the final outcome of reducing maternal mortality rate. Methods...

  5. Developing an In-house Training Curriculum in Written Communication.

    Science.gov (United States)

    Rothwell, William J.

    1983-01-01

    Stresses the fact that on-the-job training in written communication is a continuous process. Presents a writing curriculum, developed by the Illinois Office of the Auditor General, that offers a planned sequence of learning activities. (PD)

  6. Social Studies: A Guide for Curriculum Development.

    Science.gov (United States)

    Indiana State Dept. of Public Instruction, Indianapolis.

    This social studies curriculum guide is designed for grades K-12. Divided into seven sections, the first section offers a brief introduction and calls attention to the laws and rulings in Indiana which affect the teaching of social studies. Section two outlines the guide's rationale which stresses that knowledge must be combined with rational…

  7. Foreign Language: A Guide to Curriculum Development.

    Science.gov (United States)

    Delaware State Dept. of Public Instruction, Dover.

    Designed for teachers and administrators, this curriculum guide outlines the aims, techniques, contents, and scope of language instruction at the various levels. Topics detailed include the language laboratory, summer institutes and camps, team teaching, teacher qualifications, materials selection, foreign study, exchange programs, tests, and…

  8. Designing a tool for curriculum leadership development in postgraduate programs

    Directory of Open Access Journals (Sweden)

    M Avizhgan

    2016-07-01

    Full Text Available Introduction: Leadership in the area of curriculum development is increasingly important as we look for ways to improve our programmes and practices. In curriculum studies, leadership has received little attention. Considering the lack of an evaluation tool with objective criteria in postgraduate curriculum leadership process, this study aimed to design a specific tool and determine the validity and reliability of the tool. Method: This study is a methodological research.  At first, domains and items of the tool were determined through expert interviews and literature review. Then, using Delphi technique, 54 important criteria were developed. A panel of experts was used to confirm content and face validity. Reliability was determined by a descriptive study in which 30 faculties from two of Isfahan universities and was estimated by internal consistency. The data were analyzed by SPSS software, using Pearson Correlation Coefficient and reliability analysis. Results: At first, considering the definition of curriculum leadership determined the domains and items of the tool and they were developed primary tool. Expert’s faculties’ views were used in deferent stages of development and psychometry. The tool internal consistency with Cronbach's alpha coefficient times was 96.5. This was determined for each domain separately. Conclution: Applying this instrument can improve the effectiveness of curriculum leadership. Identifying the characteristics of successful and effective leaders, and utilizing this knowledge in developing and implementing curriculum might help us to have better respond to the changing needs of our students, teachers and schools of tomorrow.

  9. Curriculum Development 101: Lessons Learned from a Curriculum-Design Project

    Science.gov (United States)

    Albilehi, Reema; Han, Ju Young; Desmidt, Heather

    2013-01-01

    To better prepare themselves for authentic teaching situations, pre- and in-service teachers should become familiarized with the application of curriculum-development theory in their training programs. The authors will detail how they have become more prepared to face the challenges of course development by outlining their own experience designing…

  10. Systematic Changes in the Undergraduate Chemistry Curriculum Progam Award and Course and Curriculum Development Program Awards

    Science.gov (United States)

    1996-06-01

    Eight awards in chemistry curriculum development for FY1996 have been announced. One award, to a consortium centered at the University of California-Los Angeles, represents the fifth award in the Systemic Changes in the Undergraduate Chemistry Curriculum program. Although no proposals will be accepted in this program for either planning or full grants for FY1997, it is anticipated that proposals will be accepted in June of 1997 for projects that would adapt and adopt materials developed by the five funded consortia: Molecular Science centered at the University of California-Los Angeles; ChemLinks centered at Beloit College; MolecularChem Consortium centered at the University of California-Berkeley; Workshop Chemistry centered at CUNY City College; and New Traditions centered at the University of Wisconsin-Madison. Seven awards have been made in the Course and Curriculum Development program. This ongoing program continues to accept proposals in chemistry as usual. Systemic Changes in the Undergraduate Chemistry Curriculum Program Award. Molecular Science. Orville L. Chapman University of California-Los Angeles DUE 9555605 FY96 725,000 FY97 575,000, FY98 575,000 FY99 275,000, FY00 275,000 The UCLA-CSUF-Community College Alliance (24 area community colleges that have worked together for more than 15 years) proposes a sweeping restructuring of the lower division chemistry curriculum and the auxiliary learning and assessment processes. In forming our new curriculum, we reject the positivist approach to science education in favor of a constructivist approach that emphasizes problem solving and exploratory learning. We make this change in order to focus on the developing key skills, traits, and abilities of our students. Our new curriculum, the Molecular Science Curriculum, cuts across departments and disciplines to embrace all activities that involve the study of atoms and molecules. In particular, environmental science, materials science, and molecular life science have

  11. Review and Update Contents of Drafting Curriculum Guides. Final Report.

    Science.gov (United States)

    Sherrell, Eugene G.

    A study was undertaken to determine whether the curriculum guides presently being used in drafting courses have changed due to the technological developments that have occurred in industry. In addition, the survey was concerned with the extent that knowledge of geometric dimensioning and tolerancing are needed by drafters, the extent that the…

  12. TRIAL AND TESTING OF AN EXPERIMENTAL GUIDANCE CURRICULUM. FINAL REPORT.

    Science.gov (United States)

    SHERMAN, VIVIAN S.

    INNOVATIVE VOCATIONAL GUIDANCE CURRICULUM MATERIALS WERE DESIGNED TO INCREASE SELF-UNDERSTANDING AND MOTIVATION RELATIVE TO CAREER EXPLORATION AND PLANNING. THESE MATERIALS STEMMED ORIGINALLY FROM A SURVEY OF ATTITUDES AND PLANNING RELATIVE TO CAREER DEVELOPMENT IN THE PALO ALTO UNIFIED SCHOOL DISTRICT. THE RESEARCH DATA WAS USED AS CURRICULUM…

  13. Developing a Medical School Curriculum for Psychological, Moral, and Spiritual Wellness: Student and Faculty Perspectives.

    Science.gov (United States)

    Mitchell, Christine M; Epstein-Peterson, Zachary D; Bandini, Julia; Amobi, Ada; Cahill, Jonathan; Enzinger, Andrea; Noveroske, Sarah; Peteet, John; Balboni, Tracy; Balboni, Michael J

    2016-11-01

    Although many studies have addressed the integration of a religion and/or spirituality curriculum into medical school training, few describe the process of curriculum development based on qualitative data from students and faculty. The aim of this study is to explore the perspectives of medical students and chaplaincy trainees regarding the development of a curriculum to facilitate reflection on moral and spiritual dimensions of caring for the critically ill and to train students in self-care practices that promote professionalism. Research staff conducted semiscripted and one-on-one interviews and focus groups. Respondents also completed a short and self-reported demographic questionnaire. Participants included 44 students and faculty members from Harvard Medical School and Harvard Divinity School, specifically senior medical students and divinity school students who have undergone chaplaincy training. Two major qualitative themes emerged: curriculum format and curriculum content. Inter-rater reliability was high (kappa = 0.75). With regard to curriculum format, most participants supported the curriculum being longitudinal, elective, and experiential. With regard to curriculum content, five subthemes emerged: personal religious and/or spiritual (R/S) growth, professional integration of R/S values, addressing patient needs, structural and/or institutional dynamics within the health care system, and controversial social issues. Qualitative findings of this study suggest that development of a future medical school curriculum on R/S and wellness should be elective, longitudinal, and experiential and should focus on the impact and integration of R/S values and self-care practices within self, care for patients, and the medical team. Future research is necessary to study the efficacy of these curricula once implemented. Copyright © 2016 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

  14. Overview of Curriculum Developments in the Teaching of Statistical Physics

    Science.gov (United States)

    Gould, Harvey

    2002-03-01

    Statistical and thermal physics has been a neglected area in the undergraduate physics curriculum until very recently. However, this situation is changing due in part to the importance of statistical concepts in much of current research in physics and related areas. This talk will describe some current efforts to develop curriculum materials for teaching topics in statistical and thermal physics, including Java simulation applets, new textbook materials, tutorials explicitly directed at common student conceptual difficulties, and materials related to current research.

  15. Developing an ESP Curriculum : English for Medical Clinics

    OpenAIRE

    Mohammad Umar, FAROOQ

    2011-01-01

    The article is an attempt to (i) develop an ESP curriculum specifically related to medical secretary English, (ii) implement in a classroom, and (iii) examine whether it would be helpful for learners. In this regard, employing a theoretical model of ESP materials' design, first a need analysis is conducted to decide the contents of a syllabus. In view of the syllabus, materials are designed following the instructions given in the model. Lastly, the effectiveness of the curriculum is argued ba...

  16. Developing an object-oriented curriculum

    OpenAIRE

    Loehr, Curtis Howard

    1994-01-01

    Approved for public release, distribution unlimited Traditional introductory computer science curricula do not address the emerging paradigm of object-oriented programming. The purpose of this research is to determine when object-orientation should be introduced into the computer science curriculum and what is the proper instructional approach to present this material. This thesis looks at the concepts incorporated by the object-oriented paradigm, explores the developmental psychology appl...

  17. Bridging the educational research-teaching practice gap. Curriculum development, Part 1: Components of the curriculum and influences on the process of curriculum design.

    Science.gov (United States)

    Anderson, Trevor R; Rogan, John M

    2011-01-01

    This article summarizes the major components of curriculum design: vision, operationalization of the vision, design, and evaluation. It stresses that the relationship between these components is dynamic, and that the process of curriculum design does not proceed via a linear application of these components. The article then summarizes some of the major influences on curriculum design: policy, local context, societal expectations, research trends, and technology. Then, it provides examples of how these influences affect the design of a curriculum and ends with a comprehensive set of questions that instructors could use to guide their curriculum development process.

  18. Middle school integrated science, mathematics and technology curriculum. Final report, September 30, 1991--December 31, 1993

    Energy Technology Data Exchange (ETDEWEB)

    Brecher, K.

    1994-03-01

    The Project ``Middle School Integrated Science, Mathematics and Technology Curriculum`` had two goals: (1) to survey the literature of energy education; and (2) to develop a theme for a possible integrated middle school energy based curriculum. We aimed to respond to the challenge of developing thematic integrated curricula as advocated by the NSTA, AAAS and other organizations analyzing the future of American science and mathematics education. The survey of middle school energy curriculum materials has been completed. A list of the resources surveyed are included in this report. Though many energy based curriculum materials have been produced, none of them appears to be broadly disseminated throughout the country. Some energy based curriculum materials are far less well developed than others. We found that an integrated set of modular materials concerning the energy based theme of light and optics does not now exist. If they were developed, they could be broadly disseminated throughout middle school courses in the physical and biological sciences, as well as in new integrated science courses proposed as part of the current science education reform movement. These types of modular materials could also provide a powerful means of student exploration of new technologies such as microcomputers.

  19. The Health and Obesity: Prevention and Education (HOPE) Curriculum Project--curriculum development.

    Science.gov (United States)

    Huang, Jeannie; Pokala, Parvathi; Hill, Linda; Boutelle, Kerri N; Wood, Christine; Becerra, Karen; Calfas, Karen

    2009-11-01

    The Health and Obesity: Prevention and Education (HOPE) project is a multidisciplinary, healthy living counseling curriculum to educate pediatric clinicians in training on how to recognize children who are at risk for obesity and its comorbidities and how to promote healthy weight among children and their families. Curriculum topics were selected by experts of nutrition, medicine, dentistry, behavioral counseling, and education and incorporate the recent 2007 Expert Committee recommendations regarding the prevention, assessment, and treatment of childhood and adolescent obesity. The HOPE curriculum instructs medical and dental clinicians on the health consequences of childhood obesity and screening techniques to identify children and families at risk, reviews the current evidence for health intervention recommendations, and teaches trainees regarding the theoretical rationale and art of constructive and culturally sensitive weight counseling for behavioral change. Although designed and tailored specifically for and currently available medical and dental trainees, the HOPE curriculum is Web-based and will also be made available to currently practicing clinicians across the United States beginning in winter 2009. This educational tool, grounded in understanding of relevant sciences, literature, and research methods, provides clinicians with the skills necessary to identify and counsel patients who are at risk to promote healthy weight among youth. This article discusses the approach and methods used for curriculum development. Future publications will discuss HOPE project implementation and outcomes.

  20. Formative Evaluation of the Intel[R] Design and Discovery Curriculum Report. CCT Reports

    Science.gov (United States)

    Culp, Katie McMillan; Keane, Julie Thompson; Meade, Terri; Nudell, Hannah

    2004-01-01

    Between May 2003 and January 2004, Education Development Center's Center for Children and Technology (CCT) undertook a formative evaluation of Design and Discovery, a hands-on, project-based design and engineering curriculum being disseminated as part of the Intel Innovation in Education initiatives. The Design and Discovery curriculum invites 11-…

  1. Offshore Wind Energy Systems Engineering Curriculum Development

    Energy Technology Data Exchange (ETDEWEB)

    McGowan, Jon G. [Univ. of Massachusetts, Amherst, MA (United States); Manwell, James F. [Univ. of Massachusetts, Amherst, MA (United States); Lackner, Matthew A. [Univ. of Massachusetts, Amherst, MA (United States)

    2012-12-31

    Utility-scale electricity produced from offshore wind farms has the potential to contribute significantly to the energy production of the United States. In order for the U.S. to rapidly develop these abundant resources, knowledgeable scientists and engineers with sound understanding of offshore wind energy systems are critical. This report summarizes the development of an upper-level engineering course in "Offshore Wind Energy Systems Engineering." This course is designed to provide students with a comprehensive knowledge of both the technical challenges of offshore wind energy and the practical regulatory, permitting, and planning aspects of developing offshore wind farms in the U.S. This course was offered on a pilot basis in 2011 at the University of Massachusetts and the National Renewable Energy Laboratory (NREL), TU Delft, and GL Garrad Hassan have reviewed its content. As summarized in this report, the course consists of 17 separate topic areas emphasizing appropriate engineering fundamentals as well as development, planning, and regulatory issues. In addition to the course summary, the report gives the details of a public Internet site where references and related course material can be obtained. This course will fill a pressing need for the education and training of the U.S. workforce in this critically important area. Fundamentally, this course will be unique due to two attributes: an emphasis on the engineering and technical aspects of offshore wind energy systems, and a focus on offshore wind energy issues specific to the United States.

  2. Integrated Pest Management. A Curriculum Report.

    Science.gov (United States)

    McCabe, Robert H., Ed.; And Others

    This book consists of materials prepared for a conference aimed at developing courses of study in Integrated Pest Management appropriate for use at several levels: secondary schools, MDTA programs, community colleges and technical institutions, baccalaureate programs, and master's and doctoral level programs. The first section (Background Papers)…

  3. Deliberation and School-Based Curriculum Development--A Hong Kong Case Study

    Science.gov (United States)

    Lam, Tak Shing John

    2011-01-01

    Background: Deliberative mode of curriculum development has been hailed as one effective way of developing school-based curriculum. Its participatory, egalitarian and discursive characteristics have helped to generate the much-needed synergy and ownership feeling among the curriculum team members that lead to curriculum success. Nevertheless there…

  4. The Parallel Curriculum: A Design To Develop High Potential and Challenge High-Ability Learners.

    Science.gov (United States)

    Tomlinson, Carol Ann; Kaplan, Sandra N.; Renzulli, Joseph S.; Purcell, Jeanne; Leppien, Jann; Burns, Deborah

    This book presents a model of curriculum development for gifted students and offers four parallel approaches that focus on ascending intellectual demand as students develop expertise in learning. The parallel curriculum's four approaches include: (1) the core or basic curriculum; (2) the curriculum of connections, which expands on the core…

  5. A ten-month program in curriculum development for medical educators: 16 years of experience.

    Science.gov (United States)

    Windish, Donna M; Gozu, Aysegul; Bass, Eric B; Thomas, Patricia A; Sisson, Stephen D; Howard, Donna M; Kern, David E

    2007-05-01

    Despite increased demand for new curricula in medical education, most academic medical centers have few faculty with training in curriculum development. To describe and evaluate a longitudinal mentored faculty development program in curriculum development. A 10-month curriculum development program operating one half-day per week of each academic year from 1987 through 2003. The program was designed to provide participants with the knowledge, attitudes, skills, and experience to design, implement, evaluate, and disseminate curricula in medical education using a 6-step model. One-hundred thirty-eight faculty and fellows from Johns Hopkins and other institutions and 63 matched nonparticipants. Pre- and post-surveys from participants and nonparticipants assessed skills in curriculum development, implementation, and evaluation, as well as enjoyment in curriculum development and evaluation. Participants rated program quality, educational methods, and facilitation in a post-program survey. Sixty-four curricula were produced addressing gaps in undergraduate, graduate, or postgraduate medical education. At least 54 curricula (84%) were implemented. Participant self-reported skills in curricular development, implementation, and evaluation improved from baseline (p higher than nonparticipants (all p sustainability and is associated with participant satisfaction, improvement in self-rated skills, and implementation of curricula on important topics.

  6. GRACE and the development of an education and training curriculum.

    Science.gov (United States)

    Finch, R G; Blasi, F B; Verheij, T J M; Goossens, H; Coenen, S; Loens, K; Rohde, G; Saenz, H; Akova, M

    2012-09-01

    Antimicrobial resistance is a serious threat and compromises the management of infectious disease. This has particular significance in relation to infections of the respiratory tract, which are the lead cause of antibiotic prescribing. Education is fundamental to the correct use of antibiotics. A novel open access curriculum has been developed in the context of a European Union funded research project Genomics to combat Resistance against Antibiotics in Community-acquired lower respiratory tract infections in Europe (GRACE http://www.grace-lrti.org). The curriculum was developed in modular format and populated with clinical and scientific topics relevant to community-acquired lower respiratory tract infections. This curriculum informed the content of a series of postgraduate courses and workshops and permitted the creation of an open access e-Learning portal. A total of 153 presentations matching the topics within the curriculum together with slide material and handouts and 104 webcasts are available through the GRACE e-Learning portal, which is fully searchable using a 'mindmap' to navigate the contents. Metrics of access provided a means for assessing usage. The GRACE project has permitted the development of a unique on-line open access curriculum that comprehensively addresses the issues relevant to community-acquired lower respiratory tract infections and has provided a resource not only for personal learning, but also to support independent teaching activities such as lectures, workshops, seminars and course work. © 2012 The Authors. Clinical Microbiology and Infection © 2012 European Society of Clinical Microbiology and Infectious Diseases.

  7. The Role of Elementary School Teachers in Curriculum Development and Implementation in Selected Government Elementary Schools of Addis Ababa. African Studies in Curriculum Development & Evaluation No. 11.

    Science.gov (United States)

    Ferede, Yigzaw

    The role of Ethiopian elementary school teachers in curriculum development and implementation was studied in twelve government schools in Addis Ababa through a questionnaire. The responses of 110 teachers were given to questions concerning the involvement of teachers in curriculum development, their relationship with the curriculum development…

  8. Dimensions of Competence: Interpersonal Skills Development within the LIS Curriculum.

    Science.gov (United States)

    Levy, Philippa

    1992-01-01

    Discussion of curriculum innovation in the Department of Information Studies at the University of Sheffield focuses on a course in interpersonal skills development. Topics addressed include trends in library and information science education; transferable skills; experiential learning; a model for interpersonal skills development needed for…

  9. Deliberations on the Development of an Intercultural Competence Curriculum

    Science.gov (United States)

    Punteney, Katherine

    2016-01-01

    Committed to developing an institution-wide intercultural competence curriculum for master's-level students preparing for international careers, a team of nine professors from across disciplines deliberated for a year on their fundamental understandings of intercultural competence and what it would mean to facilitate the development of that…

  10. Perceived Requirements of MIS Curriculum Implementation in Bilingual Developing Countries

    Science.gov (United States)

    Kabeil, Magdy M.

    2005-01-01

    This paper addresses additional requirements associated with implementing a standard curriculum of Management Information Systems (MIS) in bilingual developing countries where both students and workplace users speak English as a second language. In such countries, MIS graduates are required to develop bilingual computer applications and to…

  11. Trainning of Special Education Teachers about Curriculum Development

    Science.gov (United States)

    Ozcan, Deniz; Uzunboylu, Huseyin

    2015-01-01

    The aim of this study is to determine the needs of special education teachers about curriculum development, and to implement the constructivist approach to in-service training programme for special education teachers. Furthermore, this study seeks to evaluate the developed in-service training programme. The descriptive and experimental methods…

  12. Developing Curriculum for Democracy through International Partnerships. ERIC Digest.

    Science.gov (United States)

    Hamot, Gregory E.

    The fall of communism in eastern and central Europe inspired the call for curriculum development in citizenship education throughout the growing democratic world. Many programs between U.S. institutions and newly developing democracies continue to produce curricula for democratic citizenship suited to local needs. This digest discusses: (1)…

  13. Curriculum on Que: A Case Study in Course Development.

    Science.gov (United States)

    Morgan, Frank; Loo, Eric; Todd, Kevin

    2000-01-01

    Notes that Universitas Sebelas Maret (UNS), located in Indonesia, obtained a grant from the World Bank's Quality of Undergraduate Education (QUE) fund to upgrade the qualifications of its Department of Communication to improve its curriculum and update facilities. Reports results of two weeks of intensive consultation and detailed planning. Shares…

  14. [Population Education: Curriculum Development and Materials for Teacher Education.

    Science.gov (United States)

    Paik, Hyun Ki

    These materials include two papers concerning population education. In the first paper, the author reports the results of a study done at West Visayas State College in the Philippines. There, seventy-five fourth-year students were divided into three groups. Group A received experimental population curriculum materials and formal instruction; group…

  15. Models and automation technologies for the curriculum development

    Directory of Open Access Journals (Sweden)

    V. N. Volkova

    2016-01-01

    Full Text Available The aim of the research was to determine the sequence of the curriculum development stages on the basis of the system analysis, as well as to create models and information technologies for the implementation of thesestages.The methods and the models of the systems’ theory and the system analysis, including methods and automated procedures for structuring organizational aims, models and automated procedures for organizing complex expertise.On the basis of the analysis of existing studies in the field of curriculum modeling, using formal mathematical language, including optimization models, that help to make distribution of disciplines by years and semesters in accordance with the relevant restrictions, it is shown, that the complexity and dimension of these tasks require the development of special software; the problem of defining the input data and restrictions requires a large time investment, that seems to be difficult to provide in real conditions of plans’ developing, thus it is almost impossible to verify the objectivity of the input data and the restrictions in such models. For a complete analysis of the process of curriculum development it is proposed to use the system definition, based on the system-targeted approach. On the basis of this definition the reasonable sequence of the integrated stages for the development of the curriculum was justified: 1 definition (specification of the requirements for the educational content; 2 determining the number of subjects, included in the curriculum; 3 definition of the sequence of the subjects; 4 distribution of subjects by semesters. The models and technologies for the implementation of these stages of curriculum development were given in the article: 1 models, based on the information approach of A.Denisov and the modified degree of compliance with objectives based on Denisov’s evaluation index (in the article the idea of evaluating the degree of the impact of disciplines for realization

  16. Environment in the Science Curriculum: The Politics of Change in the Pan-Canadian Science Curriculum Development Process.

    Science.gov (United States)

    Hart, Paul

    2002-01-01

    Draws on the experience of the Pan-Canadian science curriculum development process as an example of the more general problem of integrating science and environmental education. Transforming structures and processes of school science to enable different teacher and student roles involves closing the gap between curriculum development and…

  17. Two Approaches to Curriculum Development for Educating for Sustainability and CSR

    Science.gov (United States)

    Stubbs, Wendy; Schapper, Jan

    2011-01-01

    Purpose: The purpose of this paper is to report on efforts to develop two stand-alone subjects on sustainability and corporate social responsibility (CSR) in a mainstream business curriculum at Monash University, Australia. Design/methodology/approach: This paper presents details on the educational rationale and design of the two subjects in…

  18. Faculty Transformation in Curriculum Transformation: The Role of Faculty Development in Campus Internationalization

    Science.gov (United States)

    Niehaus, Elizabeth; Williams, Letitia

    2016-01-01

    Curriculum transformation is often cited as one of the key strategies for internationalizing higher education in the United States, and faculty members play a central role in this process. The purpose of the study we report here was to explore the potential for professional development initiatives to foster the transformation in perspectives…

  19. Curriculum Design Practices of a Vocational Community College in a Developing Context: Challenges and Needs

    Science.gov (United States)

    Albashiry, Nabeel M.; Voogt, Joke M.; Pieters, Jules M.

    2015-01-01

    Aligning vocational curricula with the labor market needs is a common reported challenge in developing countries. Little is known, however, about how vocational community colleges in such contexts regularly review and redesign their curricula to ensure the quality and relevance of their programs. From a curriculum design (CD) perspective, this…

  20. The Relevance of Workplace Learning in Guiding Student and Curriculum Development

    Science.gov (United States)

    Nduna, N. J.

    2012-01-01

    In an attempt to demonstrate the relevance of workplace learning (previously known as "cooperative education") in guiding student and curriculum development, this article presents findings from a research project on the current practice of workplace learning, drawn from an analysis of evaluation reports in a university of technology.…

  1. The Relevance of Workplace Learning in Guiding Student and Curriculum Development

    Science.gov (United States)

    Nduna, N. J.

    2012-01-01

    In an attempt to demonstrate the relevance of workplace learning (previously known as "cooperative education") in guiding student and curriculum development, this article presents findings from a research project on the current practice of workplace learning, drawn from an analysis of evaluation reports in a university of technology.…

  2. Biomedical Engineering and Cognitive Science Secondary Science Curriculum Development: A Three Year Study

    Science.gov (United States)

    Klein, Stacy S.; Sherwood, Robert D.

    2005-01-01

    This study reports on a multi-year effort to create and evaluate cognitive-based curricular materials for secondary school science classrooms. A team of secondary teachers, educational researchers, and academic biomedical engineers developed a series of curriculum units that are based in biomedical engineering for secondary level students in…

  3. Development of a training curriculum for microsurgery.

    Science.gov (United States)

    Balasundaram, Indran; Aggarwal, Rajesh; Darzi, Lord Ara

    2010-12-01

    Recent changes in healthcare necessitate revision of the current apprenticeship model of surgical training. Current methods of assessment such as examinations and logbooks are not criteria-based, so are subjective and lack validity and reliability. The objective feedback of technical skills is crucial to the structured learning of surgical skills. We review current publications about training and methods of assessment in microsurgery. Searches on PubMed using keywords (microsurgery, training, assessment, simulation, and skill) were used to retrieve relevant articles, and further cross-referencing was done to obtain more information. New methods of assessment that are objective include checklists, global rating scales (GRS), and dexterity analysis, which give feedback of technical skills during training. Vital (living), non-vital, prosthetic, and virtual reality simulation models can be used to train surgeons to a proficient level outside the operating theatre before they operate on real patients. After reviewing the current evidence we propose a curriculum for microsurgical training that starts outside the operating theatre. The surgical community should follow the example of other high-risk industries such as aviation, where continuous assessment on simulators is a part of training, but further research is necessary before such methods can be used for summative assessment and revalidation. Copyright © 2009 The British Association of Oral and Maxillofacial Surgeons. Published by Elsevier Ltd. All rights reserved.

  4. 77 FR 4363 - Solicitation for a Cooperative Agreement-Curriculum Development: Thinking for a Change 3.1...

    Science.gov (United States)

    2012-01-27

    ... National Institute of Corrections Solicitation for a Cooperative Agreement--Curriculum Development... expertise in the following: Curriculum design and development; the ITIP model; distance learning development... collaborating with the awardee throughout the development of the curriculum, and specifically for the...

  5. Using the Delphi Technique to Support Curriculum Development

    Science.gov (United States)

    Sitlington, Helen Barbara; Coetzer, Alan John

    2015-01-01

    Purpose: The purpose of this paper is to present an analysis of the use of the Delphi technique to support curriculum development with a view to enhancing existing literature on use of the technique for renewal of business course curricula. Design/methodology/approach: The authors outline the Delphi process for obtaining consensus amongst a…

  6. Cross-District Collaboration: Curriculum and Professional Development

    Science.gov (United States)

    Short, Deborah J.; Cloud, Nancy; Morris, Patricia; Motta, Julie

    2012-01-01

    Secondary English as a second language (ESL) curricula that address four levels of ESL proficiency and prepare students for the English language arts (ELA) curricula and state-mandated ELA tests are not common. A curriculum jointly developed by two districts is even rarer. Yet two urban districts in Rhode Island undertook such a curriculum…

  7. Integrating Professional Development across the Curriculum: An Effectiveness Study

    Science.gov (United States)

    Ciarocco, Natalie J.; Dinella, Lisa M.; Hatchard, Christine J.; Valosin, Jayde

    2016-01-01

    The current study empirically tested the effectiveness of a modular approach to integrating professional development across an undergraduate psychology curriculum. Researchers conducted a two-group, between-subjects experiment on 269 undergraduate psychology students assessing perceptions of professional preparedness and learning. Analysis…

  8. Cross-District Collaboration: Curriculum and Professional Development

    Science.gov (United States)

    Short, Deborah J.; Cloud, Nancy; Morris, Patricia; Motta, Julie

    2012-01-01

    Secondary English as a second language (ESL) curricula that address four levels of ESL proficiency and prepare students for the English language arts (ELA) curricula and state-mandated ELA tests are not common. A curriculum jointly developed by two districts is even rarer. Yet two urban districts in Rhode Island undertook such a curriculum…

  9. Andragogical and Pedagogical Methods for Curriculum and Program Development

    Science.gov (United States)

    Wang, Victor C. X., Ed.; Bryan, Valerie C., Ed.

    2014-01-01

    Today's ever-changing learning environment is characterized by the fast pace of technology that drives our society to move forward, and causes our knowledge to increase at an exponential rate. The need for in-depth research that is bound to generate new knowledge about curriculum and program development is becoming ever more relevant.…

  10. Does a Business Curriculum Develop or Filter Critical Thinking?

    Science.gov (United States)

    Coleman, B. Jay; Mason, Paul; Steagall, Jeffrey W.

    2012-01-01

    We investigate whether a business curriculum develops critical thinking ability or at least serves as a filter for critical thinking (i.e., students who cannot think critically tend not to progress toward graduation). We measure critical thinking by performance on the Watson-Glaser Critical Thinking Appraisal Short Form which was administered to a…

  11. Examining Development of Curriculum Knowledge of Prospective Mathematics Teachers

    Science.gov (United States)

    Sahin, Ömer; Soylu, Yasin

    2017-01-01

    Explanatory-confirmatory research design, one of the mixed methods research designs, was used in this study to investigate Curriculum Knowledge developments of prospective teachers regarding algebra. Cross-sectional study method, as a type of descriptive research and one of the non-experimental research designs, was used to collect quantitative…

  12. Using the Delphi Technique to Support Curriculum Development

    Science.gov (United States)

    Sitlington, Helen Barbara; Coetzer, Alan John

    2015-01-01

    Purpose: The purpose of this paper is to present an analysis of the use of the Delphi technique to support curriculum development with a view to enhancing existing literature on use of the technique for renewal of business course curricula. Design/methodology/approach: The authors outline the Delphi process for obtaining consensus amongst a…

  13. Andragogical and Pedagogical Methods for Curriculum and Program Development

    Science.gov (United States)

    Wang, Victor C. X., Ed.; Bryan, Valerie C., Ed.

    2014-01-01

    Today's ever-changing learning environment is characterized by the fast pace of technology that drives our society to move forward, and causes our knowledge to increase at an exponential rate. The need for in-depth research that is bound to generate new knowledge about curriculum and program development is becoming ever more relevant.…

  14. Development of a Synergistic Case-Based Micro anatomy Curriculum

    Science.gov (United States)

    McBride, Jennifer M.; Prayson, Richard A.

    2008-01-01

    This paper discusses the development of an interactive approach to teaching and assessing a micro anatomy curriculum in an innovative medical school program. As an alternative to lectures and labs, students are engaged in interactive seminars focused on discussion of clinical and research-based cases matched with normal histology and pathology…

  15. Curriculum Development and Education for Living Together: Conceptual and Managerial Challenges in Africa. Final Report of the Seminar (Nairobi, Kenya, June 25-29, 2001) (Developpement du Curriculum et Education pour Vivre Ensemble: Problemes de Concepts et de Gestion en Afrique. Rapport Final du Seminaire (Nairobi, Kenya, 25-29 Juin 2001).

    Science.gov (United States)

    Aglo, John, Ed.; Lethoko, Mankolo, Ed.

