Toward Diversity-Responsive Medical Education: Taking an Intersectionality-Based Approach to a Curriculum Evaluation

ERIC Educational Resources Information Center

Muntinga, M. E.; Krajenbrink, V. Q.; Peerdeman, S. M.; Croiset, G.; Verdonk, P.

2016-01-01

Recent years have seen a rise in the efforts to implement diversity topics into medical education, using either a "narrow" or a "broad" definition of culture. These developments urge that outcomes of such efforts are systematically evaluated by mapping the curriculum for diversity-responsive content. This study was aimed at…

The Five Most Significant Curriculum Events in the Twentieth Century.

ERIC Educational Resources Information Center

Tyler, Ralph W.

1987-01-01

Ralph W. Tyler reviews five significant events in the field of curriculum development: (1) work of Edward Thorndike, (2) John Dewey's monograph on interest and effort in education, (3) the 26th yearbook of the National Society for the Study of Education, (4) the formation of the Society for Curriculum Study in 1930, and (5) curriculum experiments…

Developing Research Skills across the Undergraduate Curriculum

ERIC Educational Resources Information Center

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.

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

ERIC Educational Resources Information Center

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…

Developing a Community-Based Participatory Research Curriculum to Support Environmental Health Research Partnerships: An Initiative of the GROWH Community Outreach and Dissemination Core

PubMed Central

Canfield, Caitlin; Angove, Rebekah; Boselovic, Joseph; Brown, Lisanne F.; Gauthe, Sharon; Bui, Tap; Gauthe, David; Bogen, Donald; Denham, Stacey; Nguyen, Tuan; Lichtveld, Maureen Y.

2017-01-01

Background The Transdisciplinary Research Consortium for Gulf Resilience on Women’s Health (GROWH) addresses reproductive health disparities in the Gulf Coast by linking communities and scientists through community-engaged research. Funded by the National Institutes of Environmental Health Sciences, GROWH’s Community Outreach and Dissemination Core (CODC) seeks to utilize community-based participatory research (CBPR) and other community-centered outreach strategies to strengthen resilience in vulnerable Gulf Coast populations. The CODC is an academic-community partnership comprised of Tulane University, Mary Queen of Vietnam Community Development Corporation, Bayou Interfaith Shared Community Organizing, and the Louisiana Public Health Institute (LPHI). Methods Alongside its CODC partners, LPHI collaboratively developed, piloted and evaluated an innovative CBPR curriculum. In addition to helping with curriculum design, the CODC’s community and academic partners participated in the pilot. The curriculum was designed to impart applied, practical knowledge to community-based organizations and academic researchers on the successful formulation, execution and sustaining of CBPR projects and partnerships within the context of environmental health research. Results The curriculum resulted in increased knowledge about CBPR methods among both community and academic partners as well as improved relationships within the GROWH CODC partnership. Conclusion The efforts of the GROWH partnership and curriculum were successful. This curriculum may serve as an anchor for future GROWH efforts including: competency development, translation of the curriculum into education and training products, community development of a CBPR curriculum for academic partners, community practice of CBPR, and future environmental health work. PMID:28890934

42 CFR 65.1 - To what projects do these regulations apply?

Code of Federal Regulations, 2011 CFR

2011-10-01

... efforts prior to initiation of full curriculum development and training activities. A limited number of... is authorized under section 118 of the HMTA. (b) Grants are available for curriculum and training materials development, technical support of training, direct student training, training program evaluation...

Project International Emphasis Interim Report, July 1991.

ERIC Educational Resources Information Center

Blois, Beverly, Ed.; Williams, Barbara

Project International Emphasis (PIE), a curriculum development effort involving all 24 colleges in the Virginia Community College System (VCCS), focuses on the infusion of globally oriented components across the academic curriculum and in related career development programs. Activities undertaken during the project's first year included an annual…

The Learner Verification of Series r: The New Macmillan Reading Program; Highlights.

ERIC Educational Resources Information Center

National Evaluation Systems, Inc., Amherst, MA.

National Evaluation Systems, Inc., has developed curriculum evaluation techniques, in terms of learner verification, which may be used to help the curriculum-development efforts of publishing companies, state education departments, and universities. This document includes a summary of the learner-verification approach, with data collected about a…

Curriculum Guide for Agriculture.

ERIC Educational Resources Information Center

Oregon State Board of Education, Salem. Div. of Community Colleges and Career Education.

Developed through a cooperative effort by industry and education, this curriculum guide outlines the basic knowledge and skills necessary for entry-level competencies in the broad field of agriculture, or for entrance into a post-high school program. This guide is one of several developed for Oregon's new approach to secondary education called…

The New Social Studies in Perspective: The Carnegie-Mellon Slow-Learner Project.

ERIC Educational Resources Information Center

Penna, Anthony N.

1995-01-01

Describes the origins, development, and products of the slow- learner social studies curriculum development project at Carnegie-Mellon University (Pennsylvania) in the late 1960s. Maintains that this project represented the last wave of curriculum projects to emerge from the national reform efforts following Sputnik. (CFR)

Curriculum Guide for Electricity-Electronics.

ERIC Educational Resources Information Center

Oregon State Board of Education, Salem. Div. of Community Colleges and Career Education.

Developed through a cooperative effort by industry and education, this curriculum guide outlines the basic skills and knowledge necessary for entry-level competencies in the broad field of electricity-electronics, or for entrance into an apprenticeship, post-high school, or university program. This guide is one of several developed for Oregon's…

32 CFR 206.3 - Overall program emphasis.

Code of Federal Regulations, 2012 CFR

2012-07-01

... curriculum development efforts. Such efforts may involve intensive language study designed for different... comparative terms. Students in these areas also need quality opportunities in international education. (3...

32 CFR 206.3 - Overall program emphasis.

Code of Federal Regulations, 2011 CFR

2011-07-01

... curriculum development efforts. Such efforts may involve intensive language study designed for different... comparative terms. Students in these areas also need quality opportunities in international education. (3...

32 CFR 206.3 - Overall program emphasis.

Code of Federal Regulations, 2010 CFR

2010-07-01

... curriculum development efforts. Such efforts may involve intensive language study designed for different... comparative terms. Students in these areas also need quality opportunities in international education. (3...

32 CFR 206.3 - Overall program emphasis.

Code of Federal Regulations, 2013 CFR

2013-07-01

... curriculum development efforts. Such efforts may involve intensive language study designed for different... comparative terms. Students in these areas also need quality opportunities in international education. (3...

32 CFR 206.3 - Overall program emphasis.

Code of Federal Regulations, 2014 CFR

2014-07-01

... curriculum development efforts. Such efforts may involve intensive language study designed for different... comparative terms. Students in these areas also need quality opportunities in international education. (3...

Making the State of the Art the Classroom Benchmark: A Climate Change Curriculum Based on Synthesis Science

NASA Astrophysics Data System (ADS)

Nicholas, K. A.

2014-12-01

A hallmark of science in the Anthropocene is the increasing use of synthesis efforts to distill ever-growing data into the best available scientific knowledge. Thousands of scientists contribute substantial amounts of time towards these efforts, with the aim of producing authoritative work as a basis for informing both further research priorities and policy decisions. Organizations such as the IPCC are increasing their efforts to disseminate their scientific findings to broader audiences, for example, using text and video summaries targeted for policymakers. However, the results of such synthesis efforts have rarely been disseminated further back in the pipeline, in the classrooms where scientific literacy is shaped. Here, I will describe an emerging initiative to develop a program to translate state-of-the-art scientific synthesis findings into a modular, flexible climate change curriculum. This initiative is envisioned to compliment rather than compete with existing curriculum development efforts. Examples from innovation labs in healthcare delivery and other fields will be used to demonstrate a model for how a small, interdisciplinary team of early-career experts can use their content and pedagogical knowledge to transform synthesis results into ready-to-use teaching materials. The benefits of such a curriculum include improved student learning through constructive alignment of thoughtfully designed teaching and learning activities and assessment activities to promote intended learning outcomes, as well as the real-world illustration of the method of scientific inquiry applied to socially relevant problems. The curriculum can also improve teaching experiences through increased efficiency in course preparation, and in sharing best practices with participating colleagues. Initial scoping will examine the needs of university teachers of climate change courses as the constituents of this curriculum, and possible support models to mainstream such efforts. Ultimately, using scientific syntheses as the basis for university curricula would help close the gap between research and classroom learning, promote increased scientific understanding, and help ensure that the resources devoted to scientific synthesis efforts are translated to broader benefits for society.

Locally Based Educational Research and Curriculum Development in Developing Countries - the Teacher's Role. IIEP Occasional Papers No. 40.

ERIC Educational Resources Information Center

Hawes, H. W. R.

This report examines the ability of teachers in developing countries to study their educational systems and to develop curriculum materials appropriate to local schools and local conditions, in the face of attitudes and policies frequently inconducive to innovative effort. Part one examines the need for involving teachers in research and survey…

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

ERIC Educational Resources Information Center

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…

Two Approaches to Curriculum Development for Educating for Sustainability and CSR

ERIC Educational Resources Information Center

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…

The American Government Information Unit: A Pilot Program to Improve Information Flow Between Research and Development and Practice in Education. Final Report.

ERIC Educational Resources Information Center

Adelson, Nancy C.; And Others

The Laboratory staff reported the unit development and field test activities in their effort to collect, analyze, synthesize, and disseminate new curriculum developments in secondary level social studies to school curriculum decision makers. The audience consisted primarily of social studies teachers and department chairmen. To further refine and…

Systemic Reform of Astronomy Curriculum in the Montgomery County Public Schools

NASA Astrophysics Data System (ADS)

Szesze, M.; Kahl, S.; Janney, D.

2002-09-01

In the Montgomery County Public Schools (MCPS), the science curriculum is undergoing a comprehensive systemic review in an effort to revise the system's curriculum and the entire instructional program. As a part of this overall effort, MCPS has developed a framework for the astronomy curriculum that includes a rationale, essential indicators, and blueprints. The school system is partnering with the NASA Goddard Space Flight Center to involve professional astronomers/space scientists as content advisors to ensure science content accuracy and currency. Through this partnership, many NASA developed educational materials have been made available to the school system to assist with the instructional sequences. This new policy has resulted in the development of a clear and coherent astronomy curriculum for grades K-8. The blueprint is written in the form of a set of indicators which identify the exact skills and knowledge that need to be taught at each grade level so that students will meet and exceed state, national, and international standards. Each blueprint also includes the enduring understandings and essential questions that students should focus on for that specific unit of study, a proposed instructional sequence, and assessment and differentiation ideas. Using these blueprints, teachers will create curriculum guides that include model lessons, model assignments, concept maps, resources, assessment samples, and strategies for differentiating the curriculum to meet the needs of a wide range of learners. In addition, a 45 hour certification training course is being developed to train in service teachers in a wide range of space science disciplines from seasons to cosmology. The course is being developed and will be taught by a team composed of space scientists and master educational trainers. Pilot testing of the curriculum and the training course will begin in Fall 2002.

More Water, Madam? An ESL Curriculum for Service Helpers in Full-Service and Fast-Food Restaurants.

ERIC Educational Resources Information Center

Cwach, Marlin Day; Gravely, Mary Liles

This document, which was developed as a cooperative effort between the business and education communities in Denver, presents an English-as-a-second-language curriculum for service helpers in full-service and fast food restaurants. The curriculum consists of five lessons targeted toward high intermediate to advanced nonnative speakers who work in…

The British and curriculum development in West Africa: A historical discourse

NASA Astrophysics Data System (ADS)

Ofori-Attah, Kwabena Dei

2006-09-01

THE BRITISH AND CURRICULUM DEVELOPMENT IN WEST AFRICA: A HISTORICAL STUDY - Only recently have African nations begun to make their way towards establishing genuinely autonomous education systems incorporating elements of indigenous culture. The present study examines the historical development of curriculum in British West Africa in its links with the educational activities of the early Christian missionaries and the imposition of British colonial rule. For over 300 years, the curriculum content was essentially European in nature. African interests and cultural practices were largely excluded, as "bookwork" was favored over "handwork". The colonial curriculum also helped introduce a new social order to West Africa, leading to the rise of new local elites reading, writing, and speaking foreign European languages. This study explores how the idea of a "civilized" person, promoted through the colonial school curriculum, developed new local elites with different sets of values and expectations that often made them strangers in their own societies. It also describes the connection between this curriculum and the repeated failure of education-reform efforts.

Core Curriculum. The Forum for Liberal Education.

ERIC Educational Resources Information Center

Mohrman, Kathryn, Ed.

Many colleges and universities are revising course offerings and increasing graduate requirements to provide more highly integrated programs for their students. The efforts of seven institutions to develop such a core curriculum are described including those of: Saint Joseph's College (Rensselaer, Indiana); Los Medanos College (Pittsburgh,…

Evaluation of a Collaborative Multimedia Conflict Resolution Curriculum

ERIC Educational Resources Information Center

Goldsworthy, Richard; Schwartz, Nancy; Barab, Sasha; Landa, Anita

2007-01-01

This article describes the development and evaluation of STARstreams, a pilot effort to utilize videos and online discussions in a conflict resolution curriculum that acknowledges the inherent socio-personal aspects of conflict. The STARstreams curricula includes a set of video-based scenarios depicting conflict situations and potential…

Cultivating Teachers' Beliefs, Knowledge and Skills for Leading Change in Schools

ERIC Educational Resources Information Center

Carrington, Suzanne; Deppeler, Joanne; Moss, Julianne

2010-01-01

Australian policy initiatives and state curriculum reform efforts affirm a commitment to address student disengagement through the development of inclusive school environments, curriculum, and pedagogy. This paper, drawing on critical social theory, describes three Australian projects that support the cultivation of teachers' beliefs, knowledge…

Teaching Ethics across the Public Relations Curriculum.

ERIC Educational Resources Information Center

Hutchison, Liese L.

2002-01-01

Suggests ways of incorporating ethics across the undergraduate public relations curriculum. Reviews current coverage of ethics in public relations principles, writing, cases, and textbooks. Suggests other methods that teachers can use to incorporate ethical pedagogical tools in all public relations courses in an effort to develop students' ethical…

A Study to Determine the Job Tasks and Levels of Employment for Apparel and Accessories Marketing Occupations Using DACUM Occupational Analysis. Final Report.

ERIC Educational Resources Information Center

Guikema, Kelli A.

Research was conducted to establish a validated list of competencies for use in curriculum development efforts for apparel and accessories marketing programs. DACUM (Developing a Curriculum) was the occupational analysis procedure used to identify the competencies, job tasks, level of difficulty, and levels of employment for apparel and…

Authentic teaching and learning through synthetic biology

PubMed Central

Kuldell, Natalie

2007-01-01

Synthetic biology is an emerging engineering discipline that, if successful, will allow well-characterized biological components to be predictably and reliably built into robust organisms that achieve specific functions. Fledgling efforts to design and implement a synthetic biology curriculum for undergraduate students have shown that the co-development of this emerging discipline and its future practitioners does not undermine learning. Rather it can serve as the lynchpin of a synthetic biology curriculum. Here I describe educational goals uniquely served by synthetic biology teaching, detail ongoing curricula development efforts at MIT, and specify particular aspects of the emerging field that must develop rapidly in order to best train the next generation of synthetic biologists. PMID:18271945

Curriculum Mapping with Academic Analytics in Medical and Healthcare Education.

PubMed

Komenda, Martin; Víta, Martin; Vaitsis, Christos; Schwarz, Daniel; Pokorná, Andrea; Zary, Nabil; Dušek, Ladislav

2015-01-01

No universal solution, based on an approved pedagogical approach, exists to parametrically describe, effectively manage, and clearly visualize a higher education institution's curriculum, including tools for unveiling relationships inside curricular datasets. We aim to solve the issue of medical curriculum mapping to improve understanding of the complex structure and content of medical education programs. Our effort is based on the long-term development and implementation of an original web-based platform, which supports an outcomes-based approach to medical and healthcare education and is suitable for repeated updates and adoption to curriculum innovations. We adopted data exploration and visualization approaches in the context of medical curriculum innovations in higher education institutions domain. We have developed a robust platform, covering detailed formal metadata specifications down to the level of learning units, interconnections, and learning outcomes, in accordance with Bloom's taxonomy and direct links to a particular biomedical nomenclature. Furthermore, we used selected modeling techniques and data mining methods to generate academic analytics reports from medical curriculum mapping datasets. We present a solution that allows users to effectively optimize a curriculum structure that is described with appropriate metadata, such as course attributes, learning units and outcomes, a standardized vocabulary nomenclature, and a tree structure of essential terms. We present a case study implementation that includes effective support for curriculum reengineering efforts of academics through a comprehensive overview of the General Medicine study program. Moreover, we introduce deep content analysis of a dataset that was captured with the use of the curriculum mapping platform; this may assist in detecting any potentially problematic areas, and hence it may help to construct a comprehensive overview for the subsequent global in-depth medical curriculum inspection. We have proposed, developed, and implemented an original framework for medical and healthcare curriculum innovations and harmonization, including: planning model, mapping model, and selected academic analytics extracted with the use of data mining.

Curriculum Mapping with Academic Analytics in Medical and Healthcare Education

PubMed Central

Komenda, Martin; Víta, Martin; Vaitsis, Christos; Schwarz, Daniel; Pokorná, Andrea; Zary, Nabil; Dušek, Ladislav

2015-01-01

Background No universal solution, based on an approved pedagogical approach, exists to parametrically describe, effectively manage, and clearly visualize a higher education institution’s curriculum, including tools for unveiling relationships inside curricular datasets. Objective We aim to solve the issue of medical curriculum mapping to improve understanding of the complex structure and content of medical education programs. Our effort is based on the long-term development and implementation of an original web-based platform, which supports an outcomes-based approach to medical and healthcare education and is suitable for repeated updates and adoption to curriculum innovations. Methods We adopted data exploration and visualization approaches in the context of medical curriculum innovations in higher education institutions domain. We have developed a robust platform, covering detailed formal metadata specifications down to the level of learning units, interconnections, and learning outcomes, in accordance with Bloom’s taxonomy and direct links to a particular biomedical nomenclature. Furthermore, we used selected modeling techniques and data mining methods to generate academic analytics reports from medical curriculum mapping datasets. Results We present a solution that allows users to effectively optimize a curriculum structure that is described with appropriate metadata, such as course attributes, learning units and outcomes, a standardized vocabulary nomenclature, and a tree structure of essential terms. We present a case study implementation that includes effective support for curriculum reengineering efforts of academics through a comprehensive overview of the General Medicine study program. Moreover, we introduce deep content analysis of a dataset that was captured with the use of the curriculum mapping platform; this may assist in detecting any potentially problematic areas, and hence it may help to construct a comprehensive overview for the subsequent global in-depth medical curriculum inspection. Conclusions We have proposed, developed, and implemented an original framework for medical and healthcare curriculum innovations and harmonization, including: planning model, mapping model, and selected academic analytics extracted with the use of data mining. PMID:26624281

Designing professional development to increase local capacity to sustain reform

NASA Astrophysics Data System (ADS)

Fogleman, Jay A.

There is a rich tradition of using curriculum materials to foster reform and innovation in science education. A key issue in any materials development effort is how to engender high-quality enactments of new materials, and how to sustain and scale up high-quality use so that the materials have a lasting and meaningful impact on the education of students. Many have argued that professional development (PD) is a key to the long-term success of systemic reform initiatives and there is a dire need for resources that help districts sustain PD opportunities that support teachers using innovations beyond their initial implementation. This dissertation consists of three manuscripts that look at the process of understanding teachers' use of reform-rich materials and supporting teacher professional development in the context of efforts by districts and innovators to implement and sustain their use in middle school science classrooms. The first manuscript looks specifically at the practices of teachers using learning-goals driven curriculum materials in an effort to model the effects of these practices on student achievement. Teacher surveys and video recording were used to relate teachers' characteristics and practices to student achievement using a multi-level approach. The second manuscript uses video recordings to critically examine a professional development workshop enacted by curriculum developers to identify knowledge and strategies that might be adapted for use locally to sustain PD offerings. The third manuscript presents two cases that describe how a professional development workcircle consisting of university researchers, district personnel, and lead teachers was able to sustain district-led professional development around reform-rich curriculum materials. Findings from the three studies are considered in light of factors necessary to sustain and scale the use of educational innovations and a model for supporting local PD is suggested.

Mathematics Teachers and Curriculum Renewal - A Process of Change and Growth.

ERIC Educational Resources Information Center

Lovitt, Charles; And Others

1985-01-01

Accompanying curriculum renewal efforts in Australia is the need of teachers to increase their repertoire of skills. Strategies supporting the process of change are discussed, including developing a bank of exemplary lessons and a structured environment for testing such lessons. Three examples of school projects are described. (MNS)

Assessment for Learning in the Accountability Era: Queensland, Australia

ERIC Educational Resources Information Center

Klenowski, Val

2011-01-01

Developments in school education in Australia over the past decade have witnessed the rise of national efforts to reform curriculum, assessment and reporting. Constitutionally the power to decide on curriculum matters still resides with the States. Higher stakes in assessment, brought about by national testing and international comparative…

Embracing Curriculum Compacting: Teacher Candidates Supporting Differentiated Instruction in Elementary Mathematics

ERIC Educational Resources Information Center

Livers, Stefanie D.; Paxton, Minda; O'Grady, Nicole; Tontillo, Michael

2018-01-01

This article discusses a collaborative effort to implement curriculum compacting activities with elementary students in conjunction with developing teacher candidates' abilities to teach mathematics. This endeavor included a partnership between a university and a local elementary school. All stakeholders benefited from this project: The elementary…

Evaluating Three Allied Health Training Programs: Exploratory Research into Curriculum Relevance and Labor Market Conditions

ERIC Educational Resources Information Center

Appel, Gary L.; And Others

1977-01-01

Presents results of a research effort designed to develop a methodology for assisting dietetic technicians, physical therapist assistants, and medical record technicians curriculum relevance, and to better understand labor market conditions affecting the utilization and distribution of midlevel technicians. (Author/LAS)

Integrating computation into the undergraduate curriculum: A vision and guidelines for future developments

NASA Astrophysics Data System (ADS)

Chonacky, Norman; Winch, David

2008-04-01

There is substantial evidence of a need to make computation an integral part of the undergraduate physics curriculum. This need is consistent with data from surveys in both the academy and the workplace, and has been reinforced by two years of exploratory efforts by a group of physics faculty for whom computation is a special interest. We have examined past and current efforts at reform and a variety of strategic, organizational, and institutional issues involved in any attempt to broadly transform existing practice. We propose a set of guidelines for development based on this past work and discuss our vision of computationally integrated physics.