    The Nairobi, Kenya, seminar sought to analyze existing official school curricula from the vantage point of their potential contribution to learning and to address the issue of curriculum management with a view to improving the capacity of basic schooling to contribute to enhanced social cohesion. This final report is divided into four parts. Part…

  16. Development of Science Web-Based Curriculum for Elementary School: Pratchatorn School, Bangkok

    OpenAIRE

    Khuntalee Boriraksontikul; Sitthikorn Sumalee; Wiparat Sangchan

    2016-01-01

    The purpose of this research were to develop and evaluate science web-based curriculum for elementary school: Pratchatorn School, Bangkok. Research for Development method was applied in this study which consisted of 4 stages: preparation of science web-based curriculum development ; science web-based curriculum development ; science web-based curriculum evaluation and teachers development for science web-based unit plans design. The population was science teachers who have taug...

  17. Sustainable development in the curriculum of geography course

    Directory of Open Access Journals (Sweden)

    Çağrı Öztürk Demirbaş

    2011-08-01

    Full Text Available     It is most commonly referred that ‘sustainability is to meet possibility of future generations needs without depriving them to meet their needs’. Sustainability is based on three principles such as economical, social and environmental sustainability. It has been declared as the Education Decade of United Nations for Sustainable Development between the years 2005-2014. The main aim is to create learning opportunities enabling to form new lifestyles, values and attitudes for an economical, social as well as environmental sustainable future. Thus, individuals’ awareness are raised and created to have more sensitive perspective. In this context, one of the training programs is Curriculum of Geography Course which has been reflected by sustainable development. In this research, objectives were given place related to sustainable development in Curriculum of Geography Course; the objectives associated with learning areas, activities, skills, values and measurement and evaluation techniques and the percentage of distributions are investigated. Document analysis, one of qualitative research methods, is used in the research. In the study, it is based on current Curriculum of Geography Course. The mentioned items in the purpose are examined by the researcher and are illustrated in detail in terms of reliability. As a result of the study, the objectives of curriculum of Geography course related to sustainable development are stated in each grade level. Especially in 11 and 12 grades intensity of the objectives are shown. The learning area, ‘Environment and Society”, is mentioned as having forefront position when looking distribution of the objectives. As a result, it has been reached an idea that Curriculum of Geography Course aims to create awareness towards to sustainable development. There has been made some suggestions based on the results of research to create awareness and raise conscious citizens of the world.

  18. Curriculum scholars: Embedding learning and teaching scholarship in first year academic identities. A Practice Report

    Directory of Open Access Journals (Sweden)

    Peter Jones

    2011-07-01

    Full Text Available This practice report details an institutional innovation designed to enhance academic capacities for curriculum development, with a particular focus on the first year experience (FYE. The authors discuss the appointment of “Curriculum Scholars” in each of the faculties at James Cook University. This innovation can be seen as an example of third generation responses to the challenges of the first year in higher education (FYHE (Kift, Nelson & Clarke, 2010. The report  discusses the question of academic identity and the tension between a discipline-specific identity and identification with the scholarship of teaching and learning. The authors argue that this tension may have significant implications for the success of third generation approaches to the FYE. This tension is the focus of a multi-method research project being developed by the authors. The autoethnographical dimension of this project is described, inviting participants to reflect on their own journeys as academics engaged in learning and teaching.

  19. Developing and assessing curriculum on the physics of medical instruments.

    Science.gov (United States)

    Christensen, Warren; Johnson, James K; Van Ness, Grace R; Mylott, Elliot; Dunlap, Justin C; Anderson, Elizabeth A; Widenhorn, Ralf

    2013-06-01

    Undergraduate educational settings often struggle to provide students with authentic biologically or medically relevant situations and problems that simultaneously improve their understanding of physics. Through exercises and laboratory activities developed in an elective Physics in Biomedicine course for upper-level biology or pre-health majors at Portland State University, we aim to teach fundamental physical concepts, such as light absorption and emission and atomic energy levels, through analysis of biological systems and medical devices. The activities address the properties of electromagnetic waves as they relate to the interaction with biological tissue and make links between physics and biomedical applications such as microscopy or laser eye surgery. We report on the effect that engaging students in tasks with actual medical equipment has had on their conceptual understanding of light and spectroscopy. These initial assessments indicate that students' understanding improves in some areas as a result of taking the course, but gains are not uniform and are relatively low for other topics. We also find a promising "nonshift" in student attitudes toward learning science as a result of taking the course. A long-term goal of this work is to develop these materials to the extent that they can eventually be imported into an introductory curriculum for life sciences majors.

  20. The Sport Concussion Education Project. A brief report on an educational initiative: from concept to curriculum.

    Science.gov (United States)

    Echlin, Paul S; Johnson, Andrew M; Holmes, Jeffrey D; Tichenoff, Annalise; Gray, Sarah; Gatavackas, Heather; Walsh, Joanne; Middlebro, Tim; Blignaut, Angelique; MacIntyre, Martin; Anderson, Chris; Fredman, Eli; Mayinger, Michael; Skopelja, Elaine N; Sasaki, Takeshi; Bouix, Sylvain; Pasternak, Ofer; Helmer, Karl G; Koerte, Inga K; Shenton, Martha E; Forwell, Lorie A

    2014-12-01

    Current research on concussion is primarily focused on injury identification and treatment. Prevention initiatives are, however, important for reducing the incidence of brain injury. This report examines the development and implementation of an interactive electronic teaching program (an e-module) that is designed specifically for concussion education within an adolescent population. This learning tool and the accompanying consolidation rubric demonstrate that significant engagement occurs in addition to the knowledge gained among participants when it is used in a school curriculum setting.

  1. The Family Medicine Curriculum Resource Project: implications for faculty development.

    Science.gov (United States)

    Sheets, Kent J; Quirk, Mark E; Davis, Ardis K

    2007-01-01

    Faculty development implications related to implementing the Family Medicine Curriculum Resource (FMCR) Project provide an opportunity to look at the recommendations of the Society of Teachers of Family Medicine's federally funded Faculty Futures Initiative (FFI) and the recent Future of Family Medicine (FFM) project. Implications for faculty development include the importance of the clerkship setting, originally defined in 1991, with new features added in today's practice environment as outlined by the FFM and the changing assumptions in approaching faculty development. Previously, faculty development focused on teaching learners to master current knowledge. Now, faculty must teach learners how to master new competencies throughout their lives; learners need to learn how they and others learn now. Teaching must focus on how to learn in the future as well as what to learn for the present. Competence ("what individuals know or are able to do in terms of knowledge, skills, and attitudes") has become the focus of curriculum development efforts over the last few years and most appropriately serves as the focus of curriculum development in the FMCR Project. Implications for developing teachers and preceptors focus on the skills and circumstances required to teach and evaluate all types (cognitive, metacognitive, and affective) of competence. In the new culture, novel teaching methods will serve as the focus of faculty development in teaching and of educational ("best practices") research.

  2. Actual curriculum development practices instrument: Testing for factorial validity

    Science.gov (United States)

    Foi, Liew Yon; Bakar, Kamariah Abu; Hamzah, Mohd Sahandri Gani; Alwi, Nor Hayati

    2014-09-01

    The Actual Curriculum Development Practices Instrument (ACDP-I) was developed and the factorial validity of the ACDP-I was tested (n = 107) using exploratory factor analysis procedures in the earlier work of [1]. Despite the ACDP-I appears to be content and construct valid instrument with very high internal reliability qualities for using in Malaysia, the accumulated evidences are still needed to provide a sound scientific basis for the proposed score interpretations. Therefore, the present study addresses this concern by utilising the confirmatory factor analysis to further confirm the theoretical structure of the variable Actual Curriculum Development Practices (ACDP) and enrich the psychometrical properties of ACDP-I. Results of this study have practical implication to both researchers and educators whose concerns focus on teachers' classroom practices and the instrument development and validation process.

  3. The Design of Curriculum Development Based on Entrepreneurship through Balanced Scorecard Approach

    Science.gov (United States)

    Hidayat, Muhammad; Musa, Chalid Imran; Haerani, Siti; Sudirman, Indrianti

    2015-01-01

    This research is intended to develop curriculum based on entrepreneurship through balanced scorecard approach at the School of Business or "Sekolah Tinggi Ilmu Ekonomi" (STIE) Nobel Indonesia. In order to develop the curriculum, a need analysis in terms of curriculum development that involves all stakeholders at STIE Nobel in Indonesia…

  4. 76 FR 44956 - Solicitation for a Cooperative Agreement; Correctional Health Care Executive Curriculum Development

    Science.gov (United States)

    2011-07-27

    ... Cooperative Agreement; Correctional Health Care Executive Curriculum Development AGENCY: U.S. Department of... and will participate in curriculum design, lesson plan development, and the creation of related... activities (for the development of the blended curriculum): Meet with the NIC project manager for a project...

  5. Influence of Culture on Curriculum Development in Ghana: An Undervalued Factor?

    Science.gov (United States)

    Gervedink Nijhuis, Chantal J.; Pieters, Jules M.; Voogt, Joke M.

    2013-01-01

    Curriculum implementation often falls short because of a lack of cultural understanding by curriculum developers and aid organizations. This paper describes a single-case study of a professional development programme for polytechnic Heads of Department in Ghana, which aimed at identifying how curriculum development activities were sensitive to…

  6. Developing Public Mind Curriculum for Lower Secondary School Classes Using Contemplative Education Methods

    Science.gov (United States)

    Srijumnong, Sirithorn; Sri-ampai, Pissamai; Chano, Jiraporn

    2015-01-01

    The purposes of this study were to develop a public mind curriculum with Contemplative Education and to study the effect of using the curriculum to enhance public minds. The study was carried out using the research and development process, consisting of three phases: investigating fundamental data, developing a curriculum, and evaluating the…

  7. Influence of Culture on Curriculum Development in Ghana: An Undervalued Factor?

    Science.gov (United States)

    Gervedink Nijhuis, Chantal J.; Pieters, Jules M.; Voogt, Joke M.

    2013-01-01

    Curriculum implementation often falls short because of a lack of cultural understanding by curriculum developers and aid organizations. This paper describes a single-case study of a professional development programme for polytechnic Heads of Department in Ghana, which aimed at identifying how curriculum development activities were sensitive to…

  8. 34 CFR 664.12 - What is a curriculum development project?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is a curriculum development project? 664.12... Projects Does the Secretary Assist Under This Program? § 664.12 What is a curriculum development project? (a) A curriculum development project— (1) Is designed to permit faculty and administrators...

  9. What Works: 20 Years of Curriculum Development and Research for Advanced Learners, 1988-2008

    Science.gov (United States)

    VanTassel-Baska, Joyce, Ed.; Stambaugh, Tamra, Ed.

    2009-01-01

    The purpose of this document is to highlight "what works" based on the curriculum development and research work of the Center for Gifted Education during the past 20 years. Areas of study include curriculum development, instruction, assessment, and professional development. Through the use of the Integrated Curriculum Model as a template for …

  10. Relating the Curriculum Study to Staff Development.

    Science.gov (United States)

    Clarke, Robert; Snow, Gordon

    Staff development is a school district activity that is generating more activity and becoming more expensive. As the amount of dollars spent increases, so will the demands for accountability and results. Traditional methods for determining staff development programs are inadequate or incomplete. A more effective method is to relate the staff…

  11. Sequence Matching Analysis for Curriculum Development

    National Research Council Canada - National Science Library

    Liem Yenny Bendatu; Bernardo Nugroho Yahya

    2015-01-01

    .... This study attempts to develop a sequence matching analysis. Considering conformance checking as the basis of this approach, this proposed approach utilizes the current control flow technique in process mining domain...

  12. Development and implementation of a quality improvement curriculum for child neurology residents: lessons learned.

    Science.gov (United States)

    Maski, Kiran P; Loddenkemper, Tobias; An, Sookee; Allred, Elizabeth N; Urion, David K; Leviton, Alan

    2014-05-01

    Quality improvement is a major component of the Accreditation Council for Graduate Medical Education core competencies required of all medical trainees. Currently, neither the Neurology Residency Review Committee nor the Accreditation Council for Graduate Medical Education defines the process by which this competency should be taught and assessed. We developed a quality improvement curriculum that provides mentorship for resident quality improvement projects and is clinically relevant to pediatric neurologists. Before and after implementation of the quality improvement curriculum, a 14-item survey assessed resident comfort with quality improvement project skills and attitudes about implementation of quality improvement in clinical practice using a 5-point Likert scale. We used the Kruskal-Wallis and Fisher exact tests to evaluate pre to post changes. Residents' gained confidence in their abilities to identify measures (P = 0.02) and perform root cause analysis (P = 0.02). Overall, 73% of residents were satisfied or very satisfied with the quality improvement curriculum. Our child neurology quality improvement curriculum was well accepted by trainees. We report the details of this curriculum and its impact on residents and discuss its potential to meet the Accreditation Council for Graduate Medical Education's Next Accreditation System requirements. Published by Elsevier Inc.

  13. 75 FR 1814 - Solicitation for a Cooperative Agreement-Curriculum Development: Training for Correctional...

    Science.gov (United States)

    2010-01-13

    ... priorities, identify strategic objectives, create measurable goals, establish collaborative partnerships... a curriculum, which follows NIC's Instructional Theory Into Practice (ITIP) model, to be written... Agreement, a curriculum will have been developed using NIC's Instructional Theory Into Practice (ITIP)...

  14. Integrating Career Development into the Accounting Curriculum

    Science.gov (United States)

    Wessels, Susan B.; Sumner, Dana F.

    2014-01-01

    This paper describes a series of integrated career development activities offered in several required courses which are designed to help accounting majors gain a competitive edge in the job market. Supported by a partnership between the School of Business and the Academic and Career Planning Office, the Career Tool Kit program consists of…

  15. Exploratory Homemaking. Curriculum Development. Bulletin 1776.

    Science.gov (United States)

    Nicholls State Univ., Thibodaux, LA.

    This document contains teacher's materials for seventh- and eighth-grade courses in exploratory homemaking in Louisiana. The seventh-grade course materials are on instructional units called orientation, assuming responsibility, care of the elderly, child care and development, clothing and textiles, consumer awareness, food and nutrition, home…

  16. Assessing Vertical Development in Experiential Learning Curriculum

    Science.gov (United States)

    Spence, Kirsty K.; McDonald, Mark A.

    2015-01-01

    For 30 years, management educators have supported competency-based management education (CBME). When applying CBME, educators stimulate students' "lateral development", known as the acquisition of subject-specific knowledge and competencies that deepen their current perceptions and task performance. We contend CBME is necessary but not…

  17. Assessing Vertical Development in Experiential Learning Curriculum

    Science.gov (United States)

    Spence, Kirsty K.; McDonald, Mark A.

    2015-01-01

    For 30 years, management educators have supported competency-based management education (CBME). When applying CBME, educators stimulate students' "lateral development", known as the acquisition of subject-specific knowledge and competencies that deepen their current perceptions and task performance. We contend CBME is necessary but not…

  18. Next generation of procedural skills curriculum development: Proficiency-based progression

    Directory of Open Access Journals (Sweden)

    Richard M. Satava

    2015-01-01

    Conclusion: The FRS use a new process (full life-cycle curriculum development with proficiency-based progression which can be used in order to develop any quantitative procedural curriculum, through generic templates that have been developed. Such an approach will dramatically decrease the cost, time and effort to develop a new specific curriculum, while producing uniformity in approach, inter-operability among different curricula and consistency in objective assessment. This process is currently online, open source and freely available, to encourage the adoption of a scholarly and rigorous approach to curriculum development which is flexible enough to be adopted and adapted to most technical skills curriculum needs.

  19. Developing an Object-Oriented Curriculum

    Science.gov (United States)

    1994-09-01

    three 00 languages and how they incorporate the essential definitions. Chapter IV looks at the Developmental Psychology work authored by Jean Piaget ...of C++. 33 34 IV. PIAGET’S DEVELOPMENTAL PSYCHOLOGY One of the dominant figures in contemporary development psychology is Jean Piaget . This work...to the writings of Jean Piaget . (Hilgard and Bower, 1975) 44 V. APPROACHES TO TEACHING OOP The OOP technique helps programmers master the problems of

  20. A Radiation Laboratory Curriculum Development at Western Kentucky University

    Science.gov (United States)

    Barzilov, Alexander P.; Novikov, Ivan S.; Womble, Phil C.

    2009-03-01

    We present the latest developments for the radiation laboratory curriculum at the Department of Physics and Astronomy of Western Kentucky University. During the last decade, the Applied Physics Institute (API) at WKU accumulated various equipment for radiation experimentation. This includes various neutron sources (computer controlled d-t and d-d neutron generators, and isotopic 252 Cf and PuBe sources), the set of gamma sources with various intensities, gamma detectors with various energy resolutions (NaI, BGO, GSO, LaBr and HPGe) and the 2.5-MeV Van de Graaff particle accelerator. XRF and XRD apparatuses are also available for students and members at the API. This equipment is currently used in numerous scientific and teaching activities. Members of the API also developed a set of laboratory activities for undergraduate students taking classes from the physics curriculum (Nuclear Physics, Atomic Physics, and Radiation Biophysics). Our goal is to develop a set of radiation laboratories, which will strengthen the curriculum of physics, chemistry, geology, biology, and environmental science at WKU. The teaching and research activities are integrated into real-world projects and hands-on activities to engage students. The proposed experiments and their relevance to the modern status of physical science are discussed.

  1. Development of Science Web-Based Curriculum for Elementary School: Pratchatorn School, Bangkok

    Directory of Open Access Journals (Sweden)

    Khuntalee Boriraksontikul

    2016-12-01

    Full Text Available The purpose of this research were to develop and evaluate science web-based curriculum for elementary school: Pratchatorn School, Bangkok. Research for Development method was applied in this study which consisted of 4 stages: preparation of science web-based curriculum development ; science web-based curriculum development ; science web-based curriculum evaluation and teachers development for science web-based unit plans design. The population was science teachers who have taught in 2014 academic year. The instrument used in this study were 1 the evaluation form for web-based curriculum and web-based unit plans. 2 the interview form for interview teachers’ opinion on web-based curriculum. lastly 3 the questionnaire of elementary students’ opinion on web-based curriculum. The results of this study were 1 Pratchatorn School had science web-based curriculum for elementary students with interesting units’ names. The units’ names reflect the focus and goals of learning. The learning activities were well organized according to the units design in a sequential manner for the website resource and science web-based curriculum for elementary school was evaluated as being a good quality. 2 Science web-based unit plans were also evaluated as being a good quality. 3 Teachers understood the science web-based curriculum development process and thaught about science web-based curriculum enhancing students’ learning. And 4 students’ opinion on web-based curriculum were as being a excellence quality.

  2. Are We Missing the Mark? The Implementation of Community Based Participatory Education in Cancer Disparities Curriculum Development.

    Science.gov (United States)

    Fritz, Cassandra; Naylor, Keith; Watkins, Yashika; Britt, Thomas; Hinton, Lisa; Curry, Gina; Randal, Fornessa; Lam, Helen; Kim, Karen

    2015-06-01

    The Chicago south side, even more so than national populations, continues to be burdened with widening gaps of disparities in cancer outcomes. Therefore, Chicago community members were engaged in addressing the following content areas for a cancer disparities curriculum: (1) the south side Chicago community interest in participating in curriculum design, (2) how community members should be involved in designing cancer disparities curriculum, and (3) what community members believe the curriculum should address to positively impact their community. Eighty-six community members from 19 different zip code areas of Chicago attended the deliberative session. A survey composed of three quantitative and three short-answer content questions was analyzed. The majority of participants were from the south side of Chicago (62 %) and females (86 %). Most, 94 %, believed community members should be involved in cancer disparities curriculum development. Moreover, 56 % wanted to be involved in designing the curriculum, and 61 % reported an interest in taking a course in cancer disparities. Three categorical themes were derived from the qualitative questions: (1) community empowerment through disparities education-"a prescription for change," (2) student skill development in community engagement and advocacy training, and (3) community expression of shared experiences in cancer health disparities. The community provided valuable input for curricular content and has an interest in collaborating on cancer disparities curriculum design. Community participation must be galvanized to improve disparities curricular development and delivery to successfully address the challenges of eliminating disparities in health.

  3. Development of a model animal welfare act curriculum.

    Science.gov (United States)

    VandeWoude, Sue

    2007-01-01

    Animal-welfare issues are often controversial and frequently have an emotional component. Veterinarians have extensive knowledge, experience, and scientific perspective and are arguably the professionals best suited to advise and develop recommendations on animal welfare. The development of an Animal Welfare Act (AWA) teaching module is a first step toward educating veterinary students about animal welfare. This article presents the current development status of this curriculum project, which is intended to be a valuable addition to the evolving veterinary education on animal welfare.

  4. A 10-Year Mechatronics Curriculum Development Initiative: Relevance, Content, and Results--Part I

    Science.gov (United States)

    Das, S.; Yost, S. A.; Krishnan, M.

    2010-01-01

    This paper describes the first phase of a Mechatronics Curriculum Development effort--the design of an "Introduction to Mechatronics" course, the infusion of mechatronics activities throughout the curriculum and in outreach activities, and assessment results. In addition, the relevance and impact of such a curriculum on the education of engineers…

  5. The Curriculum Development for Science Teachers' Training: The Action Lesson Focusing on Science Process Skills

    Science.gov (United States)

    Khayotha, Jesda; Sitti, Somsong; Sonsupap, Kanyarat

    2015-01-01

    The objectives of this research were to develop innovation curriculum and study the effect of curriculum usage in science teachers' training in establishing the supplementary subject curriculum for action lesson. It focuses on science process skills with 10 teachers for 4 days, and 236 Grade 9 students from 10 schools during the first semester of…

  6. A Curriculum Development Route Map for a Technology Enhanced Learning Era

    Science.gov (United States)

    Castañeda, Linda; Prendes, Paz

    2013-01-01

    In this paper we are trying to present a model of analysis that includes a comprehensive perspective of the state of the art in the specialized literature about curriculum development. From this theoretical approach, we get a complete curriculum overview. Including insights into: what are the curriculum principal elements, what we already know…

  7. A 10-Year Mechatronics Curriculum Development Initiative: Relevance, Content, and Results--Part I

    Science.gov (United States)

    Das, S.; Yost, S. A.; Krishnan, M.

    2010-01-01

    This paper describes the first phase of a Mechatronics Curriculum Development effort--the design of an "Introduction to Mechatronics" course, the infusion of mechatronics activities throughout the curriculum and in outreach activities, and assessment results. In addition, the relevance and impact of such a curriculum on the education of engineers…

  8. The development and implementation of a curriculum to improve clinicians' self-directed learning skills: a pilot project

    Science.gov (United States)

    Bravata, Dawn MT; Huot, Stephen J; Abernathy, Hadley S; Skeff, Kelley M; Bravata, Dena MC

    2003-01-01

    Background Clinicians need self-directed learning skills to maintain competency. The objective of this study was to develop and implement a curriculum to teach physicians self-directed learning skills during inpatient ward rotations. Methods Residents and attendings from an internal medicine residency were assigned to intervention or control groups; intervention physicians completed self-directed learning curricular exercises. Results Among the 43 intervention physicians, 21 (49%) completed pre- and post-curriculum tests; and 10 (23%) completed the one-year test. Immediately after exposure to the curriculum, the proportion of physicians defining short- and long-term learning goals increased [short-term: 1/21 (5%) to 11/21 (52%), p = 0.001; long-term: 2/21 (10%) to 15/21 (71%), p = 0.001]. There were no significant changes post-curriculum in the quantity or quality of clinical question asking. The physicians' mean self-efficacy (on a 100-point scale) improved for their abilities to develop a plan to keep up with the medical literature (59 vs. 72, p = 0.04). The effects of the curriculum on self-reported learning behaviors was maintained from the immediate post-curriculum test to the one-year post curriculum test: [short-term learning goals: 1/21 (5%) pre-, 11/21 (52%) immediately post-, and 5/10 (50%) one-year after the curriculum (p = 0.0075 for the pre- vs one-year comparison); long-term learning goals: 2/21 (10%) pre-, 15/21 (71%) immediately post-, and 7/10 (70%) one-year (p = 0.0013 for the pre- vs one-year comparison). At one-year, half of the participants reported changed learning behaviors. Conclusions A four-week curriculum may improve self-directed learning skills. PMID:14572314

  9. Using health promotion competencies for curriculum development in higher education.

    Science.gov (United States)

    Madsen, Wendy; Bell, Tanya

    2012-03-01

    Health promotion core competencies are used for a variety of reasons. Recently there have been moves to gain international consensus regarding core competencies within health promotion. One of the main reasons put forward for having core competencies is to guide curriculum development within higher education institutions. This article outlines the endeavours of one institution to develop undergraduate and postgraduate curricula around the Australian core competencies for health promotion practitioners. It argues that until core competencies have been agreed upon internationally, basing curricula on these carries a risk associated with change. However, delaying curricula until such risks are ameliorated decreases opportunities to deliver dynamic and current health promotion education within higher institutions.

  10. Multiple Intelligences: Curriculum and Assessment Project. Final Report

    Science.gov (United States)

    Hyland, Aine, Ed.

    2011-01-01

    The "Multiple Intelligences, Curriculum and Assessment Project" at University College Cork was a collaborative project carried out between 1995 and 1999. The key research question focused on whether Howard Gardner's theory of Multiple Intelligences could be applied to, and enhance, aspects of curriculum and assessment at primary and second level…

  11. Assessment of occlusion curriculum in predoctoral dental education: report from ACP Task Force on Occlusion Education.

    Science.gov (United States)

    Lee, Damian J; Wiens, Jonathan P; Ference, John; Donatelli, David; Smith, Rick M; Dye, Bryan D; Obrez, Ales; Lang, Lisa A

    2012-10-01

    The purposes of this report were to (1) assess the current occlusion curriculum in the predoctoral prosthodontic education of US dental institutions and (2) to examine the opinions of faculty, course directors, and program directors on the contents of occlusion curriculum. The Task Force on Occlusion Education from the American College of Prosthodontists (ACP) conducted two surveys using a web-based survey engine: one to assess the current status of occlusion education in predoctoral dental education and another to examine the opinions of faculty and course directors on the content of occlusion curriculum. The sections in the surveys included demographic information, general curriculum information, occlusion curriculum for dentate patients, occlusion curriculum for removable prosthodontics, occlusion curriculum for implant prosthodontics, temporomandibular disorder (TMD) curriculum, teaching philosophy, concepts taught, and methods of assessment. The results from the surveys were compiled and analyzed using descriptive statistics. The results from the two surveys on general concepts taught in occlusion curriculum were sorted and compared for discrepancies. According to the predoctoral occlusion curriculum surveys, canine guidance was preferred for dentate patients, fixed prosthodontics, and fixed implant prosthodontics. Bilateral balanced occlusion was preferred for removable prosthodontics and removable implant prosthodontics. There were minor differences between the two surveys regarding the occlusion concepts being taught and the opinions of faculty members teaching occlusion. Two surveys were conducted regarding the current concepts being taught in occlusion curriculum and the opinions of educators on what should be taught in occlusion curriculum. An updated and clearly defined curriculum guideline addressing occlusion in fixed prosthodontics, removable prosthodontics, implant prosthodontics, and TMD is needed. © 2012 by the American College of Prosthodontists.

  12. [Development of a portfolio for competency-based assessment in a clinical clerkship curriculum].

    Science.gov (United States)

    Roh, HyeRin; Lee, Jong-Tae; Yoon, Yoo Sang; Rhee, Byoung Doo

    2015-12-01

    The purpose of this report was to describe our experience in planning and developing a portfolio for a clinical clerkship curriculum. We have developed a portfolio for assessing student competency since 2007. During an annual workshop on clinical clerkship curricula, clerkship directors from five Paik hospitals of Inje University met to improve the assessment of the portfolio. We generated templates for students to record their activities and reflection and receive feedback. We uploaded these templates to our school's website for students to download freely. Annually, we have held a faculty development seminar and a workshop for portfolio assessment and feedback. Also, we established an orientation program on how to construct a learning portfolio for students. Future actions include creating a ubiquitous portfolio system, extending the portfolio to the entire curriculum, setting up an advisor system, and managing the quality of the portfolio. This study could be helpful for medical schools that plan to improve their portfolio assessment with an outcome-based approach.

  13. Action Research for Curriculum Development: An Alternative Approach in the Algerian Centralised Framework

    Directory of Open Access Journals (Sweden)

    Ikhlas GHERZOULI

    2016-12-01

    Full Text Available Literature in the field of curriculum is debating the extent to which teachers should or could participate in the developmental process of the curriculum they enact. Being the practitioners, teachers are the ones who transmit theory into practice. However, they are not only consumers of curriculum knowledge, but also significant producers of it. Thus, teachers’ active participation as primary stakeholders in the curriculum development process is a necessity. The paper outlines one approach for teacher participation in curriculum development, which is action research. The main aim of this paper is twofold; first: it explores literature about ‘curriculum’, ‘curriculum development’ and ‘action research’; and second, it emphasizes the prominence of teachers’ involvement and research in curriculum development, paying specific attention to the Algerian secondary school educational reform, which is highly controlled and centralised.

  14. Women Education and Economic Development in Kenya: Implications for Curriculum Development and Implementation Processes

    Science.gov (United States)

    Syomwene, Anne; Kindiki, Jonah Nyaga

    2015-01-01

    This paper is a discussion of the relationship between women education and sustainable economic development in Kenya and its implications for curriculum development and implementation processes. The argument advanced in this paper is that the solution to the development problems in Kenya and other developing nations lies on women education.…

  15. Web-based hazard and near-miss reporting as part of a patient safety curriculum.

    Science.gov (United States)

    Currie, Leanne M; Desjardins, Karen S; Levine, Ellen Sunni; Stone, Patricia W; Schnall, Rebecca; Li, Jianhua; Bakken, Suzanne

    2009-12-01

    As part of a patient safety curriculum, we developed a Web-based hazard and near-miss reporting system for postbaccalaureate nursing students to use during their clinical experiences in the first year of their combined BS-MS advanced practice nurse program. The 25-week clinical rotations included 2 days per week for 5 weeks each in community, medical-surgical, obstetrics, pediatrics, and psychiatric settings. During a 3-year period, 453 students made 21,276 reports. Of the 10,206 positive (yes) responses to a hazard or near miss, 6,005 hazards (59%) and 4,200 near misses (41%) were reported. The most common reports were related to infection, medication, environmental, fall, and equipment issues. Of the near misses, 1,996 (48%) had planned interceptions and 2,240 (52%) had unplanned interceptions. Types of hazards and near misses varied by rotation. Incorporating hazard and near-miss reporting into the patient safety curriculum was an innovative strategy to promote mindfulness among nursing students.

  16. Skills Development, Habits of Mind, and the Spiral Curriculum: A Dialectical Approach to Undergraduate General Education Curriculum Mapping

    Science.gov (United States)

    Murray, Jeffrey W.

    2016-01-01

    This essay seeks to contribute to growing discussion concerning the need for more intentional inclusion of habits of mind in curriculum development, particularly in undergraduate general education, and to fuel an examination of the "dialectical" relationship between skills development and the development of habits of mind. The essay…

  17. Current Developments in Language Curriculum Design: An Australian Perspective.

    Science.gov (United States)

    Burton, Jill

    1998-01-01

    A review of literature on second-language curriculum design in Australia outlines some general trends in communicative language teaching theory and needs-based language curriculum planning, task-based learning, and recent cultural, social, and literacy perspectives on curriculum, and then examines specific initiatives to reform curricula, to…

  18. A New Approach to Curriculum Development in Environmental Design.

    Science.gov (United States)

    Marschalek, Douglas G.

    1989-01-01

    Demonstrates how the art education curriculum is linked to general education. Provides a conceptual approach to an environmental design study curriculum that incorporates the Wisconsin state art curriculum guide's five generalizations with appropriate conceptual statements for primary, intermediate, middle, and high school grades, and the four…

  19. Teacher Perceptions of Curriculum Autonomy.

    Science.gov (United States)

    Craig, Alan

    This study first provides a review of literature relevant to curriculum autonomy and school-based curriculum development, with special emphasis on Australian secondary schools. The second part of the report analyzes Australian secondary school staff's perceptions of: 1) the meaning of curriculum autonomy, 2) the advantages and disadvantages of…

  20. Establishing a community of practice for Occupational Therapy curriculum development: the value of a two-way process.

    Science.gov (United States)

    Thomas, Yvonne; Judd, Jenni

    2015-08-01

    A novel application of the concept of a community of practice was adopted in the development of a revised curriculum for undergraduate occupational therapy education in July 2012. University Academic staff and invited practice scholars met together, half yearly for day long meetings to develop and review a new curriculum. The formation of this community of practice allowed for open discourse and feedback to integrate theory and practice. A qualitative study utilised two focus groups, one for academic staff and one for practice scholars, at the end of the third meeting. The focus groups were facilitated by an external researcher, recorded and transcribed verbatim. Thematic analysis elicited five major themes. Participants reported a sense of community and commitment to the curriculum process. Five themes emerged from the focus groups: (i) a sense of community; (ii) a two-way process with mutual benefits; (iii) benefits to the curriculum and to student learning; (iv) future opportunities including resilience of graduates, and potential research collaborations; and (v) the structure and process of engaging in the community of practice. The commitment of time, planning and resources required to establish and participate in collaborative curriculum development with practice scholars is shown to be a valuable investment for occupational therapy academics, expert practice scholars and ultimately for student learning. Further studies of student and graduate outcomes from the curriculum are warranted. Potential future outcomes of this process include resilience in graduates and collaborative research with practice scholars. © 2015 Occupational Therapy Australia.

  1. Nine Constructs of Cultural Competence for Curriculum Development

    Science.gov (United States)

    Brookover, Cecile; Kennedy, Kathleen

    2010-01-01

    Objective To examine the self-administered Clinical Cultural Competency Questionnaire (CCCQ) and assess the perceived level of cultural competence of students in Xavier University of Louisiana College of Pharmacy to guide curriculum development within the 4-year academic program. Methods The CCCQ was administrated to each class of pharmacy students during spring 2009. Exploratory factor analysis with principal components and varimax rotation was conducted to build the constructs explaining the factors measuring students' self-assessment of cultural competence. Results Nine factors, including 46 items extracted from the CCCQ and explaining 79% of the total variance, were found as the best fit to measure students' self-assessment of cultural competence. Conclusions The CCCQ was found to be a practical, valid, and reliable self-assessment instrument to measure the perceived level of pharmacy students' knowledge, skills, attitudes, and encounters in cross-cultural environments. The questionnaire allowed the identification of students' needs for training in cultural competence and the development of a curriculum tailored to satisfy those needs. PMID:21436922

  2. Developing a Scale for Attitudes towards the Curriculum Development and Instruction Course

    Science.gov (United States)

    Oguz, Aytunga

    2012-01-01

    The purpose of this study was to develop a scale in order to measure prospective teachers' attitudes towards the Curriculum Development and Instruction course. The study group was composed of 286 prospective teachers. The process of developing the Attitude Scale involved a literature scan, taking student opinions through essays, creating an item…

  3. A Study of a Geo-Historical Structure for a Social Studies Curriculum. Final Report.

    Science.gov (United States)

    Shinn, Ridgway F., Jr.

    This study in curriculum revision examined two problems: the possibility of using geography and history as integrating disciplines for K-12 social studies program; and, the ways a public college and school system might cooperatively bring about curriculum change. Other objectives included development of materials and implementation of the program.…

  4. Joint Curriculum Developments in the Field of Virtual Space Design

    DEFF Research Database (Denmark)

    Mullins, Michael; Zupancic, Tadeja; Juvancic, Matevz

    2006-01-01

    The topic of joint degrees is high on the higher education policy agenda. The eCAADe 2006 theme offers the opportunity to investigate the topic from the aspect of virtual space design, especially within the second conference topic: communicating within mediated spaces (CVE-s). The paper proposed...... initiates a discussion-forum to raise and discuss open questions of joint curriculum development in the field of virtual space design, especially where CVE-s take the key role within the educational process. The starting points of the discussion can be found in the ongoing endeavours of the e......-Learning project entitled VIPA and the current curricular changes in the ‘new’ EU countries following relevant directives and declarations. The main goal of this forum is the development of the specific criteria for quality assurance, to enhance the motivation of joint curricular developments in the field...

  5. Open Source Physics: Code and Curriculum Material for Teachers, Authors, and Developers

    Science.gov (United States)

    Christian, Wolfgang

    2004-03-01

    The continued use of procedural languages in education is due in part to the lack of up-to-date curricular materials that combine science topics with an object-oriented programming framework. Although there are many resources for teaching computational physics, few are object-oriented. What is needed by the broader science education community is not another computational physics, numerical analysis, or Java programming book (although such books are essential for discipline-specific practitioners), but a synthesis of curriculum development, computational physics, computer science, and physics education that will be useful for scientists and students wishing to write their own simulations and develop their own curricular material. The Open Source Physics (OSP) project was established to meet this need. OSP is an NSF-funded curriculum development project that is developing and distributing a code library, programs, and examples of computer-based interactive curricular material. In this talk, we will describe this library, demonstrate its use, and report on its adoption by curriculum authors. The Open Source Physics code library, documentation, and sample curricular material can be downloaded from http://www.opensourcephysics.org/. Partial funding for this work was obtained through NSF grant DUE-0126439.

  6. Developing an "evidence-based medicine and use of the biomedical literature" component as a longitudinal theme of an outcomes-based medical school curriculum: year 1.

    Science.gov (United States)

    Burrows, Suzetta; Moore, Kelly; Arriaga, Joaquin; Paulaitis, Gediminas; Lemkau, Henry L

    2003-01-01

    This paper describes the new outcomes-based curriculum at the University of Miami School of Medicine, a model curriculum for the first decade of the twenty-first century. The new curriculum has a strong emphasis on evidence-based medicine (EBM), implemented throughout its four years as a component of one of its longitudinal themes. The "EBM and Use of the Biomedical Literature" component, which begins at orientation, was developed and is implemented by the Louis Calder Memorial Library, the center of EBM focus and activity for the curriculum and other initiatives at the University of Miami/Jackson Memorial Medical Center. The authors are unaware of any published reports of library-centric EBM initiatives as part of a longitudinal theme of a four-year outcomes-based curriculum. Other innovations of the EBM component in the new curriculum to date include use of Blackboard and CATmaker software programs for self-paced, interactive educational opportunities.

  7. Curriculum, human development and integral formation within the colombian caribbean

    Directory of Open Access Journals (Sweden)

    Álvaro Rodríguez Akle

    2013-10-01

    Full Text Available This article describes the reality of the colombian Caribbean from the perspective of human development integral to start to understand that problematic situations are opportunities to enhance the transformations that allow to retrieve the subject social and collective. So the reconstruction of regional identity from the contributions of educational communities that build-oriented curriculum to become full, proactive, people with leadership and management capacity for sustainable development in a changing world. The article proposes some strategies to address alternatives to a society in which the quality of life and human dignity are the sense of the daily work in the context of the caribbean colombianidad and globalism in practice.  

  8. Development of a postgraduate interventional cardiac nursing curriculum.

    Science.gov (United States)

    Currey, Judy; White, Kevin; Rolley, John; Oldland, Elizabeth; Driscoll, Andrea

    2015-11-01

    Interventional cardiology practices have advanced immensely in the last two decades, but the educational preparation of the workforce in cardiac catheter laboratories has not seen commensurate changes. Although on-the-job training has sufficed in the past, recognition of this workforce as a specialty practice domain now demands specialist educational preparation. The aim of this paper is to present the development of an interventional cardiac nursing curriculum nested within a Master of Nursing Practice in Australia. International and national health educational principles, teaching and learning theories and professional frameworks and philosophies are foundational to the program designed for interventional cardiac specialist nurses. These broader health, educational and professional underpinnings will be described to illustrate their application to the program's theoretical and clinical components. Situating interventional cardiac nursing within a Master's degree program at University provides nurses with the opportunities to develop high level critical thinking and problem solving knowledge and skills.

  9. Interpretive Themes in Quantum Physics: Curriculum Development and Outcomes

    CERN Document Server

    Baily, Charles

    2011-01-01

    A common learning goal for modern physics instructors is for students to recognize a difference between the experimental uncertainty of classical physics and the fundamental uncertainty of quantum mechanics. Our prior work has shown that student perspectives on the physical interpretation of quantum mechanics can be characterized, and are differentially influenced by the myriad ways instructors approach interpretive themes in their introductory courses. We report how a transformed modern physics curriculum (recently implemented at the University of Colorado) has positively impacted student perspectives on quantum physics, by making questions of classical and quantum reality a central theme of the course, but also by making the beliefs of students (and not just those of scientists) an explicit topic of discussion.

  10. Curriculum development: Preparing trainees to care for children and adolescents with psychiatric disorders.

    Science.gov (United States)

    Foley, Kimberly P; Haggerty, Treah S; Harrison, Natasha

    2015-01-01

    Family physicians provide care for about one-third of the children and adolescents in the United States, many of whom present with psychological concerns. Family physicians often do not recognize these psychological disorders and therefore do not diagnose or treat them. This report describes the implementation of a curriculum designed to increase family medicine trainees' level of awareness that children/adolescents experience psychiatric conditions. This goal is achieved through the addition of a clinical child/adolescent psychologist faculty member, resident self-assessment of training needs and subsequent development of didactic presentations to address these needs. The curriculum relies on the acquisition of child/adolescent psychiatric screeners, development of child/adolescent-focused bibliotherapy materials, and the development of a longitudinal behavioral sciences curriculum. To facilitate the screening of child/adolescent psychiatric disorders, a comprehensive collection of age-appropriate psychiatric screeners were compiled and made readily available in all precepting areas. To assist with the identification of specific child/adolescent psychiatric deficit areas, family medicine resident physicians were presented with an inventory of child/adolescent psychiatric, psychosocial, and behavioral topics, based upon American Academy of Family Practice guidelines and Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition psychiatric disorders, and self-selected training deficiencies.

  11. Curriculum Development at Pretty Eagle School: Some Success and Some Problems.

    Science.gov (United States)

    Worrest, Henry N.

    The curriculum development project at Pretty Eagle School (a private school on the Crow Indian Reservation in southeastern Montana serving 100 students, prekindergarten through grade 8) was started in the fall 1980 with funding acquired from federal and private sources. A comprehensive program of curriculum development and staff development was…

  12. Towards a Multi-Stakeholder-Driven Model for Excellence in Higher Education Curriculum Development

    Science.gov (United States)

    Meyer, M. H.; Bushney, M. J.

    2008-01-01

    A multi-stakeholder-driven model for excellence in higher education curriculum development has been developed. It is based on the assumption that current efforts to curriculum development take place within a framework of limited stakeholder consultation. A total of 18 multiple stakeholders are identified, including learners, alumni, government,…

  13. Towards a Multi-Stakeholder-Driven Model for Excellence in Higher Education Curriculum Development

    Science.gov (United States)

    Meyer, M. H.; Bushney, M. J.

    2008-01-01

    A multi-stakeholder-driven model for excellence in higher education curriculum development has been developed. It is based on the assumption that current efforts to curriculum development take place within a framework of limited stakeholder consultation. A total of 18 multiple stakeholders are identified, including learners, alumni, government,…

  14. Curriculum Issues: Teaching and Learning for Sustainable Development in Developing Countries--Zimbabwe Case Study

    Science.gov (United States)

    Dambudzo, Ignatius Isaac

    2015-01-01

    The study sought to investigate curriculum issues, teaching and learning for sustainable development in secondary schools in Zimbabwe. Education for sustainable development (ESD) aims at changing the approach to education by integrating principles, values, practices and needs in all forms of learning. Literature has documented the importance of…

  15. Using deliberation to address controversial issues: Developing Holocaust education curriculum.

    Directory of Open Access Journals (Sweden)

    THOMAS MISCO

    2007-10-01

    Full Text Available This paper explores how a cross-cultural project responded to the need for new Holocaust educational materials for the Republic of Latvia through the method of curriculum deliberation. Analysis of interview, observational, and document data drawn from seven curriculum writers and numerous project members suggest that curriculum deliberation helped awaken a controversial and silenced history while attending to a wide range of needs and concerns for a variety of stakeholders. The findings highlight structural features that empowered the curriculum writers as they engaged in protracted rumination, reflected upon competing norms, and considered the nuances of the curriculum problem in relation to implementation. Understanding the process, challenges, and promises of cross-cultural curriculum deliberation holds significance for educators, curricularists, and educational researchers wishing to advance teaching and learning within silenced histories and controversial issues.

  16. Partnerships for Quality: A Statewide Plan for Developing and Implementing a Total Quality Curriculum Delivered through Oregon's Community Colleges.

    Science.gov (United States)

    Oregon State Economic Development Dept., Salem.

    The Oregon Advanced Technology Consortium (OATC) created the Partnerships for Quality Project (PQP) to improve Oregon's community colleges by developing a total quality curriculum (TQC) based on the beliefs and practices of total quality management (TQM). This report summarizes the recommendations of the PQP and presents a plan of action for the…

  17. Effects of a Literacy Curriculum that Supports Writing Development of Spanish-Speaking English Learners in Head Start

    Science.gov (United States)

    Matera, Carola; Gerber, Michael M.

    2008-01-01

    This article reports the results of a preliminary study that applied a randomized posttest-only design to evaluate the effectiveness of a literacy curriculum that incorporated explicit opportunities for Spanish-speaking Head Start preschool children (N = 76) to develop writing abilities in English. The study also addressed English language…

  18. Organisational Innovations in the Integration of Learning and Earning: Professional Development, Curriculum, Student Outcomes and Teacher Education

    Science.gov (United States)

    Singh, Michael; Cui, Guihua; Harreveld, Bobby

    2009-01-01

    This paper reports on a preliminary investigation into organisational innovations in Senior L/earning as these potentially relate to teachers' professional development, the curriculum and the outcomes for young adults. Specifically, this paper focuses on an investigation into organisational innovations in Senior L/earning in Queensland through a…

  19. The Development of e-tutorial on Implementation National Curriculum 2013 for Mathematics Teacher

    Science.gov (United States)

    Roza, Yenita; Satria, Gita; Nur Siregar, Syarifah

    2017-06-01

    Curriculum 2013 is the new national Curriculum in Indonesia that is targeted to be used in all Indonesian schools in 2019. At this time the teacher training continues but the number and locations of teachers very diffuse and time constraints to be an obstacle for the government to be able to conduct training for teachers. This research resulted in the e-tutorial which is designed for mathematics teachers in studying the process of Curriculum implementation. This product will assist the government in accelerating the preparation of teachers in implementation of Curriculum 2013. This e-tutorial contains the dynamics of Curriculum development, learning model, learning assessment, lesson plan, curriculum stages of implementation and government regulation that is relevant to the implementation of Curriculum 2013. The product development started with a needs analysis through discussions with mathematics teachers about their difficulties in the implementation of the Curriculum 2013. This e-tutorial was developed using Application of Adobe Director 11. This paper discusses the results of need analysis, process development and results of product revisions made based on input from teachers during the FGD. From the discussion, it can be concluded that this e-tutorial easily understood by teachers and help them to understand the implementation of Curriculum 2013

  20. Developing an undergraduate curriculum in Special Care Dentistry - by consensus.

    LENUS (Irish Health Repository)

    Dougall, A

    2013-02-01

    It has been reported that healthcare providers often lack the skills set to provide care for people with disabilities, leading to inequalities in health and reduced access to health care. Newly graduating dentists are likely to see a significant number of patients with special healthcare needs in the course of their practicing lives. However, there is evidence of national and international variation in the availability of education and training at the undergraduate level in this important, emerging area. The quality and content of undergraduate education in Special Care Dentistry has been shown to correlate with students\\' confidence and their expressed willingness, towards providing care for patients with special healthcare needs in their future practice. The aim of this study was to use information from a three-round Delphi process, continued into a face-to-face meeting, to establish consensus on what constitutes the essential core knowledge, skills and attitudes required by a newly qualified dentist so that they are able to deliver patient care to diverse populations following graduation. A high level of agreement was established amongst an international panel of experts from 30 countries. The final core items identified by the panel showed a paradigm shift away from the traditional emphasis on medical diagnosis within a curriculum towards an approach based on the International Classification of Functioning (ICF) with patient-centred treatment planning for people with disabilities and special healthcare needs according to function or environment. Many of the core skills identified by the panel are transferable across a curriculum and should encourage a person-centred approach to treatment planning based on the function, needs and wishes of the patient rather than their specific diagnosis.

  1. CURRICULUM MATERIALS, DESCRIPTION AND PRICE LIST OF MATERIALS DEVELOPED BY THE OHIO VOCATIONAL AGRICULTURE CURRICULUM MATERIALS SERVICE.

    Science.gov (United States)

    Ohio Vocational Agriculture Instructional Materials Service, Columbus.

    PAMPHLETS, SLIDES, TAPES, MANUALS, AND AN EXAMINATION ARE INCLUDED IN THIS CATALOG OF INSTRUCTIONAL MATERIALS FOR USE BY VOCATIONAL AGRICULTURE TEACHERS IN HIGH SCHOOL AND ADULT FARMER PROGRAMS. THE MATERIALS WERE DEVELOPED BY VOCATIONAL AGRICULTURE TEACHERS, CURRICULUM SPECIALISTS, TECHNICAL SPECIALISTS, AND AUDIOVISUAL PERSONNEL AND ARE…

  2. Infusing Commodity Marketing into the Agriculture Curriculum. Final Report.

    Science.gov (United States)

    Northeast Arkansas Educational Cooperative, Strawberry.

    A project was conducted in Arkansas to infuse commodity marketing content into the agriculture curriculum. Thirty-three schools were selected to participate in the program; teachers from those schools attended a 2-day inservice program presented by a state coordinator for the project. The state coordinator also provided supervision and technical…

  3. Fiber Optics Technician. Curriculum Research Project. Final Report.

    Science.gov (United States)

    Whittington, Herschel K.

    A study examined the role of technicians in the fiber optics industry and determined those elements that should be included in a comprehensive curriculum to prepare fiber optics technicians for employment in the Texas labor market. First the current literature, including the ERIC database and equipment manufacturers' journals were reviewed. After…

  4. VOCAL: Voice Oriented Curriculum Author Language. Technical Report No. 291.

    Science.gov (United States)

    Hinckley, Michael; And Others

    VOCAL (Voice Oriented Curriculum Author Language) is designed to facilitate the authoring of computer assisted curricula which incorporate highly interactive audio and text presentations. Lessons written in VOCAL are intended to be patterned after the style of informal classroom lectures. VOCAL contains features that allow the author to specify…

  5. Influence of culture on curriculum development in Ghana: an undervalued factor?

    NARCIS (Netherlands)

    Gervedink Nijhuis, Chantal J.; Pieters, Jules M.; Voogt, Joke M.

    2013-01-01

    Curriculum implementation often falls short because of a lack of cultural understanding by curriculum developers and aid organizations. This paper describes a single-case study of a professional development programme for polytechnic Heads of Department in Ghana, which aimed at identifying how curric

  6. Developing a Competency-Based Curriculum for a Dental Hygiene Program.

    Science.gov (United States)

    DeWald, Janice P.; McCann, Ann L.

    1999-01-01

    Describes the three-step process used to develop a competency-based curriculum at the Caruth School of Dental Hygiene (Texas A&M University). The process involved development of a competency document (detailing three domains, nine major competencies, and 54 supporting competencies), an evaluation plan, and a curriculum inventory which defined…

  7. University Curriculum Development -- Stuck in a Process and How to Break Free

    Science.gov (United States)

    Hurlimann, Anna; March, Alan; Robins, Jenny

    2013-01-01

    Changes to governance and funding of universities have placed increasing importance on teaching quality. Curriculum development is central to teaching quality. Yet, as research has shown, it is rarely given priority in university departments. We sought to identify key barriers and facilitators of curriculum development in four professionally…

  8. Project CIVIS: Curriculum Development and Assessment of Underserved and Underachieving Middle School Populations

    Science.gov (United States)

    Stoddard, Jeremy D.; Tieso, Carol L.; Robbins, Janice I.

    2015-01-01

    This article presents findings from a large-scale curriculum development, quasi-experimental study. Participating teachers implemented four U.S. history units in their diverse middle-grade classes; these units were developed to engage underachieving students in challenging history and democratic citizenship curriculum and instruction featuring…

  9. Influence of culture on curriculum development in Ghana: an undervalued factor?

    NARCIS (Netherlands)

    Gervedink Nijhuis, C.J.; Pieters, Julius Marie; Voogt, Joke

    2013-01-01

    Curriculum implementation often falls short because of a lack of cultural understanding by curriculum developers and aid organizations. This paper describes a single-case study of a professional development programme for polytechnic Heads of Department in Ghana, which aimed at identifying how

  10. 100 Years of Primary Curriculum Development and Implementation in Ireland: A Tale of a Swinging Pendulum

    Science.gov (United States)

    Walsh, Thomas

    2016-01-01

    There are ongoing initiatives in curriculum development and implementation in Ireland and internationally in order to enhance the educational experiences and outcomes of learners. This article is the first historical longitudinal analysis of primary school curriculum development and implementation in Ireland from the 1890s to the 1990s. The…

  11. Teachers' Role in the Development of EFL Curriculum in Saudi Arabia: The Marginalised Status

    Science.gov (United States)

    Alnefaie, Sultan Klaib

    2016-01-01

    Teachers' participation in curriculum development is an area of research that has not been given adequate attention in the context of Saudi Arabia. This critical exploratory study investigated the issue of teachers' marginalisation in the curriculum development process with the aim of problematising power relations in Saudi Arabia's education…

  12. Development and evaluation of a risk communication curriculum for medical students

    NARCIS (Netherlands)

    Han, P.K.; Joekes, K.; Elwyn, G.; Mazor, K.M.; Thomson, R.; Sedgwick, P.; Ibison, J.; Wong, J.B.

    2014-01-01

    OBJECTIVE: To develop, pilot, and evaluate a curriculum for teaching clinical risk communication skills to medical students. METHODS: A new experience-based curriculum, "Risk Talk," was developed and piloted over a 1-year period among students at Tufts University School of Medicine. An experimental

  13. Project CIVIS: Curriculum Development and Assessment of Underserved and Underachieving Middle School Populations

    Science.gov (United States)

    Stoddard, Jeremy D.; Tieso, Carol L.; Robbins, Janice I.

    2015-01-01

    This article presents findings from a large-scale curriculum development, quasi-experimental study. Participating teachers implemented four U.S. history units in their diverse middle-grade classes; these units were developed to engage underachieving students in challenging history and democratic citizenship curriculum and instruction featuring…

  14. 100 Years of Primary Curriculum Development and Implementation in Ireland: A Tale of a Swinging Pendulum

    Science.gov (United States)

    Walsh, Thomas

    2016-01-01

    There are ongoing initiatives in curriculum development and implementation in Ireland and internationally in order to enhance the educational experiences and outcomes of learners. This article is the first historical longitudinal analysis of primary school curriculum development and implementation in Ireland from the 1890s to the 1990s. The…

  15. University Curriculum Development -- Stuck in a Process and How to Break Free

    Science.gov (United States)

    Hurlimann, Anna; March, Alan; Robins, Jenny

    2013-01-01

    Changes to governance and funding of universities have placed increasing importance on teaching quality. Curriculum development is central to teaching quality. Yet, as research has shown, it is rarely given priority in university departments. We sought to identify key barriers and facilitators of curriculum development in four professionally…

  16. Parental Involvement in the Development of a Culture-Based School Curriculum

    Science.gov (United States)

    Johansson, Gunilla

    2009-01-01

    This study focuses on parental involvement in Sami schools when developing a culturally sensitive school curriculum. The research recognizes a number of competing and complementary interests that play a role when constructing structures and policies in curriculum development. Two Sami schools in Sweden with 115 pupils, their parents and 27…

  17. A Guide to Curriculum Development in Design Education.

    Science.gov (United States)

    Marschalek, Douglas G.

    1995-01-01

    Presents a sequential curriculum in design education focusing on product design embodying conceptual statements to guide instruction. Discusses conceptual statements for primary, intermediate, and middle school levels. Concludes that the study of design must be an integral part of the art curriculum. (CFR)

  18. Developing curriculum design expertise through teacher design teams

    NARCIS (Netherlands)

    Huizinga, Tjark

    2014-01-01

    To foster the design and especially the implementation of curriculum reform, teacher involvement from the early stages of curriculum reform processes is advocated. By fulfilling the role of designer, it is expected that teachers’ understanding of the reform and their ownership concerning the reform

  19. The cultural complexity of international collaboration: Conditions for sustainable curriculum development in Ghana

    NARCIS (Netherlands)

    Gervedink Nijhuis, C.J.; Voogt, J.M.; Pieters, J.M.

    2012-01-01

    International cooperation initiatives often focus on the development of curricula to increase the quality of education in developing countries. Through the adoption of a culturally sensitive approach, effective conditions for curriculum development can be created. Nevertheless, aid organizations and

  20. Development and implementation of a formalized geriatric surgery curriculum for general surgery residents.

    Science.gov (United States)

    Barbas, Andrew S; Haney, John C; Henry, Brandon V; Heflin, Mitchell T; Lagoo, Sandhya A

    2014-01-01

    Despite the growth of the elderly population, most surgical training programs lack formalized geriatric education. The authors' aim was to implement a formalized geriatric surgery curriculum at an academic medical center. Surgery residents were surveyed on attitudes toward the care of elderly patients and the importance of various geriatric topics to daily practice. A curriculum consisting of 16 didactic sessions was created with faculty experts moderating. After curriculum completion, residents were surveyed to assess curriculum impact. Residents expressed increased comfort in accessing community resources. A greater percentage of residents recognized the significance of delirium and acute renal failure in elderly patients. Implementing a geriatric surgery curriculum geared toward surgery residents is feasible and can increase resident comfort with multidisciplinary care and recognition of clinical conditions pertinent to elderly surgical patients. This initiative also provided valuable experience for geriatric surgery curriculum development.

  1. A Model for the Development of a CDIO Based Curriculum in Electrical Engineering

    DEFF Research Database (Denmark)

    Bruun, Erik; Kjærgaard, Claus

    2011-01-01

    at the Technical University of Denmark and this gives a strong direct impact of the university environment on the resulting curriculum in electrical engineering. The resulting Bachelor of Engineering curriculum is presented and it is discussed how it complies with the model for curriculum development. The main...... environment, the university environment, and the teachers and students. Each of them and their influence on the curriculum is described and the sources of information about the influencers are discussed. The CDIO syllabus has been defined as part of the basis for the Bachelor of Engineering programs...

  2. Mathematics curriculum development and indigenous language revitalisation: contested spaces

    Science.gov (United States)

    McMurchy-Pilkington, Colleen; Trinick, Tony; Meaney, Tamsin

    2013-09-01

    This paper examines the development of two iterations of mathematics curricula over a 15-year period for classrooms teaching in te reo Māori, the endangered Indigenous language of Aotearoa New Zealand. Similarities and differences between the two iterations are identified. Although parameters set by the New Zealand Ministry of Education about what the curricula would look like and how they would be developed were not always commensurate with Māori aspirations, analysis suggests that Māori were able to use opportunities to ensure that their agendas for language development and revitalisation were achieved. Spaces were made available because of the government's ideological assumptions, but were used by Māori to achieve their ideological aims. However, neither iteration was smooth, with Māori having to determine how to operate within these contested spaces. The result of Māori requirements to have language recognised as an important issue was that both process and product of curriculum development were affected.

  3. Development and Assessment of an Advanced Pediatric Airway Management Curriculum With Integrated Intubation Videos.

    Science.gov (United States)

    Nagler, Joshua; Nagler, Alisa; Bachur, Richard G

    2017-04-01

    Opportunities to learn advanced airway management skills on pediatric patients in the emergency department are limited. Current strategies have focused largely on traditional didactics coupled with procedural skills training using simulation. However, these approaches are limited in their exposure to anatomic variation and realism. Here, we describe the development and assessment of an advanced airway curriculum that integrates videolaryngoscopic recordings obtained during actual patient intubations into a series of interactive educational sessions. Trainees and attending physicians were surveyed anonymously to assess the impact of participation in the curriculum. A mixed methods approach to statistical analysis was used. Rating questions were used to evaluate the relative impact of this approach over other traditional strategies and recurrent themes within open-ended questions were identified. Participants reported this to be a highly effective means of learning about pediatric laryngoscopy and endotracheal intubation and regarded it more highly than other traditional educational approaches. Identified benefits included repetitive exposure, approaches to laryngoscopy, the realism of teaching using real and varied anatomy, and the opportunities to identify and troubleshoot difficulty in a learning environment. An advanced pediatric airway curriculum that integrates intubation videos obtained during videolaryngoscopy was highly regarded by pediatric emergency medicine providers. Content emphasis can be shifted to meet the needs of pediatric emergency medicine providers with all levels of skill and experience.

  4. Developing and analysing a curriculum map in Occupational- and Environmental Medicine

    Directory of Open Access Journals (Sweden)

    Hege Inga

    2010-09-01

    Full Text Available Abstract Background During the last 5 years a fundamental curriculum reform was realized at the medical school of the Ludwig-Maximilians-University. In contrast to those efforts, the learning objectives were not defined consistently for the curriculum and important questions concerning the curriculum could not be answered. This also applied to Occupational and Environmental Medicine where teachers of both courses were faced with additional problems such as the low number of students attending the lectures. The aims of the study were to develop and analyse a curriculum map for Occupational and Environmental Medicine based on learning objectives using a web-based database. Furthermore we aimed to evaluate student perception about the curricular structure. Methods Using a web-based learning objectives database, a curriculum map for Occupational and Environmental Medicine was developed and analysed. Additionally online evaluations of students for each course were conducted. Results The results show a discrepancy between the taught and the assessed curriculum. For both curricula, we identified that several learning objectives were not covered in the curriculum. There were overlaps with other content domains and redundancies within both curricula. 53% of the students in Occupational Medicine and 43% in Environmental Medicine stated that there is a lack of information regarding the learning objectives of the curriculum. Conclusions The results of the curriculum mapping and the poor evaluation results for the courses suggest a need for re-structuring both curricula.

  5. Developing and analysing a curriculum map in Occupational- and Environmental Medicine

    Science.gov (United States)

    2010-01-01

    Background During the last 5 years a fundamental curriculum reform was realized at the medical school of the Ludwig-Maximilians-University. In contrast to those efforts, the learning objectives were not defined consistently for the curriculum and important questions concerning the curriculum could not be answered. This also applied to Occupational and Environmental Medicine where teachers of both courses were faced with additional problems such as the low number of students attending the lectures. The aims of the study were to develop and analyse a curriculum map for Occupational and Environmental Medicine based on learning objectives using a web-based database. Furthermore we aimed to evaluate student perception about the curricular structure. Methods Using a web-based learning objectives database, a curriculum map for Occupational and Environmental Medicine was developed and analysed. Additionally online evaluations of students for each course were conducted. Results The results show a discrepancy between the taught and the assessed curriculum. For both curricula, we identified that several learning objectives were not covered in the curriculum. There were overlaps with other content domains and redundancies within both curricula. 53% of the students in Occupational Medicine and 43% in Environmental Medicine stated that there is a lack of information regarding the learning objectives of the curriculum. Conclusions The results of the curriculum mapping and the poor evaluation results for the courses suggest a need for re-structuring both curricula. PMID:20840737

  6. Development and assessment of a radiology core curriculum in health care policy and practice.

    Science.gov (United States)

    Mirowitz, S A

    2000-07-01

    The purpose of this study was to evaluate the feasibility of implementing a core curriculum in health policy and practice for radiology residents and fellows, to determine whether such a curriculum would be considered professionally valuable by participants, and to determine if the curriculum would influence participants' careers. A core curriculum in health policy and practice was developed, involving 19 seminars presented over 5 weeks. Twelve faculty members presented comprehensive and integrated information relevant to current and future radiology practice. Topic clusters included health care structure and payment, technology and health services, radiology practice management, and career issues. Classroom teaching was supplemented by a course syllabus and resource library. Participants were surveyed following each seminar and at the conclusion of the curriculum. Participants described their baseline knowledge of each topic as weak. As a result of the curriculum, self-described knowledge ratings increased considerably. Interest in curriculum topics and perception of their importance and relevance to radiology practice increased. Of respondents, 84% (26 of 31) described the curriculum as having very good or excellent educational value. All respondents indicated that the curriculum should be repeated in the future, 42% (13 of 31) indicated that the curriculum motivated them to pursue further related education, and 61% (19 of 31) developed interest in personal involvement in administrative issues and radiology organizations. A core curriculum in health policy and practice was successfully integrated into radiology training. The curriculum resulted in increased knowledge, interest, and perceived importance of medical management issues by residents and fellows and stimulated their interest in pursuing further management education and involvement in radiology administration and organizations.

  7. Practice and thinking of the integrated curriculum of medical genetics and embryonic development

    Institute of Scientific and Technical Information of China (English)

    Ming-min GU; Zhi-de DING; Hong XU; Lei HUANG; Zhao-yuan HOU; Ying-yin NI

    2015-01-01

    Objective To draw a conclusion from the experience on the integrated curriculum of medical genetics and embryonic development set up for the eight-year clinical medicine,and to lay the foundation for its application to the five-year clinical medicine. Methods The advantages and disadvantages of the integrated curriculumof medical genetics and embryonic development were analyzed with the comparative analysis method. And opinions of students of the eight-year clinical medicine on the teaching of the current integrated curriculum were learnt about with questionnaires. Results The current integrated curriculum of medical genetics and embryonic development has basically achieved the goal of simplifying the original teaching contents and the crossing and integration of the related discipline contents,the overall student satisfaction is high. Conclusion The integrated curriculum of medical genetics and embryonic development is helpful for the integral optimization of the medical curriculum framework,which can be expanded to the five-year clinical medicine in the future.

  8. Cognitive competence as a positive youth development construct: conceptual bases and implications for curriculum development.