A Study To Determine the Job Tasks and Levels of Employment for General Marketing Occupations Using DACUM Occupational Analysis. Final Report.

ERIC Educational Resources Information Center

Woloszyk, Carl A.

During the 1990-91 school year, a study was conducted to determine a validated list of competencies (concepts and tasks) for use in curriculum development efforts for general marketing programs in Michigan. DACUM (Developing a Curriculum) was the occupational analysis procedure used to identify the competencies, job tasks, level of difficulty, and…

Development of Procedures for Assessing the Impact of Vocational Education Research and Development on Vocational Education (Project IMPACT). Volume 2--A Case Study of the Illinois Occupational Curriculum Project.

ERIC Educational Resources Information Center

Cheney-Stern, Marilyn R.; Phelps, L. Allen

As part of Project IMPACT's efforts to develop procedures for complying with the impact requirements of Public Law 94-482, a case study was made of the Illinois Occupational Curriculum Project (IOCP). The top-down study traced the IOCP from its developers to its users and documented measurable changes in the 1971 versus the 1979 curriculum…

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

PubMed

Han, Paul K J; Joekes, Katherine; Elwyn, Glyn; Mazor, Kathleen M; Thomson, Richard; Sedgwick, Philip; Ibison, Judith; Wong, John B

2014-01-01

To develop, pilot, and evaluate a curriculum for teaching clinical risk communication skills to medical students. 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 study of 2nd-year students exposed vs. unexposed to the curriculum was conducted to evaluate the curriculum's efficacy. Primary outcome measures were students' objective (observed) and subjective (self-reported) risk communication competence; the latter was assessed using an Observed Structured Clinical Examination (OSCE) employing new measures. Twenty-eight 2nd-year students completed the curriculum, and exhibited significantly greater (p<.001) objective and subjective risk communication competence than a convenience sample of 24 unexposed students. New observational measures of objective competence in risk communication showed promising evidence of reliability and validity. The curriculum was resource-intensive. The new experience-based clinical risk communication curriculum was efficacious, although resource-intensive. More work is needed to develop the feasibility of curriculum delivery, and to improve the measurement of competence in clinical risk communication. Risk communication is an important advanced communication skill, and the Risk Talk curriculum provides a model educational intervention and new assessment tools to guide future efforts to teach and evaluate this skill. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Going Green: Lecture Assignments and Lab Experiences for the College Curriculum

ERIC Educational Resources Information Center

Haack, Julie A.; Hutchison, James E.; Kirchhoff, Mary M.; Levy, Irvin J.

2005-01-01

Green chemistry, the design of chemical products and processes to eliminate hazards to human health and the environment, provides unique opportunities for innovation in the chemistry curriculum for engaging a broad spectrum of students in the study of chemistry. The green chemistry community is expanding efforts to develop educational materials…

The Effects of "Green Chemistry" on Secondary School Students' Understanding and Motivation

ERIC Educational Resources Information Center

Karpudewan, Mageswary; Roth, Wolff-Michael; Ismail, Zurida

2015-01-01

As an initial effort to reorient the current Malaysian chemistry curriculum, "green chemistry" was developed. In this study for the purpose of investigating the effectiveness of the green chemistry curriculum on secondary school students' understanding of chemistry concepts a quasi-experimental design was used. One-group pretest posttest…

Mental Health and People of Color. Curriculum Development and Change.

ERIC Educational Resources Information Center

Chunn, Jay C., II, Ed.; And Others

Representing a collective effort by scholars belonging to four ethnic minority groups in the United States (Blacks, Asian and Pacific Americans, American Indians, and Hispanic Americans), this book discusses training, curriculum, and research needs in the education of students who intend to enter the mental health professions and work with these…

Manufacturing. Technology Education-Mathematics and Science Interface Project.

ERIC Educational Resources Information Center

Smith, Kenneth L., Ed.

The curriculum materials contained in this document were developed through a cooperative effort by educators in the state of Maryland. It was a curriculum project aimed at the meaningful integration of mathematics and science. It is suggested that these materials be used in two significant ways. First, this document can serve as an instructional…

Construction. Technology Education-Mathematics and Science Interface Project.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore. Div. of Vocational-Technical Education.

The curriculum materials contained in this document were developed through a cooperative effort by educators in the state of Maryland. It was a curriculum project aimed at the meaningful integration of mathematics and science. It is suggested that these materials be used in two significant ways. First, this document can serve as an instructional…

Transportation. Technology Education-Mathematics and Science Interface Project.

ERIC Educational Resources Information Center

Smith, Kenneth L., Ed.

The curriculum materials contained in this document were developed through a cooperative effort by educators in the state of Maryland. It was a curriculum project aimed at the meaningful integration of mathematics and science. It is suggested that these materials be used in two significant ways. First, this document can serve as an instructional…

Child Care Lead Poisoning Prevention. Training Curriculum.

ERIC Educational Resources Information Center

California Dept. of Health Services, Oakland. Childhood Lead Poisoning Prevention Branch.

In an effort to address young children's substantial risk for exposure to lead in out-of-home child care programs, outreach and training were developed for child care providers. This workshop curriculum consists of training activities and materials appropriate for child care providers in centers or homes for the purpose of educating them about the…

Small Schools Mathematics Curriculum, 9-12: Scope Objectives, Activities, Resources, Monitoring Procedures.

ERIC Educational Resources Information Center

Nelson, JoAnne, Ed.; And Others

The grade 9-12 mathematics curriculum learning objectives, activities, monitoring procedures and resources for small schools were developed during 1978-79 through the cooperative efforts of 10 Snohomish and Island County school districts, Educational Service District 189 and the Washington State Office of Public Instruction. The objectives were…

Implementing a Problem-Based Learning Curriculum in an Argentinean Medical School: Implications for Developing Countries.

ERIC Educational Resources Information Center

Carrera, Larisa Ivon; Tellez, Tomas Eduardo; D'Ottavio, Alberto Enrique

2003-01-01

Describes the difficulties Argentina's medical schools are likely to face in implementing a problem-based learning (PBL) curriculum. Outlines the basic requirements for successful implementation of PBL curricula and describes the contradiction in Argentina between a health care system that forces specialization and the efforts of medical schools…

The USCCB Curriculum Framework: Origins, Questions, and a Call for Research

ERIC Educational Resources Information Center

Schroeder, Carrie J.

2015-01-01

The promulgation of "Doctrinal Elements of a Curriculum Framework" for the "Development of Catechetical Materials for Young People of High School Age" by the United States Conference of Catholic Bishops (USCCB) in November, 2007, represented a milestone in the efforts of the U.S. bishops to monitor and shape the Religious…

Curriculum Redesign in Veterinary Medicine: Part II.

PubMed

Macik, Maria L; Chaney, Kristin P; Turner, Jacqueline S; Rogers, Kenita S; Scallan, Elizabeth M; Korich, Jodi A; Fowler, Debra; Keefe, Lisa M

Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. On a larger scale, a comprehensive redesign effort involves forming a dedicated faculty redesign team, developing program learning outcomes, mapping the existing curriculum, and reviewing the curriculum in light of collected stakeholder data. The faculty of the Texas A&M University College of Veterinary Medicine & Biomedical Sciences (TAMU) recently embarked on a comprehensive curriculum redesign effort through partnership with the university's Center for Teaching Excellence. Using a previously developed evidence-based model of program redesign, TAMU created a process for use in veterinary medical education, which is described in detail in the first part of this article series. An additional component of the redesign process that is understated, yet vital for success, is faculty buy-in and support. Without faculty engagement, implementation of data-driven curricular changes stemming from program evaluation may be challenging. This second part of the article series describes the methodology for encouraging faculty engagement through the final steps of the redesign initiative and the lessons learned by TAMU through the redesign process.

The Development and Implementation of a Competency-Based Curriculum for Training in Global Health Research

PubMed Central

Ton, Thanh G. N.; Gladding, Sophia P.; Zunt, Joseph R.; John, Chandy; Nerurkar, Vivek R.; Moyer, Cheryl A.; Hobbs, Nicole; McCoy, Molly; Kolars, Joseph C.

2015-01-01

The Fogarty International Center (FIC) Global Health Fellows Program provides trainees with the opportunity to develop research skills through a mentored research experience, increase their content expertise, and better understand trends in global health research, funding organizations, and pathways to generate support. The Northern Pacific Global Health Fellows Research and Training Consortium, which hosts one of the FIC Global Health Programs, sought to enhance research training by developing, implementing, and evaluating a competency-based curriculum that uses a modular, asynchronous, web-based format. The curriculum has 8 core competencies, 36 learning objectives, and 58 assignments. Nineteen trainees completed their 11-month fellowship, engaged in the curriculum, and provided pre- and post-fellowship self-assessments. Self-assessed scores significantly improved for all competencies. Trainees identified the curriculum as one of the strengths of the program. This competency-based curriculum represents a first step toward creating a framework of global health research competencies on which further efforts could be based. PMID:25371189

A BRIDGE partnership model for health management education in the Slovak Republic.

PubMed

West, D J; Krcmery, V; Rusnakova, V; Murgas, M

1998-01-01

An innovative Health Management Education Partnership (HMEP) was initiated to develop management education initiatives through the exchange of information and ideas. Health education efforts, projects and activities exist between the University of Scranton and three strategic partners in the Slovak Republic: Trnava University, the Health Management School and the University of Matej Bel. The BRIDGE model (Building Relationships in Developing and Growing Economies) utilizes several innovative educational initiatives and strategic projects including a professional journal, faculty development, professional development, curriculum development, certification and accreditation, faculty-students exchange and development of educational materials and modules. The BRIDGE organizational structure is reviewed as well as specific workplan objectives to operationalize the HMEP encouraging mutual cooperation, collaboration and sustainability of efforts. The model stresses implementation, monitoring, and evaluation of all initiatives through a strong community effort, focus on research, deployment of educational resources, curriculum modification, development of interpartnership activities, conferences, workshops, fieldwork experiences and study tours. Applied management practices enhance market-oriented solutions to health care delivery problems emphasizing a focus on privatization and entrepreneurship through education.

Crowdsourced Curriculum Development for Online Medical Education.

PubMed

Shappell, Eric; Chan, Teresa M; Thoma, Brent; Trueger, N Seth; Stuntz, Bob; Cooney, Robert; Ahn, James

2017-12-08

In recent years online educational content, efforts at quality appraisal, and integration of online material into institutional teaching initiatives have increased. However, medical education has yet to develop large-scale online learning centers. Crowd-sourced curriculum development may expedite the realization of this potential while providing opportunities for innovation and scholarship. This article describes the current landscape, best practices, and future directions for crowdsourced curriculum development using Kern's framework for curriculum development and the example topic of core content in emergency medicine. A scoping review of online educational content was performed by a panel of subject area experts for each step in Kern's framework. Best practices and recommendations for future development for each step were established by the same panel using a modified nominal group consensus process. The most prevalent curriculum design steps were (1) educational content and (2) needs assessments. Identified areas of potential innovation within these steps included targeting gaps in specific content areas and developing underrepresented instructional methods. Steps in curriculum development without significant representation included (1) articulation of goals and objectives and (2) tools for curricular evaluation. By leveraging the power of the community, crowd-sourced curriculum development offers a mechanism to diffuse the burden associated with creating comprehensive online learning centers. There is fertile ground for innovation and scholarship in each step along the continuum of curriculum development. Realization of this paradigm's full potential will require individual developers to strongly consider how their contributions will align with the work of others.

Crowdsourced Curriculum Development for Online Medical Education

PubMed Central

Chan, Teresa M; Thoma, Brent; Trueger, N Seth; Stuntz, Bob; Cooney, Robert; Ahn, James

2017-01-01

In recent years online educational content, efforts at quality appraisal, and integration of online material into institutional teaching initiatives have increased. However, medical education has yet to develop large-scale online learning centers. Crowd-sourced curriculum development may expedite the realization of this potential while providing opportunities for innovation and scholarship. This article describes the current landscape, best practices, and future directions for crowdsourced curriculum development using Kern’s framework for curriculum development and the example topic of core content in emergency medicine. A scoping review of online educational content was performed by a panel of subject area experts for each step in Kern’s framework. Best practices and recommendations for future development for each step were established by the same panel using a modified nominal group consensus process. The most prevalent curriculum design steps were (1) educational content and (2) needs assessments. Identified areas of potential innovation within these steps included targeting gaps in specific content areas and developing underrepresented instructional methods. Steps in curriculum development without significant representation included (1) articulation of goals and objectives and (2) tools for curricular evaluation. By leveraging the power of the community, crowd-sourced curriculum development offers a mechanism to diffuse the burden associated with creating comprehensive online learning centers. There is fertile ground for innovation and scholarship in each step along the continuum of curriculum development. Realization of this paradigm’s full potential will require individual developers to strongly consider how their contributions will align with the work of others. PMID:29464134

Putting the Cart before the Horse: The Role of a Socio-Moral Atmosphere in an Inquiry-Based Curriculum

ERIC Educational Resources Information Center

Geiken, Rosemary; Van Meeteren, Beth Dykstra; Kato, Tsuguhiko

2009-01-01

Research lends support to inquiry-based curriculum demonstrating how social interaction, such as discussion and presentation, positively affects children's learning. As a result, teachers spend an inordinate amount of time and effort in planning investigations to develop skills in inquiry. However, many of them overlook the necessary foundation…

Power and Energy. Technology Education-Mathematics and Science Interface Project.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore. Div. of Vocational-Technical Education.

The curriculum materials contained in this document were developed through a cooperative effort by educators in the state of Maryland. It was a curriculum project aimed at the meaningful integration of mathematics and science. It is suggested that these materials be used in two significant ways. First, this document can serve as an instructional…

"A Bootlegged Curriculum": The American Legion versus Harold Rugg.

ERIC Educational Resources Information Center

Riley, Karen L.; Stern, Barbara Slater

While American Legion officials wasted few words condemning the works of John Dewey and his followers, they really focused their attention and efforts on the curriculum materials developed and written by Harold Rugg. In 1941, as the U.S. prepared for war, the American Legion was busy writing and distributing the pamphlet, "The Complete Rugg…

Toward diversity-responsive medical education: taking an intersectionality-based approach to a curriculum evaluation.

PubMed

Muntinga, M E; Krajenbrink, V Q E; Peerdeman, S M; Croiset, G; Verdonk, P

2016-08-01

Recent years have seen a rise in the efforts to implement diversity topics into medical education, using either a 'narrow' or a 'broad' definition of culture. These developments urge that outcomes of such efforts are systematically evaluated by mapping the curriculum for diversity-responsive content. This study was aimed at using an intersectionality-based approach to define diversity-related learning objectives and to evaluate how biomedical and sociocultural aspects of diversity were integrated into a medical curriculum in the Netherlands. We took a three-phase mixed methods approach. In phase one and two, we defined essential learning objectives based on qualitative interviews with school stakeholders and diversity literature. In phase three, we screened the written curriculum for diversity content (culture, sex/gender and class) and related the results to learning objectives defined in phase two. We identified learning objectives in three areas of education (medical knowledge and skills, patient-physician communication, and reflexivity). Most diversity content pertained to biomedical knowledge and skills. Limited attention was paid to sociocultural issues as determinants of health and healthcare use. Intersections of culture, sex/gender and class remained mostly unaddressed. The curriculum's diversity-responsiveness could be improved by an operationalization of diversity that goes beyond biomedical traits of assumed homogeneous social groups. Future efforts to take an intersectionality-based approach to curriculum evaluations should include categories of difference other than culture, sex/gender and class as separate, equally important patient identities or groups.

Science of driving.

DOT National Transportation Integrated Search

2016-08-01

The Science of Driving project focused on developing a collaborative relationship to develop curriculum units for middle school and high school students to engage them in exciting real-world scenarios. This effort involved faculty, staff, and student...

Reflecting on MACOS: Why It Failed and What We Can Learn from Its Demise

ERIC Educational Resources Information Center

Fitchett, Paul G.; Russell, William Benedict

2012-01-01

The New Social Studies movement was an effort by social scientists to reform US social studies/history curriculum at all levels during the 1960s and early 1970s. In the end, more than 50 different projects attempting to revitalise social studies were developed. Many of the projects focused on inquiry-based teaching practices and curriculum.…

From the Cotton Fields to the Ties That Bind: Jim Pusack's Enduring Impact on Today's CALL Development

ERIC Educational Resources Information Center

Jones, Linda C.

2010-01-01

From 1981 to today, the encouragement Jim Pusack and his colleague Sue Otto gave faculty to develop and/or implement CALL into the curriculum has been vital to our L2 teaching evolution. This article describes how their efforts evolved over the last two and a half decades and the ties that bind their efforts with today's CALL development.

Evaluating a School-Based Trachoma Curriculum in Tanzania

ERIC Educational Resources Information Center

Lewallen, Susan; Massae, Patrick; Tharaney, Manisha; Somba, Margareth; Geneau, Robert; MacArthur, Chad; Courtright, Paul

2008-01-01

Trachoma remains a public health problem in a number of sub-Saharan Africa countries; behavioral change and environmental improvements are cornerstones of prevention efforts. Evidence of successful health education are few in Africa. Health education efforts through primary schools have recently been developed and adopted in Tanzania. We evaluated…

Psychopharmacology curriculum field test.

PubMed

Zisook, Sidney; Balon, Richard; Benjamin, Sheldon; Beresin, Eugene; Goldberg, David A; Jibson, Michael D; Thrall, Grace

2009-01-01

As part of an effort to improve psychopharmacology training in psychiatric residency programs, a committee of residency training directors and associate directors adapted an introductory schizophrenia presentation from the American Society of Clinical Psychopharmacology's Model Psychopharmacology Curriculum to develop a multimodal, interactive training module. This article describes the module, its development, and the results of a field trial to test its feasibility and usefulness. Nineteen residency programs volunteered to use the module during the first half of the 2007-2008 academic year. Evaluation consisted of a structured phone interview with the training director or teaching faculty of participating programs during February and early March 2008, asking whether and how they used the curriculum, which components they found most useful, and how it was received by faculty and residents. Of the 19 programs, 14 used the module and 13 participated in the evaluation. The most commonly used components were the pre- and postmodule questions, video-enhanced presentation, standard presentation, problem- or team-based teaching module, and other problem-based teaching modules. No two programs used the module in the same fashion, but it was well received by instructors and residents regardless of use. The results of this field trial suggest that a dynamic, adult-centered curriculum that is exciting, innovative, and informative enough for a wide variety of programs can be developed; however, the development and programmatic barriers require considerable time and effort to overcome.

Professional Learning Communities (PLCs) as a Means for School-Based Science Curriculum Change

NASA Astrophysics Data System (ADS)

Browne, Christi L.

The challenge of school-based science curriculum change and educational reform is often presented to science teachers and departments who are not necessarily prepared for the complexity of considerations that change movements require. The development of a Professional Learning Community (PLC) focused on a science department's curriculum change efforts, may provide the necessary tools to foster sustainable school-based curriculum science changes. This research presents a case study of an evolving science department PLC consisting of 10 middle school science teachers from the same middle school and their efforts of school-based science curriculum change. A transformative mixed model case study with qualitative data and deepened by quantitative analysis, was chosen to guide the investigation. Collected data worked to document the essential developmental steps, the occurrence and frequency of the five essential dimensions of successful PLCs, and the influences the science department PLC had on the middle school science department's progression through school-based science curriculum change, and the barriers, struggles and inhibiting actions of the science department PLC. Findings indicated that a science department PLC was unique in that it allowed for a focal science departmental lens of science curriculum change to be applied to the structure and function of the PLC and therefore the process, proceedings, and results were directly aligned to and driven by the science department. The science PLC, while logically difficult to set-up and maintain, became a professional science forum where the middle school science teachers were exposed to new science teaching and learning knowledge, explored new science standards, discussed effects on student science learning, designed and critically analyzed science curriculum change application. Conclusions resulted in the science department PLC as an identified tool providing the ability for science departmental actions to lead to outcomes of science curriculum change improvements with the consideration but not the dictation of the larger school community and state agendas. Thus, the study's results work to fuse previously separated research on general PLCs and curriculum change efforts into a cohesive understanding of the unexplored potential of a science PLC and school-based science curriculum change.

Occupational Survey Report on Business Data Programmers: Task Data From Workers and Supervisors Indicating Job Relevance and Training Criticalness. Research and Development Series No. 108.

ERIC Educational Resources Information Center

Ammerman, Harry L.; Pratzner, Frank C.

The Center for Vocational Education is continuing its programatic research efforts to develop more effective procedures for identifying valid and necessary curriculum content. The occupational task survey report for the occupation of business data programer is a product resulting from this effort. The task inventory data summarized were collected…

Developing a statewide nursing consortium, island style.

PubMed

Magnussen, Lois; Niederhauser, Victoria; Ono, Charlene K; Johnson, Nancy Katherine; Vogler, Joyce; Ceria-Ulep, Clementina D

2013-02-01

This article describes the transformational changes in the scope and pedagogy of nursing education within a state university system through the development of the Hawaii Statewide Nursing Consortium (HSNC) curriculum. Modeled after the Oregon Consortium for Nursing Education, the HSNC used a community-based participatory approach to develop the curriculum to support all students within the state who are eligible to earn a baccalaureate degree. The curriculum was designed as a long-term solution to the anticipated shortage of nurses to care for Hawaii's diverse population. It is also an effort to increase capacity in schools of nursing by making the best use of resources in the delivery of a baccalaureate curriculum that offers exit opportunities after the completion of an associate degree. Finally, it provides new ways of educating students who will be better prepared to meet Hawaii's health needs. Copyright 2013, SLACK Incorporated.

Climate Literacy: Supporting Teacher Professional Development

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

2012-12-01

Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation Science Standards to their students. We will also describe the professional development and support system to develop teacher leaders and explain some of the challenges that accompany this approach of developing teacher leaders in the area of climate literacy.

Teaching Children's Rights and Climate Change with the Support of Act for Climate Web-Based Learning Environment

ERIC Educational Resources Information Center

Gkotzos, Dimitrios

2017-01-01

This article presents an effort to integrate the issues of climate change and children's rights into the Greek primary school curriculum through the use of information and communication technologies (ICTs). The curriculum Act for Climate was developed through the lens of children's rights and with the support of a web-based learning environment…

Career Development Exemplary Project. The First Draft of a Curriculum Guide for Grade Nine.