    Science.gov (United States)

    Sun, Rachel C F; Hui, Eadaoin K P

    2006-01-01

    This paper outlines the conceptual bases of "cognitive competence" as a positive youth development construct and the implications for curriculum development. Cognitive competence refers to the cognitive processes that comprise (i) creative thinking, which includes various creative thinking styles, such as legislative, global, and local thinking styles; and (ii) critical thinking, which includes reasoning, making inferences, self-reflection, and coordination of multiple views. Based on the adolescent development progression on cognitive competence, and with reference to Hong Kong Chinese context, six units are designed to promote creative and critical thinking for Secondary 1-3 students in the Project P.A.T.H.S., supported by the Hong Kong Jockey Club Charities Trust. In the Secondary 1 curriculum, the goals of the units are to enable students to recognize different but inter-related thinking styles and to apply these thinking skills to deal with daily life issues. The goal in the Secondary 2 curriculum is to enhance students' creative thinking skills to solve problems, whereas the goal in the Secondary 3 curriculum is to enhance students' critical thinking skills to accept beliefs and make decisions.

  9. Developing Systems Engineering Graduate Programs Aligned to the Body of Knowledge and Curriculum to Advance Systems Engineering (BKCASE (trademark)) Guidelines

    Science.gov (United States)

    2011-06-01

    Developing Systems Engineering Graduate Programs Aligned to the Body of Knowledge and Curriculum to Advance Systems Engineering (BKCASETM...Developing Systems Engineering Graduate Programs Aligned to the Body of Knowledge and Curriculum to Advance Systems Engineering (BKCASETM) Guidelines 5a

  10. Effectiveness of a 16 week gymnastics curriculum at developing movement competence in children.

    Science.gov (United States)

    Rudd, James R; Barnett, Lisa M; Farrow, Damian; Berry, Jason; Borkoles, Erika; Polman, Remco

    2017-02-01

    Internationally, children's movement competence levels are low. This study's aim was to evaluate the effectiveness of a 16 week gymnastics curriculum on stability, locomotive and object control skills and general body coordination. It was hypothesised that the gymnastics intervention group would demonstrate significant improvements beyond a PE comparison group. This study used a non-randomised control design. The intervention and comparison groups were drawn from three primary schools. The study followed the transparent reporting of evaluations with nonrandomized designs (TREND) statement for reporting. A total of 333 children (51% girls, 41% intervention) with a mean age of 8.1 years (SD=1.1) participated. Intervention children (16 weeks×2h of gymnastics) were compared to children who received (16×2h) standard PE curriculum. Children's movement competence was assessed using the Test of Gross Motor Development-2, Stability Skills Assessment and the Körper-Koordinationstest für Kinder. Multilevel linear mixed models, accounting for variation at the class level and adjusted for age and sex, were used to assess intervention relative to comparison differences in all aspects of movement competence. Stability and object control skills showed a significant (pGymnastics is effective at developing stability skills and object control skills without hindering the development of locomotor skills or general coordination. Accelerated learning of stability skills may support the development of more complex movement skills. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  11. Marine Mammals, Coastal and River Issues. Alaska Sea Week Curriculum Series VII. Alaska Sea Grant Report 84-8.

    Science.gov (United States)

    Mickelson, Belle

    This curriculum guide is the last (Series VII) in a six-volume set that comprises the Sea Week Curriculum Series developed in Alaska. The guide lends itself to the sixth-grade curriculum but can be adapted to preschool, secondary, and adult education. Eight units contain 43 activities with worksheets that cover the following topics: (1) the values…

  12. The Development of Foreign Language Substance Group Curriculum Based on Marzano's Taxonomy

    Science.gov (United States)

    Nakyam, Jirapan; Kwangsawad, Thoopthong; Sriampai, Pissamai

    2013-01-01

    This study was firstly aimed to develop the Foreign Language Substance Group Curriculum for enhancing students' four English skills required to promote learning in the different areas of subject. It used Marzano's Taxonomy as a framework for curriculum design. To articulate this framework, the study used content-based instruction (CBI)…

  13. Social Media and Marketing Education: A Review of Current Practices in Curriculum Development

    Science.gov (United States)

    Brocato, E. Deanne; White, Nathan James; Bartkus, Kenneth; Brocato, Ashley Ann

    2015-01-01

    Given the presumed importance of social media to marketing, along with the apparent lack of research concerning social media curriculum development, the purpose of this study is to conduct a systematic analysis of social media curriculum through the evaluation of undergraduate course syllabi in the United States. This research is intended to…

  14. The Development of a Substance Abuse Curriculum in a Master's of Social Work Program

    Science.gov (United States)

    Corrigan, Matthew J.; Bill, M. Louise; Slater, Judith R.

    2009-01-01

    Substance abuse has been identified as a significant social problem. Social work is uniquely positioned to affect this problem. Kennesaw State University has established a substance abuse concentration as part of its master's of social work program. The purpose of this article is to describe the development of this curriculum. The curriculum is…

  15. Knowledge Management ERP Curriculum Design/Mapping (Theory and Development Tools)

    Science.gov (United States)

    Swanson, Zane; Hepner, Michelle

    2011-01-01

    This study proposes a knowledge management framework for developing and managing enterprise resource planning (ERP) curriculum within business schools. Both theory and a practical implementation are addressed. The knowledge management (KM) framework has two components which utilize ERP from a big picture curriculum overview and a ground level…

  16. The Development and Application of Fidelity Measures in a Preschool Curriculum Intervention

    Science.gov (United States)

    Darrow, Catherine L.; Dickinson, David K.

    2011-01-01

    This paper presents the development of reliable measures of fidelity that represent critical elements of the curriculum and its use in assessing teachers' delivering of the treatment curriculum and identifying the existence of program differentiation between the treatment and control conditions. In order to address several issues that arise when…

  17. Curriculum Change in Universities: Conditions that Facilitate Education for Sustainable Development

    Science.gov (United States)

    de la Harpe, Barbara; Thomas, Ian

    2009-01-01

    Many universities have begun to introduce curriculum innovation and change to facilitate the curricular integration of generic skills underlying education for sustainable development (ESD). However, the literature and research in the area to date show few successful examples of comprehensive large-scale curriculum change. From the literature on…

  18. School-Based Curriculum Development in China: Policy Analysis, Theoretical Controversy, and Practical Exploration

    Science.gov (United States)

    Xu, Yuzhen; Wong, Hongbo

    2011-01-01

    In an attempt to give a general but critical review of school-based curriculum development (SBCD) in China's new curriculum reform (NCR), this article discusses at length some issues remaining in SBCD, including misconceptions in Chinese discussions about SBCD, most significantly, the Chinese literal expression of the policy statement on…

  19. What does the Development of the European Core Curriculum for Cardiovascular Nurses Mean for Australia?

    Science.gov (United States)

    Neubeck, Lis; Lin, Stella Hsi-Man; Ferry, Cate; Gallagher, Robyn

    2016-04-01

    A core curriculum for the continuing professional development of nurses has recently been published by the Council on Cardiovascular Nursing and Allied Professions of the European Society of Cardiology. This core curriculum was envisaged to bridge the educational gap between qualification as a nurse and an advance practice role. In addition, the shared elements and international consensus on core themes creates a strong pathway for nursing career development that is directly relevant to Australia. Education programs for nurses in Australia must meet the mandatory standards of the Australian Nursing and Midwifery Accreditation Council (ANMAC), but without a national core curriculum, there can be considerable variation in the content of such courses. The core curriculum is developed to be adapted locally, allowing the addition of nationally relevant competencies, for example, culturally appropriate care of Aboriginal and Torres Strait Islander individuals. Two existing specialist resources could be utilised to deliver a tailored cardiovascular core curriculum; the Heart Education Assessment and Rehabilitation Toolkit (HEART) online (www.heartonline.org.au) and HeartOne (www.heartone.com.au). Both resources could be further enhanced by incorporating the core curriculum. The release of the European core curriculum should be viewed as a call to action for Australia to develop a core curriculum for cardiovascular nurses.

  20. Social Media and Marketing Education: A Review of Current Practices in Curriculum Development

    Science.gov (United States)

    Brocato, E. Deanne; White, Nathan James; Bartkus, Kenneth; Brocato, Ashley Ann

    2015-01-01

    Given the presumed importance of social media to marketing, along with the apparent lack of research concerning social media curriculum development, the purpose of this study is to conduct a systematic analysis of social media curriculum through the evaluation of undergraduate course syllabi in the United States. This research is intended to…

  1. Knowledge Management ERP Curriculum Design/Mapping (Theory and Development Tools)

    Science.gov (United States)

    Swanson, Zane; Hepner, Michelle

    2011-01-01

    This study proposes a knowledge management framework for developing and managing enterprise resource planning (ERP) curriculum within business schools. Both theory and a practical implementation are addressed. The knowledge management (KM) framework has two components which utilize ERP from a big picture curriculum overview and a ground level…

  2. World Development Report 2015

    OpenAIRE

    World Bank Group

    2014-01-01

    Every policy relies on explicit or implicit assumptions about how people make choices. Those assumptions typically rest on an idealized model of how people think, rather than an understanding of how everyday thinking actually works. This year’s World Development Report argues that a more realistic account of decision-making and behavior will make development policy more effective. The Report emphasizes what it calls 'the three marks of everyday thinking.' In everyday thinking, people use...

  3. Foundational Elements of Applied Simulation Theory: Development and Implementation of a Longitudinal Simulation Educator Curriculum

    Science.gov (United States)

    Posner, Glenn; Humphrey-Murto, Susan

    2017-01-01

    Simulation-based education has gained popularity, yet many faculty members feel inadequately prepared to teach using this technique. Fellowship training in medical education exists, but there is little information regarding simulation or formal educational programs therein. In our institution, simulation fellowships were offered by individual clinical departments. We recognized the need for a formal curriculum in educational theory. Kern’s approach to curriculum development was used to develop, implement, and evaluate the Foundational Elements of Applied Simulation Theory (FEAST) curriculum. Needs assessments resulted in a 26-topic curriculum; each biweekly session built upon the previous. Components essential to success included setting goals and objectives for each interactive session and having dedicated faculty, collaborative leadership and administrative support for the curriculum. Evaluation data was collated and analyzed annually via anonymous feedback surveys, focus groups, and retrospective pre-post self-assessment questionnaires. Data collected from 32 fellows over five years of implementation showed that the curriculum improved knowledge, challenged thinking, and was excellent preparation for a career in simulation-based medical education. Themes arising from focus groups demonstrated that participants valued faculty expertise and the structure, practicality, and content of the curriculum. We present a longitudinal simulation educator curriculum that adheres to a well-described framework of curriculum development. Program evaluation shows that FEAST has increased participant knowledge in key areas relevant to simulation-based education and that the curriculum has been successful in meeting the needs of novice simulation educators. Insights and practice points are offered for educators wishing to implement a similar curriculum in their institution. PMID:28280655

  4. Foundational Elements of Applied Simulation Theory: Development and Implementation of a Longitudinal Simulation Educator Curriculum.

    Science.gov (United States)

    Chiu, Michelle; Posner, Glenn; Humphrey-Murto, Susan

    2017-01-27

    Simulation-based education has gained popularity, yet many faculty members feel inadequately prepared to teach using this technique. Fellowship training in medical education exists, but there is little information regarding simulation or formal educational programs therein. In our institution, simulation fellowships were offered by individual clinical departments. We recognized the need for a formal curriculum in educational theory. Kern's approach to curriculum development was used to develop, implement, and evaluate the Foundational Elements of Applied Simulation Theory (FEAST) curriculum. Needs assessments resulted in a 26-topic curriculum; each biweekly session built upon the previous. Components essential to success included setting goals and objectives for each interactive session and having dedicated faculty, collaborative leadership and administrative support for the curriculum. Evaluation data was collated and analyzed annually via anonymous feedback surveys, focus groups, and retrospective pre-post self-assessment questionnaires. Data collected from 32 fellows over five years of implementation showed that the curriculum improved knowledge, challenged thinking, and was excellent preparation for a career in simulation-based medical education. Themes arising from focus groups demonstrated that participants valued faculty expertise and the structure, practicality, and content of the curriculum. We present a longitudinal simulation educator curriculum that adheres to a well-described framework of curriculum development. Program evaluation shows that FEAST has increased participant knowledge in key areas relevant to simulation-based education and that the curriculum has been successful in meeting the needs of novice simulation educators. Insights and practice points are offered for educators wishing to implement a similar curriculum in their institution.

  5. Attitudes of medical students to medical leadership and management: a systematic review to inform curriculum development

    Directory of Open Access Journals (Sweden)

    Abbas Mark R

    2011-11-01

    Full Text Available Abstract Background There is a growing acknowledgement that doctors need to develop leadership and management competences to become more actively involved in the planning, delivery and transformation of patient services. We undertook a systematic review of what is known concerning the knowledge, skills and attitudes of medical students regarding leadership and management. Here we report the results pertaining to the attitudes of students to provide evidence to inform curriculum development in this developing field of medical education. Methods We searched major electronic databases and citation indexes within the disciplines of medicine, education, social science and management. We undertook hand searching of major journals, and reference and citation tracking. We accessed websites of UK medical institutions and contacted individuals working within the field. Results 26 studies were included. Most were conducted in the USA, using mainly quantitative methods. We used inductive analysis of the topics addressed by each study to identity five main content areas: Quality Improvement; Managed Care, Use of Resources and Costs; General Leadership and Management; Role of the Doctor, and Patient Safety. Students have positive attitudes to clinical practice guidelines, quality improvement techniques and multidisciplinary teamwork, but mixed attitudes to managed care, cost containment and medical error. Education interventions had variable effects on students' attitudes. Medical students perceive a need for leadership and management education but identified lack of curriculum time and disinterest in some activities as potential barriers to implementation. Conclusions The findings from our review may reflect the relatively little emphasis given to leadership and management in medical curricula. However, students recognise a need to develop leadership and management competences. Although further work needs to be undertaken, using rigorous methods, to identify

  6. Veterinary Preventive Medicine Curriculum Development at Louisiana State University

    Science.gov (United States)

    Hubbert, William T.

    1976-01-01

    The program aims at training veterinarians, with interdepartmental faculty participation the rule rather than the exception. Included in the curriculum are: avian medicine, herd health management, veterinary public health, veterinary food hygiene, and regulatory veterinary medicine. (LBH)

  7. Developing Curriculum to Help Students Explore the Geosciences' Cultural Relevance

    Science.gov (United States)

    Miller, G.; Schoof, J. T.; Therrell, M. D.

    2011-12-01

    groups, a content test, an epistemology survey (with think-aloud interviews that also served for cognitive testing purposes), classroom observations, student work, and tracking of student navigation through the digital reader. Overall, the impact this curriculum had on students' affective and academic learning varied; however, the instructional supports we developed to temper challenge with instructional support appear to have had a positive impact on student learning. Analysis of data illustrates how these supports improved their comprehension of multiple, and sometimes conflicting sources. Student feedback from focus groups and interviews also indicate that using a social science lens to learn about concepts such as urban heat island was engaging. In terms of students' understanding of the nature of knowledge in the sciences, the epistemology survey and interview seem to indicate that students lack a complex understanding of continuity and change in scientific knowledge. Further, participants appeared to have many misconceptions about scientific inquiry. As a result, we are currently developing a similar curriculum for a lab-based geography course, GEOG104: Weather, Climate, and Society.

  8. Junior faculty core curriculum to enhance faculty development.

    Science.gov (United States)

    Guillet, Ronnie; Holloway, Robert G; Gross, Robert A; Libby, Katie; Shapiro, Janine R

    2017-04-01

    Senior Instructors and Assistant Professors in their first academic appointment may not have all the tools for an efficient start to their careers. Although many institutions provide access to mentoring programs and seminars on faculty development, the timing and format of the offerings often conflict with ongoing responsibilities of the faculty, particularly clinical faculty. We established a collaboration between the Clinical and Translational Science Institute (CTSI) and the University of Rochester Medical Center Office for Faculty Development with the goal of developing a week-long Junior Faculty Core Curriculum that would better suit faculty schedules. We convened focus groups and with their help, identified themes for inclusion in the course. Speakers were identified from among local senior faculty. University leadership was enlisted in promoting the course. Individual speakers and course content were evaluated daily, at the end of the week-long course, and 6 months later. Planning for subsequent years incorporated the feedback. Yearly evaluations and subsequent course modification continued. Junior faculty from nearly every department in the Medical Center were represented. There was high learner satisfaction and participation however several limitations were identified and addressed in subsequent years. The focus on principles and available resources, not specific skills or content was appropriate. Daily interactions among participants from a wide variety of departments fostered networking among faculty who may not otherwise have met and discussed common interests. The ultimate value of such an early, intensive faculty development program will depend on whether it equips junior faculty to organize, develop, and achieve their academic goals better than alternative formats. This will require further study.

  9. The Science behind Curriculum Development and Evaluation: Taking a Design Science Approach in the Production of a Tier 2 Mathematics Curriculum

    Science.gov (United States)

    Doabler, Christian T.; Clarke, Ben; Fien, Hank; Baker, Scott K.; Kosty, Derek B.; Cary, Mari Strand

    2015-01-01

    The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of first grade students at risk for mathematics difficulties (MD).…

  10. The Science behind Curriculum Development and Evaluation: Taking a Design Science Approach in the Production of a Tier 2 Mathematics Curriculum

    Science.gov (United States)

    Doabler, Christian T.; Clarke, Ben; Fien, Hank; Baker, Scott K.; Kosty, Derek B.; Cary, Mari Strand

    2015-01-01

    The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of first grade students at risk for mathematics difficulties (MD).…

  11. Faculty Development for a New Curriculum: Implementing a Strategy for Veterinary Teachers within the Wider University Context.

    Science.gov (United States)

    Warman, Sheena; Pritchard, Jane; Baillie, Sarah

    2015-01-01

    Faculty development in veterinary education is receiving increasing attention internationally and is considered of particular importance during periods of organizational or curricular change. This report outlines a faculty development strategy developed since October 2012 at the University of Bristol Veterinary School, in parallel with the development and implementation of a new curriculum. The aim of the strategy is to deliver accessible, contextual faculty development workshops for clinical and non-clinical staff involved in veterinary student training, thereby equipping staff with the skills and support to deliver high-quality teaching in a modern curriculum. In October 2014, these workshops became embedded within the new University of Bristol Continuing Professional Development scheme, Cultivating Research and Teaching Excellence. This scheme ensures that staff have a clear and structured route to achieving formal recognition of their teaching practice as well as access to a wide range of resources to further their overall professional development. The key challenges and constraints are discussed.

  12. Developing the new Columbia core curriculum: a case study in managing radical curriculum change.

    Science.gov (United States)

    Galea, Sandro; Fried, Linda P; Walker, Julia R; Rudenstine, Sasha; Glover, Jim W; Begg, Melissa D

    2015-03-01

    Curricular change is essential for maintaining vibrant, timely, and relevant educational programming. However, major renewal of a long-standing curriculum at an established university presents many challenges for leaders, faculty, staff, and students. We present a case study of a dramatic curriculum renewal of one of the nation's largest Master of Public Health degree programs: Columbia University's Mailman School of Public Health. We discuss context, motivation for change, the administrative structure established to support the process, data sources to inform our steps, the project timeline, methods for engaging the school community, and the extensive planning that was devoted to evaluation and communication efforts. We highlight key features that we believe are essential for successful curricular change.

  13. Using Digital Resources for the ECE Curriculum in China: Current Needs and Future Development

    Directory of Open Access Journals (Sweden)

    Jing Zhou

    2009-12-01

    Full Text Available Using digital resources is an important development in the Early Childhood Education (ECE curriculum in China. Guo and Wang (2005 report that 98% of urban ECE programs have computers with Internet connections, in addition to other technical facilities, which are used daily in ECE classrooms. However, the lack of curriculum-related digital resources and of a network to share them makes it difficult for teachers to share these resources for teaching. Further, this development of digital resources for ECE should consider Chinese cultures of learning (Jin & Cortazzi, 2006 in order to meet the needs of Chinese learners and maximize the learning effect. This paper focuses on the major features of digital resources in Chinese ECE and a framework for developing the content through examining existing digital resources and materials. Methods of inquiry and evaluation include the use of focus groups of kindergarten teachers in different provinces in China.The findings (Chen & Zhou, 2009; Zhou & Chen, 2009 indicate that an ECE digital resource should have features of individualization, interaction, sharing and sociability in networking in Chinese educational contexts, for supporting teaching design, practice, evaluation and reflection. An effective framework of ECE digital resources is recommended to contain three key parts:1 A Teacher Planning System to support teachers’ information searches, classified according to themes, subjects or types of activities.2 A Children’s Learning System to offer interactive learning at school or home following the classroom curriculum.3 A Family Support System to involve parents in their children’s learning and development.

  14. Developing secondary science teachers' pedagogical content knowledge through effective curriculum materials

    Science.gov (United States)

    Buoni, Michael H.

    This study investigates the degree to which the Delaware Science Coalition tenth grade biology kit curriculum supports the development of teachers' pedagogical content knowledge. A research-based construct for PCK was developed to serve as the foundation for how PCK was defined in this study. An analysis tool was created using the Davis and Krajcik (2005) nine heuristics of effectiveness of curriculum materials to develop science teachers' PCK. The tool was created to analyze the relative effectiveness of curriculum materials in supporting and developing teachers' PCK. The Delaware Science Coalition tenth grade biology kit curriculum was analyzed against this heuristic tool, and was found to be inconsistent in developing teachers' PCK. In addition, this study addressed teachers' conceptions of PCK, and their perceptions of professional development, through a survey and through subsequent interviews. The results from the survey and interviews showed that teachers consistently adapt the curriculum to fit their needs, and also had different feelings about the professional development they experienced with the state, and at their home school. A new model for professional development was created using the research-based construct of PCK, the heuristic tool to develop teachers' PCK, and teachers' experiences with curriculum and professional development.

  15. Re-Examining the Curriculum Development Centre: Coordinative Federalism and Kingdon's Agenda-Setting (1975-87)

    Science.gov (United States)

    Rodwell, Grant

    2016-01-01

    During period 1975 through to 1987 the Commonwealth ventured into curriculum development, hitherto an activity for states and territories. Unlike the ACARA Curriculum of the Rudd-Gillard-Rudd governments, there was nothing mandatory about the CDC's curriculum development activities. Here, the dominant influence was coordinative federalism. This…

  16. Re-Examining the Curriculum Development Centre: Coordinative Federalism and Kingdon's Agenda-Setting (1975-87)

    Science.gov (United States)

    Rodwell, Grant

    2016-01-01

    During period 1975 through to 1987 the Commonwealth ventured into curriculum development, hitherto an activity for states and territories. Unlike the ACARA Curriculum of the Rudd-Gillard-Rudd governments, there was nothing mandatory about the CDC's curriculum development activities. Here, the dominant influence was coordinative federalism. This…

  17. Integrating Spanish language training across a Doctor of Physical Therapy curriculum: a case report of one program's evolving model.

    Science.gov (United States)

    Pechak, Celia; Diaz, Deborah; Dillon, Loretta

    2014-12-01

    As the Hispanic population continues to expand in the United States, health professionals increasingly may encounter people who speak Spanish and have limited English proficiency. Responding to these changes, various health profession educators have incorporated Spanish language training into their curricula. Of 12 doctor of physical therapy (DPT) programs identified as including elective or required Spanish courses, the program at The University of Texas at El Paso is the only one integrating required Spanish language training across the curriculum. The purpose of this case report is to describe the development, implementation, and preliminary outcomes of the evolving educational model at The University of Texas at El Paso. The University of Texas at El Paso is situated immediately across the border from Mexico. Responding to the large population with limited English proficiency in the community, faculty began to integrate required Spanish language training during a transition from a master-level to a DPT curriculum. The Spanish language curriculum pillar includes a Spanish medical terminology course, language learning opportunities threaded throughout the clinical courses, clinical education courses, and service-learning. Forty-five DPT students have completed the curriculum. Assessment methods were limited for early cohorts. Clinically relevant Spanish verbal proficiency was assessed with a practical examination in the Spanish course, a clinical instructor-rated instrument, and student feedback. Preliminary data suggested that the model is improving Spanish language proficiency. The model still is evolving. Spanish language learning opportunities in the curriculum are being expanded. Also, problems with the clinical outcome measure have been recognized. Better definition of intended outcomes and validation of a revised tool are needed. This report should promote opportunities for collaboration with others who are interested in linguistic competence. © 2014

  18. Structured curricula and curriculum development in ophthalmology residency.

    Science.gov (United States)

    Lee, Andrew G; Chen, Ying

    2014-01-01

    There has been a shift in graduate medical education (GME) from the traditional "apprenticeship" model to a more curriculum-based and competency driven model. Reflecting a global trend towards residency education reform, the International Council of Ophthalmology (ICO) introduced a resident and specialist curriculum and several live educational programs to promote standardization and more effective GME and continuing professional training. Implementation of these educational innovations will require efforts by local educator champions; modification and customization of teaching and assessing tools to the local learning environment; alignment of the implementation blueprint with available resources; and creation of accountability and sustainability mechanisms to insure long-term viability of the educational reforms. An ultimate goal of the ICO curriculum is to allow real world testing and modification so that the ideas generated in one part of the world might be applicable and generalizable in other areas. We aim to describe the Accreditation Council of Graduate Medical Education (ACGME) competencies in the United States (US) and ICO curriculum, as well as to provide a step-by-step plan for implementation of an ophthalmology residency curriculum.

  19. Pragmatic Dimension of the Contemporary Language and Principles of Curriculum Development

    Directory of Open Access Journals (Sweden)

    Dr. Boulaares * Djemai

    2013-12-01

    Full Text Available Pragmatic Dimension of the Contemporary Language and Principles of Curriculum Development         Dr. Boulaares Djemai *     Abstract     Textbooks have been very significant and valuable for our precedents because education is very significant and through it, everybody can achieve fulfillment. Knowledge and its application can be achieved through the person’s interaction with society, worldview and his intellectual development. The criteria of social discipline, behavioral values snd civilization should evoke knowledge in the students. Therefore, a textbook should benefit from contemporary linguistic culture which is summarized as follows:   1 - Debate and conversation, question and answer.   2 - Storytelling, narrative and representation of characters and imitation.   3 - Reports and speeches, words and conversations.   4 – Giving directions and instructions.   5 – Holding personal interviews and managing meetings,   6 - Describing realistic things, arguments, defending their opinion, explanation, dialogue, analysis, survey and commentary.   These aspects must be observed in the language and style of the book when a person wants to develop educational materials because these factors implicitly form the ideology of the students who are the next generation of our society.     Keywords : Paradigmatic, text book, curriculum, design    * Assistant Professor, King Saud University, Saudi Arabic kingdom, E-mail: boulaares.d@live.fr .

  20. Progress in simulation education: developing an anesthesia curriculum.

    Science.gov (United States)

    Murray, David J

    2014-12-01

    Simulation's role in anesthesia education is expanding to include more advanced skills and training for subspecialty practice. This review will provide an overview of many recent studies that expand the simulation curriculum for anesthesia education. Recent studies describe a curriculum that uses a range of simulation modalities, including part-task trainers, mannequin-based simulation, virtual reality, in-situ techniques, screen-based simulations as well as encounters with 'standardized' patients, nurses or physician colleagues. A variety of studies describe the use of task-training devises to more effectively acquire skills, such as fibre-optic intubation, ultrasound-guided regional anesthesia and transthoracic echocardiography as well as expand on a variety of teamwork skills particularly in subspecialty anesthesia practice. A curriculum is emerging that utilizes a variety of simulation modalities as part of a more comprehensive educational strategy for anesthesia specialty training.

  1. Striving for excellence: developing a framework for the Triple C curriculum in family medicine education.

    Science.gov (United States)

    MacDonald, Colla J; McKeen, Martha; Wooltorton, Eric; Boucher, Francois; Lemelin, Jacques; Leith-Gudbranson, Donna; Viner, Gary; Pullen, Judi

    2012-10-01

    Postgraduate medical education programs will need to be restructured in order to respond to curriculum initiatives promoted by the College of Family Physicians of Canada. To develop a framework for the Triple C Competency-based Curriculum that will help provide residents with quality family medicine (FM) education programs. The Family Medicine Curriculum Framework (FMCF) incorporates the 4 principles of FM, the CanMEDs-FM roles, the Triple C curriculum principles, the curriculum content domains, and the pedagogic strategies, all of which support the development of attitudes, knowledge, and skills in postgraduate FM training programs. The FMCF was an effective approach to the development of an FM curriculum because it incorporated not only core competencies of FM health education but also contextual educational values, principles, and dynamic learning approaches. In addition, the FMCF provided a foundation and quality standard to designing, delivering, and evaluating the FM curriculum to ensure it met the needs of FM education stakeholders, including preceptors, residents, and patients and their families.

  2. Development of a Curriculum Management Process by Applying Lean Concept for Waste Elimination to Enhance Curriculum Implementation of Primary School Teacher

    Science.gov (United States)

    Chitrangsan, Nadrudee; Sawekngam, Wichai; Thongthew, Sumlee

    2015-01-01

    This research aims to study and develop a curriculum management process by applying Lean concept for waste elimination to enhance curriculum implementation of primary school teacher. This study was conducted with a focus on qualitative data collection by dividing into 2 phases, including (1) analyze and synthesize relevant notions, theories,…

  3. Decision Making in the Curriculum Development Process and Raising the Quality of Academic Standards: What Does a Review of Australian Curriculum Documents Tell Us?

    Science.gov (United States)

    Watt, Michael G.

    2008-01-01

    The purpose of this study was to examine the extent, to which factors in the process of decision making involved in curriculum development in Australia, have determined the quality of curriculum documents. Searches on web sites of education organisations and electronic databases of educational literature were conducted to identify source documents…

  4. The “voice of the teacher” in curriculum development: a voice crying ...

    African Journals Online (AJOL)

    Erna Kinsey

    mental perspective, a particular meaning to the specific functions or roles expected from ... health sciences, sociology) at institutions such as universities and other ..... Carl AE 2002. Teacher Empowerment through Curriculum Development:.

  5. Application of Instructional Design Principles in Developing an Online Information Literacy Curriculum.

    Science.gov (United States)

    Mi, Misa

    2016-01-01

    An online information literacy curriculum was developed as an intervention to engage students in independent study and self-assessment of their learning needs and learning outcomes, develop proficiency in information skills, and foster lifelong learning. This column demonstrates how instructional design principles were applied to create the learning experiences integrated into various courses of the medical curriculum to promote active learning of information skills and maximize self-directed learning outcomes for lifelong learning.

  6. Curriculum information models in health professions education in Australia: an innovative approach to efficient curriculum design, development, and maintenance.

    Science.gov (United States)

    Kruger, Estie; Tennant, Marc

    2012-03-01

    Over the last decade, there has been a significant increase in attention to the overall accountability of higher education in Australia, and this is expected to continue. Increased accountability has led to the need for more explicitly documented curricula. The curricula from ten health-related disciplines developed over the last five years in Australia were the basis of this study. Curriculum information modeling is an approach that allows for the dynamic nature of curricula since elements and their linkages can be moved about and reconnected into meaningful patterns. In addition, the models give disciplines and institutions the ability to effectively monitor curricula and draw comparisons in a more unified manner. Curriculum information models are an efficient innovation in the design and management of curricula in higher education and particularly in the health care disciplines. They rest on the principles of reusable elements and linkages independent of content that were first used in the design, construction, and maintenance of buildings. The translation of this approach to the higher education sector provides a higher level of interoperability of resources and a clearer pathway for content design within a curriculum.

  7. Using Curriculum-Based Measurement to Monitor Kindergarteners' Mathematics Development

    Science.gov (United States)

    Seethaler, Pamela M.; Fuchs, Lynn S.

    2011-01-01

    The purpose of this study was to examine technical and instructional features of a kindergarten curriculum-based measurement (CBM) tool designed to track students' mathematics progress in terms of computational concepts, procedures, and counting strategies. Students in 10 kindergarten classrooms in three elementary schools completed alternate…

  8. Goodbye Conflict, Hello Development? Curriculum Reform in Timor-Leste

    Science.gov (United States)

    Shah, Ritesh

    2012-01-01

    Motivations to reform curriculum in post-conflict, or post-colonial states are often driven by the need to (re) construct a cohesive and publicly legitimated national identity that is starkly different to that which existed prior. This paper explores the context behind such action in the Timor-Leste (East Timor) and some challenges which policy…

  9. The Curriculum Design and Development in MOOCs Environment

    Science.gov (United States)

    Li, Fei; Du, Jing; Li, Bin

    2014-01-01

    The paper selects over 20 online courses and analyses the subjects, organization, the way to show the content of the courses, the use of media, and design of the teaching in the case study of Chinese popular MOOC platform. On this basis, the paper summarizes the principles of curriculum design and design models in MOOC environment, such as…

  10. Goodbye Conflict, Hello Development? Curriculum Reform in Timor-Leste

    Science.gov (United States)

    Shah, Ritesh

    2012-01-01

    Motivations to reform curriculum in post-conflict, or post-colonial states are often driven by the need to (re) construct a cohesive and publicly legitimated national identity that is starkly different to that which existed prior. This paper explores the context behind such action in the Timor-Leste (East Timor) and some challenges which policy…

  11. Curriculum Reform in Secondary Education: Planning, Development and Implementation.

    Science.gov (United States)

    Kallen, Denis

    1996-01-01

    A discussion of secondary education curriculum reform, particularly in Eastern and Central Europe, examines potentially conflicting concerns characterizing the current reform debate: stronger national policies alongside calls for curricula responsive to local needs; broad versus core curricula; central versus decentralized control of assessment;…

  12. Cybersecurity Curriculum Development: Introducing Specialties in a Graduate Program

    Science.gov (United States)

    Bicak, Ali; Liu, Michelle; Murphy, Diane

    2015-01-01

    The cybersecurity curriculum has grown dramatically over the past decade: once it was just a couple of courses in a computer science graduate program. Today cybersecurity is introduced at the high school level, incorporated into undergraduate computer science and information systems programs, and has resulted in a variety of cybersecurity-specific…

  13. Competency Based Curriculum. Revised Delivery Systems for Culinary Arts Program. Project Report.

    Science.gov (United States)

    Spokane Community Coll., WA.

    Developed through a grant that enabled faculty members to work together to define goals and set objectives, this curriculum guide contains course objectives for the culinary arts program at Spokane Community College in Washington. Objectives are provided for the following courses: culinary techniques and skill development (two levels),…

  14. Women's Health in the Dental School Curriculum: Report of a Survey & Recommendations.

    Science.gov (United States)

    Silverton, Susan; Sinkford, Jeanne; Inglehart, Marita; Tedesco, Lisa; Valachovic, Richard

    This report presents the analytical results of a survey of U.S. and Canadian dental schools conducted during 1997 by the American Association of Dental Schools. It documents how women's health and oral health issues are addressed in the curriculum. It also presents an annotated bibliography of research involving oral and craniofacial health and…

  15. The Multi-Purpose Center for Curriculum Improvement. End of Project Report.

    Science.gov (United States)

    Puzzuoli, David A.; Wholley, Peter J.

    The report for the 8-county West Virginia Multi-Purpose Center for Curriculum Improvement, funded under Title III of the Elementary and Secondary Education Act, represents a comprehensive evaluation of the numerous activities with which the center was involved. The first section of the document presents general characteristics of the project area,…

  16. Curriculum Development Program in a Privately-Managed Public Preschool in Taiwan: Overcoming Difficulties and Establishing a Process Pattern

    Science.gov (United States)

    Lin, Chia-Fen

    2016-01-01

    Preschool curriculum reform is currently underway in Taiwan. Privately-managed public preschools (PMPPs) currently play the role of bellwethers because they stand halfway between public and private preschools, and serve as testing grounds for curriculum reforms promoted by the government. This study originated from Curriculum Development Program…

  17. Curriculum Development Program in a Privately-Managed Public Preschool in Taiwan: Overcoming Difficulties and Establishing a Process Pattern

    Science.gov (United States)

    Lin, Chia-Fen

    2016-01-01

    Preschool curriculum reform is currently underway in Taiwan. Privately-managed public preschools (PMPPs) currently play the role of bellwethers because they stand halfway between public and private preschools, and serve as testing grounds for curriculum reforms promoted by the government. This study originated from Curriculum Development Program…

  18. Development, implementation, and dissemination of the I-PASS handoff curriculum: A multisite educational intervention to improve patient handoffs.

    Science.gov (United States)

    Starmer, Amy J; O'Toole, Jennifer K; Rosenbluth, Glenn; Calaman, Sharon; Balmer, Dorene; West, Daniel C; Bale, James F; Yu, Clifton E; Noble, Elizabeth L; Tse, Lisa L; Srivastava, Rajendu; Landrigan, Christopher P; Sectish, Theodore C; Spector, Nancy D

    2014-06-01

    Patient handoffs are a key source of communication failures and adverse events in hospitals. Despite Accreditation Council for Graduate Medical Education requirements for residency training programs to provide formal handoff skills training and to monitor handoffs, well-established curricula and validated skills assessment tools are lacking. Developing a handoff curriculum is challenging because of the need for standardized processes and faculty development, cultural resistance to change, and diverse institution- and unit-level factors. In this article, the authors apply a logic model to describe the process they used from June 2010 to February 2014 to develop, implement, and disseminate an innovative, comprehensive handoff curriculum in pediatric residency training programs as a fundamental component of the multicenter Initiative for Innovation in Pediatric Education-Pediatric Research in Inpatient Settings Accelerating Safe Sign-outs (I-PASS) Study. They describe resources, activities, and outputs, and report preliminary learner outcomes using data from resident and faculty evaluations of the I-PASS Handoff Curriculum: 96% of residents and 97% of faculty agreed or strongly agreed that the curriculum promoted acquisition of relevant skills for patient care activities. They also share lessons learned that could be of value to others seeking to adopt a structured handoff curriculum or to develop large-scale curricular innovations that involve redesigning firmly established processes. These lessons include the importance of approaching curricular implementation as a transformational change effort, assembling a diverse team of junior and senior faculty to provide opportunities for mentoring and professional development, and linking the educational intervention with the direct measurement of patient outcomes.

  19. World Development Report 2004

    OpenAIRE

    World Bank

    2003-01-01

    Too often, services fail poor people in access, in quality, and in affordability. But the fact that there are striking examples where basic services such as water, sanitation, health, education, and electricity do work for poor people means that governments and citizens can do a better job of providing them. Learning from success and understanding the sources of failure, this year’s World Development Report, argues that services can be improved by putting poor people at the center of service ...

  20. Developing sustainability curriculum using the PBL method in a Chinese context

    DEFF Research Database (Denmark)

    Du, Xiangyun; Su, Liya; Liu, Jingling

    2013-01-01

    mastering relevant knowledge, but also in developing necessary skills and competencies. PBL as a teaching and learning method can successfully facilitate participative learning, critical reflection, systemic thinking, creativity, and cultural awareness, which are the core values of sustainability. However......Sustainability is receiving increasing amounts of attention in higher education in terms of how it can best be integrated with university curricula. Sustainability is closely related to complexity, innovation, and interdisciplinarity; therefore, it requires alternative approaches rather than...... traditional, lecture-based pedagogy. This paper reports an educational initiative and research project based on collaboration between Beijing Normal University, China and Aalborg University, Denmark: developing a sustainability curriculum using the methodology of Problem and Project Based Learning (PBL...

  1. Mapping and assessment of personal and professional development skills in a pharmacy curriculum.

    Science.gov (United States)

    Ramia, Elsy; Salameh, Pascale; Btaiche, Imad F; Saad, Aline Hanna

    2016-01-15

    Health sciences programs are increasingly expanding their curricula to bridge foundational scientific knowledge with needed skills to practice and patient care. The primary objectives of this study are to 1) assess whether the personal and professional development (PPD) subdomains (self-assessment, leadership, innovation and entrepreneurship, and professionalism) are integrated in a pharmacy curriculum; and 2) identify any gaps related to the subdomains' learning objectives. Four different mapping activities were completed to create a comprehensive mapping plan regarding the integration of the PPD subdomains in the curriculum. The first mapping activity entailed matching the school's program educational outcomes (PEOs) to these subdomains (Step 1). Mapping of the enacted curriculum by faculty (Step 2) and learned curriculum by students (Step 3) were also completed in order to evaluate the integration of these subdomains in the curriculum. Finally, Step 4 involved mapping of the assessed curriculum by analyzing the progress of students on PPD-related competencies using standardized scoring rubrics and the correlation between students' and facultys' assessments with regard to matching competencies. The Cochrane's Q test and the Cohen's kappa coefficient were used in the statistical analysis of parametric data. The subdomains were found to be woven across curricular, co-curricular, and extra-curricular activities based on the four different mapping activities. Faculty and students agreed that the PPD competencies are integrated in the curriculum; provided example courses, experiences and activities; and identified areas of further improvements. The completed mapping activities drove the development of action plans for remediation of identified gaps in the curriculum. Mapping activities showed the sequential integration of the PPD skills at different depths and breadths in the curriculum. This study provides an example to health sciences schools on the incorporation of

  2. Interdisciplinary development of a preconception health curriculum for four medical specialties.

    Science.gov (United States)

    Freda, Margaret Comerford; Chazotte, Cynthia; Bernstein, Peter; Harrison, Ellen

    2002-02-01

    A group of obstetricians and gynecologists, along with physicians from three other medical specialties, nurses, and midwives, developed a curriculum on preconception health care for women. This curriculum was specifically aimed at residents in obstetrics and gynecology, internal medicine, pediatrics, and family medicine. The curriculum was designed to convince these physicians that they needed to participate in promotion of preconception health for many reasons, such as the need to teach women to take folic acid daily because it significantly decreases the incidence of neural tube defects. Because over 50% of all pregnancies are unplanned, it is imperative that all physicians think of themselves as preconception health providers. Our group then taught the curriculum to medical students, residents, fellows, and attending physicians in all specialties at four hospitals affiliated with the medical college. Evaluation of the curriculum in 171 physicians who participated revealed that only a small percentage of physicians took folic acid daily themselves. Almost 36% of the obstetricians did not currently provide preconception care for their patients. Most physicians in all specialties believed that the curriculum provided them with useful information for their practice. The March of Dimes is currently distributing this curriculum on its Web site.

  3. Industrial engineering and management curriculum profile: Developing a framework of competences

    OpenAIRE

    Mesquita, Diana; Lima, Rui M.; Flores, Maria Assunção; Marinho-Araujo, Claisy; Rabelo, Mauro

    2015-01-01

    This paper presents a framework of competences developed for Industrial Engineering and Management that can be used as a tool for curriculum analysis and design, including the teaching and learning processes as well as the alignment of the curriculum with the professional profile. The framework was applied to the Industrial Engineering and Management program at University of Minho (UMinho), Portugal, and it provides an overview of the connection between IEM knowledge areas and the competences...

  4. UPPER MIDWEST REGIONAL EDUCATIONAL LABORATORY PROGRAM DEVELOPMENT PROJECT. REPORT.

    Science.gov (United States)

    KEGLER, STANLEY B.; AND OTHERS

    THIS REPORT DESCRIBES THE DEVELOPMENT, DIVISION, SERVICES, AND CORPORATE STRUCTURE OF THE UPPER MIDWEST REGIONAL EDUCATIONAL LABORATORY, A NON-PROFIT REGIONAL LABORATORY DEVOTED TO CURRICULUM IMPROVEMENT IN THE ELEMENTARY AND SECONDARY SCHOOLS. MEMBERS OF THE ADMINISTRATIVE STAFF, EXECUTIVE COMMITTEE, BOARD OF TRUSTEES, AND STATE COUNCILS OF THE…

  5. Development of a global health curriculum for family medicine based on ACGME competencies.

    Science.gov (United States)

    Zink, Therese; Solberg, Erik

    2014-01-01

    With the popularity of global health among medical students and residents, family medicine (FM) residencies are developing pathways in global health. Curriculum based on Accreditation Council for Graduate Medical Education (ACGME) competencies adds rigor to the efforts. We describe the adaptation of a comprehensive pediatric global health curriculum based on ACGME competencies for family medicine. The curriculum maps out goals, objectives, curricular elements, and evaluation modalities for each of the six competencies (medical knowledge, patient care, practice-based learning, professionalism, communication, and systems-based practice). A literature review, followed by an iterative process, guided the expansion of the pediatric curriculum and the prioritization of domains for FM. Input was sought from FM global health faculty at our 8 residencies, affiliated community faculty, and international health experts from across the United States who attended our workshop at a national FM global health meeting. The final product includes comprehensive competency-based curriculum, open-source resources, and evaluation modalities. The goals and objectives pertinent to all FM residents, and those specific to global health pathway residents and fellows, are outlined. The limiting and enabling factors of the curriculum implementation are presented. This global family medicine curriculum has added structure and rigor to our international electives in the department at the University of Minnesota. The competency-based curriculum is in the early stages of implementation and evaluation. It has already strengthened components of the residency learning experience for all residents. A robust evaluation is needed and requires monitoring pathway graduates and their career choices into the future. The curriculum is available for adoption by other FM residencies.

  6. Curriculum Development for Transfer Learning in Dynamic Multiagent Settings

    Science.gov (United States)

    2016-06-01

    16 3.5 Curriculum Construction by non-Expert Humans . . . . . . . . . . . . . . . . . . 16 3.5.1 Language Learning with...select training examples with increasing difficulty tailored to the current ability of the learner , ne- glecting how non-expert humans may design...While learning the target task, the agent estimated the value of known options by maintaining a belief about the target task’s identity with respect to

  7. Integrating Computers into the Accounting Curriculum Using an IBM PC Network. Final Report.

    Science.gov (United States)

    Shaoul, Jean

    Noting the increased use of microcomputers in commerce and the accounting profession, the Department of Accounting and Finance at the University of Manchester recognized the importance of integrating microcomputers into the accounting curriculum and requested and received a grant to develop an integrated study environment in which students would…

  8. Curriculum Design for Junior Life Sciences Based Upon the Theories of Piaget and Skiller. Final Report.

    Science.gov (United States)

    Pearce, Ella Elizabeth

    Four seventh grade life science classes, given curriculum materials based upon Piagetian theories of intellectual development and Skinner's theories of secondary reinforcement, were compared with four control classes from the same school districts. Nine students from each class, who(at the pretest) were at the concrete operations stage of…

  9. Curriculum Planning for Oral and Maxillofacial Surgery Assistant Program. Final Report.

    Science.gov (United States)

    Taylor, Mary Ann

    This project was conducted to develop a curriculum for dental auxiliary training in the dental specialty field of oral and maxillofacial surgery. Research was conducted to identify the major functions performed by an oral surgery assistant and then to organize these functions into an educational program that would provide adequate didactic and…

  10. Outcomes-based curriculum development and student evaluation in nursing education.

    Science.gov (United States)

    Kim, Hesook Suzie

    2012-12-01

    A curriculum development model is presented to examine the processes necessary to develop new programs or evaluate existing programs within the philosophy of outcomes-based education in nursing, especially in the context of accreditation. The philosophy of outcomes-based education is to produce individuals who can demonstrate the evidence of competencies in designated areas of education. For nursing education, this means competencies in performing the role of professional nursing as defined by the profession and social needs at the beginning level upon completing a nursing program. A curriculum development model has been developed analytically based on the literature and experiences. A 10-step process framework incorporating the tenets of outcomes-based nursing education is illustrated. This curriculum development framework can be applied in developing new educational programs in nursing or to evaluate and revise existing programs in anticipation of the accreditation process that is moving with a full force in such countries as Korea.

  11. Formative Evaluation of EFNEP Curriculum: Ensuring the Eating Smart • Being Active Curriculum Is Theory Based

    Science.gov (United States)

    Natker, Elana; Baker, Susan S.; Auld, Garry; McGirr, Kathryn; Sutherland, Barbara; Cason, Katherine L.

    2015-01-01

    The project reported here served to assess a curriculum for EFNEP to ensure theory compliance and content validity. Adherence to Adult Learning Theory and Social Cognitive Theory tenets was determined. A curriculum assessment tool was developed and used by five reviewers to assess initial and revised versions of the curriculum. T-tests for…

  12. Formative Evaluation of EFNEP Curriculum: Ensuring the Eating Smart • Being Active Curriculum Is Theory Based

    Science.gov (United States)

    Natker, Elana; Baker, Susan S.; Auld, Garry; McGirr, Kathryn; Sutherland, Barbara; Cason, Katherine L.

    2015-01-01

    The project reported here served to assess a curriculum for EFNEP to ensure theory compliance and content validity. Adherence to Adult Learning Theory and Social Cognitive Theory tenets was determined. A curriculum assessment tool was developed and used by five reviewers to assess initial and revised versions of the curriculum. T-tests for…

  13. Using Task Data in Diagnostic Radiology. Research Report No. 8. Volume 2. Curriculum Objectives for Radiologic Technology.

    Science.gov (United States)

    Gilpatrick, Eleanor; Gullion, Christina

    This volume is the result of the application of the Health Services Mobility Study (HSMS) curriculum design method in radiologic technology and is presented in conjunction with volume 1, which reports the task analysis results. Volume 2 contains job-related behavioral curriculum objectives for the aide, technician, and technologist levels in…

  14. Asian Remedial Plan: An Assessment of the Use of the ESOL Standardized Curriculum in New Instructional Model Schools. Report No. 9107.

    Science.gov (United States)

    Goodwin, Judy; And Others

    This report assesses the implementation of a curriculum for Asian limited-English-speaking students in Philadelphia (Pennsylvania), the staff development provided, and student perceptions of the program. Evaluation methods included intensive study of a random sample of 11 of the 32 sites, a teacher survey, and student focus groups. The following…

  15. A case study on development of an integrated, multidisciplinary dental curriculum.

    Science.gov (United States)

    Nadershahi, Nader A; Bender, Daniel J; Beck, Lynn; Alexander, Steven

    2013-06-01

    Calls for fundamental reform of dental education were made twice in the twentieth century. More recently, spurred by the work of the American Dental Education Association's Commission on Change and Innovation in Dental Education (ADEA CCI), North American dental educators have again begun advocating for major curriculum reform in order to develop in students the higher order thinking skills required for the contemporary practice of dentistry. This case study describes the process of curricular reform at one school designed to move from a traditional siloed curriculum to one that uses case-based, integrated multidisciplinary courses to improve teaching and learning. The process was broad-based and comprehensive and included a schoolwide values clarification exercise and agreement on desired characteristics of an ideal graduate. Stakeholders agreed that the reform curriculum should incorporate inter- and multidisciplinary courses, case-based and active learning strategies, and concepts from adult learning theory. The new curriculum model is comprised of five unique but related curriculum "strands," each managed by a small group of interdisciplinary faculty content experts. Challenges in the development and implementation of the reform curriculum are discussed, and an assessment plan is presented.

  16. Precision Machining Technology. Curriculum Guide.

    Science.gov (United States)

    Idaho State Dept. of Education, Boise. Div. of Vocational Education.

    This curriculum guide was developed from a Technical Committee Report prepared with the assistance of industry personnel and containing a Task List which is the basis of the guide. It presents competency-based program standards for courses in precision machining technology and is part of the Idaho Vocational Curriculum Guide Project, a cooperative…

  17. Using positive youth development constructs to design a drug education curriculum for junior secondary students in Hong Kong.

    Science.gov (United States)

    Lam, Ching Man; Lau, Patrick S Y; Law, Ben M F; Poon, Y H

    2011-01-01

    This paper outlines the design of a new curriculum for positive youth development (P.A.T.H.S. II) in Hong Kong. The paper discusses the conceptual base for designing a drug-education curriculum for junior-secondary students using four positive youth development constructs--cognitive competence, emotional competence, beliefs in the future, and self-efficacy. The program design is premised on the belief that adolescents do have developmental assets; therefore, the curriculum is designed to develop their psychosocial competencies. The goal of the curriculum is to develop the selfhood of these youths and ultimately achieve the goal of successful adolescent development.

  18. Connecticut State University System Initiative for Nanotechnology-Related Equipment, Faculty Development and Curriculum Development

    Energy Technology Data Exchange (ETDEWEB)

    Broadbridge, Christine C. [Southern Connecticut State University

    2013-03-28

    DOE grant used for partial fulfillment of necessary laboratory equipment for course enrichment and new graduate programs in nanotechnology at the four institutions of the Connecticut State University System (CSUS). Equipment in this initial phase included variable pressure scanning electron microscope with energy dispersive x-ray spectroscopy elemental analysis capability [at Southern Connecticut State University]; power x-ray diffractometer [at Central Connecticut State University]; a spectrophotometer and spectrofluorimeter [at Eastern Connecticut State University; and a Raman Spectrometer [at Western Connecticut State University]. DOE's funding was allocated for purchase and installation of this scientific equipment and instrumentation. Subsequently, DOE funding was allocated to fund the curriculum, faculty development and travel necessary to continue development and implementation of the System's Graduate Certificate in Nanotechnology (GCNT) program and the ConnSCU Nanotechnology Center (ConnSCU-NC) at Southern Connecticut State University. All of the established outcomes have been successfully achieved. The courses and structure of the GCNT program have been determined and the program will be completely implemented in the fall of 2013. The instrumentation has been purchased, installed and has been utilized at each campus for the implementation of the nanotechnology courses, CSUS GCNT and the ConnSCU-NC. Additional outcomes for this grant include curriculum development for non-majors as well as faculty and student research.

  19. The development of a problem-based curriculum in midwifery.

    Science.gov (United States)

    Thomas, B G; Quant, V M; Cooke, P

    1998-12-01

    Making use of best available evidence has clearly become an important part of midwifery practice. As educational programmes are preparing the practitioners of the future, it is believed that midwifery education should also be informed by evidence. At Thames Valley University, a BSc Midwifery curriculum, using the principles of problem-based learning, has been implemented following a review of both appropriate research and evaluation. This article explains the process undertaken in preparation for the course as well as the proposed means of ongoing evaluation.

  20. The Impact of MALL on Task-based Curriculum Development

    Institute of Scientific and Technical Information of China (English)

    陈文辉

    2015-01-01

    The following is a research proposal for finding out“what is the impact of MALL on task-based curriculum development”.Ever since late 1960, the emergence of online learning has brought a wave of new MALL.The study aims to provides model of better assess for students to acquire knowledge through MALL.A cross-sectional survey combining both qualitative and quantitative method would be employed to apply a prospective research on the corresponding impact.Expected results of the transformation of student learning performance after the utilization of MALL would lead to the influence of activity theory.

  1. Analyzing Primary Social Studies Curriculum of Turkey in Terms of UNESCO Educational for Sustainable Development Theme

    Directory of Open Access Journals (Sweden)

    Elvan YALÇINKAYA

    2013-04-01

    Full Text Available These three terms have been used at website of UNESCO: Sustainable development(SD, education for sustainable development (ESD and the United Nations Decade ofEducation for Sustainable Development (DESD. In this website, it is mentioned that thethree terms have the same goal; creating abetter world for this generation and futuregenerations of all living things on planet Earth. The aim of this study is to analyzePrimary Social Studies Curriculum of Turkeyin terms of UNESCO ESD Theme. Datawas obtained from Social Studies Curriculum. Inthis study, Social Studies Curriculum ofTurkey was discussed in terms of three perspectives which are stated in UNESCO’sFramework for the United Nations Decadeof Education for Sustainable DevelopmentInternational Implementation Scheme (DESD. These three perspectives are; socio-cultural, environmental and economic perspectives. As a result, in this study, it isconcluded that Social StudiesCurriculum should be improvedin terms of ESD. It issuggested that authorities, academics, program developers, teachers should consider themultidisciplinary feature of both Social Studies Curriculum, and education for sustainabledevelopment

  2. A Curriculum-Linked Professional Development Approach to Support Teachers' Adoption of Web GIS Tectonics Investigations

    Science.gov (United States)

    Bodzin, Alec; Anastasio, David; Sahagian, Dork; Henry, Jill Burrows

    2016-01-01

    A curriculum-linked professional development approach designed to support middle level science teachers' understandings about tectonics and geospatial pedagogical content knowledge was developed. This approach takes into account limited face-to-face professional development time and instead provides pedagogical support within the design of a…

  3. A Curriculum-Linked Professional Development Approach to Support Teachers' Adoption of Web GIS Tectonics Investigations

    Science.gov (United States)

    Bodzin, Alec; Anastasio, David; Sahagian, Dork; Henry, Jill Burrows

    2016-01-01

    A curriculum-linked professional development approach designed to support middle level science teachers' understandings about tectonics and geospatial pedagogical content knowledge was developed. This approach takes into account limited face-to-face professional development time and instead provides pedagogical support within the design of a…

  4. Using Qualitative and Quantitative Assessment to Develop a Patient Safety Curriculum for Surgical Residents.

    Science.gov (United States)

    McKee, Rohini; Sussman, Andrew L; Nelson, M Timothy; Russell, John C

    2016-01-01

    The objective is to use qualitative and quantitative analysis to develop a patient safety curriculum for surgical residents. A prospective study of surgical residents using both quantitative and qualitative methods to craft a patient safety curriculum. Both a survey and focus groups were held before and 4 months after delivery of the patient safety curriculum. The University of New Mexico Hospital, a tertiary academic medical center. General surgery residents, postgraduate years 1 to 5 RESULTS: Qualitative and quantitative analysis revealed areas that required attention and thus helped to mold the curriculum. Qualitative analysis after delivery of the curriculum showed positive changes in attitudes and normative beliefs toward patient safety. Specifically, attitudes and approach to quality improvement and teamwork showed improvement. Survey analysis did not show any significant change in resident perception of the environment during the time frame of this study. Using qualitative analysis to uncover attitudinal barriers to a safe patient environment can help to enhance the relevance and content of a patient safety curriculum for general surgery residents. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  5. Human Development Report 1991: Financing Human Development

    OpenAIRE

    United Nations Development Programme, UNDP

    1991-01-01

    Lack of political commitment rather than financial resources is often the real barrier to human development. This is the main conclusion of Human Development Report 1991 - the second in a series of annual reports on the subject.

  6. A method of developing and introducing case-based learning to a preclinical veterinary curriculum.

    Science.gov (United States)

    Crowther, Emma; Baillie, Sarah

    2016-01-01

    Case-based learning (CBL) has been introduced as part of a major review of the veterinary curriculum at the University of Bristol. The initial aim was to improve integration between all first year subjects, i.e., basic science disciplines (anatomy, physiology, and biochemistry), animal management, and professional studies, while highlighting the relevance by providing clinical context. The CBL was delivered as whole class sessions in a lecture theatre, as small group teaching facilities were not readily available, co-facilitated by two to four basic scientists and clinicians. Active learning tasks were included by using an audience response system and encouraging discussion. A case template was developed in PowerPoint and then populated by basic science and clinical staff in an iterative design process. Comments from a student focus group informed the design of the case sessions. Feedback collected from students via a survey after the first three cases suggested that CBL was well received and assisted students in integrating material taught in the first year units and was used to further improve the ongoing case design. The project team developed eight cases for Year 1 and is implementing CBL in various formats throughout the curriculum. There was a considerable time commitment in developing each case; however, the use of readily available software and the large group format overcame limitations, including resourcing small group sessions. This article reports a model that could be successfully adapted by other institutions wishing to use CBL to provide clinical context and promote integration of the basic sciences. © 2015 American Association of Anatomists.

  7. Anatomy education in Namibia: balancing facility design and curriculum development.

    Science.gov (United States)

    Wessels, Quenton; Vorster, Willie; Jacobson, Christian

    2012-01-01

    The anatomy curriculum at Namibia's first, and currently only, medical school is clinically oriented, outcome-based, and includes all of the components of modern anatomical sciences i.e., histology, embryology, neuroanatomy, gross, and clinical anatomy. The design of the facilities and the equipment incorporated into these facilities were directed toward simplification of work flow and ease of use by faculty, staff, and students. From the onset, the integration of state of the art technology was pursued to facilitate teaching and promote a student-centered pedagogical approach to dissections. The program, as realized, is comprised of three 16-week semesters with seven hours of contact time per week, namely three hours of lectures and four hours of dissection laboratory and microscopy time. Set outcomes were established, each revolving around clinical cases with integrated medical imaging. The design of the facility itself was not constrained by a legacy structure, allowing the School of Medicine, in collaboration with architects and contractors, to design the building from scratch. A design was implemented that allows for the sequential processing of cadaveric material in a unidirectional flow from reception, to preparation, embalming, storage, dissection, and maceration. Importantly, the odor of formaldehyde typically associated with anatomy facilities was eliminated outside of the dissection areas and minimized within via a high-performance ventilation system. By holistically incorporating an integrated curriculum, facility design, and teaching at an early stage, the authors believe they have created a system that might serve as a model for new anatomy programs.

  8. Development of an expert professional curriculum for antimicrobial pharmacists in the UK.

    Science.gov (United States)

    Sneddon, Jacqueline; Gilchrist, Mark; Wickens, Hayley

    2015-05-01

    The role of antimicrobial pharmacists has changed considerably over the past 15 years. We describe here the development and ratification of a new expert professional curriculum to guide the training and development of antimicrobial specialist pharmacists. The curriculum has been developed by the UK Clinical Pharmacy Association Pharmacy Infection Network and endorsed by the Royal Pharmaceutical Society as a tool to support pharmacists in meeting the requirements for joining the Royal Pharmaceutical Society Faculty. This new resource has also been endorsed by PHE, the Scottish Antimicrobial Prescribing Group and the BSAC, and will support antimicrobial pharmacists in delivery of antimicrobial stewardship, which will in turn help the fight against antimicrobial resistance.

  9. Development of a curriculum in molecular diagnostics, genomics and personalized medicine for dermatology trainees.

    Science.gov (United States)

    Murphy, Michael J; Shahriari, Neda; Payette, Michael; Mnayer, Laila; Elaba, Zendee

    2016-10-01

    Results of molecular studies are redefining the diagnosis and management of a wide range of skin disorders. Dermatology training programs maintain a relative gap in relevant teaching. To develop a curriculum in molecular diagnostics, genomics and personalized medicine for dermatology trainees at our institution. The aim is to provide trainees with a specialty-appropriate, working knowledge in clinical molecular dermatology. The Departments of Dermatology and Pathology and Laboratory Medicine collaborated on the design and implementation of educational objectives and teaching modalities for the new curriculum. A multidisciplinary curriculum was developed. It comprises: (i) assigned reading from the medical literature and reference textbook; (ii) review of teaching sets; (iii) two 1 hour lectures; (iv) trainee presentations; (v) 1-week rotation in a clinical molecular pathology and cytogenetics laboratory; and (vi) assessments and feedback. Residents who participated in the curriculum to date have found the experience to be of value. Our curriculum provides a framework for other dermatology residency programs to develop their own specific approach to molecular diagnostics education. Such training will provide a foundation for lifelong learning as molecular testing evolves and becomes integral to the practice of dermatology. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  10. Palliative care for the elderly - developing a curriculum for nursing and medical students

    Directory of Open Access Journals (Sweden)

    Bongartz Maren

    2010-09-01

    Full Text Available Abstract Background Delivering palliative care to elderly, dying patients is a present and future challenge. In Germany, this has been underlined by a 2009 legislation implementing palliative care as compulsory in the medical curriculum. While the number of elderly patients is increasing in many western countries multimorbidity, dementia and frailty complicate care. Teaching palliative care of the elderly to an interprofessional group of medical and nursing students can help to provide better care as acknowledged by the ministry of health and its expert panels. In this study we researched and created an interdisciplinary curriculum focussing on the palliative care needs of the elderly which will be presented in this paper. Methods In order to identify relevant learning goals and objectives for the curriculum, we proceeded in four subsequent stages. We searched international literature for existing undergraduate palliative care curricula focussing on the palliative care situation of elderly patients; we searched international literature for palliative care needs of the elderly. The searches were sensitive and limited in nature. Mesh terms were used where applicable. We then presented the results to a group of geriatrics and palliative care experts for critical appraisal. Finally, the findings were transformed into a curriculum, focussing on learning goals, using the literature found. Results The literature searches and expert feedback produced a primary body of results. The following deduction domains emerged: Geriatrics, Palliative Care, Communication & Patient Autonomy and Organisation & Social Networks. Based on these domains we developed our curriculum. Conclusions The curriculum was successfully implemented following the Kern approach for medical curricula. The process is documented in this paper. The information given may support curriculum developers in their search for learning goals and objectives.

  11. Pediatric and Adolescent Gynecology Education through Simulation (PAGES): Development and Evaluation of a Simulation Curriculum.

    Science.gov (United States)

    Damle, Lauren F; Tefera, Eshetu; McAfee, Julie; Loyd, Mary K; Jackson, Allison M; Auguste, Tamika C; Gomez-Lobo, Veronica

    2015-06-01

    Develop a Pediatric and Adolescent Gynecology (PAG) curriculum, appropriate pelvic model for teaching examination skills, and an objective structured clinical examination (OSCE) for evaluation. Compare OSCE performance between residents with clinical training in PAG vs those that completed the curriculum vs those without either experience. Prospective cohort study. Obstetrics and Gynecology (Ob/Gyn) residency program in an urban academic center. Senior Ob/Gyn residents. A simulation-based teaching curriculum was created to teach PAG skills. A pediatric mannequin with anatomic pre-pubertal genitalia was developed for teaching and assessment of skills. Performance on a PAG-based OSCE as assessed by 2 observers using a 40 point checklist. 17 residents participated in the OSCE; 5 completed the curriculum, 6 completed a clinical rotation, and 6 were controls. The teaching curriculum group had the highest median composite OSCE score (75.0%) compared to the clinical group (73.1%) and control group (55.3%). There was no statistical difference between the scores of the teaching and clinical groups, but the teaching group scored statistically higher than controls (P = .0331). Scores for each OSCE component were compared. The teaching and clinical groups outperformed controls on assessment and procedures. There was no difference in scores on history taking or physical examination. An interactive teaching curriculum incorporating simulation and a realistic pediatric pelvic model can be used to teach PAG clinical skills. Using an OSCE to evaluate skills shows that residents completing the curriculum perform as well as those with clinical experience and better than controls. Copyright © 2015 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

  12. Presentation on the Modeling and Educational Demonstrations Laboratory Curriculum Materials Center (MEDL-CMC): A Working Model and Progress Report

    Science.gov (United States)

    Glesener, G. B.; Vican, L.