ERIC Educational Resources Information Center

Ailer, Audrey J.; And Others

The guide represents an effort to implement the first phase of an exploration of careers curriculum designed to provide in-depth exploration of jobs previously surveyed by students in the seventh and eighth grade career awareness phase of the program. The following three units are included for each of 11 subject areas: an awareness unit, 4 to 9…

The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students' Epistemologies in Modeling throughout a Model-Based Curriculum Unit

ERIC Educational Resources Information Center

Baek, Hamin; Schwarz, Christina V.

2015-01-01

In the past decade, reform efforts in science education have increasingly attended to engaging students in scientific practices such as scientific modeling. Engaging students in scientific modeling can help them develop their epistemologies by allowing them to attend to the roles of mechanism and empirical evidence when constructing and revising…

Alternative School Education: Using Web-Based Curriculum Programs to Assist At-Risk Students with High School Credit Recovery in Select East Central Indiana Schools

ERIC Educational Resources Information Center

Robbins, William Shane

2011-01-01

"We know that education can be an arduous process. Countries use different approaches based on societal acceptances, but effective education always requires enormous efforts. Whether success is achieved, depends on the development of a rigorous and progressive curriculum, while at the same time providing all students the opportunity to…

Collaborative Professional Learning through Lesson Study: Identifying the Challenges of Inquiry-Based Teaching

ERIC Educational Resources Information Center

Gutierez, Sally Baricaua

2015-01-01

In the Philippines, inquiry-based teaching has been promoted and implemented together with recently instigated curriculum reforms. Serious teacher professional development efforts are being used extensively to properly orient and present the benefits of inquirybased teaching. Despite these efforts, there still exists a big gap in the effective…

Teaching Environmental Health Science for Informed Citizenship in the Science Classroom and Afterschool Clubs.

PubMed

Keselman, Alla; Levin, Daniel M; Hundal, Savreen; Kramer, Judy F; Matzkin, Karen; Dutcher, Gale

2012-08-01

In the era of growing concerns about human-induced climate change and sustainable development, it is important for the schools to prepare students for meaningful engagement with environmental policies that will determine the future of our society. To do this, educators need to face a number of challenges. These include deciding on the science knowledge and skills needed for informed citizenship, identifying teaching practices for fostering such knowledge and skills, and finding ways to implement new practices into the tightly packed existing curriculum. This paper describes two collaborative efforts between the U.S. National Library of Medicine (NLM) and University of Maryland College of Education that attempt to meet these challenges. The focus of both projects is on helping students develop information seeking and evaluation and argumentation skills, and applying them to complex socio-scientific issues that have bearing on students' daily lives. The first effort involves co-designing an afterschool environmental health club curriculum with an interdisciplinary team of middle school teachers. The second effort is the development and implementation of a week-long school drinking water quality debate activity in a high school environmental science classroom. Both projects center on Tox Town, an NLM web resource that introduces students to environmental health issues in everyday environments. The paper describes successes and challenges of environmental health curriculum development, including teachers' and researchers' perception of contextual constraints in the club and classroom setting, tensions inherent in co-design, and students' experience with socio-scientific argumentation.

Teaching Environmental Health Science for Informed Citizenship in the Science Classroom and Afterschool Clubs

PubMed Central

Keselman, Alla; Levin, Daniel M.; Hundal, Savreen; Kramer, Judy F.; Matzkin, Karen; Dutcher, Gale

2013-01-01

In the era of growing concerns about human-induced climate change and sustainable development, it is important for the schools to prepare students for meaningful engagement with environmental policies that will determine the future of our society. To do this, educators need to face a number of challenges. These include deciding on the science knowledge and skills needed for informed citizenship, identifying teaching practices for fostering such knowledge and skills, and finding ways to implement new practices into the tightly packed existing curriculum. This paper describes two collaborative efforts between the U.S. National Library of Medicine (NLM) and University of Maryland College of Education that attempt to meet these challenges. The focus of both projects is on helping students develop information seeking and evaluation and argumentation skills, and applying them to complex socio-scientific issues that have bearing on students’ daily lives. The first effort involves co-designing an afterschool environmental health club curriculum with an interdisciplinary team of middle school teachers. The second effort is the development and implementation of a week-long school drinking water quality debate activity in a high school environmental science classroom. Both projects center on Tox Town, an NLM web resource that introduces students to environmental health issues in everyday environments. The paper describes successes and challenges of environmental health curriculum development, including teachers’ and researchers’ perception of contextual constraints in the club and classroom setting, tensions inherent in co-design, and students’ experience with socio-scientific argumentation. PMID:24382985

Negotiating a space to teach science: Stories of community conversation and personal process in a school reform effort

NASA Astrophysics Data System (ADS)

Barker, Heidi Bulmahn

This is a qualitative study about elementary teachers in a school district who are involved in a science curricular reform effort. The teachers attempted to move from textbook-based science teaching to a more inquiry and process-based approach. I specifically explore how teachers negotiate their place within changes in pedagogy and curriculum and how this negotiation is enacted in the space of a teacher's own classroom. The account developed here is based on a two-year study. Presented are descriptions, analysis, and my own interpretations of teaching and conversations as teachers spoke with one another, with me and with children as they tried out the new science curriculum and pedagogies. I conclude that people interested in school reform should consider the following ideas as they work with teachers to implement pedagogical and curricular changes. (1) Teaching is a personal/individual process that takes place within a larger community. This leads to a complex context for working and making decisions. (2) Despite feeling that changes were imposed, teachers make the curriculum work for the needs in their own classroom. (3) Change is a process that teachers view as part of their work. Teachers expect that they will adapt curriculum and make it work for the children in their classes and for themselves. I suggest that those who advocate various reform efforts in teaching and curriculum should consider the spaces that teachers create as they become a part of the change process including intellectual, physical, and emotional ones. In my stories I assert: teachers create their own spaces for making changes in pedagogy and curriculum and they do this as a complex negotiation of external demands (such as their community, relationships with colleagues, and state standards) and their own values and interpretations. The ways that teachers implement the change process is a personal one, and because it is a personal process, school reform efforts largely depend on the teachers making these efforts a part of their own thinking, teaching, and learning.

Translating the Simulation of Procedural Drilling Techniques for Interactive Neurosurgical Training

PubMed Central

Stredney, Don; Rezai, Ali R.; Prevedello, Daniel M.; Elder, J. Bradley; Kerwin, Thomas; Hittle, Bradley; Wiet, Gregory J.

2014-01-01

Background Through previous and concurrent efforts, we have developed a fully virtual environment to provide procedural training of otologic surgical technique. The virtual environment is based on high-resolution volumetric data of the regional anatomy. This volumetric data helps drive an interactive multi-sensory, i.e., visual (stereo), aural (stereo), and tactile simulation environment. Subsequently, we have extended our efforts to support the training of neurosurgical procedural technique as part of the CNS simulation initiative. Objective The goal of this multi-level development is to deliberately study the integration of simulation technologies into the neurosurgical curriculum and to determine their efficacy in teaching minimally invasive cranial and skull base approaches. Methods We discuss issues of biofidelity as well as our methods to provide objective, quantitative automated assessment for the residents. Results We conclude with a discussion of our experiences by reporting on preliminary formative pilot studies and proposed approaches to take the simulation to the next level through additional validation studies. Conclusion We have presented our efforts to translate an otologic simulation environment for use in the neurosurgical curriculum. We have demonstrated the initial proof of principles and define the steps to integrate and validate the system as an adjuvant to the neurosurgical curriculum. PMID:24051887

Integrating Information Literacy and Evidence-Based Medicine Content within a New School of Medicine Curriculum: Process and Outcome.

PubMed

Muellenbach, Joanne M; Houk, Kathryn M; E Thimons, Dana; Rodriguez, Bredny

2018-01-01

This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery curriculum. Results of this collaboration may add to the knowledge base of attitudes and skills needed to practice as full faculty partners in curricular design and instruction.

Translating the simulation of procedural drilling techniques for interactive neurosurgical training.

PubMed

Stredney, Don; Rezai, Ali R; Prevedello, Daniel M; Elder, J Bradley; Kerwin, Thomas; Hittle, Bradley; Wiet, Gregory J

2013-10-01

Through previous efforts we have developed a fully virtual environment to provide procedural training of otologic surgical technique. The virtual environment is based on high-resolution volumetric data of the regional anatomy. These volumetric data help drive an interactive multisensory, ie, visual (stereo), aural (stereo), and tactile, simulation environment. Subsequently, we have extended our efforts to support the training of neurosurgical procedural technique as part of the Congress of Neurological Surgeons simulation initiative. To deliberately study the integration of simulation technologies into the neurosurgical curriculum and to determine their efficacy in teaching minimally invasive cranial and skull base approaches. We discuss issues of biofidelity and our methods to provide objective, quantitative and automated assessment for the residents. We conclude with a discussion of our experiences by reporting preliminary formative pilot studies and proposed approaches to take the simulation to the next level through additional validation studies. We have presented our efforts to translate an otologic simulation environment for use in the neurosurgical curriculum. We have demonstrated the initial proof of principles and define the steps to integrate and validate the system as an adjuvant to the neurosurgical curriculum.

Teaching for a World Conservation Strategy.

ERIC Educational Resources Information Center

Kirk, John J.

1982-01-01

The World Conservation Strategy calls upon international, national, and regional efforts to balance development with conservation of the world's living resources (e.g., forests, water, farmland, coastal resources). Environmental educators must inform themselves, establish adequate teacher training programs, and develop curriculum materials to…

Overview of a Systematic Effort to Engineer and Monitor Curriculum Change: Emerging Guidelines and Encouraging Findings for Curriculum Installers.

ERIC Educational Resources Information Center

Mahan, James M.

This paper (1) describes 4-year efforts of the Eastern Regional Institute for Education (ERIE) to promote use of various process-oriented curricula in over 50 New York State and Pennsylvania school districts; and (2) presents guidelines for curriculum installers based on documented successes and failures in participating schools. (Author/LLR)

Health systems engineering fellowship: curriculum and program development.

PubMed

Watts, Bradley V; Shiner, Brian; Cully, Jeffrey A; Gilman, Stuart C; Benneyan, James C; Eisenhauer, William

2015-01-01

Industrial engineering and related disciplines have been used widely in improvement efforts in many industries. These approaches have been less commonly attempted in health care. One factor limiting application is the limited workforce resulting from a lack of specific education and professional development in health systems engineering (HSE). The authors describe the development of an HSE fellowship within the United States Department of Veterans Affairs, Veterans Health Administration (VA). This fellowship includes a novel curriculum based on specifically established competencies for HSE. A 1-year HSE curriculum was developed and delivered to fellows at several VA engineering resource centers over several years. On graduation, a majority of the fellows accepted positions in the health care field. Challenges faced in developing the fellowship are discussed. Advanced educational opportunities in applied HSE have the potential to develop the workforce capacity needed to improve the quality of health care. © 2014 by the American College of Medical Quality.

Thinking outside Discipline Boundaries to Integrate Indian Education for All across the Curriculum

ERIC Educational Resources Information Center

Carjuzaa, Jioanna; Hunts, Holly

2013-01-01

The Montana Indian Education for All (IEFA) Act is an unprecedented reform effort 40 years in the making. In this paper we summarize the IEFA professional development opportunities provided to faculty at a land grant university in the western United States while highlighting a faculty member's personal efforts to integrate IEFA in a culturally…

New Achievements in Technology Education and Development

ERIC Educational Resources Information Center

Soomro, Safeeullah, Ed.

2010-01-01

Since many decades Education Science and Technology has an achieved tremendous recognition and has been applied to variety of disciplines, mainly Curriculum development, methodology to develop e-learning systems and education management. Many efforts have been taken to improve knowledge of students, researchers, educationists in the field of…

Curricular Guidelines for Clinical Competency by Dental Auxiliaries in Dental Radiography.

ERIC Educational Resources Information Center

Journal of Dental Education, 1984

1984-01-01

Guidelines developed for educational institutions as curriculum development aids are presented. They are the result of efforts within the American Association of Dental Schools (AADS) by the Section on Oral Radiology. Their use as course development aids is suggested by AADS policy. (MLW)

Mapping and sequencing the human genome: Science, ethics, and public policy. Final report

DOE Office of Scientific and Technical Information (OSTI.GOV)

McInerney, J.D.

1993-03-31

Development of Mapping and Sequencing the Human Genome: Science, Ethics, and Public Policy followed the standard process of curriculum development at the Biological Sciences Curriculum Study (BSCS), the process is described. The production of this module was a collaborative effort between BSCS and the American Medical Association (AMA). Appendix A contains a copy of the module. Copies of reports sent to the Department of Energy (DOE) during the development process are contained in Appendix B; all reports should be on file at DOE. Appendix B also contains copies of status reports submitted to the BSCS Board of Directors.

Influencing Public Policy through Collaborative Efforts.

ERIC Educational Resources Information Center

Brulle, Andrew R.

This paper discusses how the collaboration of several educational groups (the Illinois Association for Supervision and Curriculum Development, Illinois Association of Teacher Education, Commission for Quality Teacher Education in Illinois, Golden Apple Foundation, and Illinois Staff Development Council) has helped influence public policy. The…

Combined Research and Curriculum Development of Nontraditional Manufacturing

ERIC Educational Resources Information Center

Yao, Y. Lawrence; Cheng, Gary J.; Rajurkar, K. P.; Kovacevic, Radovan; Feiner, Steve; Zhang, Wenwu

2005-01-01

Nontraditional manufacturing (NTM) is becoming increasingly important in modern engineering. Therefore, it is important to develop up-to-date pedagogic materials for the area. This paper reports collaborative efforts among three universities in such a development sponsored by National Science Foundation of USA. The features of the development…

A collaborative institutional model for integrating computer applications in the medical curriculum.

PubMed Central

Friedman, C. P.; Oxford, G. S.; Juliano, E. L.

1991-01-01

The introduction and promotion of information technology in an established medical curriculum with existing academic and technical support structures poses a number of challenges. The UNC School of Medicine has developed the Taskforce on Educational Applications in Medicine (TEAM), to coordinate this effort. TEAM works as a confederation of existing research and support units with interests in computers and education, along with a core of interested faculty with curricular responsibilities. Constituent units of the TEAM confederation include the medical center library, medical television studios, basic science teaching laboratories, educational development office, microcomputer and network support groups, academic affairs administration, and a subset of course directors and teaching faculty. Among our efforts have been the establishment of (1) a mini-grant program to support faculty initiated development and implementation of computer applications in the curriculum, (2) a symposium series with visiting speakers to acquaint faculty with current developments in medical informatics and related curricular efforts at other institution, (3) 20 computer workstations located in the multipurpose teaching labs where first and second year students do much of their academic work, (4) a demonstration center for evaluation of courseware and technologically advanced delivery systems. The student workstations provide convenient access to electronic mail, University schedules and calendars, the CoSy computer conferencing system, and several software applications integral to their courses in pathology, histology, microbiology, biochemistry, and neurobiology. The progress achieved toward the primary goal has modestly exceeded our initial expectations, while the collegiality and interest expressed toward TEAM activities in the local environment stand as empirical measures of the success of the concept. PMID:1807705

Managing Sales Efforts. PACE Revised. Level 2. Unit 14. Research & Development Series No. 240BB14.

ERIC Educational Resources Information Center

Ashmore, M. Catherine; Pritz, Sandra G.

This unit on managing sales efforts in a small business, the 14th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and…

Comprehensive Metric Education Project: Implementing Metrics at a District Level Administrative Guide.

ERIC Educational Resources Information Center

Borelli, Michael L.

This document details the administrative issues associated with guiding a school district through its metrication efforts. Issues regarding staff development, curriculum development, and the acquisition of instructional resources are considered. Alternative solutions are offered. Finally, an overall implementation strategy is discussed with…

The Lifenet View: Fostering Contextual Understanding in the Professional Education Curriculum

ERIC Educational Resources Information Center

Armstrong, Jan

2010-01-01

The work described in this article represents an effort to foster a contextual understanding of human development in culturally and developmentally diverse classrooms through autobiographical reflection and reflexive inquiry. The author's goal is to use the exercise to foster "deep learning" about human development and to develop a classroom…

Development of a Competency-Based Curriculum for Upgrading Water Treatment Technicians. Final Report.

ERIC Educational Resources Information Center

Ross-Harrington, Melinda

The major purpose of a project has been to develop an instructional program for training water treatment technicians through the cooperative efforts of industry, the regulatory agency (West Virginia State Department of Health), and vocational education. After the appropriate job competencies were identified, a program was developed combining a…

Transformation and Decolonisation of Mathematics Education for Sustainable Development: A Case Study of Its Learning Trend in Nigeria

ERIC Educational Resources Information Center

Salami, I. A.; Okeke, C. I. O.

2017-01-01

The quest to contextualise education in Africa has been on-going for a while and many countries have been making efforts towards it. During this time of educational review, conscious efforts should be made to identify problematic levels of some subjects that are dreadful to the learners to pave the way for curriculum re-design for context…

BEGIN Partnership: Using Problem-Based Learning to Teach Genetics & Bioethics

ERIC Educational Resources Information Center

Markowitz, Dina; DuPre, Michael J.; Holt, Susan; Chen, Shaw-Ree; Wischnowski, Michael

2008-01-01

A science education center at a university medical school had grant funding to develop a genetics curriculum unit, but needed a dissemination plan. A statewide science teacher organization that provided professional development training was facing decreased funding. These two groups combined their efforts, and created a unique partnership, called…

Language Supports for Journal Abstract Writing across Disciplines

ERIC Educational Resources Information Center

Liou, H.-C.; Yang, P.-C.; Chang, J. S.

2012-01-01

Various writing assistance tools have been developed through efforts in the areas of natural language processing with different degrees of success of curriculum integration depending on their functional rigor and pedagogical designs. In this paper, we developed a system, WriteAhead, that provides six types of suggestions when non-native graduate…

Developing Prospective Mathematics Teachers in Mexico: A Lesson on the Relationship between Integration and Differentiation

ERIC Educational Resources Information Center

Ponce-Campuzano, Juan Carlos

2013-01-01

Mexican authorities and universities are actively working to improve mathematics teaching and learning across the education system. Thus, efforts are underway to raise the historically low performance in mathematics, which include theoretically grounded pedagogy and curriculum development to raise mathematical knowledge in teacher education…

Home, but not Alone: Information and Communication Technology and Internationalisation at Home.

ERIC Educational Resources Information Center

Joris, Michael; van den Berg, Christiaan; van Ryssen, Stefaan

2003-01-01

Discusses information and communication technology (ICT) within the context of "internationalization at home" efforts in higher education. Examines issues involved in introducing ICT as a tool in educational development, particularly in course and student management, and as an engine for international curriculum development. Addresses quality…

Rekindling the Anishnabe Language Fires at Bay Mills.

ERIC Educational Resources Information Center

Dale, Jennifer

2000-01-01

Sets forth the five-year development history of Bay Mills Community College's Nishnaabemowin Language Instructors' Institute, which provided a pathway for regaining the Ojibwe or Chippewa language of the Anishnabeg people. Presents an early history of efforts to preserve the language and the development of a three-summer holistic curriculum for…

Effective Dropout Prevention Strategies Developed by the High/Scope Educational Research Foundation.

ERIC Educational Resources Information Center

Stellar, Arthur

2002-01-01

Introduces a collection of papers that address the High/Scope Foundation's approach to risk reduction and dropout prevention. Examines High/Scope's history and describes various High/Scope efforts (e.g., the Michigan School Readiness Program Evaluation, preschool and elementary curriculum development and training, movement and music curriculum…

The development of community-based programs for autistic adolescents.

PubMed

Mesibov, G B; Schopler, E

1983-01-01

Now that its legislative mandate has been expanded to include services to autistic adolescents and adults, North Carolina's statewide program (TEACCH) has been developing the materials and programs necessary to serve these older clients in community-based settings. The development of diagnostic, assessment, and curriculum materials along with a full range of day and residential programs is described along with efforts at intensive intervention and sex education. Although TEACCH's adolescent program is only in a preliminary stage, its efforts may be of use to others pursuing similar goals.

Fostering improved anatomy and physiology instructor pedagogy.

PubMed

Mattheis, Allison; Jensen, Murray

2014-12-01

Despite widespread calls for reform in undergraduate science, technology, engineering, and mathematics education, effecting lasting change in instructor practice is challenging to achieve. This article describes the results of a 2-yr research study that involved efforts to develop the pedagogical expertise of a group of anatomy and physiology instructors at the college level. Data were collected through a series of individual interviews that included the use of the Teacher Beliefs Inventory questionnaire (23) along with observations onsite in participants' college classrooms and at process-oriented guided inquiry learning (POGIL) curriculum writing workshops. Findings indicated attitudinal shifts on the part of participants from teacher-centered to more student-centered pedagogy and supported the benefits of long-term professional development for instructors. Here, we documented the successful progress of these professors as they participated in a curriculum development process that emphasized student-centered teaching with the goal of promoting broader change efforts in introductory anatomy and physiology. Copyright © 2014 The American Physiological Society.

Education at the CfA.

ERIC Educational Resources Information Center

Coyle, Harold P.

1994-01-01

Describes five astronomy education projects implemented by the Harvard-Smithsonian Center for Astrophysics Science Education Department and funded by the National Science Foundation. Project efforts have concentrated in three major areas: (1) curriculum development; (2) teacher support; and (3) classroom technology. (DDR)

How to Move Away from the Silos of Business Management Education?

ERIC Educational Resources Information Center

Nisula, Karoliina; Pekkola, Samuli

2018-01-01

Business management education is criticized for being too theoretical and fractional. Despite the numerous efforts to build integrated and experiential business curricula, learning is still organized in disciplinary silos. The curriculum integration efforts are carried out in separate sections of the curriculum rather than the core. There are…

Evaluation development for a physical activity positive youth development program for girls.

PubMed

Ullrich-French, Sarah; Cole, Amy N; Montgomery, Anna K

2016-04-01

Girls on the Run (GOTR) is an after school program for girls in third through fifth grade which utilizes a physical activity based positive youth development curriculum that culminates with completing a 5K run. Unfortunately, there is little empirical data documenting GOTR participant changes that align with the curriculum and describe the evaluation process. Therefore, this study presents an evaluation of GOTR consisting of three main processes: curriculum content analysis and stakeholder focus groups (N=11) to identify key outcomes of the program; community-based participatory research to collaborate with program personnel to further identify important outcomes; and the design and pilot testing of an instrument (N=104) for assessing changes in the theoretically grounded outcomes over time. Findings demonstrated a positive collaborative process that led to important information to be used for an impact evaluation of Girls on the Run and for future evaluation development efforts for physical activity based positive youth development. Copyright © 2015 Elsevier Ltd. All rights reserved.

Implementation of the Millennium Development Goals in Nigeria through Non-Formal Education Curriculum

ERIC Educational Resources Information Center

Akpama, Simon Ibor; Asor, Love Joseph; Erim, Costly M.; Adekola, G.

2012-01-01

Nigeria is a signatory to the Millennium Development Goals (MDGs) declaration but till now she has not made any significant milestones in actualizing these human development goals. In spite of the coordinated efforts towards mobilizing those in the formal education system to partially address its implementation challenges, serious gaps still exit…

Creating a National HIV Curriculum.

PubMed

Spach, David H; Wood, Brian R; Karpenko, Andrew; Unruh, Kenton T; Kinney, Rebecca G; Roscoe, Clay; Nelson, John

2016-01-01

In recent years, the HIV care provider workforce has not kept pace with an expanding HIV epidemic. To effectively address this HIV workforce shortage, a multipronged approach is needed that includes high-quality, easily accessible, up-to-date HIV education for trainees and practicing providers. Toward this objective, the University of Washington, in collaboration with the AIDS Education and Training Center National Coordinating Resource Center, is developing a modular, dynamic curriculum that addresses the entire spectrum of the HIV care continuum. Herein, we outline the general principles, content, organization, and features of this federally funded National HIV Curriculum, which allows for longitudinal, active, self-directed learning, as well as real-time evaluation, tracking, and feedback at the individual and group level. The online curriculum, which is in development, will provide a free, comprehensive, interactive HIV training and resource tool that can support national efforts to expand and strengthen the United States HIV clinical care workforce. Copyright © 2016 Association of Nurses in AIDS Care. Published by Elsevier Inc. All rights reserved.

Articulation Guide: Construction Industry Series.

ERIC Educational Resources Information Center

Texas Education Agency, Austin. Dept. of Occupational Education and Technology.

Greater articulation efforts can increase the effectiveness and efficiency of the educational system. Horizontal articulation is communication among teachers, departments, and schools of similar levels. Within secondary-level schools the greatest horizontal articulation problem area is curriculum development. Use of program specialists,…

Student Attitudes towards Laboratory Exercises in Medical Biochemistry.

ERIC Educational Resources Information Center

Cronholm, Tomas; Hoog, Jan-Olov; Martenson, Dick

2000-01-01

Examines student attitudes towards biochemical experiments and their effect on student learning. Finds that biochemical experiments in the medical curriculum are valuable, but efforts should be directed more towards the development of students' attitudes and approaches to the exercise. (Author/CCM)

Teaching for Thinking.

ERIC Educational Resources Information Center

Keefe, James W., Ed.; Walberg, Herbert J., Ed.

This volume represents a variety of current efforts to incorporate thought-provoking methods into teaching. There are three sections. "Curriculum Developments" defines key curricular terms and offers a framework and general examples of teaching tactics. In this section, Barbara Presseisen distinguishes thinking from other cognitive…

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

PubMed

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.

Adapting School-Based Substance Use Prevention Curriculum Through Cultural Grounding: A Review and Exemplar of Adaptation Processes for Rural Schools

PubMed Central

Colby, Margaret; Hecht, Michael L.; Miller-Day, Michelle; Krieger, Janice L.; Syvertsen, Amy K.; Graham, John W.; Pettigrew, Jonathan

2014-01-01

A central challenge facing twenty-first century community-based researchers and prevention scientists is curriculum adaptation processes. While early prevention efforts sought to develop effective programs, taking programs to scale implies that they will be adapted, especially as programs are implemented with populations other than those with whom they were developed or tested. The principle of cultural grounding, which argues that health message adaptation should be informed by knowledge of the target population and by cultural insiders, provides a theoretical rational for cultural regrounding and presents an illustrative case of methods used to reground the keepin’ it REAL substance use prevention curriculum for a rural adolescent population. We argue that adaptation processes like those presented should be incorporated into the design and dissemination of prevention interventions. PMID:22961604

Adapting school-based substance use prevention curriculum through cultural grounding: a review and exemplar of adaptation processes for rural schools.

PubMed

Colby, Margaret; Hecht, Michael L; Miller-Day, Michelle; Krieger, Janice L; Syvertsen, Amy K; Graham, John W; Pettigrew, Jonathan

2013-03-01

A central challenge facing twenty-first century community-based researchers and prevention scientists is curriculum adaptation processes. While early prevention efforts sought to develop effective programs, taking programs to scale implies that they will be adapted, especially as programs are implemented with populations other than those with whom they were developed or tested. The principle of cultural grounding, which argues that health message adaptation should be informed by knowledge of the target population and by cultural insiders, provides a theoretical rational for cultural regrounding and presents an illustrative case of methods used to reground the keepin' it REAL substance use prevention curriculum for a rural adolescent population. We argue that adaptation processes like those presented should be incorporated into the design and dissemination of prevention interventions.

Occupational Analysis: A Basis for Curriculum Development and Evaluation.

ERIC Educational Resources Information Center

Mehallis, Mantha Vlahos; Fair, Kerry-Lyn

In an effort to develop curricula to meet the occupational training needs identified in a 1978 survey of area business leaders, Broward Community College (BCC) undertook a research project designed to: (1) determine the occupational areas that were in greatest need of vocational training programs; (2) identify the job-level competencies for the…

Industry Quality Teams--a Collegewide Approach to Economic Development that Impacts Central Florida's Workforce.

ERIC Educational Resources Information Center

Nicholson, Ruth

1995-01-01

Describes the Industry Quality Teams (IQTs) at Florida's Valencia Community College, an institution-wide effort to link the needs of a contemporary workforce to the classroom curriculum. Reviews the structure and functions of the college's six IQTs, indicating that they work to revise curricula, develop partnerships, implement marketing…

Integrating Sustainability into the Marketing Curriculum: Learning Activities that Facilitate Sustainable Marketing Practices

ERIC Educational Resources Information Center

Borin, Norm; Metcalf, Lynn

2010-01-01

In response to political, social, and competitive forces, many firms are developing sustainable marketing strategies. Marketing educators can play an important role in assisting these firms by developing curricula that build the knowledge and skills required to enable marketing graduates to contribute to sustainable marketing efforts. Marketing…

Oklahoma Curriculum Guide for Teaching Safety Education.

ERIC Educational Resources Information Center

Oklahoma Curriculum Improvement Commission, Oklahoma City.

Developed by classroom teachers, university professors, and personnel from the Oklahoma State Department of Education, this guide is an effort to assist teachers in locating and utilizing safety materials as well as to assist them in developing well-balanced safety programs for the children and young people in the state. The preschool and…

A Collaborative Role for Industry in Assessing Student Learning. AIR 1999 Annual Forum Paper.

ERIC Educational Resources Information Center

McMartin, Flora

This paper recounts the process of integrating industry into the assessment process in engineering education developed by the Synthesis Coalition, a group of colleges and schools working together to improve engineering education through development and implementation of curriculum reforms. Originating in the Coalition's efforts to introduce…

Literacy Integration through Seminars: Teacher and Student Perspectives on Efforts to Nurture Deep Thinking

ERIC Educational Resources Information Center

Strahan, David; Melville, Celia; Hedt, Melissa

2014-01-01

When teachers at an urban middle school received a professional development grant to design challenging seminars, researchers explored the dynamics of curriculum development toward literacy integration and examined students' responses. As they prepared to implement Common Core Standards, teachers selected Paideia seminars as an approach to…

21st Century Curriculum: Coding for Middle Schoolers

ERIC Educational Resources Information Center

Pierce, Margo

2013-01-01

Since the 1970s, a small but committed group of educators and developers has been encouraging students to learn the language of technology: computer programming. This article describes how today those efforts are moving forward, as a number of kid-friendly languages are being developed with the goal of harnessing students' attention and…

Reprioritizing current research trends in medical education: a reflection on research activities in Saudi Arabia.

PubMed

Obeidat, Akef S; Alhaqwi, Ali Ibrahim; Abdulghani, Hamza Mohammad

2015-04-01

There are numerous national efforts to determine and develop research priorities of medical education in Saudi Arabia. These priorities were first proposed in 2010 by "Dr Al-Khuli's Chair for Developing Medical Education in Saudi Arabia". The proposed priority domains were: curriculum, students, faculty, and quality assurance and accreditation. To investigate publications in medical education at the national and international levels in areas relating to these proposed priorities. Electronic search within PubMed database for papers relating to each domain of priority was conducted at national and international levels in the last three years, using the same keywords as the priority domains, but only confined to undergraduate medical education. Out of 3145 articles retrieved when searching with keyword as broad as "undergraduate medical curriculum" only 81 articles worldwide and 3 articles from Saudi Arabia were dealing with curriculum related issues as a whole. Further search on the sub-domains "effective strategies to manage undergraduate curriculum" and "undergraduate medical education models", resulted in the retrieval of few articles worldwide and none from Saudi Arabia. At the national level, there were 63 publications from Saudi Arabia that were either course (topic)-specific or could not be classified under the four domains specified by Dr Al-Khuli's Chair. Research activities in medical education in Saudi Arabia in the last 3 years showed diversity and lack of focus in the research priorities. Efforts of academic and research centers should continue to monitor and encourage these activities toward achieving the recommended priorities.

Mapping an HIV/STD prevention curriculum for Zambian in-school settings.

PubMed

Mpofu, Elias; Lawrence, Frank; Ngoma, Mary Shilalukey; Siziya, Seter; Malungo, Jacob R S

2008-04-01

HIV/AIDS poses grave risk to human development in sub-Saharan Africa. Evidence-based interventions that are rooted in local culture could help efforts to prevent threats to human development from HIV/AIDS. We used concept mapping (Concept System, 2006 ) to construct the components and content of a locally developed HIV/AIDS curriculum for use by secondary schools in Lusaka, Zambia. Participants were school counsellors (n = 14), youth health program officers (n = 7), and regular education teachers (n = 3) from the education, health, and youth development agencies in Lusaka, Zambia (males = 11; females = 13; mean age 38; SD = 15 years). Concept mapping yielded six statement clusters defining preliminary components of a locally grounded in-school HIV/AIDS prevention curriculum and the content items that define these components: (1) life skills education (18 items), (2) sexuality and reproductive health (10 items), (3) treatment, care and support (13 items), (4) counselling (12 items), (5) basic facts about HIV/AIDS (11 items), and (6) dissemination of information about HIV/AIDS (11 items). Zambian locally constructed constructs for an HIV/STD prevention curriculum overlap those promoted by public health programs in the country and internationally.

Curriculum History and Educational Leadership.

ERIC Educational Resources Information Center

Tanner, Laurel N.

1983-01-01

The author reviews trends in the curriculum field, pointing out how it suffers from "ahistoricism." Schools must be responsible for countering cycles and fashions. Curriculum reform efforts should be an attempt to solve problems based on knowledge from previous experience. (MD)

Curriculum Implementation at Elementary Schools: A Study on "Best Practices" Done by Elementary School Teachers in Planning, Implementing, and Evaluating the Curriculum

ERIC Educational Resources Information Center

Rusman

2015-01-01

Applying a new curriculum, namely implementation of 2013 Curriculum at schools has been commenced in July 2013. The implementation of the curriculum is expected to give a push to an increasing quality of managing and processing educational efforts towards betterments at every unit of learning and education. Backgrounded by application of the…

Teaching case studies on earthquake preparedness efforts in the transportation sector, Los Angeles metropolitan area.

DOT National Transportation Integrated Search

2013-01-01

Through the development of a Harvard Kennedy School case study (intended for : use as curriculum in graduate-level and executive education programs), this project : examines earthquake preparedness and planning processes in the Los Angeles : metropol...

A unique degree program for pre-pharmacy education: An undergraduate degree in pharmaceutical sciences.

PubMed

Jafari, Mahtab

2018-02-01

Within the coming decade, the demand for well-trained pharmacists is expected to only increase, especially with the aging of the United States (US) population. To help fill this growing demand, the University of California, Irvine (UCI) aims to offer a unique pre-pharmacy degree program and has developed a Bachelor of Science (BS) degree in Pharmaceutical Sciences to help achieve this goal. In this commentary, we share our experience with our curriculum and highlight its features in an effort to encourage other institutions to enhance the learning experience of their pre-pharmacy students. The efforts of the UCI Department of Pharmaceutical Sciences has resulted in UCI being consistently ranked as one of the top feeder institutions by the Pharmacy College Application Service (PharmCAS) in recent years. The UCI Pharmaceutical Sciences Bachelor of Science offers a unique pre-pharmacy educational experience in an effort to better prepare undergraduates for the rigors of the doctorate of pharmacy curriculum. Copyright © 2017. Published by Elsevier Inc.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Montellano, B.O. de

This report describes later stages of a program to develop culturally relevant science and math programs for Hispanic students. Part of this effort was follow-up with 17 teachers who participated in early stages of the program. Response was not very good. Included with the report is a first draft effort for curriculum materials which could be used as is in such a teaching effort. Several of the participating teachers were invited to a writing workshop, where lesson plans were drafted, and critiqued and following rework are listed in this publication. Further work needs to be completed and is ongoing.

Problems Associated with a Lack of Cohesive Policy in K-12 Pre-College Engineering

ERIC Educational Resources Information Center

Chandler, John; Fontenot, A. Dean; Tate, Derrick

2011-01-01

This article identifies a number of issues associated with current STEM education reform efforts, especially with regard to efforts to integrate engineering education into the K-12 curriculum. Precollege engineering is especially problematic in STEM reform since there is no well-established tradition of engineering in the K-12 curriculum. This…

Forty Years on: The Issue of Breadth in the Post-16 Curriculum.

ERIC Educational Resources Information Center

Pound, Tim

1998-01-01

Discusses the reform efforts in England for restructuring the post-16 curriculum. Relates the history of the Crowther Committee's agenda for specialization within the curriculum and addresses the two proposals by A. D. C. Peterson and B. W. M Young who each provided alternatives for broadening the curriculum in order to combat the proposal for…

Millennials in action: a student-guided effort in curriculum-integration of library skills.

PubMed

Brower, Stewart

2004-01-01

By working in tandem with the Coordinator of Information Management Education (IME) at the University at Buffalo Health Sciences Library, students serving on the School of Pharmacy and Pharmaceutical Sciences Curriculum Committee helped map out a three-year plan for training in library and information literacy skills. Through meetings and e-mail exchanges with the student representatives, the IME Coordinator developed a series of specific course-related instruction and assessment opportunities which would cover tertiary resources, bibliographic searching, evidence-based pharmacy, and advanced information skills.

The Move toward Pluralism in Journalism and Mass Communication Education.

ERIC Educational Resources Information Center

Manning-Miller, Carmen L.; Dunlap, Karen Brown

2002-01-01

Surveys diversity research in journalism and mass communication education. Examines student admissions and retention, faculty and administration hiring and retention, and curriculum. Explores historical context of diversity efforts in journalism and mass communication education. Finds few departments are developing multicultural courses or…

PACES Participation in Educational Outreach Programs at the University of Texas at El Paso

NASA Technical Reports Server (NTRS)

Dodge, Rebecca L.

1997-01-01

The University of Texas at El Paso (UTEP) is involved in several initiatives to improve science education within the El Paso area public schools. These include outreach efforts into the K- 12 classrooms; training programs for in-service teachers; and the introduction of a strong science core curricula within the College of Education. The Pan American Center for Earth and Environmental Studies (PACES), a NASA-funded University Research Center, will leverage off the goals of these existing initiatives to provide curriculum support materials at all levels. We will use currently available Mission to Planet Earth (MTPE) materials as well as new materials developed specifically for this region, in an effort to introduce the Earth System Science perspective into these programs. In addition, we are developing curriculum support materials and classes within the Geology and Computer Departments, to provide education in the area of remote sensing and GIS applications at the undergraduate and graduate levels.

Developing and Implementing a Simple, Affordable Hydrogen Fuel Cell Laboratory in Introductory Chemistry

ERIC Educational Resources Information Center

Klara, Kristina; Hou, Ning; Lawman, Allison; Wu, Liheng; Morrill, Drew; Tente, Alfred; Wang, Li-Qiong

2014-01-01

A simple, affordable hydrogen proton exchange membrane (PEM) fuel cell laboratory was developed through a collaborative effort between faculty and undergraduate students at Brown University. It has been incorporated into the introductory chemistry curriculum and successfully implemented in a class of over 500 students per academic year for over 3…

Can a Residents as Teachers Program Impact a Department's Educational Transformation?

ERIC Educational Resources Information Center

Greenberg, Larrie; Blatt, Benjamin; Keller, Jennifer; Gaba, Nancy

2016-01-01

Faculty development efforts have had varying success in changing the culture of a department or institution. In this paper, we describe a faculty development program using a residents as teachers (RATS) curriculum that we believe effected educational change in a department with a history of suboptimal student evaluations on the clerkship and an…

Lessons from the Field: Developing and Implementing the Qatar Student Assessment System, 2002-2006. Technical Report

ERIC Educational Resources Information Center

Gonzalez, Gabriella; Le, Vi-Nhuan; Broer, Markus; Mariano, Louis T.; Froemel, J. Enrique; Goldman, Charles A.; DaVanzo, Julie

2009-01-01

Qatar has recently positioned itself to be a leader in education. Central to the country's efforts is the implementation of reforms to its K-12 education system. Central to the reform initiatives was the development of internationally benchmarked curriculum standards in four subjects: Arabic, English as a foreign language, mathematics, and…

Sowing the Seeds: Moving Curriculum and School Culture towards Education for Sustainable Development

ERIC Educational Resources Information Center

Capozzi, Richard

2005-01-01

2005 marks the beginning of the UN Decade for Education for Sustainable Development (ESD), but awareness of this event is practically nonexistent in the New York City public high school where the author teaches English. A concerted effort to teach for--or even about--sustainability in mathematics, science, business and humanities classes is more…

Teachers' Sensemaking about Implementation of an Innovative Science Curriculum across the Settings of Professional Development and Classroom Enactment

ERIC Educational Resources Information Center

de los Santos, Xeng

2017-01-01

Designing professional development that effectively supports teachers in learning new and often challenging practices remains a dilemma for teacher educators. Within the context of current reform efforts in science education, such as the "Next Generation Science Standards," teacher educators are faced with managing the dilemma of how to…

A measure to evaluate classroom teaching practices in nursing.

PubMed

Herinckx, Heidi; Munkvold, Julia Paschall; Winter, Elisabeth; Tanner, Christine A

2014-01-01

The Oregon Consortium for Nursing Education (OCNE) Classroom Teaching Fidelity Scale was created to measure the implementation of the OCNE curriculum and its related pedagogy. OCNE is a partnership of eight community colleges and the five-campus state-supported university. OCNE developed a shared competency-based curriculum and pedagogical practices. An essential part of the OCNE evaluation was to measure the extent the curriculum and pedagogical model were implemented on each partner campus. The scale was developed using a multistep methodology, including review of the literature and OCNE guidelines and materials, frequent consultation with local and national advisory boards, and multiple observations of OCNE classrooms over a two-year period. Fidelity scores are reported for 10 OCNE colleges observed in 2009. CONCLUSlON: The creation and use of this fidelity scale and similar measures may contribute to the emerging science of nursing education by more clearly documenting educational reform efforts..

A case study of systemic curricular reform: A forty-year history

NASA Astrophysics Data System (ADS)

Laubach, Timothy Alan

What follows is a description of the development of a particular inquiry-based elementary school science curriculum program and how its theoretical underpinnings positively influenced a school district's (K-12) science program and also impacted district- and state-wide curriculum reform initiatives. The district's science program has evolved since the inception of the inquiry-based elementary school science curriculum reform forty years ago. Therefore, a historical case study, which incorporated grounded theory methodology, was used to convey the forty-year development of a science curriculum reform effort and its systemic influences. Data for this study were collected primarily through artifacts, such as technical and non-technical documents, and supported and augmented with interviews. Fifteen people comprised the interview consortium with professional responsibilities including (a) administrative roles, such as superintendents, assistant superintendents, principals, and curriculum consultants/coordinators; (b) classroom roles, such as elementary and secondary school teachers who taught science; (c) partnership roles, such as university faculty who collaborated with those in administrative and classroom positions within the district; and (d) the co-director of SCIS who worked with the SCIS trial center director. Data were analyzed and coded using the constant comparative method. The analysis of data uncovered five categories or levels in which the curriculum reform evolved throughout its duration. These themes are Initiation, Education, Implementation, Confirmation, and Continuation. These five categories lead to several working hypotheses that supported the sustaining and continuing of a K-12 science curriculum reform effort. These components are a committed visionary; a theory base of education; forums promoting the education of the theory base components; shared-decision making; a university-school partnership; a core group of committed educators and teachers; evidences of success; national and state reform initiatives; a core group of administrators; longevity of the science program; district support (philosophical, financial, and emotional); and community support all contributed to the initiation, education, implementation, confirmation, and the continuation of the systemic curricular reform. The underlying component, or grounded theory generated by the study, that ties these experiences together is the "theory base" that concurrently evolved in the local school district and in a nearby university.

Infusing Climate and Energy Literacy Throughout the Curriculum: Challenges and Opportunities

NASA Astrophysics Data System (ADS)

McCaffrey, M. S.

2012-12-01

Climate change and human activities, particularly fossil fuel energy consumption-- both related and crosscutting concepts vital to addressing 21st century societal challenges-- are largely missing from traditional science education curriculum and standards. Whether due to deliberate misinformation, efforts to "teach the controversy", lack of teacher training and professional development or availability of engaging resources, students have for decades graduated from high school and even college without learning the basics of how human activities, particularly our reliance on fossil fuels, impact the environment in general and climate system in particular. The Climate Literacy, Energy Literacy and related frameworks and curriculum, as well as the Next Generation Science Standards (NGSS) and other innovative initiatives, provide new tools for educators and learners that hold strong potential for helping infuse these important topics across the curriculum and thereby better prepare society to minimize human impacts on the planet and prepare for changes that are already well underway.

The effectiveness of a school-based adolescent depression education program.