    2015-12-01

    Physical analog models and demonstrations can be effective educational tools for helping instructors teach abstract concepts in the Earth, planetary, and space sciences. Reducing the learning challenges for students using physical analog models and demonstrations, however, can often increase instructors' workload and budget because the cost and time needed to produce and maintain such curriculum materials is substantial. First, this presentation describes a working model for the Modeling and Educational Demonstrations Laboratory Curriculum Materials Center (MEDL-CMC) to support instructors' use of physical analog models and demonstrations in the science classroom. The working model is based on a combination of instructional resource models developed by the Association of College & Research Libraries and by the Physics Instructional Resource Association. The MEDL-CMC aims to make the curriculum materials available for all science courses and outreach programs within the institution where the MEDL-CMC resides. The sustainability and value of the MEDL-CMC comes from its ability to provide and maintain a variety of physical analog models and demonstrations in a wide range of science disciplines. Second, the presentation then reports on the development, progress, and future of the MEDL-CMC at the University of California Los Angeles (UCLA). Development of the UCLA MEDL-CMC was funded by a grant from UCLA's Office of Instructional Development and is supported by the Department of Earth, Planetary, and Space Sciences. Other UCLA science departments have recently shown interest in the UCLA MEDL-CMC services, and therefore, preparations are currently underway to increase our capacity for providing interdepartmental service. The presentation concludes with recommendations and suggestions for other institutions that wish to start their own MEDL-CMC in order to increase educational effectiveness and decrease instructor workload. We welcome an interuniversity collaboration to

  13. Developing a Comprehensive Learning Community Program: Implementing a Learning Community Curriculum

    Science.gov (United States)

    Workman, Jamie L.; Redington, Lyn

    2016-01-01

    This is the second of a three-part series which will share information about how a mid-size, comprehensive university developed a learning community program, including a residential curriculum. Through intentional collaboration and partnerships, the team, comprised of faculty and staff throughout the university, developed a "multi-year plan…

  14. A Theoretical Framework for Integrating Creativity Development into Curriculum: The Case of a Korean Engineering School

    Science.gov (United States)

    Lim, Cheolil; Lee, Jihyun; Lee, Sunhee

    2014-01-01

    Existing approaches to developing creativity rely on the sporadic teaching of creative thinking techniques or the engagement of learners in a creativity-promoting environment. Such methods cannot develop students' creativity as fully as a multilateral approach that integrates creativity throughout a curriculum. The purpose of this study was to…

  15. Career and Personal Development for Plant Science Core Curriculum. Instructor's Guide. Vol. 15. No. 1. Revised.

    Science.gov (United States)

    Stewart, Bob R.; And Others

    Intended as part of the second year of instruction for students of vocational agriculture, this unit for a plant science core curriculum consists of five lessons designed to help students in their careers and personal development. Topics are: reconsidering career plans; finding information on available jobs; getting a job; developing as a…

  16. Career and Personal Development for Plant Science Core Curriculum. Student Reference. Vol. 15. No. 2.

    Science.gov (United States)

    Stewart, Bob R.; Hunter, Bill

    This student reference in career and personal development is designed to accompany the lessons outlined in the instructor's guide for a plant science core curriculum. Five lessons cover career planning; finding information about available jobs; applying and interviewing for a job; developing as a confident, responsible person; and developing…

  17. Developing a Peace and Conflict Resolution Curriculum for Quaker Secondary Schools in Kenya

    Science.gov (United States)

    Hockett, Eloise

    2012-01-01

    In 2008-2009, a team of educators from George Fox University, in collaboration with a committee of teachers and administrators from selected Quaker secondary schools in western Kenya, developed the first draft of a peace and conflict resolution curriculum for Kenyan form one (ninth grade) students. This case study offers a model for developing a…

  18. Developing a Curriculum for Initial Teacher Education Using a Situated Learning Perspective

    Science.gov (United States)

    Skinner, Nigel

    2010-01-01

    This paper argues that the implications of the concept of situated learning are important when developing a curriculum for initial teacher education (ITE). It describes and analyses the use of a model of ITE designed to stimulate discussions promoting the development of professional craft knowledge situated mainly in schools and to connect these…

  19. A 10-Year Mechatronics Curriculum Development Initiative: Relevance, Content, and Results--Part II

    Science.gov (United States)

    Krishnan, M.; Das, S.; Yost, S. A.

    2010-01-01

    This paper describes the second and third phases of a comprehensive mechatronics curriculum development effort. They encompass the development of two advanced mechatronics courses ("Simulation and Modeling of Mechatronic Systems" and "Sensors and Actuators for Mechatronic Systems"), the formulation of a Mechatronics concentration, and offshoot…

  20. Curriculum Guide for General Education Development or High School Equivalency Examination in Spanish.

    Science.gov (United States)

    Sharma, Shobha; Escalona, Margaret Boyter

    This curriculum guide was developed as part of the Worker Education Program for workers in the garment industry. The program was jointly developed by the workers, their employer, their union, and Northeastern Illinois University. It contains the materials required to teach a course to help Spanish-speaking individuals pass the General Educational…

  1. APPRAISAL OF CURRICULUM MATERIALS DEVELOPED FOR USE BY SECONDARY HOME ECONOMICS TEACHERS.

    Science.gov (United States)

    HORN, FERN M.

    AN APPRAISAL WAS MADE OF THE CLOTHING INSTRUCTION AND CHILD DEVELOPMENT CURRICULUM RESOURCE MATERIALS DEVELOPED FOR USE BY SECONDARY HOME ECONOMICS TEACHERS. PROCEDURES INCLUDED (1) A TEACHER SURVEY OF THE USES MADE OF RESOURCES AND (2) A PUPIL SURVEY WITH SPECIALLY PREPARED TEST INSTRUMENTS TO DETERMINE IF THE OBJECTIVES OF THE CLASSROOMS, GRADES…

  2. The Development of the Estonian National School Mathematics Curriculum in 1990-2005

    Science.gov (United States)

    Afanasjev, Juri; Lepmann, Tiit

    2006-01-01

    The article describes the development of the Estonian school mathematics syllabus in 1990-2005 on the context of changes in the national general education curriculum. The major steps of the development, the background and the main problems are observed: project of the Estonian mathematics syllabus from 1989; first mathematics syllabuses…

  3. Sustainability of Curriculum Development for Enterprise Education: Observations on Cases from Wales

    Science.gov (United States)

    Roffe, Ian

    2010-01-01

    Purpose: This paper aims to examine the variety of approaches to curriculum development for enterprise education developed for schools, further, and higher education under an Entrepreneurship Action Plan in Wales and to consider the sustainability issues for delivery in these sectors. Design/methodology/approach: This investigation adopted a case…

  4. The Process of Curriculum Development and the Use of Assessments in Independent Schools

    Science.gov (United States)

    Young, JoAnn P.

    2012-01-01

    This qualitative study was designed to examine and identify the site-based process that two elementary, independent schools, accredited by the Southern Association of Independent Schools use for curriculum and instructional development. Also, the study examined and identified the development and use of assessments to support each school's…

  5. Developing a Peace and Conflict Resolution Curriculum for Quaker Secondary Schools in Kenya

    Science.gov (United States)

    Hockett, Eloise

    2012-01-01

    In 2008-2009, a team of educators from George Fox University, in collaboration with a committee of teachers and administrators from selected Quaker secondary schools in western Kenya, developed the first draft of a peace and conflict resolution curriculum for Kenyan form one (ninth grade) students. This case study offers a model for developing a…

  6. Exploring the Role of Student Researchers in the Process of Curriculum Development

    Science.gov (United States)

    Leat, David; Reid, Anna

    2012-01-01

    Contemporary interest in student voice has evolved to include participation of "students as researchers" in school affairs, which has been encouraged by political developments underpinning the rights of children. Although there has been little exploration of the role of student researchers in curriculum development, this paper provides a case…

  7. The Process of Curriculum Development and the Use of Assessments in Independent Schools

    Science.gov (United States)

    Young, JoAnn P.

    2012-01-01

    This qualitative study was designed to examine and identify the site-based process that two elementary, independent schools, accredited by the Southern Association of Independent Schools use for curriculum and instructional development. Also, the study examined and identified the development and use of assessments to support each school's…

  8. Sustainability of Curriculum Development for Enterprise Education: Observations on Cases from Wales

    Science.gov (United States)

    Roffe, Ian

    2010-01-01

    Purpose: This paper aims to examine the variety of approaches to curriculum development for enterprise education developed for schools, further, and higher education under an Entrepreneurship Action Plan in Wales and to consider the sustainability issues for delivery in these sectors. Design/methodology/approach: This investigation adopted a case…

  9. Exploring the Role of Student Researchers in the Process of Curriculum Development

    Science.gov (United States)

    Leat, David; Reid, Anna

    2012-01-01

    Contemporary interest in student voice has evolved to include participation of "students as researchers" in school affairs, which has been encouraged by political developments underpinning the rights of children. Although there has been little exploration of the role of student researchers in curriculum development, this paper provides a…

  10. Developing a Pre-Engineering Curriculum for 3D Printing Skills for High School Technology Education

    Science.gov (United States)

    Chien, Yu-Hung

    2017-01-01

    This study developed an integrated-STEM CO[subscript 2] dragster design course using 3D printing technology. After developing a pre-engineering curriculum, we conducted a teaching experiment to assess students' differences in creativity, race forecast accuracy, and learning performance. We compared student performance in both 3D printing and…

  11. A Theoretical Framework for Integrating Creativity Development into Curriculum: The Case of a Korean Engineering School

    Science.gov (United States)

    Lim, Cheolil; Lee, Jihyun; Lee, Sunhee

    2014-01-01

    Existing approaches to developing creativity rely on the sporadic teaching of creative thinking techniques or the engagement of learners in a creativity-promoting environment. Such methods cannot develop students' creativity as fully as a multilateral approach that integrates creativity throughout a curriculum. The purpose of this study was…

  12. A 10-Year Mechatronics Curriculum Development Initiative: Relevance, Content, and Results--Part II

    Science.gov (United States)

    Krishnan, M.; Das, S.; Yost, S. A.

    2010-01-01

    This paper describes the second and third phases of a comprehensive mechatronics curriculum development effort. They encompass the development of two advanced mechatronics courses ("Simulation and Modeling of Mechatronic Systems" and "Sensors and Actuators for Mechatronic Systems"), the formulation of a Mechatronics concentration, and offshoot…

  13. Life Sciences Teachers Negotiating Professional Development Agency in Changing Curriculum Times

    Science.gov (United States)

    Singh-Pillay, Asheena; Samuel, Michael Anthony

    2017-01-01

    This article probes teacher responses to three curricular reform initiatives from a South African situated contextual perspective. It focuses on Life Sciences teachers who have initially reported feeling overwhelmed by this rapidly changing curriculum environment: adopting and re-adapting to the many expected shifts. The research question posed…

  14. Development of eMed: a comprehensive, modular curriculum-management system.

    Science.gov (United States)

    Watson, Eilean G S; Moloney, Peter J; Toohey, Susan M; Hughes, Christopher S; Mobbs, Suzanne L; Leeper, James B; McNeil, H Patrick

    2007-04-01

    In 2001 the University of New South Wales Faculty of Medicine embarked on designing a curriculum-management system to support the development and delivery of its new, fully integrated, outcome-based, six-year undergraduate medicine program. The Web-enabled curriculum-management system it developed is known as eMed, and it comprises a suite of integrated tools used for managing graduate outcomes, content, activities, and assessment in the new program. The six main tools are a curriculum map, timetable, student portfolio, peer feedback tool, assessment tracking, and results tools. The eMed functions were determined by organizational and curricular needs, and a business management perspective guided its development. The eMed project was developed by a multidisciplinary team, and its successful development was achieved mostly by methodically identifying the scope of each tool and the business processes it supports. Evaluation results indicated a high level of user acceptance and approval. The eMed system is a simple yet effective educational technology system that allows users to evaluate and improve the curriculum in real time. As a second-generation curriculum-management system, eMed is much more than an educational administration system; it is a knowledge network system used by staff and students to transform data and information into knowledge and action. The integration of learning and assessment activities data in the one system gives a depth of curriculum information that is unusual and that allows for data-based decision making. Technologically, eMed helps to keep the medicine program up to date. Organizationally, it strengthens the school's data-driven decision-making process and knowledge network culture.

  15. Improving Prevention Curricula: Lessons Learned Through Formative Research on the Youth Message Development Curriculum.

    Science.gov (United States)

    Greene, Kathryn; Catona, Danielle; Elek, Elvira; Magsamen-Conrad, Kate; Banerjee, Smita C; Hecht, Michael L

    2016-10-01

    This article describes formative research (a pilot study, interviews, and focus groups) conducted as part of a feasibility test of 2 versions (Analysis vs. Planning) of a brief media literacy intervention titled Youth Message Development (YMD). The intervention targets high school student alcohol use with activities to understand persuasion strategies, increase counter-arguing, and then apply these new skills to ad analysis or a more engaging ad poster planning activity. Based on the theory of active involvement (Greene, 2013), the Planning curriculum is proposed to be more effective than the Analysis curriculum. Overall, results of the formative research indicated that students (N = 182) and mentors/teachers (N = 53) perceived the YMD Planning curriculum as more interesting, involving, and novel, and these ratings were associated with increased critical thinking about the impact of advertising, lower alcohol use intentions, and fewer positive expectations about the effects of alcohol use. Qualitative feedback indicated a need to supplement alcohol-focused ad stimuli with ads targeting other advertising images, use incentives and competition-based activities to further enhance student motivation, and provide flexibility to enhance the appropriateness of the curriculum to various settings. These concerns led to the development of a revised curriculum and plans for further study.

  16. Improving Prevention Curricula: Lessons Learned Through Formative Research on the Youth Message Development Curriculum

    Science.gov (United States)

    GREENE, KATHRYN; CATONA, DANIELLE; ELEK, ELVIRA; MAGSAMEN-CONRAD, KATE; BANERJEE, SMITA C.; HECHT, MICHAEL L.

    2016-01-01

    This article describes formative research (a pilot study, interviews, and focus groups) conducted as part of a feasibility test of 2 versions (Analysis vs. Planning) of a brief media literacy intervention titled Youth Message Development (YMD). The intervention targets high school student alcohol use with activities to understand persuasion strategies, increase counter-arguing, and then apply these new skills to ad analysis or a more engaging ad poster planning activity. Based on the theory of active involvement (Greene, 2013), the Planning curriculum is proposed to be more effective than the Analysis curriculum. Overall, results of the formative research indicated that students (N = 182) and mentors/teachers (N = 53) perceived the YMD Planning curriculum as more interesting, involving, and novel, and these ratings were associated with increased critical thinking about the impact of advertising, lower alcohol use intentions, and fewer positive expectations about the effects of alcohol use. Qualitative feedback indicated a need to supplement alcohol-focused ad stimuli with ads targeting other advertising images, use incentives and competition-based activities to further enhance student motivation, and provide flexibility to enhance the appropriateness of the curriculum to various settings. These concerns led to the development of a revised curriculum and plans for further study. PMID:27684111

  17. A critical review of recent trends in second language syllabus design and curriculum development

    Directory of Open Access Journals (Sweden)

    Rajaee Nia, Mahdi

    2013-01-01

    Full Text Available To date, numerous books and research articles have focused on the notion of syllabus design and curriculum development. Nevertheless, very few works have had an inclusive and concise look upon the issue. This paper is an account of current trends on syllabus design and curriculum development in Second Language Acquisition in the recent past decades. This is hopefully intended to offer a descriptive and critical interpretation of the existing syllabuses in the domain of language learning and teaching. After a brief introductory remark on curriculum and syllabus types, 13 of the most prominent syllabuses in SLA will be elaborated on separately. In pursuit of doing so, definition, rationale, merits, and drawbacks attributed to each syllabus will be touched upon. Although the emergence of some of these syllabi coincides with each other, while presenting them, it has been tried to follow a roughly chronological order of their emergence.

  18. Let’s Wiggle with 5-2-1-0: Curriculum Development for Training Childcare Providers to Promote Activity in Childcare Settings

    Directory of Open Access Journals (Sweden)

    Debra M. Vinci

    2016-01-01

    Full Text Available Overweight and obesity are increasing in preschool children in the US. Policy, systems, and environmental change interventions in childcare settings can improve obesity-related behaviors. The aim of this study was to develop and pilot an intervention to train childcare providers to promote physical activity (PA in childcare classrooms. An evidence scan, key informant (n=34 and focus group (n=20 interviews with childcare directors and staff, and environmental self-assessment of childcare facilities (n=22 informed the design of the training curriculum. Feedback from the interviews indicated that childcare providers believed in the importance of teaching children about PA and were supportive of training teachers to incorporate PA into classroom settings. The Promoting Physical Activity in Childcare Setting Curriculum was developed and training was implemented with 16 teachers. Participants reported a positive experience with the hands-on training and reported acquiring new knowledge that they intended to implement in their childcare settings. Our findings highlight the feasibility of working with childcare staff to develop PA training and curriculum. Next steps include evaluating the curriculum in additional childcare settings and childcare staff implementation of the curriculum to understand the effectiveness of the training on PA levels of children.

  19. Bridging the Educational Research-Teaching Practice Gap: Curriculum Development, Part 1--Components of the Curriculum and Influences on the Process of Curriculum Design

    Science.gov (United States)

    Anderson, Trevor R.; Rogan, John M.

    2011-01-01

    This article summarizes the major components of curriculum design: vision, operationalization of the vision, design, and evaluation. It stresses that the relationship between these components is dynamic, and that the process of curriculum design does not proceed via a linear application of these components. The article then summarizes some of the…

  20. Bridging the Educational Research-Teaching Practice Gap: Curriculum Development, Part 1--Components of the Curriculum and Influences on the Process of Curriculum Design

    Science.gov (United States)

    Anderson, Trevor R.; Rogan, John M.

    2011-01-01

    This article summarizes the major components of curriculum design: vision, operationalization of the vision, design, and evaluation. It stresses that the relationship between these components is dynamic, and that the process of curriculum design does not proceed via a linear application of these components. The article then summarizes some of the…

  1. International Curriculums.

    Science.gov (United States)

    Neal, Larry L.

    This workshop presentation on international curriculums in the field of parks, recreation, leisure, cultural services, and travel/tourism comments that the literature is replete with articles addressing what the field is about, but not about curriculum issues, models, and structure. It reports an international survey of 12 college educators…

  2. Knowledge Boosting Curriculum for New Wind Industry Professionals Final Technical Report

    Energy Technology Data Exchange (ETDEWEB)

    Marsh, Ruth H; Rogers, Anthony L

    2012-12-18

    DNV Renewables (USA) Inc. (DNV KEMA) received a grant from the U.S. Department of Energy (DOE) to develop the curriculum for a series of short courses intended to address Topic Area 5 Workforce Development, one of the focus areas to achieve the goals outlined in 20% Wind by 2030: Increasing Wind Energy's Contribution to Electricity Supply. The aim of the curriculum development project was to provide material for instructors to use in a training program to help professionals transition into careers in wind energy. Under this grant DNV KEMA established a knowledge boosting program for the wind energy industry with the following objectives: 1. Develop technical training curricula and teaching materials for six key topic areas that can be implemented in a flexible format by a knowledgeable instructor. The topic areas form a foundation that can be leveraged for subsequent, more detailed learning modules (not developed in this program). 2. Develop an implementation guidance document to accompany the curricula outlining key learning objectives, implementation methods, and guidance for utilizing the curricula. This curriculum is intended to provide experienced trainers course material that can be used to provide course participants with a basic background in wind energy and wind project development. The curriculum addresses all aspects of developing a wind project, that when implemented can be put to use immediately, making the participant an asset to U.S. wind industry employers. The curriculum is comprised of six short modules, together equivalent in level of content to a one-semester college-level course. The student who completes all six modules should be able to understand on a basic level what is required to develop a wind project, speak with a reasonable level of confidence about such topics as wind resource assessment, energy assessment, turbine technology and project economics, and contribute to the analysis and review of project information. The content of

  3. Teachers' Social Capital as a Resource for Curriculum Development: Lessons Learnt in the Implementation of a Child-Friendly Schools Programme

    Science.gov (United States)

    Modipane, Mpho; Themane, Mahlapahlapana

    2014-01-01

    This paper reports on lessons learnt in the use of teachers' social capital as a resource for curriculum development, in the implementation of the Child-Friendly Schools (CFS) programme in South Africa. The researchers in this study were amongst the trainers. The study followed a qualitative research approach, where a descriptive research design…

  4. Developing an “Evidence-Based Medicine and Use of the Biomedical Literature” component as a longitudinal theme of an outcomes-based medical school curriculum: year 1

    Science.gov (United States)

    Burrows, Suzetta; Moore, Kelly; Arriaga, Joaquin; Paulaitis, Gediminas; Lemkau, Henry L.

    2003-01-01

    This paper describes the new outcomes-based curriculum at the University of Miami School of Medicine, a model curriculum for the first decade of the twenty-first century. The new curriculum has a strong emphasis on evidence-based medicine (EBM), implemented throughout its four years as a component of one of its longitudinal themes. The “EBM and Use of the Biomedical Literature” component, which begins at orientation, was developed and is implemented by the Louis Calder Memorial Library, the center of EBM focus and activity for the curriculum and other initiatives at the University of Miami/Jackson Memorial Medical Center. The authors are unaware of any published reports of library-centric EBM initiatives as part of a longitudinal theme of a four-year outcomes-based curriculum. Other innovations of the EBM component in the new curriculum to date include use of BlackboardTM and CATmakerTM software programs for self-paced, interactive educational opportunities. PMID:12568156

  5. The Food Store. Grade 1. One in a Series of Career Development Curriculum Units for the Elementary Classroom. (Second Edition).

    Science.gov (United States)

    Birmingham, Coleen; And Others

    Focusing on the occupational clusters of business and sales, this unit entitled "The Food Store" is one of four grade one units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC)…

  6. A Study of Curriculum Development and Reform in Residential Schools for the Blind in the United States: Three Case Studies

    Science.gov (United States)

    Holiday, Jeremiah

    2013-01-01

    This study was conducted to understand curriculum development in residential schools for the blind after the enactment of NCLB and was guided by the research question, "How do residential schools for the blind and visually impaired develop their curriculum to meet the unique needs of students who are blind and visually impaired?" In the…

  7. A process: development of a model multiculturalism curriculum designed for mobility across geographic borders.

    Science.gov (United States)

    Frels, L; Scott, J; Schramm, M A

    1997-08-01

    The Council on Accreditation Project, Nurse Anesthesia Educational Requirements and Mobility Between North American Free Trade Agreement (NAFTA) Countries, has as one of its outcomes the development of a model curriculum that would minimize educational barriers for mobility of nurse anesthetists across NAFTA geographical borders with a focus on the blending of professional and technical expertise with issues of human diversity and/or cultural differences. The overall long-term outcome of the project is to test a process. The manuscript discusses the process used in year III of the project to integrate cultural concepts into a nurse anesthesia model curriculum.

  8. Developing a third-year emergency medicine medical student curriculum: a syllabus of content.

    Science.gov (United States)

    Tews, Matthew C; Wyte, Collette Marie Ditz; Coltman, Marion; Grekin, Peter A; Hiller, Kathy; Oyama, Leslie C; Pandit, Kiran; Manthey, David E

    2011-10-01

    Emergency medicine (EM) educators have published several curricular guides designed for medical student rotations and experiences. These guides primarily provided brief overviews of opportunities to incorporate EM into all 4 years of the medical student curriculum, with one specific to the fourth year. However, there are no published guidelines specific to third-year medical students rotating in EM. Given the differences between third-year and fourth-year students in terms of clinical experience, knowledge, and skills, the Clerkship Directors in Emergency Medicine (CDEM) established the Third-year EM Medical Student Curriculum Work Group to create a third-year curriculum. The work group began this process by developing consensus-based recommendations for the content of a third-year medical student EM rotation, which are presented in this syllabus.

  9. Electronic performance support for curriculum materials developers: A design research project in Sub-Saharan Africa

    NARCIS (Netherlands)

    McKenney, Susan; Reeves, Thomas

    2014-01-01

    McKenney, S., & Reeves, T. (2013). Electronic performance support for curriculum materials developers: A design research project in Sub-Saharan Africa. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Illustrative cases (pp. 533-555). Enschede, the Netherlands: SLO.

  10. Communicative Needs in the Workplace and Curriculum Development of Business English Courses in Hong Kong

    Science.gov (United States)

    Chan, Mable

    2014-01-01

    The pressing need to bridge the gap between workplace communicative needs and curriculum development of business English courses has been documented in the literature. Through a questionnaire survey of 215 working adults, this study examines (a) the spoken and written needs of professionals in the local Hong Kong workplace, (b) the challenges they…

  11. Identification of Industry Needs with Hospitality Management Curriculum Development: A Delphi Study

    Science.gov (United States)

    Mayburry, Thomas

    2010-01-01

    The purpose of this research was to identify a well-defined, comprehensive portrait of knowledge, skills, and abilities (KSAs) expected of students graduating from baccalaureate institutions conferring four-year degrees in hospitality management and further, to utilize those KSAs as foundations for curriculum development. This study provided a…

  12. Mechanical Engineering at RWTH Aachen University: Professional Curriculum Development and Teacher Training

    Science.gov (United States)

    Henning, Klaus; Bornefeld, Gero; Brall, Stefan

    2007-01-01

    This paper offers a multi-perspective view on engineering education at RWTH Aachen University: curriculum design, examples of newly developed teaching methods for engineering curricula, and teaching competencies and teacher qualification. It is based on the theories of student-centred learning, project learning, social skills, etc., but the paper…

  13. An International Collaboration in Engineering Project Design and Curriculum Development: A Case Study.

    Science.gov (United States)

    Anwar, Sohail; Favier, Patrick; Ravalitera, Guy

    This paper describes a collaboration in engineering project design and curriculum development between the Institut Universitaire de Technologie (IUT) housed in the Bethune campus of Universite d'Artois in France and the Altoona College of The Pennsylvania State University (Penn State Altoona). This collaboration embraces engineering design…

  14. Developing a Management Information Systems (MIS) Curriculum: Perspectives from MIS Practitioners.

    Science.gov (United States)

    Ehie, Ike C.

    2002-01-01

    A management information systems (MIS) curriculum was developed through review of existing programs and feedback from 24 MIS practitioners. Key aspects of the role of the information systems professional were identified: knowledge of integrated business processes, programming skills, and technical skills in niche areas. (Contains 17 references.)…

  15. Addressing the Time Lag Dilemma in Curriculum Renewal towards Engineering Education for Sustainable Development

    Science.gov (United States)

    Desha, Cheryl J.; Hargroves, Karlson; Smith, Michael H.

    2009-01-01

    Purpose: The purpose of this paper is to present the case for engineering departments to undertake rapid curriculum renewal (RCR) towards engineering education for sustainable development (EESD), to minimise the department's risk exposure to rapidly shifting industry requirements, government regulations and program accreditation. This paper then…

  16. Developing Fair Tests for Mathematics Curriculum Comparison Studies: The Role of Content Analyses

    Science.gov (United States)

    Chavez, Oscar; Papick, Ira; Ross, Daniel J.; Grouws, Douglas A.

    2011-01-01

    This article describes the process of development of assessment instruments for a three-year longitudinal comparative study that focused on evaluating American high school students' mathematics learning from two distinct approaches to content organization: curriculum built around a sequence of three full-year courses (Algebra 1, Geometry, and…

  17. Eccomi Pronto: Implementation of a Socio-Emotional Development Curriculum in a South Korean Elementary School

    Science.gov (United States)

    Kim, Donghyun; Hyun, Jung H.; Lee, Jihee; Bertolani, Jessica; Mortari, Luigina; Carey, John

    2015-01-01

    "Eccomi Pronto" (EP), an elementary school socio-emotional learning curriculum that was originally developed and evaluated in Italy was translated in Korean and implemented and evaluated in 4th grade classrooms of a primary school in South Korea. Qualitative data from teachers indicated that EP improved the self-reflection and…

  18. Identification of Industry Needs with Hospitality Management Curriculum Development: A Delphi Study

    Science.gov (United States)

    Mayburry, Thomas

    2010-01-01

    The purpose of this research was to identify a well-defined, comprehensive portrait of knowledge, skills, and abilities (KSAs) expected of students graduating from baccalaureate institutions conferring four-year degrees in hospitality management and further, to utilize those KSAs as foundations for curriculum development. This study provided a…

  19. Classroom Structuration and the Development of Social Representations of the Curriculum

    Science.gov (United States)

    Ivinson, Gabrielle; Duveen, Gerard

    2005-01-01

    The study drew on Bernstein's theory and Moscovici's theory of Social Representations to investigate how children in classrooms with different types of structuration developed social representation of the curriculum. Comparable case studies were carried out in schools chosen to reflect three types of pedagogy according to Bernstein's typology.…

  20. Development of a Program to Enhance Curriculum and Learning Management Competency of Private Primary School Teachers

    Science.gov (United States)

    Panichpongsapak, Ratthasart; Tesaputa, Kowat; Sri-ampai, Anan

    2016-01-01

    The aims of this research were: (1) to study the factors and indicators to enhance curriculum and learning management competency of private primary school teachers; (2) to study current situations and desirable situations and techniques; (3) to develop a program; and (4) to study the effects of a program. The study comprised 4 phases: Phase…

  1. Communicative Needs in the Workplace and Curriculum Development of Business English Courses in Hong Kong

    Science.gov (United States)

    Chan, Mable

    2014-01-01

    The pressing need to bridge the gap between workplace communicative needs and curriculum development of business English courses has been documented in the literature. Through a questionnaire survey of 215 working adults, this study examines (a) the spoken and written needs of professionals in the local Hong Kong workplace, (b) the challenges they…

  2. Developing a Model for an Innovative Culinary Competency Curriculum and Examining Its Effects on Students' Performance

    Science.gov (United States)

    Hu, Meng-Lei I-Chen Monica; Horng, Jeou-Shyan; Teng, Chih-Ching

    2016-01-01

    The present study designs and develops an innovative culinary competency curriculum (ICCC) model comprising seven sections: innovative culture, aesthetics, techniques, service, product, management, and creativity. The model is formulated based on culinary concept, creativity, innovation, and competency theory. The four elements of curriculum…

  3. Education for Sustainable Development in Technology Education in Irish Schools: A Curriculum Analysis

    Science.gov (United States)

    McGarr, Oliver

    2010-01-01

    This paper explores the integration of Education for Sustainable Development (ESD) in technology education and the extent to which it is currently addressed in curriculum documents and state examinations in technology education at post-primary level in Ireland. This analysis is conducted amidst the backdrop of considerable change in technology…

  4. Mechanical Engineering at RWTH Aachen University: Professional Curriculum Development and Teacher Training

    Science.gov (United States)

    Henning, Klaus; Bornefeld, Gero; Brall, Stefan

    2007-01-01

    This paper offers a multi-perspective view on engineering education at RWTH Aachen University: curriculum design, examples of newly developed teaching methods for engineering curricula, and teaching competencies and teacher qualification. It is based on the theories of student-centred learning, project learning, social skills, etc., but the paper…

  5. Exploring Bias in Elementary History Curriculum with Preservice and Practicing Teachers in Professional Development Schools

    Science.gov (United States)

    MacPhee, Deborah A.; Kaufman, Kristina

    2014-01-01

    This article examines the discourses of preservice and practicing elementary school teachers as they participated in focus group discussions about instructional materials and resources for planning and teaching historical content within their social studies curriculum. The study took place in a professional development school setting in which…

  6. Education for a Sustainable Future: A Resource for Curriculum Developers, Teachers, and Administrators.

    Science.gov (United States)

    Manitoba Dept. of Education and Training, Winnipeg. School Programs Div.

    This document, on social, environmental, and economic sustainability, is a resource for teachers, administrators, and curriculum developers. The increasing human population on the earth directs attention to sustainability, which was not a problem until the industrial revolution. This book uses an interdisciplinary approach and provides assistance…

  7. Professional development as a strategy for curriculum implementation in multidisciplinary science education

    NARCIS (Netherlands)

    Visser, T.C.