PubMed

Swartz, Karen L; Kastelic, Elizabeth A; Hess, Sally G; Cox, Todd S; Gonzales, Lizza C; Mink, Sallie P; DePaulo, J Raymond

2010-02-01

In an effort to decrease the suicide rate in adolescents, many interventions have focused on school-based suicide prevention programs. Alternatively, depression education in schools might be effective in decreasing the morbidity, mortality, and stigma associated with adolescent depression. The Adolescent Depression Awareness Program (ADAP) developed a 3-hour curriculum to teach high school students about the illness of depression. The purpose of this study was to assess the effectiveness of the ADAP curriculum in improving high school students' knowledge about depression. From 2001 to 2005, 3,538 students were surveyed on their knowledge about depression before and after exposure to the ADAP curriculum. The number of students scoring 80% or higher on the assessment tool more than tripled from pretest to posttest (701 to 2,180), suggesting the effectiveness of the ADAP curriculum. Further study and replication are required to determine if improved knowledge translates into increased treatment-seeking behavior.

The Developing Infant Creates a Curriculum for Statistical Learning.

PubMed

Smith, Linda B; Jayaraman, Swapnaa; Clerkin, Elizabeth; Yu, Chen

2018-04-01

New efforts are using head cameras and eye-trackers worn by infants to capture everyday visual environments from the point of view of the infant learner. From this vantage point, the training sets for statistical learning develop as the sensorimotor abilities of the infant develop, yielding a series of ordered datasets for visual learning that differ in content and structure between timepoints but are highly selective at each timepoint. These changing environments may constitute a developmentally ordered curriculum that optimizes learning across many domains. Future advances in computational models will be necessary to connect the developmentally changing content and statistics of infant experience to the internal machinery that does the learning. Copyright © 2018 Elsevier Ltd. All rights reserved.

Strengthening research governance for sustainable research: experiences from three Zimbabwean universities.

PubMed

Mashaah, Thokozile; Hakim, James; Chidzonga, Midion; Kangwende, Rugare A; Naik, Yogeshkumar; Federspiel, Nancy; Fiorillo, Suzanne; Scott, Jim; Gomo, Exnevia

2014-08-01

A robust research system requires a robust governance framework. As part of the Medical Education Partnership Initiative, three Zimbabwean universities partnered with two U.S. universities in a project to strengthen research governance in the Zimbabwean universities. The project aimed at (1) developing research policies, (2) strengthening central research management offices, (3) developing a research administration curriculum, and (4) enhancing awareness about the role and relevance of research administration in other universities and research institutions in Zimbabwe. Through the efforts of the partners, a generic research policy was developed and successfully adapted by the institutions. A curriculum was drafted, and module development experts are helping to finalize the curriculum to meet university requirements for accreditation of training research administrators. The Association of Research Managers of Zimbabwe was established to promote information sharing and professionalize research administration. The consortium approach enabled rapid and smooth development and adoption of research policies in the institutions. It also helped researchers and managers accept research administration as an essential structure and function. The experiences and lessons learned are reported here to benefit other institutions and consortia.

Strengthening Research Governance for Sustainable Research: Experiences from Three Zimbabwean Universities

PubMed Central

Mashaah, Thokozile; Hakim, James; Chidzonga, Midion; Kangwende, Rugare A.; Naik, Yogeshkumar; Federspiel, Nancy; Fiorillo, Suzanne; Scott, Jim; Gomo, Exnevia

2014-01-01

A robust research system requires a robust governance framework. As part of the Medical Education Partnership Initiative, three Zimbabwean universities partnered with two US universities in a project to strengthen research governance in the Zimbabwean universities. The project aimed at (1) developing research policies; (2) strengthening central research management offices; (3) developing a research administration curriculum; and (4) enhancing awareness about the role and relevance of research administration in other universities and research institutions in Zimbabwe. Through the efforts of the partners, a generic research policy was developed and successfully adapted by the institutions. A curriculum was drafted, and module development experts are helping to finalize the curriculum to meet university requirements for accreditation of training research administrators. The Association of Research Managers of Zimbabwe was established to promote information sharing and professionalize research administration. The consortium approach enabled rapid and smooth development and adoption of research policies in the institutions. It also helped researchers and managers accept research administration as an essential structure and function. The experiences and lessons learned are reported here to benefit other institutions and consortia. PMID:25072583

Exploring the Relational Efforts Making up a Curriculum Concept--An Actor-Network Theory Analysis of the Curriculum Concept of "Children's Interests"

ERIC Educational Resources Information Center

Moberg, Emilie

2018-01-01

This paper undertakes an investigation of the "life" of the curriculum concept of "children's interests" in a preschool practice. The concept of "children's interests" plays a vital role in the Swedish preschool curriculum text and in the preschool field. Strongly inspired by Actor-network theory readings, the paper…

Tomorrow Is Today at Silver Ridge.

ERIC Educational Resources Information Center

Wise, B. J.

1994-01-01

Describes a Washington State school's efforts to forego factory-model education for a boldly restructured curriculum dependent on new technologies, such as computer networks, two-year classrooms, ongoing staff development and planning sessions, and an innovative onsite day-care program for staff and students. The school has succeeded in…

Technology Education in the Liberal Arts.

ERIC Educational Resources Information Center

Wiens, A. Emerson

1987-01-01

Reviews development of technological literacy in liberal arts curriculum, especially efforts of Sloan Foundation. Observes that few general education courses with technology content are taught by industrial educators; focus of the new liberal arts is on understanding how technology works; quantitative skills are vital; and social and human…

Research in Oral Language.

ERIC Educational Resources Information Center

Petty, Walter T., Ed.

This collection of six articles on oral language is a product of the cooperative efforts of the National Conference on Research in English, the Association for Supervision and Curriculum Development, the International Reading Association, the Association for Childhood Education International, and the National Council of Teachers of English. It is…

Chapter 1: An Introduction to the Saber-Tooth Project.

ERIC Educational Resources Information Center

Ward, Phillip

1999-01-01

Introduces a theme issue on the Saber-Tooth Project, an ongoing reform effort involving a university and school district that collaborate to improve middle school physical education by improving teaching conditions and engaging teachers in professional development emphasizing curriculum improvement. The monograph explains the nature of…

Faulty Engineering

ERIC Educational Resources Information Center

Finn, Chester E., Jr.

2004-01-01

Innumerable foundations, commissions, state initiatives, and federal programs are now seeking to renew civic education in American schools. But solutions run headlong into a series of barriers. Four of these seem especially troublesome: (1) Efforts to develop a civics curriculum are snagged by a basic truth about America: beyond a narrow core of…

Star Students Make Connections

ERIC Educational Resources Information Center

Marshall, Anne Marie; Superfine, Alison Castro; Canty, Reality S.

2010-01-01

Ms. Beyer's first graders have been working for several weeks on solving problems that encourage the use of such multiple representations as ten frames and number lines. The class is using Math Trailblazers, a National Science Foundation-supported elementary school math curriculum developed to reflect recent reform efforts in mathematics…

A multi-method approach to curriculum development for in-service training in China's newly established health emergency response offices.

PubMed

Wang, Yadong; Li, Xiangrui; Yuan, Yiwen; Patel, Mahomed S

2014-01-01

To describe an innovative approach for developing and implementing an in-service curriculum in China for staff of the newly established health emergency response offices (HEROs), and that is generalisable to other settings. The multi-method training needs assessment included reviews of the competency domains needed to implement the International Health Regulations (2005) as well as China's policies and emergency regulations. The review, iterative interviews and workshops with experts in government, academia, the military, and with HERO staff were reviewed critically by an expert technical advisory panel. Over 1600 participants contributed to curriculum development. Of the 18 competency domains identified as essential for HERO staff, nine were developed into priority in-service training modules to be conducted over 2.5 weeks. Experts from academia and experienced practitioners prepared and delivered each module through lectures followed by interactive problem-solving exercises and desktop simulations to help trainees apply, experiment with, and consolidate newly acquired knowledge and skills. This study adds to the emerging literature on China's enduring efforts to strengthen its emergency response capabilities since the outbreak of SARS in 2003. The multi-method approach to curriculum development in partnership with senior policy-makers, researchers, and experienced practitioners can be applied in other settings to ensure training is responsive and customized to local needs, resources and priorities. Ongoing curriculum development should reflect international standards and be coupled with the development of appropriate performance support systems at the workplace for motivating staff to apply their newly acquired knowledge and skills effectively and creatively.

Internationalizing the Curriculum: A Case Study in the Business Division.

ERIC Educational Resources Information Center

Warzyn, Dee

Internationalizing the business curriculum means integrating the processes of international culture into an educational setting to give students a more comprehensive understanding of the business world. As part of its efforts to internationalize the curriculum, Wisconsin's Waukesha County Technical College established an Associate degree in…

Aerospace engineering curriculum for the 21st century

NASA Technical Reports Server (NTRS)

Simitses, George J.

1995-01-01

The second year of the study was devoted to completing the information-gathering phase of this redesign effort, using the conclusions from that activity to prepare the initial structure for the new curriculum, publicizing activities to a wider engineering forum, and preparing the department faculty (Aerospace Engineering and Engineering Mechanics at University of Cincinnati) for the roles they will play in the curriculum redesign and implementation. These activities are summarized briefly in this progress report. Attached is a paper resulting from the data acquisition of this effort, 'Educating Aerospace Engineers for the Twenty-First Century: Results of a Survey.'

Creating and evaluating a data-driven curriculum for central venous catheter placement.

PubMed

Duncan, James R; Henderson, Katherine; Street, Mandie; Richmond, Amy; Klingensmith, Mary; Beta, Elio; Vannucci, Andrea; Murray, David

2010-09-01

Central venous catheter placement is a common procedure with a high incidence of error. Other fields requiring high reliability have used Failure Mode and Effects Analysis (FMEA) to prioritize quality and safety improvement efforts. To use FMEA in the development of a formal, standardized curriculum for central venous catheter training. We surveyed interns regarding their prior experience with central venous catheter placement. A multidisciplinary team used FMEA to identify high-priority failure modes and to develop online and hands-on training modules to decrease the frequency, diminish the severity, and improve the early detection of these failure modes. We required new interns to complete the modules and tracked their progress using multiple assessments. Survey results showed new interns had little prior experience with central venous catheter placement. Using FMEA, we created a curriculum that focused on planning and execution skills and identified 3 priority topics: (1) retained guidewires, which led to training on handling catheters and guidewires; (2) improved needle access, which prompted the development of an ultrasound training module; and (3) catheter-associated bloodstream infections, which were addressed through training on maximum sterile barriers. Each module included assessments that measured progress toward recognition and avoidance of common failure modes. Since introducing this curriculum, the number of retained guidewires has fallen more than 4-fold. Rates of catheter-associated infections have not yet declined, and it will take time before ultrasound training will have a measurable effect. The FMEA provided a process for curriculum development. Precise definitions of failure modes for retained guidewires facilitated development of a curriculum that contributed to a dramatic decrease in the frequency of this complication. Although infections and access complications have not yet declined, failure mode identification, curriculum development, and monitored implementation show substantial promise for improving patient safety during placement of central venous catheters.

A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development

ERIC Educational Resources Information Center

Marbach-Ad, Gili; McAdams, Katherine C.; Benson, Spencer; Briken, Volker; Cathcart, Laura; Chase, Michael; El-Sayed, Najib M.; Frauwirth, Kenneth; Fredericksen, Brenda; Joseph, Sam W.; Lee, Vincent; McIver, Kevin S.; Mosser, David; Quimby, B. Booth; Shields, Patricia; Song, Wenxia; Stein, Daniel C.; Stewart, Richard; Thompson, Katerina V.; Smith, Ann C.

2010-01-01

This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in…

Youth Civic Identity Development in the U.S. History Course

ERIC Educational Resources Information Center

Rubin, Beth C.

2010-01-01

Recent research on civic learning shows that students' civic identity--the sense of who they are in relation to the nation--is shaped by their lived experiences. Yet, efforts to integrate civic learning into the social studies curriculum do not generally build on this notion. A high school U.S. history course was developed to test this very idea.…

Designing Professional Development to Increase Local Capacity to Sustain Reform

ERIC Educational Resources Information Center

Fogleman, Jay A.

2010-01-01

There is a rich tradition of using curriculum materials to foster reform and innovation in science education. A key issue in any materials development effort is how to engender high-quality enactments of new materials, and how to sustain and scale up high-quality use so that the materials have a lasting and meaningful impact on the education of…

Teaching for Understanding: Harvard Comes to Pennell Elementary. A Teacher Research Report.

ERIC Educational Resources Information Center

Fluellen, Jerry E., Jr.

During the 2002-03 school year, one Philadelphia fifth grade class developed a core curriculum designed to teach every child the 21st century basic skills: the ability to think, learn, and create. This effort was a pilot for a rigorous Harvard University based program to develop proficiency for each child in a mixed ability classroom of 29…

Building Global Peace, Conflict, and Security Curricula at Undergraduate Institutions: A Curriculum Development Guide for Colleges and Universities

ERIC Educational Resources Information Center

Smith, David J.

2007-01-01

A central mission of the United States Institute of Peace (USIP) is the promotion of international conflict resolution education by assisting and supporting colleges and universities in their efforts at developing and offering programs, courses, and activities that focus on international peace, conflict, and security. Over the years, a number of…

Teacher Perspectives on Career-Relevant Curriculum in Middle School

ERIC Educational Resources Information Center

Akos, Patrick; Charles, Pajarita; Orthner, Dennis; Cooley, Valerie

2011-01-01

Relevant, challenging, integrative, and exploratory all describe the curriculum desirable in middle school (National Middle School Association, 2010). Career-relevant curriculum is one prominent strategy used since the 1970s to achieve these goals. Systematic, integrated, and contemporary efforts at career education often engage core teachers who…

"In Reality It's Almost Impossible": CLT-Oriented Curriculum Change

ERIC Educational Resources Information Center

Humphries, Simon; Burns, Anne

2015-01-01

Curriculum innovation is challenging and, as several commentators have reported, moves to introduce communicative language teaching in many contexts internationally have resulted in mixed outcomes, or even failure. In an effort to shed some light on this complex problem, this article focuses on curriculum change through the introduction of new…

Future of Chemical Engineering: Integrating Biology into the Undergraduate ChE Curriculum

ERIC Educational Resources Information Center

Mosto, Patricia; Savelski, Mariano; Farrell, Stephanie H.; Hecht, Gregory B.

2007-01-01

Integrating biology in the chemical engineering curriculum seems to be the future for chemical engineering programs nation and worldwide. Rowan University's efforts to address this need include a unique chemical engineering curriculum with an intensive biology component integrated throughout from freshman to senior years. Freshman and Sophomore…

Designing a Curriculum for Clinical Experiences

ERIC Educational Resources Information Center

Henning, John E.; Erb, Dorothy J.; Randles, Halle Schoener; Fults, Nanette; Webb, Kathy

2016-01-01

The purpose of this article is to describe a collaborative effort among five teacher preparation programs to create a conceptual tool designed to put clinical experiences at the center of our programs. The authors refer to the resulting product as a clinical curriculum. The clinical curriculum describes a developmental sequence of clinical…

Competency Based Teacher Education Component. Curriculum Methods and Materials, Elementary Mathematics and Social Studies.

ERIC Educational Resources Information Center

Woodworth, William D.

Four mathematical/social studies module clusters are presented in an effort to develop proficiency in instruction and in inductive and deductive teaching procedures. Modules within the first cluster concern systems of numeration, set operations, numbers, measurement, geometry, mathematics, and reasoning. The second mathematical cluster presents…

Value Orientation - A Strategy for Removing Barriers.

ERIC Educational Resources Information Center

Ross, Allen Chuck; Brave Eagle, Dorothy

Designed for use in curriculum development, this value orientation packet addresses the cultural value orientations of American Indians (specifically, the Lakota on the Pine Ridge reservation in South Dakota) and those of mainstream society in an effort to help individuals understand that values differ from culture to culture. Specifically, this…

National Women's History Week Curriculum Guide.

ERIC Educational Resources Information Center

Women's Support Network, Inc., Santa Rosa, CA.

Designed for elementary and secondary level use, the ideas, materials, and resources in this guide are intended to facilitate teachers' first efforts at expanding the study of women in U.S. history. The cross-cultural guide provides introductory information and suggestions to help develop classroom observances for the National Women's History Week…

75 FR 11561 - Solicitation for a Cooperative Agreement-Training for Executive Excellence: Leadership Style and...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-11

...--Training for Executive Excellence: Leadership Style and Instrumentation Curriculum Development AGENCY...' ``Correctional Leadership Competencies for the 21st Century'' for the executive level. It is expected that the... leadership and management training to corrections professionals. In an effort to expand on the resources NIC...

Vocational and Bilingual Curriculum Development: A Cooperative Effort. Final Report.

ERIC Educational Resources Information Center

New York Univ., NY. Dept. of Technology and Industrial Education.

Two objectives of this bilingual vocational education project were to modify and translate vocational education curricula for bilingual students and students of limited English speaking ability and to document the process of material modification and translation in a procedural manual. A needs assessment was conducted at the secondary level…

Hawai'i DOE On-Line

ERIC Educational Resources Information Center

Kajioka, Vicki; Shiroma, Donna; Tisdell, Debi; Kanemori, Lena; Tsuda, Jean

2002-01-01

The E-School Technology Innovation Challenge Grant of 1996 was the genesis of the Department of Education's (DOE's) efforts to initiate a multi-prong approach to bring standards-based curriculum to the children of Hawai'i and use technology to upgrade professional development for its teachers. In this article, the authors describe how various…

A Multi-University Economic Capability-Building Collaboration

ERIC Educational Resources Information Center

Horwitz, Shelley; Briar-Lawson, Katharine

2017-01-01

To prepare students to work competently with financially at-risk individuals, families, and communities, social work schools need to bring economic literacy skills into the curriculum. This article describes an ambitious financial capability education initiative in New York City. It reports on a unique collaborative effort to develop, use, and…

Art and the Infant-Toddler Curriculum.

ERIC Educational Resources Information Center

Lamb, Marilyn

Stages in the development of art expression in infants and toddlers are briefly described and illustrated in this paper. Following this overview, suggestions are made about ways to introduce infants and toddlers to various developmentally appropriate media and how to support the artistic efforts of very young children. Materials recommended…

International and Citizenship Education: Need and Nexus.

ERIC Educational Resources Information Center

Branson, Margaret Stimmann

Two major efforts to redirect the school curriculum that are currently of special concern, not only to educators but to the general citizenry as well, are citizenship education and international or global education. Both deal with the development of competent and responsible citizens whose perspectives, knowledge, and skills will enable them to…

Faculty Development Curriculum: What Informs It?

ERIC Educational Resources Information Center

Elliott, Robert W.

2014-01-01

With the current milieu of current legislation and continued budget reductions for higher education, institutions are faced with being more creative in their efforts to reduce spending while achieving their stated mission. The purpose of this paper is to inform college administrators and faculty about the sources used to inform faculty development…

Evaluating Groups for Training Parents in Child Management.

ERIC Educational Resources Information Center

Aitchison, Robert A.; Liberman, Robert Paul

The Oxnard (California) Community Mental Health Center reports on evaluation of efforts to train parents in child management skills using behavior modification techniques. Rigorous training procedures, curriculum, and evaluation techniques have been developed over the past two years. Twenty groups of 3-15 parents have received training in behavior…

Education for Business in Iowa: Curriculum and Reference Guide.

ERIC Educational Resources Information Center

Iowa State Dept. of Public Instruction, Des Moines.

In recognition of the need to strengthen schools' efforts in developing students' awareness of the technological, consumer, occupational, recreational, and cultural aspects of business, this guide was compiled to provide information assisting those who design and implement curricula relating to business. The first division consists of statements…

The Role of the Academic Medical Center in the PSRO Program

ERIC Educational Resources Information Center

Jessee, William F.; Goran, Michael J.

1976-01-01

The author contends that the professional standards review organization (PSRO), a national effort to assure high quality medical care, offers a challenge and an opportunity to the academic medical center. He discusses potential impact on role definition, criteria development, continuing medical education, curriculum evaluation, and attitudinal and…

Teaching Medical Students about Health Literacy: 2 Chicago Initiatives

ERIC Educational Resources Information Center

Harper, William; Cook, Sandy; Makoul, Gregory

2007-01-01

Objective: To develop medical students' skills in interacting with individuals who have limited health literacy. Methods: Described are 2 novel approaches to health literacy curriculum design. Efforts at both schools have been implemented to improve medical student awareness of health literacy, as well as specific skills in clear communication and…

Bioinformatics for Undergraduates: Steps toward a Quantitative Bioscience Curriculum

ERIC Educational Resources Information Center

Chapman, Barbara S.; Christmann, James L.; Thatcher, Eileen F.

2006-01-01

We describe an innovative bioinformatics course developed under grants from the National Science Foundation and the California State University Program in Research and Education in Biotechnology for undergraduate biology students. The project has been part of a continuing effort to offer students classroom experiences focused on principles and…

Factors and Interactions Influencing Technology Integration during Situated Professional Development in an Elementary School

ERIC Educational Resources Information Center

Glazer, Evan M.; Hannafin, Michael J.; Polly, Drew; Rich, Peter

2009-01-01

This study examined factors that influence K-5 teachers' technology integration efforts during a semester-long Collaborative Apprenticeship. Results suggest that shared planning time, shared curriculum, connection to an individual, expertise, physical proximity, and comfort level influenced interactions across the community of practice. Posing and…

Developing an Undergraduate Information Systems Security Track

ERIC Educational Resources Information Center

Sharma, Aditya; Murphy, Marianne C.; Rosso, Mark A.; Grant, Donna

2013-01-01

Information Systems Security as a specialized area of study has mostly been taught at the graduate level. This paper highlights the efforts of establishing an Information Systems (IS) Security track at the undergraduate level. As there were many unanswered questions and concerns regarding the Security curriculum, focus areas, the benefit of…

The Implicit Curriculum in an Urban University Setting: Pathways to Students' Empowerment

ERIC Educational Resources Information Center

Peterson, N. Andrew; Farmer, Antoinette Y.; Zippay, Allison

2014-01-01

Professional schools are developing conceptual frameworks that can be used to assess and improve implicit curricula. Students' professional empowerment, defined to include perceived professional competence and identity, may be considered a vital outcome of these efforts. Our study evaluated measures and tested a path model that included…

Elementary Administrators' Mathematics Supervision and Self-Efficacy Development

ERIC Educational Resources Information Center

Johnson, Kelly M. Gomez

2017-01-01

Mathematics curriculum reform is changing the content and resources in today's elementary classrooms as well as the culture of mathematics teaching and learning. Administrators face the challenge of leading large-scale curricular change efforts with limited prior knowledge or experiences with reform curricula structures. Administrators, as the…

"Computer Science Can Feed a Lot of Dreams"

ERIC Educational Resources Information Center

Educational Horizons, 2014

2014-01-01

Pat Yongpradit is the director of education at Code.org. He leads all education efforts, including professional development and curriculum creation, and he builds relationships with school districts. Pat joined "Educational Horizons" to talk about why it is important to teach computer science--even for non-computer science teachers. This…

Ascertaining Desirable Competencies of Broadcast Announcers. Curriculum Development.

ERIC Educational Resources Information Center

Zeiss, Paul A.

This research was undertaken in an effort to identify the desirable competencies of announcers as required by the broadcast industry. In order to identify the announcing competencies sought by the broadcast industry, a questionnaire was mailed to a representative number of Texas radio and television station operations managers. The random sample…

The Path to Eudaimonia

ERIC Educational Resources Information Center

Evans-Sneeden, Gwen

2016-01-01

This article describes the teacher-student relationship that schools are pushing hard to establish: character education. When it came to developing moral fiber, much of what is learned about right and wrong must come from a communal effort. Teachers especially are asked to embed "character education" into the curriculum, but the learning…

Implementing an Online Curriculum for Medical Education: Examining the Critical Factors for Success

ERIC Educational Resources Information Center

Olson, Bradley G.; Mata, Marvin; Koszalka, Tiffany A.

2013-01-01

Purpose: The Department of Pediatrics at SUNY Upstate Medical University in collaboration with the Instructional Design, Development, and Evaluation Department in Syracuse University's School of Education recently undertook a curricular reform effort that included translation of the residency program's annual core didactic lecture series to an…

Personal Financial Literacy: Shaping Education Policy

ERIC Educational Resources Information Center

Wilhelm, William J.; Chao, Chia-An

2005-01-01

The goals of the Networks Personal Financial Literacy initiative are to advance Indiana K-12 personal finance education for all students before high school graduation and to make the curriculum resources developed through the initiative available to agencies for adult education. It is a collaborative effort among academics, businesses, public…

Japanese for Foreign Affairs Purposes.

ERIC Educational Resources Information Center

Ehrman, Madeline E.

The Foreign Service Institute's (FSI) curriculum for diplomatic personnel and their families going to live in Japan has focuses on two areas: (1) communicative functions, with heavy emphasis on conversation management, and (2) techniques for developing the language after leaving FSI. Efforts are also being made to increase the amount of…

Teaching adaptive leadership to family medicine residents: what? why? how?

PubMed

Eubank, Daniel; Geffken, Dominic; Orzano, John; Ricci, Rocco

2012-09-01

Health care reform calls for patient-centered medical homes built around whole person care and healing relationships. Efforts to transform primary care practices and deliver these qualities have been challenging. This study describes one Family Medicine residency's efforts to develop an adaptive leadership curriculum and use coaching as a teaching method to address this challenge. We review literature that describes a parallel between the skills underlying such care and those required for adaptive leadership. We address two questions: What is leadership? Why focus on adaptive leadership? We then present a synthesis of leadership theories as a set of process skills that lead to organization learning through effective work relationships and adaptive leadership. Four models of the learning process needed to acquire such skills are explored. Coaching is proposed as a teaching method useful for going beyond information transfer to create the experiential learning necessary to acquire the process skills. Evaluations of our efforts to date are summarized. We discuss key challenges to implementing such a curriculum and propose that teaching adaptive leadership is feasible but difficult in the current medical education and practice contexts.

Development, Evaluation, and Dissemination of an Astrobiology Curriculum for Secondary Students: Establishing a Successful Model for Increasing the Use of Scientific Data by Underrepresented Students.

NASA Astrophysics Data System (ADS)

Arino de La Rubia, L.; Butler, J.; Gary, T.; Stockman, S.; Mumma, M.; Pfiffner, S.; Davis, K.; Edmonds, J.

2009-12-01

The Minority Institution Astrobiology Collaborative began working with the NASA Goddard Center for Astrobiology in 2003 to develop curriculum materials for high school chemistry and Earth science classes based on astrobiology concepts. The Astrobiology in Secondary Classrooms modules are being developed to emphasize interdisciplinary connections in astronomy, biology, chemistry, geoscience, physics, mathematics, and ethics through hands-on activities that address national educational standards. Since this time, more NASA Astrobiology Institute Teams have joined this education and public outreach (EPO)effort. Field-testing of the Astrobiology in Secondary Classrooms materials began in 2007 in five US locations, each with populations that are underrepresented in the career fields of science, technology, engineering, and mathematics.

Pacific Ocean Fisheries Project. A Study of International Cooperation in Curriculum Design.

ERIC Educational Resources Information Center

Pottenger, Francis M., III

Common educational curricula have been suggested to be advantageous in enhancing the stability of the community of nations. This paper describes a multinational curriculum design effort by four Pacific rim nations (Australia, Japan, New Zealand, and the United States) which has created a common curriculum program. This joint venture resulted in…

Curriculum Trends, Special Education, and Reform: Refocusing the Conversation. Special Education Series.

ERIC Educational Resources Information Center

Pugach, Marleen C., Ed.; Warger, Cynthia L., Ed.

This book describes curriculum trends and the impact of the trends on providing equitable educational programs to all students, especially students with mild disabilities. The text begins by describing current curriculum renewal efforts and common themes that have emerged. The impact of major trends is considered in the context of special…

Religion, Education and the Politics of Recognition: A Critique and a Counter-Proposal

ERIC Educational Resources Information Center

Kamat, Sangeeta; Mathew, Biju

2010-01-01

How should religion be integrated into school curriculum? The authors compare two recent controversies about religion in school curriculum to provide an overarching perspective that can guide educators in their efforts to use religion for pedagogical purposes. The first controversy concerns curriculum approved by the California State Board of…

Geoscience Education Programs in the NSF Division of Undergraduate Education: Different Acronyms with Similar Intent

NASA Astrophysics Data System (ADS)

Singer, J.; Ryan, J. G.

2014-12-01

For the past three decades, the National Science Foundation's (NSF) Division of Undergraduate Education (DUE) has administered a succession of programs intended to improve undergraduate STEM education for all students. The IUSE (Improving Undergraduate STEM Education) program is the latest program in this succession, and reflects an expanded, NSF-wide effort to make sustainable improvements in STEM education on a national scale. The origins and thinking behind IUSE can be in part traced back to precursor programs including: ILI (Instrumentation and Laboratory Improvement), CCD (Course and Curriculum Development), UFE (Undergraduate Faculty Enhancement), CCLI (Course, Curriculum and Laboratory Improvement), and TUES (Transforming Undergraduate Education in STEM), all of which sought to support faculty efforts to investigate and improve curriculum and instructional practice in undergraduate STEM education, and to disseminate effective STEM educational practices for broad adoption. IUSE, like its predecessor programs, is open to all STEM fields, and as such is intended to support improvements in geoscience education, spanning the atmospheric, ocean, and Earth sciences, as well as in environmental science, GIS science, climate change and sustainability/resilience. An emphasis on discipline-based research on learning that had origins in the CCLI and TUES programs is a new priority area in IUSE, with the ambition that projects will take advantage of the integrated expertise of domain scientists, educational practioners, and experts in learning science. We trace and describe the history of undergraduate education efforts with an emphasis placed on the recently introduced IUSE program. Understanding the origin of DUE's IUSE program can provide insights for faculty interested in developing proposals for submission and gain a greater appreciation of trends and priorities within the division.

The NEED (National Energy Education Development) Project

NASA Astrophysics Data System (ADS)

Hogan, D.; Spruill, M.

2012-04-01

The NEED (National Energy Education Development) Project is a non-profit organization which provides a wide range of K-12 curriculum on energy education topics. The curriculum is specific for primary, elementary, intermediate and secondary levels with age appropriate activities and reading levels. The NEED Project covers a wide range of topics from wind energy, nuclear energy, solar energy, hydropower, hydrogen, fossil fuels, energy conservation, energy efficiency and much more. One of the major strengths of this organization is its Teacher Advisory Board. The curriculum is routinely revised and updated by master classroom teachers who use the lessons and serve on the advisory board. This ensures it is of the highest quality and a useful resource. The NEED Project through a variety of sponsors including businesses, utility companies and government agencies conducts hundreds of teacher professional development workshops each year throughout the United States and have even done some workshops internationally. These workshops are run by trained NEED facilitators. At the workshops, teachers gain background understanding of the energy topics and have time to complete the hands on activities which make up the curriculum. The teachers are then sent a kit of equipment after successfully completing the workshop. This allows them to teach the curriculum and have their students perform the hands on labs and activities in the classroom. The NEED Project is the largest provider of energy education related curriculum in the United States. Their efforts are educating teachers about energy topics and in turn educating students in the hope of developing citizens who are energy literate. Many of the hands on activities used to teach about various energy sources will be described and demonstrated.

Backward Planning a Craniomaxillofacial Trauma Curriculum for the Surgical Workforce in Low-Resource Settings.

PubMed

Shaye, David A; Tollefson, Travis; Shah, Irfan; Krishnan, Gopal; Matic, Damir; Figari, Marcelo; Lim, Thiam Chye; Aniruth, Sunil; Schubert, Warren

2018-06-06

Trauma is a significant contributor to global disease, and low-income countries disproportionately shoulder this burden. Education and training are critical components in the effort to address the surgical workforce shortage. Educators can tailor training to a diverse background of health professionals in low-resource settings using competency-based curricula. We present a process for the development of a competency-based curriculum for low-resource settings in the context of craniomaxillofacial (CMF) trauma education. CMF trauma surgeons representing 7 low-, middle-, and high-income countries conducted a standardized educational curriculum development program. Patient problems related to facial injuries were identified and ranked from highest to lowest morbidity. Higher morbidity problems were categorized into 4 modules with agreed upon competencies. Methods of delivery (lectures, case discussions, and practical exercises) were selected to optimize learning of each competency. A facial injuries educational curriculum (1.5 days event) was tailored to health professionals with diverse training backgrounds who care for CMF trauma patients in low-resource settings. A backward planned, competency-based curriculum was organized into four modules titled: acute (emergent), eye (periorbital injuries and sight preserving measures), mouth (dental injuries and fracture care), and soft tissue injury treatments. Four courses have been completed with pre- and post-course assessments completed. Surgeons and educators from a diverse geographic background found the backward planning curriculum development method effective in creating a competency-based facial injuries (trauma) course for health professionals in low-resource settings, where contextual aspects of shortages of surgical capacity, equipment, and emergency transportation must be considered.

The Mastery Rubric for Evidence-Based Medicine: Institutional Validation via Multidimensional Scaling.

PubMed

Tractenberg, Rochelle E; Gushta, Matthew M; Weinfeld, Jeffrey M

2016-01-01

CONSTRUCT: In this study we describe a multidimensional scaling (MDS) exercise to validate the curricular elements composing a new Mastery Rubric (MR) for a curriculum in evidence-based medicine (EBM). This MR-EBM comprises 10 elements of knowledge, skills, and abilities (KSAs) representing our institutional learning goals of career-spanning engagement with EBM. An MR also includes developmental trajectories for each KSA, beginning with medical school coursework, including residency training, and outlining the qualifications of individuals to teach and mentor in EBM. The development was not part of the validation effort, as our curriculum is focused at a single stage (undergraduate medical students). An MR comprises the desired KSAs for an entire curriculum, together with descriptions of a learner's performance and/or capabilities as they develop from novice to proficiency of the curricular target(s). The MR construct is intended to support curriculum development or refinement by capturing the KSAs that support the articulation of concrete learning goals; it also promotes assessment that demonstrates development in the target KSAs and encourages reflection and self-directed learning throughout the learner's career. Two other MRs have been published, and this is the first one specific to teaching and learning in medicine; this is also the first one created specifically to evaluate an existing curriculum. To validate the dispersion of the elements of the EBM curriculum, the nine clinical instructors in the EBM two-course curriculum completed an MDS exercise, rating the similarities of the 10 curricular elements. MDS is a mathematical approach to understanding relationships among concepts/objects when these relationships are difficult to quantify. Eliciting similarity ratings biased the responses toward the null hypothesis (that the elements are not different). MDS results suggested that the MR represents 10 different, although related, facets of the construct "evidence-based medicine." The results support the makeup of the MR-EBM, and its use to revise our EBM curriculum so that it is more closely aligned with this MR. An MR is a tool, and the MR-EBM that we describe can be useful to develop or evaluate a curriculum in EBM. The MR tool is particularly compatible with the objectives of training for EBM and practice and can be applied to create or evaluate a curriculum using any topical KSA framework. The MR-EBM we describe could be adopted or adapted to represent other institutional objectives for EBM training.

Reframing the Debate about the Relationship between Learning and Development: An Effort to Resolve Dilemmas and Reestablish Dialogue in a Fractured Field

ERIC Educational Resources Information Center

Fowler, R. Clarke

2017-01-01

The field of early childhood education (ECE) is currently unable to reach consensus on the extent to which ECE should be based on child development. One manifestation of this situation is the dilemma that early educators purportedly face between teaching the whole child and the curriculum, between developmentally appropriate practice (DAP) and…

Teaching Middle School Physical Education: A Standards-Based Approach for Grades 5-8. Second Edition.

ERIC Educational Resources Information Center

Mohnsen, Bonnie S.

This book provides a blueprint for developing environment, curriculum, instruction, and assessment based on high quality physical education guidelines. There are 17 chapters in four parts. Part 1, "Prepare for Your Journey," includes (1) "Physical Education in a Changing World"; (2) "Reform Efforts in the Middle…

Curriculum Integration in Ontario High Schools

ERIC Educational Resources Information Center

Grice, James

2011-01-01

In many North American schools, the acquirement of knowledge is encouraged in the most fractious of ways. At the high-school level, knowledge is often channelled into separate, specialized units of study. Rarely is an effort made to develop cross-subject, unifying themes that can help students recognize important points of curricular overlap.…

Fostering Culturally and Developmentally Responsive Teaching through Improvisational Practice

ERIC Educational Resources Information Center

Graue, Elizabeth; Whyte, Kristin; Delaney, Kate Kresin

2014-01-01

In this article we explore an effort to rethink curricular decision-making with a group of public pre-K teachers working in a context of curriculum escalation and commitment to play-based pedagogy. Through a professional development program designed to support developmentally and culturally responsive early mathematics, we examine how teachers…

Job-Oriented Basic Skills (JOBS) Program for the Acoustic Sensor Operations Strand.

ERIC Educational Resources Information Center

U'Ren, Paula Kabance; Baker, Meryl S.

An effort was undertaken to develop a job-oriented basic skills curriculum appropriate for the acoustic sensor operations area, which includes members of four ratings: ocean systems technician, aviation antisubmarine warfare operator, sonar technician (surface), and sonar technician (submarine). Analysis of the job duties of the four ratings…

Tire Production and Pollution Control. Environmental Education Curriculum. Revised.

ERIC Educational Resources Information Center

Topeka Public Schools, KS.

This unit was developed to introduce secondary students to the many facets of a typical, large manufacturing plant - the Topeka Goodyear Tire and Rubber Company - in an effort to increase awareness of sound environmental practices in industry. Its five major foci include the production of tires and quality control procedures; applications of…

Environmental Education and Networking in Mafeteng Primary Schools: A Participatory Approach

ERIC Educational Resources Information Center

Bitso, Constance

2006-01-01

This paper explores a participatory process of Environmental Education (EE) networking in Mafeteng primary schools. It gives an overview of the existing EE efforts in Lesotho, particularly the models schools of the National Curriculum Development Centre. It also provides information about Lesotho Environmental Information Network as the body that…

Teaching with the World Wide Web: Internet Resources for Educators in Illinois Schools.

ERIC Educational Resources Information Center

Barker, Bruce O.; Hall, Robert F.

1998-01-01

This report focuses on teaching with the World Wide Web. An introduction describes the Illinois State Board of Education's (ISBE's) efforts in urging local schools to integrate information technology into all aspects of their curriculum and in emphasizing the need for technology-focused staff development for Illinois teachers. ISBE supports…

Successful Public Relations Efforts: Using the Departmental Meeting as a Resource.

ERIC Educational Resources Information Center

Seewald, Jacqueline

1998-01-01

Explains how media specialists can use departmental meetings to develop and promote better public relations within the school community. Topics include changes in the media center; new programs or services being offered, including new software and Internet resources; teacher requests for materials to support their curriculum; and interlibrary-loan…

Hypermedia without Programming: Automatic Generation of Presentation Documents for Case-based Instruction.

ERIC Educational Resources Information Center

Grissom, Scott; Koschmann, Tim

The objective of this project was to develop a way of producing instructional materials such that once an acceptable design had been achieved, hypermedia documents could be easily generated with no additional programming or design effort. The project was undertaken to support a case-based instructional curriculum in medical education. Southern…

Consumer Education, Materials for an Elective Course.

ERIC Educational Resources Information Center

Bregman, Henry; And Others

An interdisciplinary course to be offered in grade 12 to serve as a capstone to the efforts of social studies, business education, home economics, health education, and industrial arts, in preparing citizens to be wise consumers, was developed by a team of teacher consultants and curriculum specialists. The materials were tested and revised after…

A Change in Emphasis (Mathematics in the Transition Years, Grades 7 & 8).

ERIC Educational Resources Information Center

Lodholz, Richard, Ed.

This collection of papers was solicited from a variety of educators in an effort to provide direction to teachers, curriculum developers and textbook publishers on topics in mathematics education that are consistently mentioned in recent national reports and study groups. The consensus of reports sponsored by various professional associations…

LAMP Whys? LAMP Wise! A Practical Guide to the Lansing Area Manufacturing Partnership.

ERIC Educational Resources Information Center

MacAllum, Keith; McDonald, Deanne; Johnson, Amy Bell

This document profiles the Lansing Area Manufacturing Partnership (LAMP), which is a model school-to-career initiative featuring an innovative integrated, employer-driven curriculum that was designed, developed, and implemented through the joint efforts of the Ingham Intermediate School District in Lansing, Michigan, the United Auto Workers (UAW),…

Integrated Learning What--Why--How. Instructional Services Curriculum Series, Number 1.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services.

Integrated learning refers to the interrelatedness of subject and skill areas within and across grades of a school program. A description is given of the framework for integrated learning programs developed by the state of North Carolina. This monograph addresses factors that influence efforts toward integrated learning as well as processes for…

Implementation of an Infant/Toddler Inservice Program for Dayhome Staff and Parents.

ERIC Educational Resources Information Center

Harmon, Geraldine

This practicum involved an effort to improve the quality of infant/toddler care and education in a family dayhome setting. An attempt was made to increase the dayhome administrator's and parents' knowledge of infant/toddler development, age appropriate curriculum/material selection and parent/school communication. Direct observation of family…

75 FR 63798 - Notice of Intent To Request New Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-18

... classrooms, as well as creating school gardens that both teach students about agriculture and support the... Fresh). [cir] School gardens for snacks, meals or other use. [cir] Curriculum and classroom education... collection to develop a Sampling Frame of Farm to School efforts. DATES: Written comments on this notice must...

Practicality in Curriculum Building: A Historical Perspective on the Mission of Chinese Education

ERIC Educational Resources Information Center

Bai, Limin

2013-01-01

This paper examines how the definition and interpretation of the concept gewu zhizhi ???? (investigating things and extending knowledge), evolved along with Chinese intellectual efforts to construct the framework for Chinese learning which, in turn, had a profound impact on the development of educational curricula in different historical periods.…

Enhancing nutrition education through faculty development: from workshops to Web sites.

PubMed

Armstrong, E G; Koffman, R G

2000-09-01

Faculty resistance to changing medical school curricula is a major barrier to overcome in the effort to expand nutrition education. With clinical clerkships becoming more decentralized and basic science courses utilizing more small group teaching, the problem of reform is compounded by the increasing numbers of a more dispersed teaching faculty. A faculty development program was designed to complement a thematic approach to the inclusion of nutrition in a 4-y curriculum. The program offers workshops to help faculty learn how to teach in new settings while acquiring new knowledge about nutrition. Additionally, a themes Web site offers a window that faculty may use to review current nutrition content, to plan their teaching agendas, and to continually reassess where nutrition fits in the curriculum.

Infusing Plasma into the High School Curriculum through Teacher Professional Development

NASA Astrophysics Data System (ADS)

Merali, Aliya; Guilbert, Nicholas; Ortiz, Myrna; Zwicker, Andrew

2013-10-01

A 2004 report submitted by the Fusion Energy Sciences Advisory Committee noted a critical need for action to prevent a shortage of fusion researchers, specifically highlighting the need for more students to enter the field. In an effort to expose students to plasma physics early on, PPPL created a professional development program for teachers, which provides the resources for infusing plasma into high school curricula. Over the last 15 years, teachers from across the country have participated in a one-week Plasma Camp course including lectures, labs, tours, curriculum planning, and classroom equipment funding opportunities. A 2005 survey indicated that at least 75% of program alumni used material from the workshop annually, primarily in the form of demonstrations. In a 2013 survey, participants were asked to detail how they use the workshop information in their classrooms, how the program has altered their teaching methods, and what factors, if any, have hindered the implementation of a plasma curriculum. Results of the 2013 survey will be presented.

Investing in future pediatric subspecialists: a fellowship curriculum that prepares for the transition to academic careers

PubMed Central

Rama, Jennifer A.; Campbell, Judith R.; Balmer, Dorene F.; Turner, Teri L.; Hsu, Deborah C.

2015-01-01

Background The experience of transitioning to an academic faculty position can be improved with standardized educational interventions. Although a number of such interventions have been described, few utilize an evaluation framework, describe a robust evaluation process, and address why their interventions were successful. In this article, the authors apply a logic model to describe their efforts to develop, implement, evaluate, and revise a comprehensive academic career development curriculum among pediatric subspecialty fellows. They describe inputs, activities, outputs, and outcomes using quantitative data from fellow evaluations and qualitative data from faculty interviews. Methods Methods are described under the input and activities sections. The curriculum started with collaboration among educational leadership and conducting a needs assessment. Using the needs assessment results and targeted learning objectives, we piloted the curriculum and then implemented the full curriculum 1 year later. Results Results are described under the outputs and outcomes sections. We present immediate, short-term, and 6-month evaluation data. Cumulative data over 3 years reveal that fellows consistently acquired knowledge relevant to transitioning and that they applied acquired knowledge to prepare for finding jobs and career advancement. The curriculum also benefits faculty instructors who gain a sense of reward by filling a critical knowledge gap and fostering fellows’ professional growth. Conclusion The authors relate the success and effectiveness of the curriculum to principles of adult learning, and share lessons learned, including the importance of buy-in from junior and senior fellows and faculty, collaboration, and designating the time to teach and learn. PMID:25861876

Curriculum Analytics: Application of Social Network Analysis for Improving Strategic Curriculum Decision-Making in a Research-Intensive University

ERIC Educational Resources Information Center

Dawson, Shane; Hubball, Harry

2014-01-01

This paper provides insight into the use of curriculum analytics to enhance learning-centred curricula in diverse higher education contexts. Engagement in evidence-based practice to evaluate and monitor curricula is vital to the success and sustainability of efforts to reform undergraduate and graduate programs. Emerging technology-enabled inquiry…

Factors Influencing Success in Integrating the Four-Year Business School Curriculum: Implications for Business Educators

ERIC Educational Resources Information Center

Athavale, Manoj; Myring, Mark; Davis, Rodney E.; Truell, Allen D.