    2012-01-01

    Schoolteachers must deal with curriculum innovations during their teaching careers. In 2005, the Dutch Ministry of Education, Culture and Science introduced committees to develop and redesign the curricula for chemistry, biology, physics, and mathematics in secondary education. The purpose of redesi

  8. How Can Social Psychology and Group Dynamics Assist in Curriculum Development?

    Science.gov (United States)

    Chin, Jeffrey; May, Matthew; Sullivan-Chin, Honora; Woodrick, Kaylyn

    2014-01-01

    This article discusses some of the challenges departments face as they embark on curriculum development. The interpersonal dynamics of a department are often the first and most difficult obstacle to overcome but are often overlooked. The author suggests some strategies for how to address these issues as they arise.

  9. School-Based Curriculum Development towards a Culture of Learning: Nonlinearity in Practice

    Science.gov (United States)

    Chen, Der-Thanq; Wang, Li-Yi; Neo, Wei-Leng

    2015-01-01

    This study aims to unpack the context, processes and outcomes as the three key components of school-based curriculum development (SBCD) in six different schools in Singapore. A total of 31 focus group discussions were conducted with teachers, key personnel and school leaders in these schools. From the data, we derived a framework of SBCD which…

  10. Science Education Curriculum Development Principles in Taiwan: Connecting with Aboriginal Learning and Culture

    Science.gov (United States)

    Huang, Tzu-Hua; Liu, Yuan-Chen

    2017-01-01

    This paper reflects thorough consideration of cultural perspectives in the establishment of science curriculum development principles in Taiwan. The authority explicitly states that education measures and activities of aboriginal peoples' ethnic group should be implemented consistently to incorporate their history, language, art, living customs,…

  11. Social and Political Education in British Schools: 50 Years of Curriculum Development

    Science.gov (United States)

    Dufour, Barry

    2011-01-01

    The main developments in this broad curriculum area are traced decade by decade with key signpost successes highlighted, along with examples of retrenchment and opposition to the march of progress. The drivers for change and regression were often central government initiatives but, all along, the activity of progressive educationists/academics and…

  12. Use of Formative Research to Develop a Yoga Curriculum for High-Risk Youth: Implementation Considerations

    Science.gov (United States)

    Miller, Shari; Herman-Stahl, Mindy; Fishbein, Diana; Lavery, Bud; Johnson, Michelle; Markovits, Lara

    2014-01-01

    The purpose of this study is to elucidate the use of formative research to adapt, develop, and pretest a mindful yoga curriculum for high-risk youth attending a nontraditional high school. The formative work was conducted in the first year of a larger project to test the efficacy of a mindful yoga program through a randomized controlled trial. The…

  13. Electronic performance support for curriculum materials developers: A design research project in Sub-Saharan Africa

    NARCIS (Netherlands)

    McKenney, Susan; Reeves, Thomas

    2014-01-01

    McKenney, S., & Reeves, T. (2013). Electronic performance support for curriculum materials developers: A design research project in Sub-Saharan Africa. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Illustrative cases (pp. 533-555). Enschede, the Netherlands: SLO.

  14. A retrospective analysis of veterinary medical curriculum development in The Netherlands

    NARCIS (Netherlands)

    Jaarsma, Debbie A D C; Scherpbier, Albert J J A; van Beukelen, Peter

    2009-01-01

    Over the past two decades, the Faculty of Veterinary Medicine of Utrecht University (FVMU) has introduced major curriculum changes to keep pace with modern veterinary educational developments worldwide. Changes to program outcomes have been proposed according to professional and societal demands, wi

  15. Developing Guidelines for a New Curriculum for the BA Program in English Translation in Iranian Universities.

    Science.gov (United States)

    Razmjou, Leila

    This study helped develop guidelines for modifying the current curriculum of the existing B.A. in English Translation within Iranian universities. Participants were 30 experts in the fields of English language translation, linguistics, and translatology from four Iranian universities. Using the Delphi research methodology, researchers administered…

  16. Shaping Future Professional Roles: New Marketplace-Oriented Attitudes in Curriculum Development in Denmark.

    Science.gov (United States)

    Wormell, Irene

    1986-01-01

    Discusses revisions in the curriculum at the Royal School of Librarianship (Denmark) for educating and training information professionals, especially for the nontraditional library sector, and introduction of a new Department of Design and Implementation of Specialized Information Services focusing on nontraditional skill development. Courses…

  17. Science Education Curriculum Development Principles in Taiwan: Connecting with Aboriginal Learning and Culture

    Science.gov (United States)

    Huang, Tzu-Hua; Liu, Yuan-Chen

    2017-01-01

    This paper reflects thorough consideration of cultural perspectives in the establishment of science curriculum development principles in Taiwan. The authority explicitly states that education measures and activities of aboriginal peoples' ethnic group should be implemented consistently to incorporate their history, language, art, living customs,…

  18. School-Based Curriculum Development towards a Culture of Learning: Nonlinearity in Practice

    Science.gov (United States)

    Chen, Der-Thanq; Wang, Li-Yi; Neo, Wei-Leng

    2015-01-01

    This study aims to unpack the context, processes and outcomes as the three key components of school-based curriculum development (SBCD) in six different schools in Singapore. A total of 31 focus group discussions were conducted with teachers, key personnel and school leaders in these schools. From the data, we derived a framework of SBCD which…

  19. Toward a Collective Approach to Course Evaluation in Curriculum Development, A Contemporary Perspective

    Science.gov (United States)

    Nyabero, Charles

    2016-01-01

    The purpose of this article was to explore on how course evaluation, decision making process, the methodology of evaluation and various roles of evaluation interact in the process of curriculum development. In the process of this exploration, the characteristics the types of evaluation, purposes of course evaluation, methodology of evaluation,…

  20. How Can Social Psychology and Group Dynamics Assist in Curriculum Development?

    Science.gov (United States)

    Chin, Jeffrey; May, Matthew; Sullivan-Chin, Honora; Woodrick, Kaylyn

    2014-01-01

    This article discusses some of the challenges departments face as they embark on curriculum development. The interpersonal dynamics of a department are often the first and most difficult obstacle to overcome but are often overlooked. The author suggests some strategies for how to address these issues as they arise.

  1. Curriculum Development and Discursive Practices: Building a Training Culture around Dual Diagnosis.

    Science.gov (United States)

    Goldsmith, Steve

    Dual diagnosis of comorbid substance abuse and mental disorder is currently presenting great difficulties across Australia's health and community service sectors. Historically, mental health professionals have received relatively little formal education or training in substance abuse issues. A new curriculum on dual diagnosis was developed and…

  2. Classroom Structuration and the Development of Social Representations of the Curriculum

    Science.gov (United States)

    Ivinson, Gabrielle; Duveen, Gerard

    2005-01-01

    The study drew on Bernstein's theory and Moscovici's theory of Social Representations to investigate how children in classrooms with different types of structuration developed social representation of the curriculum. Comparable case studies were carried out in schools chosen to reflect three types of pedagogy according to Bernstein's typology.…

  3. Physical Education and Physically Active Lives: A Lifelong Approach to Curriculum Development

    Science.gov (United States)

    Penney, Dawn; Jess, Mike

    2004-01-01

    This paper focuses upon the relationship between physical education and interests in enabling more people to establish and maintain "active and healthy lives" from a curriculum development perspective. Twin and inter-linked concepts of "lifelong learning" and "lifelong physical activity" are presented as a conceptual basis for curriculum…

  4. Education in Flux--Implications for Curriculum Development. Presentations Made at the Twenty-Ninth Annual Meeting of the Professors of Curriculum (Detroit, Michigan, March 2-3, 1979).

    Science.gov (United States)

    Jelinek, James John, Ed.

    This collection of conference presentations includes "The Curriculum Field--A View" by Alice Miel, "The State of the Curriculum: Frills, Fads, and Alternatives" by Robert S. Zais, "Lifelong Learning: Significance for Curriculum Development" by Norman V. Overly, "Education of the Gifted and Talented: A Look Around…

  5. Nurses' competencies in disaster nursing: implications for curriculum development and public health.

    Science.gov (United States)

    Loke, Alice Yuen; Fung, Olivia Wai Man

    2014-03-20

    The purpose of this study was to explore Hong Kong nurses' perceptions of competencies required for disaster nursing. Focus group interviews and written inquiry were adopted to solicit nurses' perceived required competencies for disaster care. A total of 15 nurses were interviewed and 30 nurses completed the written inquiry on their perceived competencies related to disaster nursing. The International Council for Nurses' (ICN) framework of disaster nursing competencies, consisting of four themes and ten domains, was used to tabulate the perceived competencies for disaster nursing reported by nurses. The most mentioned required competencies were related to disaster response; with the ethical and legal competencies for disaster nursing were mostly neglected by nurses in Hong Kong. With the complexity nature of disasters, special competencies are required if nurses are to deal with adverse happenings in their serving community. Nurses' perceived disaster nursing competencies reported by nurses were grossly inadequate, demonstrating the needs to develop a comprehensive curriculum for public health. The establishment of a set of tailor-made disaster nursing core competencies for the community they served is the first step in preparing nurses to deal with disastrous situations for the health of the public.

  6. Nurses’ Competencies in Disaster Nursing: Implications for Curriculum Development and Public Health

    Directory of Open Access Journals (Sweden)

    Alice Yuen Loke

    2014-03-01

    Full Text Available The purpose of this study was to explore Hong Kong nurses’ perceptions of competencies required for disaster nursing. Focus group interviews and written inquiry were adopted to solicit nurses’ perceived required competencies for disaster care. A total of 15 nurses were interviewed and 30 nurses completed the written inquiry on their perceived competencies related to disaster nursing. The International Council for Nurses’ (ICN framework of disaster nursing competencies, consisting of four themes and ten domains, was used to tabulate the perceived competencies for disaster nursing reported by nurses. The most mentioned required competencies were related to disaster response; with the ethical and legal competencies for disaster nursing were mostly neglected by nurses in Hong Kong. With the complexity nature of disasters, special competencies are required if nurses are to deal with adverse happenings in their serving community. Nurses’ perceived disaster nursing competencies reported by nurses were grossly inadequate, demonstrating the needs to develop a comprehensive curriculum for public health. The establishment of a set of tailor-made disaster nursing core competencies for the community they served is the first step in preparing nurses to deal with disastrous situations for the health of the public.

  7. Project management educational curriculum for public health professionals: development and evaluation

    Directory of Open Access Journals (Sweden)

    David Sabapathy

    2011-06-01

    Full Text Available Successful completion of public health projects is critical to achieving population health objectives. However project execution can be challenging due to scarce time and resources, rapidly changing environments and complex stakeholder requirements. To address these challenges physicians and other professionals working in public health need to learn the practical skills of project management. However curricula tailored to project management skill development for public health professionals is not widely available. A one-week curriculum on project management for public health professionals has been developed enabling participants to independently lead small-scale public health projects. This course adapts a private-sector curriculum for use in public health practice and incorporates a unique skill-building teaching method. Evaluation of the initial curriculum delivery at the Weill-Bugando University, Tanzania indicated the majority of students intended to use project management upon return to their positions in public health. Students indicated a lack of a critical mass of public health professionals with required knowledge and skills represents the greatest barrier to integration of project management into public health practice. A unique one-week curriculum in project management has been developed and is being made publicly available. The course will enable physicians and other professionals working in public health to rapidly learn and apply the methodology to the front lines of public health.

  8. Evaluation of an integrative model for professional development and research in a dental curriculum.

    Science.gov (United States)

    Ditmyer, Marcia M; Mobley, Connie C; Davenport, William D

    2014-03-01

    The purpose of this project was to evaluate a Research, Professional Development, and Critical Thinking Integrative Model developed for use in a dental curriculum. This article outlines strategies used in developing a competency-based pedagogical model designed to provide a tailored student learning environment with objective, measurable, and calibrated assessment outcomes. The theoretical model integrated elements of critical thinking, professionalism, and evidence-based dentistry across dental school disciplines; implementation was based on consensus of dental faculty and student representatives about course content, faculty allocation, and curriculum alignment. Changes introduced included the following: 1) conversion and integration of previously siloed course content taught in Years 1 and 2 to sequential two-year combined courses; 2) reduction of course and content redundancies; 3) delivery of courses by teams of faculty members in biomedical, behavioral, and clinical sciences; and 4) reduction of total curriculum credit/contact hours from 13.5 (201 contact hours) to 5.0 (60 contact hours), allowing the Curriculum Committee to accommodate additional courses. These changes resulted in improvement in student satisfaction.

  9. Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches

    Directory of Open Access Journals (Sweden)

    Wilson Briana

    2011-07-01

    Full Text Available Abstract Background Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs. Methods A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes for Canadian Family Medicine training. Results The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies. Conclusions The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the

  10. Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches

    Science.gov (United States)

    2011-01-01

    Background Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs. Methods A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes) for Canadian Family Medicine training. Results The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS) competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies. Conclusions The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the framework. The process used to

  11. Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches.

    Science.gov (United States)

    Redwood-Campbell, Lynda; Pakes, Barry; Rouleau, Katherine; MacDonald, Colla J; Arya, Neil; Purkey, Eva; Schultz, Karen; Dhatt, Reena; Wilson, Briana; Hadi, Abdullahel; Pottie, Kevin

    2011-07-22

    Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs. A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes) for Canadian Family Medicine training. The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS) competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies. The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the framework. The process used to develop this framework can be applied

  12. Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned.

    Science.gov (United States)

    Chandran, Latha; Gusic, Maryellen E; Lane, J Lindsey; Baldwin, Constance D

    2017-01-01

    Clinical educators at U.S. academic health centers are frequently disadvantaged in the academic promotion system, lacking needed faculty development, mentoring, and networking support. In 2006, we implemented the national Educational Scholars Program to offer faculty development in educational scholarship for early career educators in pediatrics. We aimed to provide them with skills, experience, and initial success in educational scholarship and dissemination. The 3-year curriculum is delivered in interactive sessions at the annual pediatric academic meetings and online intersession modules. Curriculum content progresses from educational scholarship and implementing scholarly projects to dissemination and professional networking. Intersession modules address project planning, building an educator portfolio, reviewing the literature, using technology, authorship, and peer review. Concurrently, all scholars must complete a mentored educational project and demonstrate national dissemination of a peer-reviewed product to obtain a Certificate of Excellence in Educational Scholarship. The setting of this study was a national, longitudinal, cohort-based faculty development program built within the Academic Pediatric Association, a 2,000-member professional organization. In 10 years, the Educational Scholars Program has enrolled 172 scholars in 8 cohorts; 94 have graduated so far. We describe how formative evaluation guided curriculum refinement and process improvement. Summative evaluations show that faculty and scholars were satisfied with the program. Participant outcomes from Cohort 1, assessed at Kirkpatrick's four levels of evaluation, demonstrate increases in scholarly productivity, leadership activities, and academic promotions. Curriculum building is a dynamic process of ongoing evaluation and modification. Our program benefited from designing an integrated and focused curriculum, developing educational principles to guide program improvements, creating

  13. SYMBIOSIS: development, implementation, and assessment of a model curriculum across biology and mathematics at the introductory level.

    Science.gov (United States)

    Depelteau, Audrey M; Joplin, Karl H; Govett, Aimee; Miller, Hugh A; Seier, Edith

    2010-01-01

    "It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power." Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen's books and programs, see (www.alancohen.com.) With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology-math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU's approach to implementing the SYMBIOSIS curriculum.

  14. SYMBIOSIS: Development, Implementation, and Assessment of a Model Curriculum across Biology and Mathematics at the Introductory Level

    Science.gov (United States)

    Joplin, Karl H.; Govett, Aimee; Miller, Hugh A.; Seier, Edith

    2010-01-01

    “It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power.”Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen's books and programs, see (www.alancohen.com.) With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology–math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU's approach to implementing the SYMBIOSIS curriculum. PMID:20810967

  15. LHC Report: machine development

    CERN Multimedia

    Rogelio Tomás García for the LHC team

    2015-01-01

    Machine development weeks are carefully planned in the LHC operation schedule to optimise and further study the performance of the machine. The first machine development session of Run 2 ended on Saturday, 25 July. Despite various hiccoughs, it allowed the operators to make great strides towards improving the long-term performance of the LHC.   The main goals of this first machine development (MD) week were to determine the minimum beam-spot size at the interaction points given existing optics and collimation constraints; to test new beam instrumentation; to evaluate the effectiveness of performing part of the beam-squeezing process during the energy ramp; and to explore the limits on the number of protons per bunch arising from the electromagnetic interactions with the accelerator environment and the other beam. Unfortunately, a series of events reduced the machine availability for studies to about 50%. The most critical issue was the recurrent trip of a sextupolar corrector circuit –...

  16. Development of community based curriculum on ophthalmology for under graduate medical course in Bangladesh.

    Science.gov (United States)

    Khan, A K; Hussain, A Z M I

    2012-08-01

    The curriculum represents the expression of educational ideas in practice. Ophthalmic education is the corner stone to improve eye care globally. Curriculum needs continuous modification varying in different geographic locations. Though 90% of common conditions are either preventable or curable but emphasis on the common conditions is inadequate. This is a stepwise descriptive study aiming to develop a community based ophthalmology curriculum for undergraduate medical course in Bangladesh conducted during March 2007 to February 2008 at UniSA School of Public Health and Life Sciences, University of South Asia, Banani, Dhaka. Delphi technique, a modified qualitative method was used to accumulate data and reaching a consensus opinion for developing the curriculum. Study approach includes two iterative rounds and finally a workshop. Iteration of round-I was "What are the eye diseases with overall knowledge of their management one MBBS physician should acquire"; followed by a list of eye diseases and topics for expert opinion. The response was collated. Iteration round-II was "How much a MBBS student should have percentage of knowledge, attitude and skills on each topic while being taught". The response was collated and presented to panel of expert ophthalmologists for discussion and validation. In the round-I Delphi, 400 (62%) out to total 641 ophthalmologist were randomly selected dividing in categories (62% in each) of Professor-22, Associate Professor-12, Assistant Professor-26, Consultant-27, ophthalmologists working in NGO-56 and ophthalmologists in private sector-257. Sixty (15%) responded with opinion. In the round-II, 200 (31%) including 60 of round-I, selected randomly but proportionately as before. Forty five (22.5%) responded with opinion. Result collated. The results and opinion of respondents were presented at a workshop attended by 24 (80%), out of 30 invited expert ophthalmic specialists for discussion, criticism, opinion, addition, modification and

  17. Improving education in primary care: development of an online curriculum using the blended learning model

    Directory of Open Access Journals (Sweden)

    Lewin Linda

    2009-06-01

    Full Text Available Abstract Background Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. Methods This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at http://casemed.case.edu/cpcp/curriculum. Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Results Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Conclusion Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

  18. Improving education in primary care: development of an online curriculum using the blended learning model.

    Science.gov (United States)

    Lewin, Linda Orkin; Singh, Mamta; Bateman, Betzi L; Glover, Pamela Bligh

    2009-06-10

    Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at (http://casemed.case.edu/cpcp/curriculum). Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

  19. JPRS Report, Nuclear Developments

    Science.gov (United States)

    1989-07-14

    34out-of-round parts" was men- tritium treatment system headed for Pakistan by ship tioned. The cosmetic linguistic change took place prior and a few...34 waterproof ’-a Havanna deluxe, so to speak. At any rate, the regime in The most interesting new development in the compli- South Africa paid 45

  20. JPRS Report, Nuclear Developments

    Science.gov (United States)

    1989-04-25

    hafnium . Thanks to its technical ability, this multipurpose plant Condor II Development With Egypt To Continue will allow laboratory scale studies by...is a promise ingredients: antioxident 2246 and powdered aluminium , without institutions: It’s a promise without laws, and its MAPO, a rocket

  1. Development of Students' Commercial Awareness within the Curriculum of Professionally Accredited Courses: A Case Study of Property Courses

    Science.gov (United States)

    Poon, Joanna; Brownlow, Michael

    2015-01-01

    Purpose: The purpose of this paper is to discuss the development of students' commercial awareness within the curriculum of professional accredited courses. The targeted area of study is the Royal Institution of Chartered Surveyors (RICS) accredited property courses. This paper also discusses how the curriculum of RICS-accredited courses can be…

  2. Education for Sustainable Development in Ethnic Autonomous Areas of China: A Comparison of Two Curriculum Initiatives and Their Educational Implications

    Science.gov (United States)

    Khoo, Yishin

    2015-01-01

    This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development (ESD) in minority-populated ethnic autonomous areas in China. The two curriculum projects present distinctive discourses, conceptions, models, frameworks and scopes of ESD…

  3. A Comparative Study of Entrepreneurship Curriculum Development and Review at the University of Zimbabwe and Botho University, Botswana

    Science.gov (United States)

    Munyanyiwa, Takaruza; Svotwa, Douglas; Rudhumbu, Norman; Mutsau, Morgen

    2016-01-01

    The purpose of this research was to make comparative study of the development and review process of the entrepreneurship curriculum at the University of Zimbabwe (UZ) Faculty of Commerce and Botho University, (BU) Faculty of Business and Accounting in Gaborone, Botswana. The study focused on the processes and influences of curriculum development…

  4. Education for Sustainable Development in Ethnic Autonomous Areas of China: A Comparison of Two Curriculum Initiatives and Their Educational Implications

    Science.gov (United States)

    Khoo, Yishin

    2015-01-01

    This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development (ESD) in minority-populated ethnic autonomous areas in China. The two curriculum projects present distinctive discourses, conceptions, models, frameworks and scopes of ESD…

  5. JPRS Report, Nuclear Developments.

    Science.gov (United States)

    2007-11-02

    COMERCIO 21 Aug] 23 NEAR EAST & SOUTH ASIA EGYPT Agreements Signed to Develop Domestic Uranium [AL-JUMHURIYAH 2 Aug] 24 INDIA Two Large...Empresas Nucleares Brasileiras S.A. (Nuclebras) to Industrias Nucleares do Brasil S.A. (INB), and trans- ferred the shares of its capital stock...96.622 authorizes the establishment of Uranium of Brasil S.A. as a subsidiary of INB, with headquarters in the city of Caldas, Minas Gerais State

  6. JPRS Report, Nuclear Developments

    Science.gov (United States)

    2016-03-24

    tists at the test base have succeeded in developing an crops and plants on 14 million hectares of land by electronic ( impulse ) static electric...fanned by their illegal behavior violating interna- not concealing their annoyance over this behavior . tional law. Thus, it was only natural that...the said. fuel for the reactor. India has been given the option of buying the engine However, Dr Srinivasan told a questioner that there was outright

  7. Working toward decreasing infant mortality in developing countries through change in the medical curriculum

    Directory of Open Access Journals (Sweden)

    Zaman Iffat F

    2011-08-01

    Full Text Available Abstract Background High infant and maternal mortality rates are one of the biggest health issues in Pakistan. Although these rates are given high priority at the national level (Millennium Development Goals 4 and 5, respectively, there has been no significant decrease in them so far. We hypothesize that this lack of success is because the undergraduate curriculum in Pakistan does not match local needs. Currently, the Pakistani medical curriculum deals with issues in maternal and child morbidity and mortality according to Western textbooks. Moreover, these are taught disjointedly through various departments. We undertook curriculum revision to sensitize medical students to maternal and infant mortality issues important in the Pakistani context and educate them about ways to reduce the same through an integrated teaching approach. Methods The major determinants of infant mortality in underdeveloped countries were identified through a literature review covering international research produced over the last 10 years and the Pakistan Demographic Health Survey 2006-07. An interdisciplinary maternal and child health module team was created by the Medical Education Department at Shifa College of Medicine. The curriculum was developed based on the role of identified determinants in infant and maternal mortality. It was delivered by an integrated team without any subject boundaries. Students' knowledge, skills, and attitudes were assessed by multiple modalities and the module itself by student feedback using questionnaires and focus group discussions. Results Assessment and feedback demonstrated that the students had developed a thorough understanding of the complexity of factors that contribute to infant mortality. Students also demonstrated knowledge and skill in counseling, antenatal care, and care of newborns and infants. Conclusions A carefully designed integrated curriculum can help sensitize undergraduate medical students and equip them to

  8. DEVELOPMENT OF INTERACTIVE E-BOOK BASED ON CHEMICAL REPRESENTATION REFER TO CURRICULUM 2013

    Directory of Open Access Journals (Sweden)

    L. Tania

    2015-11-01

    Full Text Available This research aimed to develop an interactive e-book based representations of chemistry; describes the characteristics of the interactive e-book developed; the teachers responses in content suitability with curriculum and graphics aspects; and student responses in readibility aspects. The method used was research and development. The characteristics of interactive e-book: it was developed referring to the core competencies (KI and basic competence (KD in the curriculum 2013, allowed active interaction between students and e-book, completed with pictures, animations or videos in three levels of the chemical representation. Teachers’ responses to the content suitability and graphic aspects were very good with the percentage of each 98.46% and 97.5%. The students’ responses in readibility aspects was very good with percentage of 88.5%.

  9. DEVELOPMENT OF INTERACTIVE E-BOOK BASED ON CHEMICAL REPRESENTATION REFER TO CURRICULUM 2013

    Directory of Open Access Journals (Sweden)

    L. Tania

    2015-11-01

    Full Text Available This research aimed to develop an interactive e-book based representations of chemistry; describes the characteristics of the interactive e-book developed; the teachers responses in content suitability with curriculum and graphics aspects; and student responses in readibility aspects. The method used was research and development. The characteristics of interactive e-book: it was developed referring to the core competencies (KI and basic competence (KD in the curriculum 2013, allowed active interaction between students and e-book, completed with pictures, animations or videos in three levels of the chemical representation. Teachers’ responses to the content suitability and graphic aspects were very good with the percentage of each 98.46% and 97.5%. The students’ responses in readibility aspects was very good with percentage of 88.5%.

  10. Development of a Conceptual Structure for Aquatic Education and Its Application to Existing Aquatic Curricula and Needed Curriculum Development.

    Science.gov (United States)

    Rakow, Steven J.

    1984-01-01

    Northern Minnesota secondary teachers (N=55) were surveyed on their knowledge of a priority for selected water topics. Teachers' assessment of these topic areas provide: (1) a suggested structure for marine education; (2) the evaluation of existing curricula; and (3) needs analysis to determine areas of future curriculum development. (BC)

  11. Functional Curriculum Development: A Means of Retaining Nomadic Fulbe Cultural Identity. Contribution of Education to Cultural Development.

    Science.gov (United States)

    Ezeomah, Chimah

    To develop a functional curriculum for Nigeria's nomadic Fulbe tribespeople it is necessary to understand the cultural setting. The myths of the Fulbe, such as the story of herdsman Sile Sajo's encounter with the deity Kumen, provide insight into the culture. The story reflects the society's agricultural base, identifies personal characteristics…

  12. A behavioural modelling approach to curriculum development and evaluation of health promotion for nurses.

    Science.gov (United States)

    Kelly, M P; Maloney, W A

    1992-05-01

    This paper outlines the way in which two behavioural science models may be used in the processes of curriculum development and course evaluation. The models are the stress-coping paradigm associated with the work of Lazarus and the theory of self and identity developed from the work of Mead. It is suggested that a clear articulation of the underlying behavioural processes is fundamental in course design and appraisal.

  13. Developing professional skills at tertiary level: A model to integrate competencies across the curriculum

    OpenAIRE

    Sánchez Carracedo, Fermín; Soler Cervera, Antonia; López Álvarez, David; Martín Escofet, Carme; Ageno Pulido, Alicia; Belanche Muñoz, Luis Antonio; Cabré Garcia, José M.; Cobo Valeri, Erik; Farré Cirera, Rafael; García Almiñana, Jordi; Marès Martí, Pere

    2014-01-01

    In the context of the European Higher Education Area, curriculum design needs to be based on the defined competencies of each degree programs, including both domain specific and professional competencies. In this educational context, developing students’ professional skills poses a new challenge we need to face. The present work proposes a model to globally develop professional skills in an Engineering degree program. Based on competency maps, this model allows careful analysis, revision and ...

  14. Development of a diabetes care management curriculum in a family practice residency program.

    Science.gov (United States)

    Nuovo, Jim; Balsbaugh, Thomas; Barton, Sue; Davidson, Ellen; Fox-Garcia, Jane; Gandolfo, Angela; Levich, Bridget; Seibles, Joann

    2004-01-01

    Improving the quality of care for patients with chronic illness has become a high priority. Implementing training programs in disease management (DM) so the next generation of physicians can manage chronic illness more effectively is challenging. Residency training programs have no specific mandate to implement DM training. Additional barriers at the training facility include: 1) lack of a population-based perspective for service delivery; 2) weak support for self-management of illness; 3) incomplete implementation due to physician resistance or inertia; and 4) few incentives to change practices and behaviors. In order to overcome these barriers, training programs must take the initiative to implement DM training that addresses each of these issues. We report the implementation of a chronic illness management curriculum based on the Improving Chronic Illness Care (ICIC) Model. Features of this process included both patient care and learner objectives. These were: development of a multidisciplinary diabetes DM team; development of a patient registry; development of diabetes teaching clinics in the family practice center (nutrition, general management classes, and one-on-one teaching); development of a group visit model; and training the residents in the elements of the ICIC Model, ie, the community, the health system, self-management support, delivery system design, decision support, and clinical information systems. Barriers to implementing these curricular changes were: the development of a patient registry; buy-in from faculty, residents, clinic leadership, staff, and patients for the chronic care model; the ability to bill for services and maintain clinical productivity; and support from the health system key stakeholders for sustainability. Unique features of each training site will dictate differences in emphasis and structure; however, the core principles of the ICIC Model in enhancing self-management may be generalized to all sites.

  15. A Community Needs Assessment for the Development of an Interprofessional Palliative Care Training Curriculum.

    Science.gov (United States)

    Coats, Heather; Paganelli, Tia; Starks, Helene; Lindhorst, Taryn; Starks Acosta, Anne; Mauksch, Larry; Doorenbos, Ardith

    2017-03-01

    There is a known shortage of trained palliative care professionals, and an even greater shortage of professionals who have been trained through interprofessional curricula. As part of an institutional Palliative Care Training Center grant, a core team of interprofessional palliative care academic faculty and staff completed a state-wide palliative care educational assessment to determine the needs for an interprofessional palliative care training program. The purpose of this article is to describe the process and results of our community needs assessment of interprofessional palliative care educational needs in Washington state. We approached the needs assessment through a cross-sectional descriptive design by using mixed-method inquiry. Each phase incorporated a variety of settings and subjects. The assessment incorporated multiple phases with diverse methodological approaches: a preparatory phase-identifying key informants; Phase I-key informant interviews; Phase II-survey; and Phase III-steering committee endorsement. The multiple phases of the needs assessment helped create a conceptual framework for the Palliative Care Training Center and developed an interprofessional palliative care curriculum. The input from key informants at multiple phases also allowed us to define priority needs and to refine an interprofessional palliative care curriculum. This curriculum will provide an interprofessional palliative care educational program that crosses disciplinary boundaries to integrate knowledge that is beneficial for all palliative care clinicians. The input from a range of palliative care clinicians and professionals at every phase of the needs assessment was critical for creating an interprofessional palliative care curriculum.

  16. Design and Development of a Course in Professionalism and Ethics for CDIO Curriculum in China.

    Science.gov (United States)

    Fan, Yinghui; Zhang, Xingwei; Xie, Xinlu

    2015-10-01

    At Shantou University (STU) in 2008, a stand-alone engineering ethics course was first included within a Conceive-Design-Implement-Operate (CDIO) curriculum to address the scarcity of engineering ethics education in China. The philosophy of the course design is to help students to develop an in-depth understanding of social sustainability and to fulfill the obligations of engineers in the twenty-first century within the context of CDIO engineering practices. To guarantee the necessary cooperation of the relevant parties, we have taken advantage of the top-down support from the STU administration. Three themes corresponding to contemporary issues in China were chosen as the course content: engineers' social obligations, intellectual property and engineering safety criteria. Some popular pedagogies are used for ethics instruction such as case studies and group discussions through role-playing. To impart the diverse expertise of the practical professional practice, team teaching is adopted by interdisciplinary instructors with strong qualifications and industrial backgrounds. Although the assessment of the effectiveness of the course in enhancing students' sense of ethics is limited to assignment reports and class discussions, our endeavor is seen as positive and will continue to sustain the CDIO reform initiatives of STU.

  17. Gap analysis: a method to assess core competency development in the curriculum.

    Science.gov (United States)

    Fater, Kerry H

    2013-01-01

    To determine the extent to which safety and quality improvement core competency development occurs in an undergraduate nursing program. Rapid change and increased complexity of health care environments demands that health care professionals are adequately prepared to provide high quality, safe care. A gap analysis compared the present state of competency development to a desirable (ideal) state. The core competencies, Nurse of the Future Nursing Core Competencies, reflect the ideal state and represent minimal expectations for entry into practice from pre-licensure programs. Findings from the gap analysis suggest significant strengths in numerous competency domains, deficiencies in two competency domains, and areas of redundancy in the curriculum. Gap analysis provides valuable data to direct curriculum revision. Opportunities for competency development were identified, and strategies were created jointly with the practice partner, thereby enhancing relevant knowledge, attitudes, and skills nurses need for clinical practice currently and in the future.