2010-01-01

Background: Previous research has advocated the use of an integrated business curriculum, and has examined issues related to content, design and delivery of an integrated curriculum. However, no study was found that evaluated deans' perceptions of the importance of integration, the status of integration efforts, and the resources necessary for…

Addressing Computational Estimation in the Kuwaiti Curriculum: Teachers' Views

ERIC Educational Resources Information Center

Alajmi, Amal Hussain

2009-01-01

Computational estimation has not yet established a place in the Kuwaiti national curriculum. An attempt was made to include it during the early 1990s, but it was dropped by the Kuwaiti Ministry of Education because of the difficulties teachers had teaching it. In an effort to provide guidance for reintroducing the concept into the curriculum, this…

Investigating Teacher Learning Supports in High School Biology Curricular Programs to Inform the Design of Educative Curriculum Materials

ERIC Educational Resources Information Center

Beyer, Carrie J.; Delgado, Cesar; Davis, Elizabeth A.; Krajcik, Joseph

2009-01-01

Reform efforts have emphasized the need to support teachers' learning about reform-oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student "and" teacher learning. However, little is…

"Making Connections" at the University of North Carolina: Moving toward a Global Curriculum at a Flagship Research University

ERIC Educational Resources Information Center

Smith, Jay M.; Kruse, Julia

2009-01-01

The University of North Carolina at Chapel Hill has reformed its undergraduate curriculum to create connections across disciplines and advance efforts to internationalize its campus. As a result, global issues, experiential learning, study abroad, and international course clusters have become an integral part of a curriculum that emphasizes…

Interprofessional population health advocacy: Developing and implementing a panel management curriculum in five Veterans Administration primary care practices.

PubMed

Dulay, Maya; Bowen, Judith L; Weppner, William G; Eastburn, Abigail; Poppe, Anne P; Spanos, Pete; Wojtaszek, Danielle; Printz, Destiny; Kaminetzky, Catherine P

2018-05-10

Health care systems expect primary care clinicians to manage panels of patients and improve population health, yet few have been trained to do so. An interprofessional panel management (PM) curriculum is one possible strategy to address this training gap and supply future primary care practices with clinicians and teams prepared to work together to improve the health of individual patients and populations. This paper describes a Veterans Administration (VA) sponsored multi-site interprofessional PM curriculum development effort. Five VA Centers of Excellence in Primary Care Education collaborated to identify a common set of interprofessionally relevant desired learning outcomes (DLOs) for the PM and to develop assessment instruments for monitoring trainees' PM learning. Authors cataloged teaching and learning activities across sites. Results from pilot testing were systematically discussed leading to iterative revisions of curricular elements. Authors completed a retrospective self-assessment of curriculum implementation for the academic year 2015-16 using a 5-point scale: contemplation (score = 0), pilot (1), action (2), maintenance (3), and embedded (4). Implementation scores were analyzed using descriptive statistics. DLOs were organized into five categories (individual patients, populations, guidelines/measures, teamwork, and improvement) along with a developmental continuum and mapped to program competencies. Instruction and implementation varied across sites based on resources and priorities. Between 2015 and 2016, 159 trainees (internal medicine residents, nurse practitioner students and residents, pharmacy residents, and psychology post-doctoral fellows) participated in the PM curriculum. Curriculum implementation scores for guidelines/measures and improvement DLOs were similar for all trainees; scores for individual patients, populations, and teamwork DLOs were more advanced for nurse practitioner and physician trainees. In conclusion, collaboratively identified DLOs for PM guided development of assessment instruments and instructional approaches for panel management activities in interprofessional teams. This PM curriculum and associated tools provide resources for educators in other settings.

Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned.

PubMed

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 curricular tools to help learners organize and document their efforts, supporting project-based learning with expert mentoring, and facilitating peer and faculty networking and collaboration. A national, longitudinal faculty development program can support growth in academic knowledge and skills, promote professional networking, and thereby enrich educators' career opportunities.

Engaging Scientists in NASA Education and Public Outreach: K - 12 Formal Education

NASA Astrophysics Data System (ADS)

Bartolone, Lindsay; Smith, D. A.; Eisenhamer, B.; Lawton, B. L.; Universe Professional Development Collaborative, Multiwavelength; NASA Data Collaborative, Use of; SEPOF K-12 Formal Education Working Group; E/PO Community, SMD

2014-01-01

The NASA Science Education and Public Outreach Forums support the NASA Science Mission Directorate (SMD) and its education and public outreach (E/PO) community through a coordinated effort to enhance the coherence and efficiency of SMD-funded E/PO programs. The Forums foster collaboration between scientists with content expertise and educators with pedagogy expertise. We present opportunities for the astronomy community to participate in collaborations supporting the NASA SMD efforts in the K - 12 Formal Education community. Members of the K - 12 Formal Education community include classroom educators, homeschool educators, students, and curriculum developers. The Forums’ efforts for the K - 12 Formal Education community include a literature review, appraisal of educators’ needs, coordination of audience-based NASA resources and opportunities, professional development, and support with the Next Generation Science Standards. Learn how to join in our collaborative efforts to support the K - 12 Formal Education community based upon mutual needs and interests.

Exploring the role of curriculum materials to support teachers in science education reform

NASA Astrophysics Data System (ADS)

Schneider, Rebecca M.

2001-07-01

For curriculum materials to succeed in promoting large-scale science education reform, teacher learning must be supported. Materials were designed to reflect desired reforms and to be educative by including detailed lesson descriptions that addressed necessary content, pedagogy, and pedagogical content knowledge for teachers. The goal of this research was to describe how such materials contributed to classroom practices. As part of an urban systemic reform effort, four middle school teachers' initial enactment of an inquiry-based science unit on force and motion were videotaped. Enactments focused on five lesson sequences containing experiences with phenomena, investigation, technology use, or artifact development. Each sequence spanned three to five days across the 10-week unit. For each lesson sequence, intended and actual enactment were compared using ratings of (1) accuracy and completeness of science ideas presented, (2) amount student learning opportunities, similarity of learning opportunities with those intended, and quality of adaptations , and (3) amount of instructional supports offered, appropriateness of instructional supports and source of ideas for instructional supports. Ratings indicated two teachers' enactments were consistent with intentions and two teachers' enactments were not. The first two were in school contexts supportive of the reform. They purposefully used the materials to guide enactment, which tended to be consistent with standards-based reform. They provided students opportunities to use technology tools, design investigations, and discuss ideas. However, enactment ratings were less reflective of curriculum intent when challenges were greatest, such as when teachers attempted to present challenging science ideas, respond to students' ideas, structure investigations, guide small-group discussions, or make adaptations. Moreover, enactment ratings were less consistent in parts of lessons where materials did not include lesson specific educative supports for teachers. Overall, findings indicate curriculum materials that include detailed descriptions of lessons accompanied by educative features can help teachers with enactment. Therefore, design principles to improve materials to support teachers in reform are suggested. However, results also demonstrate materials alone are not sufficient to create intended enactments; reform efforts must include professional development in content and pedagogy and efforts to create systemic change in context and policy to support teacher learning and classroom enactment.

The ASM Curriculum Guidelines for Undergraduate Microbiology: A Case Study of the Advocacy Role of Societies in Reform Efforts

PubMed Central

Horak, Rachel E. A.; Merkel, Susan; Chang, Amy

2015-01-01

A number of national reports, including Vision and Change in Undergraduate Biology Education: A Call to Action, have called for drastic changes in how undergraduate biology is taught. To that end, the American Society for Microbiology (ASM) has developed new Curriculum Guidelines for undergraduate microbiology that outline a comprehensive curriculum for any undergraduate introductory microbiology course or program of study. Designed to foster enduring understanding of core microbiology concepts, the Guidelines work synergistically with backwards course design to focus teaching on student-centered goals and priorities. In order to qualitatively assess how the ASM Curriculum Guidelines are used by educators and learn more about the needs of microbiology educators, the ASM Education Board distributed two surveys to the ASM education community. In this report, we discuss the results of these surveys (353 responses). We found that the ASM Curriculum Guidelines are being implemented in many different types of courses at all undergraduate levels. Educators indicated that the ASM Curriculum Guidelines were very helpful when planning courses and assessments. We discuss some specific ways in which the ASM Curriculum Guidelines have been used in undergraduate classrooms. The survey identified some barriers that microbiology educators faced when trying to adopt the ASM Curriculum Guidelines, including lack of time, lack of financial resources, and lack of supporting resources. Given the self-reported challenges to implementing the ASM Curriculum Guidelines in undergraduate classrooms, we identify here some activities related to the ASM Curriculum Guidelines that the ASM Education Board has initiated to assist educators in the implementation process. PMID:25949769

The ASM Curriculum Guidelines for Undergraduate Microbiology: A Case Study of the Advocacy Role of Societies in Reform Efforts.

PubMed

Horak, Rachel E A; Merkel, Susan; Chang, Amy

2015-05-01

A number of national reports, including Vision and Change in Undergraduate Biology Education: A Call to Action, have called for drastic changes in how undergraduate biology is taught. To that end, the American Society for Microbiology (ASM) has developed new Curriculum Guidelines for undergraduate microbiology that outline a comprehensive curriculum for any undergraduate introductory microbiology course or program of study. Designed to foster enduring understanding of core microbiology concepts, the Guidelines work synergistically with backwards course design to focus teaching on student-centered goals and priorities. In order to qualitatively assess how the ASM Curriculum Guidelines are used by educators and learn more about the needs of microbiology educators, the ASM Education Board distributed two surveys to the ASM education community. In this report, we discuss the results of these surveys (353 responses). We found that the ASM Curriculum Guidelines are being implemented in many different types of courses at all undergraduate levels. Educators indicated that the ASM Curriculum Guidelines were very helpful when planning courses and assessments. We discuss some specific ways in which the ASM Curriculum Guidelines have been used in undergraduate classrooms. The survey identified some barriers that microbiology educators faced when trying to adopt the ASM Curriculum Guidelines, including lack of time, lack of financial resources, and lack of supporting resources. Given the self-reported challenges to implementing the ASM Curriculum Guidelines in undergraduate classrooms, we identify here some activities related to the ASM Curriculum Guidelines that the ASM Education Board has initiated to assist educators in the implementation process.

A Curriculum-Based Approach to Teaching Biosafety Through eLearning.

PubMed

Ndolo, Dennis O; Wach, Michael; Rüdelsheim, Patrick; Craig, Wendy

2018-01-01

Anyone working in biosafety capacity enhancement faces the challenge of ensuring that the impact of a capacity enhancing activity continues and becomes sustainable beyond the depletion of funding. Many training efforts face the limitation of one-off events: they only reach those people present at the time. It becomes incumbent upon the trainees to pass on the training to colleagues as best they can, whilst the demand for the training never appears to diminish. However, beyond the initial effort to establish the basic content, repeating capacity enhancement events in different locations is usually not economically feasible. Also, the lack of infrastructure and other resources needed to support a robust training programme hinder operationalizing a "train-the-trainer" approach to biosafety training. One way to address these challenges is through the use of eLearning modules that can be delivered online, globally, continuously, at low cost, and on an as-needed basis to multiple audiences. Once the modules are developed and peer-reviewed, they can be maintained on a remote server and made available to various audiences through a password-protected portal that delivers the programme content, administers preliminary and final exams, and provides the administrative infrastructure to register users and track their progress through the modules. Crucial to the implementation of such an eLearning programme is an approach in which the modules are intentionally developed together as a cohesive curriculum. Once developed, such a curriculum can be released as a stand-alone programme for the training of governmental risk assessors and regulators or used as accredited components in post-graduate degree programmes in biosafety, at minimal cost to the government or university. Examples from the portfolio of eLearning modules developed by the International Centre for Genetic Engineering and Biotechnology (ICGEB) are provided to demonstrate these key features.

Toward a Lived Science Curriculum in Intersecting Figured Worlds: An Exploration of Individual Meanings in Science Education

ERIC Educational Resources Information Center

Price, Jeremy F.; McNeill, Katherine L.

2013-01-01

As knowledge of and familiarity with science becomes an increasingly important aspect of contemporary life and citizenship, efforts have been made to make the science curriculum a “lived” curriculum (Hurd, 2000), one that reaches out to the lives, communities, and experiences of students. In this research around a high school urban ecology…

European undergraduate curriculum in geriatric medicine developed using an international modified Delphi technique

PubMed Central

Masud, Tahir; Blundell, Adrian; Gordon, Adam Lee; Mulpeter, Ken; Roller, Regina; Singler, Katrin; Goeldlin, Adrian; Stuck, Andreas

2014-01-01

Introduction: 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. Methods: a modified Delphi process was used. First, educational experts and geriatricians proposed a set of learning objectives based on a literature review. Second, three Delphi rounds involving a panel with 49 experts representing 29 countries affiliated to the European Union of Medical Specialists (UEMS) was used to gain consensus for a final curriculum. Results: the number of disagreements following Delphi Rounds 1 and 2 were 81 and 53, respectively. Complete agreement was reached following the third round. The final curriculum consisted of detailed objectives grouped under 10 overarching learning outcomes. Discussion: a consensus on the minimum requirements of geriatric learning objectives for medical students has been agreed by European geriatricians. Major efforts will be needed to implement these requirements, given the large variation in the quality of geriatric teaching in medical schools. This curriculum is a first step to help improve teaching of geriatrics in medical schools, and will also serve as a basis for advancing postgraduate training in geriatrics across Europe. PMID:24603283

Research and Teaching: Encouraging Science Communication in an Undergraduate Curriculum Improves Students' Perceptions and Confidence

ERIC Educational Resources Information Center

Train, Tonya Laakko; Miyamoto, Yuko J.

2017-01-01

The ability to effectively communicate science is a skill sought after by graduate and professional schools as well as by employers in science-related fields. Are content-heavy undergraduate science curricula able to incorporate opportunities to develop science communication skills, and is promoting these skills worth the time and effort? The…

Identifying and Planning for New and Emerging Occupations: A Suggested Guide.

ERIC Educational Resources Information Center

Meleen, Paulette; And Others

Intended for use by State vocational education directors and curriculum planners, this guide documents the results of a project which developed and applied a process for identifying new and emerging occupations for skilled and technical areas, part of a larger effort to assist the alignment of vocational and technical program offerings with new…

Development and Evaluation of a Multimedia-Enhanced STD/HIV Curriculum for Middle Schools

ERIC Educational Resources Information Center

Goldsworthy, Richard; Schwartz, Nancy

2008-01-01

STD infection among adolescents is a significant public health concern. Surveys indicate that parents believe STD and HIV/AIDS are appropriate topics for middle school and high school students; however, school-based STD education efforts remain inconsistent, perhaps in part as a result of the lack of standardized, well-distributed curricula.…

Developing a Technology Enhanced CS0 Course for Engineering Students

ERIC Educational Resources Information Center

Lokkila, Erno; Kaila, Erkki; Lindén, Rolf; Laakso, Mikko-Jussi; Sutinen, Erkki

2016-01-01

The CS0 course in the curriculum typically has the role of introducing students into basic concepts and terminology of computer science. Hence, it is used to form a base on which the subsequent programming courses can build on. However, much of the effort to build better methodologies for courses is spent on introductory programming courses…

(En)visioning Success: The Anatomy and Functions of Vision in the Basic Course.

ERIC Educational Resources Information Center

Williams, Glen

The success of the basic course in speech communication depends largely on a vision that values the course and its place in the undergraduate curriculum; emphasizes the necessity of ongoing training and development of teaching assistants and instructors; and values scholarship that will enhance those efforts as well as improve dedication. Vision…

Project SUN (Students Understanding Nature)

NASA Technical Reports Server (NTRS)

Curley, T.; Yanow, G.

1995-01-01

Project SUN is part of NASA's 'Mission to Planet Earth' education outreach effort. It is based on development of low cost, scientifi- cally accurate instrumentation and computer interfacing, coupled with Apple II computers as dedicated data loggers. The project is com- prised of: instruments, interfacing, software, curriculum, a detailed operating manual, and a system of training at the school sites.

Learning with Web-Based Interactive Objects: An Investigation into Student Perceptions of Effectiveness

ERIC Educational Resources Information Center

Salajan, Florin D.; Perschbacher, Susanne; Cash, Mindy; Talwar, Reena; El-Badrawy, Wafa; Mount, Greg J.

2009-01-01

In its efforts to continue the modernization of its curriculum, the Faculty of Dentistry at the University of Toronto has developed a series of web-based interactive learning applications. This article presents the production cycle of these new interactive learning objects and the preliminary study conducted to measure the students' perception of…

The Concept Approach to Programming in Adult Education--With Special Application to Extension Education.

ERIC Educational Resources Information Center

Collings, Mary L., Ed.

The document reports a 10-year seminar effort to consider a framework for a series of inquiries valuable to all institutions engaged in curriculum development or programing. The work reported includes the study of the professional role of the extension adult educator and identifies concepts, propositions, procedures, and a model for use in…

Life in a Democratic Society: A Primary School Civics Course for Poland.

ERIC Educational Resources Information Center

Brzakalik, Krystayna; And Others

This document summarizes a civics course for primary schools in Poland, grades 6-8. The curriculum was developed as part of the Education for Democratic Citizenship in Poland Project, a cooperative effort of the Polish Ministry of National Education and the Mershon Center, The Ohio State University (United States). The project aims to help schools…

Social Studies and Citizenship for Participation in Singapore: How One State Seeks to Influence Its Citizens

ERIC Educational Resources Information Center

Sim, Jasmine B. -Y.

2011-01-01

Singapore is an example of a country where there is centralised control of the school curriculum and where political leaders wield direct influence over citizenship education. Co-ordinated and sustained effort is made to transmit the salient knowledge and values, develop the "right" instincts and attitudes, to help students become…

Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators

ERIC Educational Resources Information Center

Carter, Erik W.; Lane, Kathleen L.; Pierson, Melinda R.; Stang, Kristin K.

2008-01-01

Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms.…

Role-Playing Rhetoric of Science Pedagogy and the Study of Medical Ethics.

ERIC Educational Resources Information Center

Mitchell, Gordon

This essay blends practical reflection on current efforts to develop a role-playing curriculum at the University of Pittsburgh with a theoretical investigation of role-playing as a pedagogic technique. This paper examines educational literature on role-playing pedagogy as the topic is treated in a variety of academic fields including medicine,…

Implementing Inquiry Kit Curriculum: Obstacles, Adaptations, and Practical Knowledge Development in Two Middle School Science Teachers

ERIC Educational Resources Information Center

Jones, Mark T.; Eick, Charles J.

2007-01-01

Two elementary certified middle school science teachers are studied for changes in practical knowledge supporting the implementation of kit-based inquiry as part of a schoolwide reform effort. Emphasis is placed on studying how these two pilot teachers enact guided inquiry within their unique pedagogical and curricular interests, and what…

Gateway to the Pacific: The Columbia River. Teacher's Resource Book, Grades 5-7.

ERIC Educational Resources Information Center

Osis, Vicki; And Others

Developed as part of an international curriculum effort, this unit aims to provide information to students about the interdependence of Pacific nations and the importance of the Columbia River and its ports in international trade. Geared for grades 5-7, the materials focus on harbors both as natural ecosystems and as locations of international…

Idea Bank: Assessing Your Curriculum with the Creative Rights Pyramid

ERIC Educational Resources Information Center

Thibeault, Matthew D.

2011-01-01

This article presents a creative rights pyramid that was developed as part of the author's efforts to: (1) teach about copyright and intellectual property; and (2) increase students' awareness of their own intellectual property in and outside the music classroom. The pyramid is based on the U.S. Department of Agriculture's food pyramid to suggest…

Engineering's Grand Challenges: Priorities and Integration Recommendations for Technology Education Curriculum Development

ERIC Educational Resources Information Center

Buelin, Jennifer; Clark, Aaron C.; Ernst, Jeremy V.

2016-01-01

In this study, the 14 Grand Challenges for Engineering in the 21st Century identified by the National Academy of Engineering were examined by a panel of experts in an effort to identify prospective curricular integration opportunities in the field of technology and engineering education. The study utilized a three-round modified Delphi methodology…

Customization in the Design and Implementation of the RiverWeb Water Quality Simulator (WQS).

ERIC Educational Resources Information Center

Verona, Mary Ellen; Curtis, David

When developing curriculum materials for new contexts, designers feed forward work from similar projects. This customization process must attend to various influences to determine how features from previous efforts will be emphasized and combined. This paper discusses resources and ideas that influenced the design of the RiverWeb Water Quality…

Considerations in the Development of a Research to Practice Curriculum for Alcoholism and Substance Abuse Counselors

ERIC Educational Resources Information Center

Yalisove, Daniel L.

2004-01-01

Most current substance abuse counselor certification education curricula do not include a systematic introduction to alcohol and substance abuse research. I believe that such an introduction would enhance counselor cooperation in research to practice efforts that are currently underway. In this paper I give a brief history of alcoholism and…

Representin': Drawing from Hip-Hop and Urban Youth Culture to Inform Teacher Education

ERIC Educational Resources Information Center

Irizarry, Jason G.

2009-01-01

The potential of drawing from urban youth culture, and hip-hop more specifically, to serve as a bridge to the standard curriculum has been well documented. However, the richness and potential benefits of hip-hop are more far-reaching and present significant implications for teacher education and professional development efforts as well. This…

A Report on the Technological Enhancements Project Evaluation: Deepening Early Learning Experiences through Technology

ERIC Educational Resources Information Center

Hupert, Naomi; Cervantes, Francisco; DeGroof, Emily

2010-01-01

As part of the "Ready to Learn" Initiative, Education Development Center, Inc. (EDC), was charged with addressing the evaluation of Technological Enhancements for the outreach efforts of three producers: Out of the Blue's Super WHY! Technology Add-On; Sesame Workshop's The Electric Company School's Initiative Curriculum; and WordWorld's eBook…

A Comprehensive Program of Vocational Education for Career Development: K-University. Final Report.