  18. European higher health care education curriculum: development of a cultural framework.

    Science.gov (United States)

    Koskinen, Liisa; Kelly, Hélène Taylor; Bergknut, Eva; Lundberg, Pranee; Muir, Nita; Olt, Helen; Richardson, Eileen; Sairanen, Raija; De Vlieger, Lily

    2012-07-01

    This article concerns the European Curriculum in Cultural Care Project (2005-2009), which aimed at developing a curriculum framework for the enhancement of cultural competence in European health care education. The project was initiated and supported by the Consortium of Institutes in Higher Education in Health and Rehabilitation, whose goal is to nurture educational development and networking among member institutions. The framework is the result of a collaborative endeavor by nine nurse educators from five different European countries. The production of the framework will be described in accordance with the following tenets: developing cultural competence is a continuing process, cultural competence is based on sensitivity toward others, and cultural competence is a process of progressive inquiry. Critique concerning the framework will be presented.

  19. The Development of Community Competence in the Teacher Education Curriculum

    Science.gov (United States)

    Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan

    2013-01-01

    Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of…

  20. Conquering maternal mortality: skill development in medical curriculum

    Directory of Open Access Journals (Sweden)

    Parimala A

    2016-02-01

    Conclusion: Skill Development in conduct of labour helps medical students to understand the clinical implications better. A well trained medical student can thus help to reduce maternal mortality rate in developing countries. [Int J Reprod Contracept Obstet Gynecol 2016; 5(2.000: 441-444

  1. The Development of Community Competence in the Teacher Education Curriculum

    Science.gov (United States)

    Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan

    2013-01-01

    Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of…

  2. Developing Sport Psychology in a girls' sport academy curriculum

    African Journals Online (AJOL)

    Debate, Pettee Gabriel, Zwald, Huberty and Zhang (2009:475) also stress the link ... develop holistically. It aims to help: “girls (ages 12-19) develop an active lifestyle and .... Mental skills include aspects such as relaxation, imagery, focusing ...

  3. Implications for a Green Curriculum Application toward Sustainable Development

    Science.gov (United States)

    Sahin, Elvan; Ertepinar, Hamide; Teksoz, Gaye

    2009-01-01

    The aim of present study was two-fold: (1) to determine university students' familiarity and understandings of "sustainable development", (2) to examine their attitudes toward sustainable development, environmental values, and their behaviors toward sustainable life styles. The data collected by on-line administration of a questionnaire…

  4. Nursing and Health Care Reform: Implications for Curriculum Development.

    Science.gov (United States)

    Bowen, Mary; Lyons, Kevin J.; Young, Barbara E.

    2000-01-01

    A survey of registered nurses who graduated in 1986 (n=50) and 1991 (n-58) revealed these opinions: insurance companies increasingly control patient care; workload and paperwork have increased; and there are fewer jobs and less job security. A significant number reported decreased job satisfaction. (SK)

  5. Improving Preparation for College Physics of Minority Students Aspiring to Science-Related Careers: Investigation of Student Difficulties and Development of Appropriate Curriculum.

    Science.gov (United States)

    Rosenquist, Mark Linn

    This dissertation reports on a project, begun in 1976 by the Physics Education Group at the University of Washington, to improve the performance of minority undergraduates in physics and other science courses required for admission to engineering, medicine, and other technical professions. The project has two main elements. The first is an investigation of specific conceptual and reasoning difficulties encountered by the students in the study of physics and physical science. This investigation forms the basis of an empirical assessment of the students' academic needs. The second is the use of this assessment in developing a curriculum specifically designed to help students overcome the difficulties they experience in introductory science courses. The research and curriculum development have taken place in the context of a special physics course to help prepare minority college students for science-related majors. Specific difficulties encountered by the students as they work through the subject matter of the course have been identified and grouped into three categories: difficulty with basic concepts, difficulty with scientific representations, and difficulty with scientific reasoning. Curriculum development has focused on helping students overcome these difficulties. The dissertation gives the results of the investigation and presents samples of the curriculum with a discussion of the principles of its design. The dissertation also illustrates how the close association of investigation of difficulties, development of curriculum, and teaching of the course has provided an environment that allows continuous feedback on the design of instructional materials and facilitates the tasks of testing, evaluation, and revision. The effectiveness of the project is discussed in terms of student achievement at the University of Washington and curriculum adoption by other institutions. It appears that the goal of increasing minority representation in the sciences through action

  6. Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum: Part I. Impact on Students' Career Resilience.

    Science.gov (United States)

    Waddell, Janice; Spalding, Karen; Canizares, Genevieve; Navarro, Justine; Connell, Michelle; Jancar, Sonya; Stinson, Jennifer; Victor, Charles

    2015-11-24

    Student nurses often embark on their professional careers with a lack of the knowledge and confidence necessary to navigate them successfully. An ongoing process of career planning and development (CPD) is integral to developing career resilience, one key attribute that may enable nurses to respond to and influence their ever-changing work environments with the potential outcome of increased job satisfaction and commitment to the profession. A longitudinal mixed methods study of a curriculum-based CPD program was conducted to determine the program's effects on participating students, new graduate nurses, and faculty. This first in a series of three papers about the overall study's components reports on undergraduate student outcomes. Findings demonstrate that the intervention group reported higher perceived career resilience than the control group, who received the standard nursing curriculum without CPD. The program offered students the tools and resources to become confident, self-directed, and active in shaping their engagement in their academic program to help achieve their career goals, whereas control group students continued to look uncertainly to others for answers and direction. The intervention group recognized the value of this particular CPD program and both groups, albeit differently, highlighted the key role that faculty played in students' career planning.

  7. Developing a competency-based curriculum in HIV for nursing schools in Haiti

    Directory of Open Access Journals (Sweden)

    Knebel Elisa

    2008-08-01

    Full Text Available Abstract Background Preparing health workers to confront the HIV/AIDS epidemic is an urgent challenge in Haiti, where the HIV prevalence rate is 2.2% and approximately 10 100 people are taking antiretroviral treatment. There is a critical shortage of doctors in Haiti, leaving nurses as the primary care providers for much of the population. Haiti's approximately 1000 nurses play a leading role in HIV/AIDS prevention, care and treatment. However, nurses do not receive sufficient training at the pre-service level to carry out this important work. Methods To address this issue, the Ministry of Health and Population collaborated with the International Training and Education Center on HIV over a period of 12 months to create a competency-based HIV/AIDS curriculum to be integrated into the 4-year baccalaureate programme of the four national schools of nursing. Results Using a review of the international health and education literature on HIV/AIDS competencies and various models of curriculum development, a Haiti-based curriculum committee developed expected HIV/AIDS competencies for graduating nurses and then drafted related learning objectives. The committee then mapped these learning objectives to current courses in the nursing curriculum and created an 'HIV/AIDS Teaching Guide' for faculty on how to integrate and achieve these objectives within their current courses. The curriculum committee also created an 'HIV/AIDS Reference Manual' that detailed the relevant HIV/AIDS content that should be taught for each course. Conclusion All nursing students will now need to demonstrate competency in HIV/AIDS-related knowledge, skills and attitudes during periodic assessment with direct observation of the student performing authentic tasks. Faculty will have the responsibility of developing exercises to address the required objectives and creating assessment tools to demonstrate that their graduates have met the objectives. This activity brought different

  8. Development, Implementation and Evaluation of an M3 Community Health Curriculum

    Directory of Open Access Journals (Sweden)

    Staci Young, MS

    2004-03-01

    Full Text Available Objectives: This paper describes the development, implementation and evaluation of an M3 community health curriculum that responds to recent changes within the health care finance and delivery system. Methods: The new curriculum was developed based on AAMC recommendations, LCME requirements, a national review of undergraduate community health curricula, and an internal review of the integration of community health concepts in M3 clerkships. Results: The M3 curriculum teaches: 1 the importance of being a community responsive physician; 2 SES factors that influence health; 3 cultural competency; and 4 the role of physicians as health educators. Student evaluations for the first twelve months of implementation indicate that students are most satisfied with presentations and less satisfied with required readings and a patient interview project. Discussion: Most students agree that at the completion of the course they understand what it means to be a community-responsive physician, and they have developed skills to help them become more community responsive. Evaluation tools need to be developed to assess if students’ behavior has changed due to course participation.

  9. Development of a standardised training curriculum for robotic surgery: a consensus statement from an international multidisciplinary group of experts.

    Science.gov (United States)

    Ahmed, Kamran; Khan, Reenam; Mottrie, Alexandre; Lovegrove, Catherine; Abaza, Ronny; Ahlawat, Rajesh; Ahlering, Thomas; Ahlgren, Goran; Artibani, Walter; Barret, Eric; Cathelineau, Xavier; Challacombe, Ben; Coloby, Patrick; Khan, Muhammad S; Hubert, Jacques; Michel, Maurice Stephan; Montorsi, Francesco; Murphy, Declan; Palou, Joan; Patel, Vipul; Piechaud, Pierre-Thierry; Van Poppel, Hendrik; Rischmann, Pascal; Sanchez-Salas, Rafael; Siemer, Stefan; Stoeckle, Michael; Stolzenburg, Jens-Uwe; Terrier, Jean-Etienne; Thüroff, Joachim W; Vaessen, Christophe; Van Der Poel, Henk G; Van Cleynenbreugel, Ben; Volpe, Alessandro; Wagner, Christian; Wiklund, Peter; Wilson, Timothy; Wirth, Manfred; Witt, Jörn; Dasgupta, Prokar

    2015-07-01

    To explore the views of experts about the development and validation of a robotic surgery training curriculum, and how this should be implemented. An international expert panel was invited to a structured session for discussion. The study was of a mixed design, including qualitative and quantitative components based on focus group interviews during the European Association of Urology (EAU) Robotic Urology Section (ERUS) (2012), EAU (2013) and ERUS (2013) meetings. After introduction to the aims, principles and current status of the curriculum development, group responses were elicited. After content analysis of recorded interviews generated themes were discussed at the second meeting, where consensus was achieved on each theme. This discussion also underwent content analysis, and was used to draft a curriculum proposal. At the third meeting, a quantitative questionnaire about this curriculum was disseminated to attendees to assess the level of agreement with the key points. In all, 150 min (19 pages) of the focus group discussion was transcribed (21 316 words). Themes were agreed by two raters (median agreement κ 0.89) and they included: need for a training curriculum (inter-rater agreement κ 0.85); identification of learning needs (κ 0.83); development of the curriculum contents (κ 0.81); an overview of available curricula (κ 0.79); settings for robotic surgery training ((κ 0.89); assessment and training of trainers (κ 0.92); requirements for certification and patient safety (κ 0.83); and need for a universally standardised curriculum (κ 0.78). A training curriculum was proposed based on the above discussions. This group proposes a multi-step curriculum for robotic training. Studies are in process to validate the effectiveness of the curriculum and to assess transfer of skills to the operating room. © 2015 The Authors BJU International © 2015 BJU International Published by John Wiley & Sons Ltd.

  10. Interprofessional health education in Australia: three research projects informing curriculum renewal and development.

    Science.gov (United States)

    Steketee, Carole; Forman, Dawn; Dunston, Roger; Yassine, Tagrid; Matthews, Lynda R; Saunders, Rosemary; Nicol, Pam; Alliex, Selma

    2014-05-01

    This paper reports on three interrelated Australian studies that provide a nationally coherent and evidence-informed approach to interprofessional education (IPE). Based on findings from previous studies that IPE tends to be marginalized in mainstream health curriculum, the three studies aspired to produce a range of resources that would guide the sustainable implementation of IPE across the Australian higher education sector. Nine national universities, two peak industry bodies and a non-government organization constituted the study team. Data were gathered via a mixture of stakeholder consultations, surveys and interviews and analyzed using quantitative and qualitative methods. An important outcome was a curriculum renewal framework which has been used to explore the implications of the study's findings on Australian nursing. While the findings are pertinent to all health professions, nursing is well placed to take a leading role in establishing IPE as a central element of health professional education. Copyright © 2014 Elsevier Inc. All rights reserved.

  11. A Safe and Healthful Work Environment: Development and Testing of an Undergraduate Occupational Health Nursing Curriculum.

    Science.gov (United States)

    McCullagh, Marjorie C; Berry, Peggy

    2015-08-01

    Occupational health nursing focuses on promotion and restoration of health, prevention of illness and injury, protection from work-related and environmental hazards, and corporate profitability. Quality education about the relationship between work and health is critical for nurses' success regardless of work setting, and is consistent with Healthy People 2020 goals, but is lacking or limited in some programs. This report introduces an innovative occupational health nursing curriculum for students enrolled in baccalaureate nursing programs. The process of designing and pilot testing this novel curriculum, its alignment with nursing competencies, and its format and learning activities are described. Preparing professional nurses to understand the role of the occupational health nurse and the relationship between work and health is an essential curricular consideration for contemporary nursing education.

  12. Economic Growth and Development in the Undergraduate Curriculum

    Science.gov (United States)

    Acemoglu, Daron

    2013-01-01

    A central theme of this article is that economics instructors should spend more time teaching about economic growth and development at the undergraduate level because the topic is of interest to students, is less abstract than other macroeconomic topics, and is the focus of exciting research in economics. Facts and data can be presented to…

  13. Development of Visualization of Learning Outcomes Using Curriculum Mapping

    Science.gov (United States)

    Ikuta, Takashi; Gotoh, Yasushi

    2012-01-01

    Niigata University has started to develop the Niigata University Bachelor Assessment System (NBAS). The objective is to have groups of teachers belonging to educational programs discuss whether visualized learning outcomes are comprehensible. Discussions based on teachers' subjective judgments showed in general that visualized learning outcomes…

  14. Future-Orientated Approaches to Curriculum Development: Fictive Scripting

    Science.gov (United States)

    Garraway, James

    2017-01-01

    Though the future cannot be accurately predicted, it is possible to envisage a number of probable developments which can promote thinking about the future and so promote a more informed stance about what should or should not be done. Studies in technology and society have claimed that the use of a type of forecasting using plausible but imaginary…

  15. Advanced Electricity. Microprocessors and Robotics. Curriculum Development. Bulletin 1803.

    Science.gov (United States)

    Southeastern Louisiana Univ., Hammond.

    This model instructional unit was developed to aid industrial arts/technology education teachers in Louisiana to teach a course on microprocessors and robotics in grades 11 and 12. It provides guidance on model performance objectives, current technology content, sources, and supplemental materials. Following a course description, rationale, and…

  16. Sketching Up New Geographies: Open Sourcing and Curriculum Development

    Science.gov (United States)

    Boyd, William; Ellis, David

    2013-01-01

    The functionality of web 2.0 technologies has caused academics to rethink their development of teaching and learning methods and approaches. The editable, open access nature of web 2.0 encourages the innovative collaboration of ideas, the creation of equitable visual and tactile learning environments, and opportunity for academics to develop…

  17. Sex as Development: Curriculum, Pedagogy and Critical Inquiry

    Science.gov (United States)

    Janssen, Diederik Floris

    2009-01-01

    The author of this article proposes a critical approach to sexuality as a pedagogical agenda. The author offers a brief appraisal of sexology as a developmental science, and of the academic notion of developing sex. First, the author locates sexuality education in terms of its conventional curricular organization, arguing that that sex…

  18. Mathematics Curriculum Development and Indigenous Language Revitalisation: Contested Spaces

    Science.gov (United States)

    McMurchy-Pilkington, Colleen; Trinick, Tony; Meaney, Tamsin

    2013-01-01

    This paper examines the development of two iterations of mathematics curricula over a 15-year period for classrooms teaching in te reo Maori, the endangered Indigenous language of Aotearoa New Zealand. Similarities and differences between the two iterations are identified. Although parameters set by the New Zealand Ministry of Education about what…

  19. Developing an educational curriculum for EnviroAtlas

    Science.gov (United States)

    EnviroAtlas is a web-based tool developed by the EPA and its partners, which provides interactive tools and resources for users to explore the benefits that people receive from nature, often referred to as ecosystem goods and services.Ecosystem goods and services are important to...

  20. When Academics Integrate Research Skill Development in the Curriculum

    Science.gov (United States)

    Willison, J. W.

    2012-01-01

    This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n = 17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science,…

  1. Framework for Introducing Education for Sustainable Development into University Curriculum

    Science.gov (United States)

    Holdsworth, Sarah; Thomas, Ian

    2015-01-01

    Inclusion of education for sustainable development (ESD) in the curricula of universities, and in many forums, has been promoted for over a decade. Despite this apparent enthusiasm, there is little to show that ESD has been implemented in most universities. In Australia, surveys indicate an interest in ESD but it is rarely a part of the…

  2. Sketching Up New Geographies: Open Sourcing and Curriculum Development

    Science.gov (United States)

    Boyd, William; Ellis, David

    2013-01-01

    The functionality of web 2.0 technologies has caused academics to rethink their development of teaching and learning methods and approaches. The editable, open access nature of web 2.0 encourages the innovative collaboration of ideas, the creation of equitable visual and tactile learning environments, and opportunity for academics to develop…

  3. Economic Growth and Development in the Undergraduate Curriculum

    Science.gov (United States)

    Acemoglu, Daron

    2013-01-01

    A central theme of this article is that economics instructors should spend more time teaching about economic growth and development at the undergraduate level because the topic is of interest to students, is less abstract than other macroeconomic topics, and is the focus of exciting research in economics. Facts and data can be presented to…

  4. Mathematics Curriculum Development and Indigenous Language Revitalisation: Contested Spaces

    Science.gov (United States)

    McMurchy-Pilkington, Colleen; Trinick, Tony; Meaney, Tamsin

    2013-01-01

    This paper examines the development of two iterations of mathematics curricula over a 15-year period for classrooms teaching in te reo Maori, the endangered Indigenous language of Aotearoa New Zealand. Similarities and differences between the two iterations are identified. Although parameters set by the New Zealand Ministry of Education about what…

  5. Future-Orientated Approaches to Curriculum Development: Fictive Scripting

    Science.gov (United States)

    Garraway, James

    2017-01-01

    Though the future cannot be accurately predicted, it is possible to envisage a number of probable developments which can promote thinking about the future and so promote a more informed stance about what should or should not be done. Studies in technology and society have claimed that the use of a type of forecasting using plausible but imaginary…

  6. Technology Needs for Teachers Web Development and Curriculum Adaptations

    Science.gov (United States)

    Carroll, Christy J.

    1999-01-01

    Computer-based mathematics and science curricula focusing on NASA inventions and technologies will enhance current teacher knowledge and skills. Materials and interactive software developed by educators will allow students to integrate their various courses, to work cooperatively, and to collaborate with both NASA scientists and students at other locations by using computer networks, email and the World Wide Web.

  7. Developing Academic Professionals through the Finnish Teacher Education Curriculum.

    Science.gov (United States)

    Hellgren, Paul A.

    After Finland's elementary and secondary system was totally reformed in the 1970s, it was determined that the education of elementary and secondary teachers also needed to change. Four new teacher education goals were proposed: (1) developing scientific humanism, (2) creativity, (3) socialization, and (4) a holistic view of individuals. The new…

  8. European undergraduate curriculum in geriatric medicine developed using an international modified Delphi technique.

    LENUS (Irish Health Repository)

    Masud, Tahir

    2014-09-01

    the rise in the number of older, frail adults necessitates that future doctors are adequately trained in the skills of geriatric medicine. Few countries have dedicated curricula in geriatric medicine at the undergraduate level. The aim of this project was to develop a consensus among geriatricians on a curriculum with the minimal requirements that a medical student should achieve by the end of medical school.

  9. The Maps in Medicine program: An evaluation of the development and implementation of life sciences curriculum

    Science.gov (United States)

    O'Malley, Jennifer

    There has been a downward trend in both science proficiency and interest in science in the United States, especially among minority students and students of a disadvantaged background. This has led to a downturn in the number of individuals within these groups considering a career in the sciences or a related field. Studies have identified many potential causes for this problem including the current structure of science curriculum, lack of teacher preparedness, and the lack of quality education and support for those students currently underrepresented in the sciences. Among the solutions to this problem include redesigning the science curriculum, offering high-quality professional development opportunities to teachers, and creating programs to give support to individuals currently underrepresented in the sciences, so that they may have a better chance of pursuing and obtaining a science career. The Maps in Medicine program (MiM) has been designed to incorporate all of the aforementioned solutions and apply them to the current science education problem. The Maps in Medicine (MiM) program was established at the University of Missouri -- Columbia, and is funded by the Howard Hughes Medical Institute. Newly developed MiM curricula and student activities are intended to promote positive attitude changes in those students who are currently underrepresented in Science, Technology, Engineering and Mathematics (STEM) fields, with the program also providing professional development to high school science teachers. It was important to determine if the MiM program's solution to the science education problem has been successful, and so the program evaluation piece was integral. A mixed-methods approach was used to evaluate the MiM program. Formative evaluation results indicated a positive response from teachers and students regarding curriculum and professional development, and student activities. These results have also lead to the identification of appropriate improvements

  10. Improving education in primary care: development of an online curriculum using the blended learning model

    OpenAIRE

    Lewin Linda; Singh Mamta; Bateman Betzi L; Glover Pamela

    2009-01-01

    Abstract Background Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. Methods This course was developed and...

  11. Curriculum Development of Information Studies Education : Based on Media and Information Studies

    OpenAIRE

    安谷, 元伸

    2008-01-01

    ICT practical is often a center in the conventional information education ; it is rare for information to become central contents. In an information society, it is important deepen knowledge and understanding concerning information more than ICT practical and computer skill. Therefore, also in information education, the new framework which thinks the contents as important is needed. It is curriculum development of information studies education constituted by incorporating the viewpoint of med...

  12. Development of Active Learning Curriculum for CASPER's Microgravity Drop Tower

    Science.gov (United States)

    Carmona-Reyes, Jorge; Wang, Li; York, Judy; Matthews, Lorin; Laufer, Rene; Cook, Mike; Schmoke, Jimmy; Hyde, Truell

    2016-10-01

    As CASPER's new drop tower comes on line, plans for correlated educational research curricula are underway. CASPER's educational research team is working on developing curricula specific to the CASPER drop tower, modeled on a contest currently in use by (BEST) Robotics Inc. within central Texas independent school districts. The curricula integrates age specific use of computer programming software packages such as ``Scratch'' with industry standard communication protocols and augmented reality applications. Content is constructed around an earth and space science framework, covering subjects such as stars and galaxies, matter and energy, fusion and fission at a middle school level. CASPER faculty are partnering with the Region 12 Service Center; this combination provides a wide range of expertise that includes professional development, pedagogical methods, computational thinking in addition to microgravity and space science research expertise. The details of this work will be presented and samples of the manner in which it is impacting the CASPER research and educational outreach partnership will be discussed.

  13. Adding silver to the rainbow: the development of the nurses' health education about LGBT elders (HEALE) cultural competency curriculum.

    Science.gov (United States)

    Hardacker, Cecilia T; Rubinstein, Betsy; Hotton, Anna; Houlberg, Magda

    2014-03-01

    In 2009, the Howard Brown Health Center received funding from the US Department of Health and Human Services, and Health Resources and Services Administration to develop and disseminate a peer-reviewed, six-module curriculum entitled, Health Education about LGBT (lesbian, gay, bisexual and transgender) Elders (HEALE). The HEALE curriculum targets nurses and health-care staff and is focused on the treatment of LGBT elders, a population that is largely misunderstood and discriminated against in health-care settings. The HEALE curriculum was presented in hospital academic centres, community-based clinics and nursing homes over a three-year period, and training staff provided education to over 500 nurses and health-care providers. A pre-test and post-test was administered to participants, and all data were collected and archived to measure knowledge gained. Participants also completed an evaluation at the conclusion of the training to report change in personal attitude and individual response to the curriculum. From March 2011 to June 2012, 848 individuals attended HEALE curriculum sessions at 23 locations in Chicago and surrounding areas. Participants were 40% white, 25% black, 9% Hispanic/Latino and 25% Asian race/ethnicity. The majority of participants were female and approximately 25% were under the age of 30 years. There were statistically significant gains in knowledge in each of the six modules both in nursing home/home health-care settings and in hospital/educational settings, although participants in nursing home/home health care settings had lower pre-test scores and smaller knowledge gains in each of the six modules than those in hospital/educational settings. Mean increases ranged from 6.4 points (an 8.7% increase) in module 1-14.6 points (a 26.2% increase) in Module 6 (P LGBT cultural competency in geriatric education. As such, implementation of this cultural competency training will go a long way to establish fundamental concepts regarding LGBT elder care

  14. Survey of ethical issues reported by Indian medical students: basis for design of a new curriculum.

    Science.gov (United States)

    Rose, Anuradha; George, Kuryan; T, Arul Dhas; Pulimood, Anna Benjamin

    2014-01-01

    Education in ethics is now a formal part of the undergraduate medical curriculum. However, most courses are structured around principles and case studies more appropriate to western countries. The cultures and practices of countries like India differ from those of western countries. It is, therefore, essential that our teaching should address the issues which are the most relevant to our setting. An anonymised, questionnaire-based, cross-sectional survey of medical students was carried out to get a picture of the ethical problems faced by students in India. The data were categorised into issues related to professional behaviour and ethical dilemmas. Unprofessional behaviour was among the issues reported as a matter of concern by a majority of the medical students. The survey highlights the need to design the curriculum in a way that reflects the structure of medical education in India, where patients are not always considered socio-culturally equal by students or the medical staff. This perspective must underpin any further efforts to address education in ethics in India.

  15. DEVELOPING A CEF BASED CURRICULUM: A CASE STUDY

    Directory of Open Access Journals (Sweden)

    Beril Sarayköylü

    2012-01-01

    Full Text Available The common purposes of the studies conducted in language program evaluations are to examine the match between what is desired for the programme versus the actual state of the programme, to make judgments about learners’ level of skills and knowledge, and to make suggestions for improvement. However, it is not currently common practice in Turkey either to develop language teaching programmes based on the Common European Framework as a reference, or to introduce improvements in these programmes based on an evaluation of their effectiveness. This study aims to describe the process of developing a new teaching programme, taking CEF into consideration, at the Preparatory Programme at the School of Foreign Languages, Izmir University of Economics, and also to evaluate the effectiveness of the programme. 236 Freshman students and 48 faculty members from 5 different faculties participated in the study. The results indicated a significant relationship between students’ proficiency scores and perception of their own competencies and a significant difference in perception of their own competence in terms of levels at the preparatory program. Although faculty members stated that Preparatory Program, in general, meets the needs of the students, students still have difficulty in practising some tasks requiring higher order thinking skills. The study suggests a series of learner training sessions to raise the awareness of the students, extending duration of the modules, reviewing the order of objectives in Intermediate and Upper-Intermediate, and working in cooperation with Faculties in order to increase awareness of mutual expectations.

  16. Development of a Core Curriculum Framework in Cariology for U.S. Dental Schools.

    Science.gov (United States)

    Fontana, Margherita; Guzmán-Armstrong, Sandra; Schenkel, Andrew B; Allen, Kennneth L; Featherstone, John; Goolsby, Susie; Kanjirath, Preetha; Kolker, Justine; Martignon, Stefania; Pitts, Nigel; Schulte, Andreas; Slayton, Rebecca L; Young, Douglas; Wolff, Mark

    2016-06-01

    Maintenance of health and preservation of tooth structure through risk-based prevention and patient-centered, evidence-based disease management, reassessed at regular intervals over time, are the cornerstones of present-day caries management. Yet management of caries based on risk assessment that goes beyond restorative care has not had a strong place in curriculum development and competency assessment in U.S. dental schools. The aim of this study was to develop a competency-based core cariology curriculum framework for use in U.S. dental schools. The Section on Cariology of the American Dental Education Association (ADEA) organized a one-day consensus workshop, followed by a meeting program, to adapt the European Core Cariology Curriculum to the needs of U.S. dental education. Participants in the workshop were 73 faculty members from 35 U.S., three Canadian, and four international dental schools. Representatives from all 65 U.S. dental schools were then invited to review and provide feedback on a draft document. A recommended competency statement on caries management was also developed: "Upon graduation, a dentist must be competent in evidence-based detection, diagnosis, risk assessment, prevention, and nonsurgical and surgical management of dental caries, both at the individual and community levels, and be able to reassess the outcomes of interventions over time." This competency statement supports a curriculum framework built around five domains: 1) knowledge base; 2) risk assessment, diagnosis, and synthesis; 3) treatment decision making: preventive strategies and nonsurgical management; 4) treatment decision making: surgical therapy; and 5) evidence-based cariology in clinical and public health practice. Each domain includes objectives and learning outcomes.

  17. A blended learning framework for curriculum design and professional development

    Directory of Open Access Journals (Sweden)

    Negin Mirriahi

    2015-10-01

    Full Text Available The need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics’ low digital fluency, various views and BL definitions, and limited standards-based tools to guide academic practice. To address these issues, this paper introduces a BL framework, based on one definition and with criteria and standards of practice to support the evaluation and advancement of BL in higher education. The framework is theoretically underpinned by the extant literature and supported by focus group discussions. The evidence supporting the criteria and standards are discussed with suggestions for how they can be used to guide course design, academic practice, and professional development.

  18. Cognitive development in introductory physics: A research-based approach to curriculum reform

    Science.gov (United States)

    Teodorescu, Raluca Elena

    This project describes the research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created for designing and clarifying educational objectives, for developing assessments that can evaluate individual component processes of the problem-solving process, and for guiding curriculum design in introductory physics courses, specifically within the context of a "thinking-skills" curriculum. TIPP relies on the following resources: (1) cognitive research findings adopted by physics education research, (2) expert-novice research discoveries acknowledged by physics education research, (3) an educational psychology taxonomy for educational objectives, and (4) various collections of physics problems created by physics education researchers or developed by textbook authors. TIPP was used in the years 2006--2008 to reform the first semester of the introductory algebra-based physics course (called Phys 11) at The George Washington University. The reform sought to transform our curriculum into a "thinking-skills" curriculum that trades "breadth for depth" by focusing on fewer topics while targeting the students' cognitive development. We employed existing research on the physics problem-solving expert-novice behavior, cognitive science and behavioral science findings, and educational psychology recommendations. Our pedagogy relies on didactic constructs such as the GW-ACCESS problem-solving protocol, learning progressions and concept maps that we have developed and implemented in our introductory physics course. These tools were designed based on TIPP. Their purpose is: (1) to help students build local and global coherent knowledge structures, (2) to develop more context-independent problem-solving abilities, (3) to gain confidence in problem solving, and (4) to establish

  19. Developing a Simulation-Based Mastery Learning Curriculum: Lessons From 11 Years of Advanced Cardiac Life Support.

    Science.gov (United States)

    Barsuk, Jeffrey H; Cohen, Elaine R; Wayne, Diane B; Siddall, Viva J; McGaghie, William C

    2016-02-01

    Curriculum development in medical education should follow a planned, systematic approach fitted to the needs and conditions of a local institutional environment and its learners. This article describes the development and maintenance of a simulation-based medical education curriculum on advanced cardiac life support skills and its transformation to a mastery learning program. Curriculum development used the Kern 6-step model involving problem identification and general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation and feedback. Curriculum maintenance and enhancement and dissemination are also addressed. Transformation of the simulation-based medical education curriculum to a mastery learning program was accomplished after a 2-year phase-in trial. A series of studies spanning 11 years was performed to adjust the curriculum, improve checklist outcome measures, and evaluate curriculum effects as learning outcomes among internal medicine residents and improved patient care practices. We anticipate wide adoption of the mastery learning model for skill and knowledge acquisition and maintenance in medical education settings.

  20. Learning about Gravity I. Free Fall: A Guide for Teachers and Curriculum Developers

    Science.gov (United States)

    Kavanagh, Claudine; Sneider, Cary

    This article is the first of a two-part review of research on children's and adults understanding of gravity and on how best to teach gravity concepts to students and teachers. This first article concerns free fall—how and why objects fall when they are dropped. The review begins with a brief historical sketch of how these ideas were developed in human history, followed by a summary of the relevant standards and benchmarks. The body of research is organized by the nature of the findings, beginning with studies of the youngest children, followed by older students, adults, and teachers. Although a diversity of misconceptions are found at all age levels, in general children, between the ages of 7 and 9 progress from the idea that things fall because they're not supported to things fall because they're "heavy." Between the ages of 9 and 13, students begin to use the term "gravity," an unseen force, to explain falling, such as "gravity acts just on heavy objects," or "things fall because air is pushing them down." Surprisingly, many high school and college students who can successfully solve numerical problems involving gravity hold qualitative misconceptions similar to those held by much younger students. The finding that even college physics students have significant misconceptions about free fall underscores the importance of effective teaching at the middle and high school levels. Some studies have found that few teachers are aware of their students' misconceptions or know what to do about them. A few studies have reported success in helping students shed their misconceptions, leading to promising recommendations for curriculum development and teaching.