ERIC Educational Resources Information Center

Manatee Junior Coll., Bradenton, FL.

A consortium effort in Florida was evaluated for the period July 1, 1974 through June 30, 1977. Implemented in Florida's Sarasota County and Manatee County school districts, Manatee Junior College, and the University of South Florida, the project included three components (guidance, curriculum, and placement/follow-up), each functioning at four…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dear, Jody

DOE grant DE-SC0005904 was allocated to fund the faculty development, curriculum development and travel to support the four institutions of the Connecticut State University System’s (CSUS) Initiative for Nanotechnology-related Equipment, Faculty Development and Curriculum Development. DOE grant DE-SC0005072 was also awarded for this program. In 2010, CSUS had identified the establishment of nanotechnology programs and infrastructure as a priority. At that time, the system set the goal of establishing an academic initiative in nanotechnology for the CSUS, beginning with the development of a series of courses at the graduate level. Implementation was planned via a collaborative effort including faculty frommore » all four of the CSUS campuses. The CSUS Nanotechnology Working Group [CSUS NWG] was established to accomplish this goal. A faculty member from the Physics Department at Southern Connecticut State University [SCSU] was assigned the task of organizing and coordinating the work of the CSUS NWG. Representatives from each of the four CSUS campuses were appointed to join the CSUS NWG with the following initial representation: SCSU [Physics and Biology], Western Connecticut State University (WCSU) [Chemistry], Eastern Connecticut State University (ECSU) [Chemistry] and Central Connecticut State University (CCSU) [Chemistry. As a further outcome it was determined that this collaborative effort would lead to the establishment of a formal nanotechnology center, serving as the nucleus of CSUS student and faculty learning and research. This CSUS Nanotechnology Center [CSUS-NC] was to be located at Southern Connecticut State University (SCSU). The goal of this grant was to provide funding for curriculum and faculty development necessary to facilitate the development and implementation of a collaborative Graduate Certificate in Nanotechnology for the Connecticut State University System. This outcome has been successfully achieved. The courses and structure of the Graduate Certificate program have been developed and approved and the program will be completely implemented in the fall of 2013. The Nanotechnology Center will be recognized as the CSCU Center for Nanotechnology and will thus impact both the CSUS and Connecticut Community College Systems.« less

Strengths, weaknesses, opportunities, and threats analysis of integrating the World Health Organization patient safety curriculum into undergraduate medical education in Pakistan: a qualitative case study.

PubMed

Misbah, Samreen; Mahboob, Usman

2017-01-01

The purpose of this study was to conduct a strengths, weaknesses, opportunities, and threats (SWOT) analysis of integrating the World Health Organization (WHO) patient safety curriculum into undergraduate medical education in Pakistan. A qualitative interpretive case study was conducted at Riphah International University, Islamabad, from October 2016 to June 2017. The study included 9 faculty members and 1 expert on patient safety. The interviews were audiotaped, and a thematic analysis of the transcripts was performed using NVivo software. Four themes were derived based on the need analysis model. The sub-themes derived from the collected data were arranged under the themes of strengths, weaknesses, opportunities, and threats, in accordance with the principles of SWOT analysis. The strengths identified were the need for a formal patient safety curriculum and its early integration into the undergraduate program. The weaknesses were faculty awareness and participation in development programs. The opportunities were an ongoing effort to develop an appropriate curriculum, to improve the current culture of healthcare, and to use the WHO curricular resource guide. The threats were attitudes towards patient safety in Pakistani culture, resistance to implementation from different levels, and the role of regulatory authorities. The theme of patient safety needs to be incorporated early into the formal medical education curriculum, with the main goals of striving to do no harm and seeing mistakes as opportunities to learn. Faculty development activities need to be organized, and faculty members should to be encouraged to participate in them. The lack of a patient safety culture was identified as the primary reason for resistance to this initiative at many levels. The WHO curriculum, amended according to local institutional culture, can be implemented appropriately with support from the corresponding regulatory bodies.

Integrating Ubunifu, informal science, and community innovations in science classrooms in East Africa

NASA Astrophysics Data System (ADS)

Semali, Ladislaus M.; Hristova, Adelina; Owiny, Sylvia A.

2015-12-01

This study examines the relationship between informal science and indigenous innovations in local communities in which students matured. The discussion considers methods for bridging the gap that exists between parents' understanding of informal science ( Ubunifu) and what students learn in secondary schools in Kenya, Tanzania, and Uganda. In an effort to reconcile the difference between students' lived experiences and Science, Technology, Engineering, and Mathematics (STEM) taught in classrooms, this study presents an experiential iSPACES instructional model as an example of curriculum integration in science classrooms. The culmination is presentation of lessons learned from history, including Africa's unique contributions to science, theory, and indigenous innovations, in the hope that these lessons can spur the development of new instructional practices, standards, curriculum materials, professional and community development, and dialogue among nations.

Media Literacy Ignored: A Qualitative Call for the Introduction of Media Studies Across the High School Social Science Curriculum.

ERIC Educational Resources Information Center

Sneed, Don; And Others

Noting that America is behind several countries in media studies and that efforts to introduce systematic study and use of media in the curriculum has been sporadic, this paper calls for the introduction of media studies in the social science curriculum of American high schools. Two projects are examined as possible means of helping spread media…

A core curriculum for clinical fellowship training in pathology informatics

PubMed Central

McClintock, David S.; Levy, Bruce P.; Lane, William J.; Lee, Roy E.; Baron, Jason M.; Klepeis, Veronica E.; Onozato, Maristela L.; Kim, JiYeon; Dighe, Anand S.; Beckwith, Bruce A.; Kuo, Frank; Black-Schaffer, Stephen; Gilbertson, John R.

2012-01-01

Background: In 2007, our healthcare system established a clinical fellowship program in Pathology Informatics. In 2010 a core didactic course was implemented to supplement the fellowship research and operational rotations. In 2011, the course was enhanced by a formal, structured core curriculum and reading list. We present and discuss our rationale and development process for the Core Curriculum and the role it plays in our Pathology Informatics Fellowship Training Program. Materials and Methods: The Core Curriculum for Pathology Informatics was developed, and is maintained, through the combined efforts of our Pathology Informatics Fellows and Faculty. The curriculum was created with a three-tiered structure, consisting of divisions, topics, and subtopics. Primary (required) and suggested readings were selected for each subtopic in the curriculum and incorporated into a curated reading list, which is reviewed and maintained on a regular basis. Results: Our Core Curriculum is composed of four major divisions, 22 topics, and 92 subtopics that cover the wide breadth of Pathology Informatics. The four major divisions include: (1) Information Fundamentals, (2) Information Systems, (3) Workflow and Process, and (4) Governance and Management. A detailed, comprehensive reading list for the curriculum is presented in the Appendix to the manuscript and contains 570 total readings (current as of March 2012). Discussion: The adoption of a formal, core curriculum in a Pathology Informatics fellowship has significant impacts on both fellowship training and the general field of Pathology Informatics itself. For a fellowship, a core curriculum defines a basic, common scope of knowledge that the fellowship expects all of its graduates will know, while at the same time enhancing and broadening the traditional fellowship experience of research and operational rotations. For the field of Pathology Informatics itself, a core curriculum defines to the outside world, including departments, companies, and health systems considering hiring a pathology informatician, the core knowledge set expected of a person trained in the field and, more fundamentally, it helps to define the scope of the field within Pathology and healthcare in general. PMID:23024890

Project Based Learning in Literature: The Teacher's New Role and the Development of Student's Social Skills in Upper Secondary Education

ERIC Educational Resources Information Center

Styla, Despoina; Michalopoulou, Aikaterini

2016-01-01

The present research examines the project method, as it is met at the new curriculum of literature in the first Grade of Greek high schools and the effectiveness of it and of the teacher's role at the development of social skills, of students with low level. At first it is made an effort to measure that level at the beginning of the literature…

Challenges in Developing Competency-based Training Curriculum for Food Safety Regulators in India.

PubMed

Thippaiah, Anitha; Allagh, Komal Preet; Murthy, G V

2014-07-01

The Food Safety and Standards Act have redefined the roles and responsibilities of food regulatory workforce and calls for highly skilled human resources as it involves complex management procedures. 1) Identify the competencies needed among the food regulatory workforce in India. 2) Develop a competency-based training curriculum for food safety regulators in the country. 3) Develop training materials for use to train the food regulatory workforce. The Indian Institute of Public Health, Hyderabad, led the development of training curriculum on food safety with technical assistance from the Royal Society for Public Health, UK and the National Institute of Nutrition, India. The exercise was to facilitate the implementation of new Act by undertaking capacity building through a comprehensive training program. A competency-based training needs assessment was conducted before undertaking the development of the training materials. THE TRAINING PROGRAM FOR FOOD SAFETY OFFICERS WAS DESIGNED TO COMPRISE OF FIVE MODULES TO INCLUDE: Food science and technology, Food safety management systems, Food safety legislation, Enforcement of food safety regulations, and Administrative functions. Each module has a facilitator guide for the tutor and a handbook for the participant. Essentials of Food Hygiene-I (Basic level), II and III (Retail/ Catering/ Manufacturing) were primarily designed for training of food handlers and are part of essential reading for food safety regulators. The Food Safety and Standards Act calls for highly skilled human resources as it involves complex management procedures. Despite having developed a comprehensive competency-based training curriculum by joint efforts by the local, national, and international agencies, implementation remains a challenge in resource-limited setting.

[Curriculum analysis and comparison between strategies or programs for early child development in Mexico].

PubMed

Vargas-López, Guillermo; Guadarrama-Orozco, Jessica Haydee; Rizzoli-Córdoba, Antonio; Narcizo-Cenobio, Francisco Javier; Medrano-Loera, Gerónimo; Villagrán, Daniel Aceves; O'Shea Cuevas, Gabriel; Muñoz Hernández, Onofre

Most of the strategies or programs that support early child development in Mexico are independent efforts that vary in scale, services offered and means of providing them. For the evaluation of the quality of these programs, an important aspect is the curriculum content. The aim of this study was to analyze and compare the curriculum content of the different strategies or programs focused on the promotion and intervention of early child development, which are offered by the Federal Government in Health and Education sectors in Mexico. We conducted a review of the curriculum content of the strategies and programs. The qualitative phase consisted of a comparative analysis where 75 indicators proposed by the Inter-American Development Bank were identified. The quantitative phase consisted of a descriptive analysis of the indicators. Finally, the analyses were compared to establish the performance of each one. Six strategies or programs were identified. In the analysis of the presence of indicators, the Oportunidades de Aprendizaje (Learning Opportunities, LO) strategy showed a larger number of indicators. In the amplitude analysis, both PEI-CONAFE and LO were the best balanced. Finally, in-depth analysis of the indicators LO and Skills for life were the best balanced while PEI-CONAFE was the best balanced in the social-emotional area, CeNSIA program for language and LO for cognitive development area. LO strategy showed the closest level of contents established by the Inter-American Development Bank. Copyright © 2016 Hospital Infantil de México Federico Gómez. Publicado por Masson Doyma México S.A. All rights reserved.

Developing A Food Allergy Curriculum for Parents

PubMed Central

Vargas, Perla A.; Sicherer, Scott H.; Christie, Lynn; Keaveny, Maureen; Noone, Sally; Watkins, Debra; Carlisle, Suzanna K; Jones, Stacie M

2014-01-01

Food allergy (FA) is potentially severe and requires intensive education to master allergen avoidance and emergency care. There is evidence suggesting the need for a comprehensive curriculum for food allergic families. This paper describes the results of focus groups conducted to guide the development of a curriculum for parents of food allergic children. The focus groups were conducted using standard methodology with experienced parents of food allergic children. Participants were parents (n=36) with experience managing FA recruited from allergy clinics at two academic centers. Topics identified by parents as key for successful management included as expected: 1) early signs/symptoms, 2) “cross-contamination”, 3) label-reading, 4) self-injectable epinephrine; and 5) becoming a teacher and advocate. Participants also recommended developing a “one pageroad map” to the information, and to provide the information early and be timed according to developmental stages/needs. Suggested first points for curriculum dissemination were emergency rooms, obstetrician and pediatrician offices. Participants also recommended targeting pediatricians, emergency physicians, school personnel, and the community-at-large in educational efforts. Parents often sought FA information from non-medical sources such as the Internet and support groups. These resources were also accessed to find ways to cope with stress. Paradoxically, difficulties gaining access to resources and uncertainty regarding reliability of the information added to the stress experience. Based on reports from experienced parents of food allergic children, newly diagnosed parents could benefit from a comprehensive FA management curriculum. Improving access to clear and concise educational materials would likely reduce stress/anxiety and improve quality of life. PMID:21332804

Planning, Teaching, and Assessing Elementary Education Interdisciplinary Curriculum

ERIC Educational Resources Information Center

Campbell, Cynthia; Henning, Mary Beth

2010-01-01

This paper describes an innovative teaching collaboration between two university professors to prepare undergraduate preservice teachers for planning, designing, and assessing interdisciplinary curriculum. Specifically, we were interested in whether deliberate efforts to integrate social studies and assessment methods courses would facilitate our…

Aviation Maintenance Technology. General. Curriculum Implementation Guide.

ERIC Educational Resources Information Center

Moore, John, Jr.; And Others

This curriculum implementation guide is a scope and sequence for the general section of a course in aviation maintenance technology. The course materials were prepared through a cooperative effort of airframe and powerplant mechanics, general aviation industry representatives, Federal Aviation Administration representatives, and vocational…

Learning by Doing: Concepts and Models for Service-Learning in Accounting. AAHE's Series on Service-Learning in the Disciplines.

ERIC Educational Resources Information Center

Rama, D. V., Ed.

This volume is part of a series of 18 monographs on service learning and the academic disciplines. It is designed to (1) develop a theoretical framework for service learning in accounting consistent with the goals identified by accounting educators and the recent efforts toward curriculum reform, and (2) describe specific active learning…

Importance of Peer Support and Tutor Involvement in Entrepreneurship Education for Overseas Bioscience Students

ERIC Educational Resources Information Center

Mitchell, P. C.; McKeown, A. E.

2004-01-01

An increasing number of Bioscience courses embed entrepreneurship learning outcomes within the curriculum, across a number of modules and/or within a dedicated module. The level 2, Developing People and Products module is one such example, involving students in 100 study effort hours over 7 weeks. This module was delivered to students (n = 37)…

Knowing Me, Knowing You: Professional Development for Support Staff

ERIC Educational Resources Information Center

Coulbeck, Joy

2009-01-01

Meeting the challenges of delivering a 21st-century curriculum and a world-class quality education ultimately depends on the willingness of the staff on the ground to give 100% effort to their jobs. Although many people in schools work very hard, some staff members are way down on the scale with regard to performance. All too often, a significant…

Improving Educational Outcomes: Emergent Data on Students with Disability in Australian Schools. Nationally Consistent Collection of Data. School Students with Disability

ERIC Educational Resources Information Center

Education Council, 2016

2016-01-01

All Australian governments and the non-government schooling sectors are committed to working together to ensure all students have access to a quality school education with appropriate personalised support and educational interventions. Nationally, these efforts are focussed on the development of a robust national curriculum that provides…

Social Studies Introductory Level--Needs. Teacher's Guide & Resource Book = Araling Panlipunan: Intro--Pangangarlangn. Aug Patnubay Ng Guro at Hanguang Aklat.

ERIC Educational Resources Information Center

Berkeley Unified School District, CA. Asian American Bilingual Center.

This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all…

Supporting Excellence: A Framework for Developing, Implementing, and Sustaining a High-Quality District Curriculum. First Edition

ERIC Educational Resources Information Center

Council of the Great City Schools, 2017

2017-01-01

In the ongoing effort to improve instructional standards in our nation's urban public schools, the Council of the Great City Schools has released resources to help districts determine the quality and alignment of instructional materials at each grade level; to ensure that materials for English language learners are rigorous and aligned to district…

Fostering Teachers' Design Expertise in Teacher Design Teams: Conducive Design and Support Activities

ERIC Educational Resources Information Center

Huizinga, Tjark; Handelzalts, Adam; Nieveen, Nienke; Voogt, Joke

2015-01-01

Supporting Teacher Design Teams (TDTs) during local curriculum development efforts is essential. To be able to provide high-quality support, insights are needed about how TDTs carry out design activities and how support is valued by the members of TDTs and how it affects their design expertise. In this study, the design and support processes of…

Writing. A Research-Based Writing Program for Students with High Access to Computers. ACOT Report #2.

ERIC Educational Resources Information Center

Hiebert, Elfrieda H.; And Others

This report summarizes the curriculum development and research effort that took place at the Cupertino Apple Classrooms of Tomorrow (ACOT) site from January through June 1987. Based on the premise that computers make revising and editing much easier, the four major objectives emphasized by the computer-intensive writing program are fluency,…

Straddling Teacher Candidates' Two Worlds to Link Practice and Theory: A Self-Study of Successful and Unsuccessful Efforts

ERIC Educational Resources Information Center

Dillon, David

2017-01-01

This self-study examines a teacher educator's quest to provide an integrated practice-and-theory approach to learning to teach that places the experiences of the teacher candidates at the centre of the curriculum by focussing on their developing questions, challenges and issues through socio-constructivist discussions of their emerging practices.…

Ground Water Studies. Earth Science Module for Grades 7-9.

ERIC Educational Resources Information Center

Baldwin, Roland L.; And Others

Earth science education needs to be relevant to students in order to make them aware of the serious problems facing the planet. In an effort to insure that this need is meet, the Denver Earth Science Project has set as one of their goals the development of new earth science curriculum materials for teachers. This document provides a collection of…

Product-Quantity/Instructional-Quality Imbalance: The Imperative of Empiricism.

ERIC Educational Resources Information Center

Komoski, P. Kenneth

A major legacy of the "go-go years", the late 50's and 60's when federal and foundation funding of education increased so much, was a huge increase in the number of instructional materials (both print and non-print) available to the schools. The efforts of the non-commercial curriculum development teams have been swamped by this increase and their…

Contextualized science? An Indian experience

NASA Astrophysics Data System (ADS)

Koul, Ravinder

1997-11-01

This study asserts that science is contextualized and should therefore be taught as contextualized. Works of major philosophers in 20th century history, philosophy and sociology of science and recent developments in cognition are discussed in developing a foundation and outlining three themes for contextualized science: (a) science curriculum should emphasize scientific methodology through the generation and testing of knowledge in a specific context, (b) it should validate and evaluate everyday contextual experiences, and (c) develop a context for action by engaging in science, technology and society issues. School science is a major instrument for diffusion and utilization of scientific knowledge. In India, textbooks are often the only classroom source of information for students other than the teacher. The most widely used standard curriculum materials in Indian schools are the National Council of Educational Research and Training (NCERT) textbooks. For schools in the Hoshingabad district of Madhya Pradesh, the state prescribes NCERT materials and materials developed for the Hoshingabad Science Teaching Program (HSTP), a grassroots science education initiative. In this study, the investigation of these curriculum materials and interviews with educators (curriculum developers/textbook authors/teachers at New Delhi and Hoshingabad) are used to establish criteria for both the need and the feasibility of contextualized science. Results of the investigation indicate that the centralized NCERT system of curriculum development has undermined context specific treatment of subject matter in their textbooks. While HSTP attempted to contextualize science in rural schools, the present status of the program may be interpreted as either development and legitimization of another standardized curriculum, or, as the culmination of a gradual erosion and dissipation of conceptually valid and concrete educational practices. There are major situational and institutional constraints that impede the use of contextualized instructional materials. Furthermore, teachers' reflections on science in two curricula reveal limited conceptions on the nature of science and a preference for the abstract science of NCERT. The findings indicate that teacher understanding of methodological and epistemological point of view is essential but insufficient to provide a context for action. Teacher training must also incorporate ontological considerations in reform efforts to contextualize school science.

Learner Autonomy and Curriculum Delivery in Higher Education: The Case of University of Uyo, Nigeria

ERIC Educational Resources Information Center

Udosen, Alice E.

2014-01-01

Nigeria has much hope on her higher education for the production of manpower needs of the nation. And manpower production is a function of the curriculum and its delivery modes which can only be as good as its teachers. It is no gain saying that the traditional methods of curriculum delivery can no longer serve our purpose. Efforts are being made…

Nigerian medical students' opinions about the undergraduate curriculum in psychiatry.

PubMed

James, Bawo; Omoaregba, Joyce; Okogbenin, Esther; Buhari, Olubunmi; Obindo, Taiwo; Okonoda, Mayowa

2013-05-01

The number of psychiatrists in Nigeria is inadequate to meet the treatment needs for neuropsychiatric disorders. Developing mental health competency in the future Nigerian physician workforce is one approach to filling the treatment gap. The authors aimed to assess medical students' attitudes to this training and its relevance to their future practice and to assess whether they are getting adequate or relevant training. A cross-sectional, questionnaire-based survey was undertaken among a sample (N=375) of 5th- and 6th-year students across four medical schools in Nigeria. Over one-tenth (12%) chose psychiatry as a future career choice. Most expressed positive attitudes toward psychiatry and its relevance to their future careers. A majority were enthusiastic about receiving training in psychiatry in primary-care settings and welcomed a curriculum that emphasized the learning and management of common psychiatric disorders seen in general practice. Medical students surveyed would welcome an undergraduate curriculum that integrates the learning of psychiatry with other specialties and skills-training relevant for primary care. Efforts to modify the current curriculum in psychiatry in Nigerian medical schools should be encouraged.

The inventory as a core element in the further development of the science curriculum in the Mannheim Reformed Curriculum of Medicine.

PubMed

Eckel, Julia; Schüttpelz-Brauns, Katrin; Miethke, Thomas; Rolletschek, Alexandra; Fritz, Harald M

2017-01-01

Introduction: The German Council of Science and Humanities as well as a number of medical professional associations support the strengthening of scientific competences by developing longitudinal curricula for teaching scientific competences in the undergraduate medical education. The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) has also defined medical scientific skills as learning objectives in addition to the role of the scholar. The development of the Mannheim science curriculum started with a systematic inventory of the teaching of scientific competences in the Mannheim Reformed Curriculum of Medicine (MaReCuM). Methods: The inventory is based on the analysis of module profiles, teaching materials, surveys among experts, and verbatims from memory. Furthermore, science learning objectives were defined and prioritized, thus enabling the contents of the various courses to be assigned to the top three learning objectives. Results: The learning objectives systematic collection of information regarding the current state of research, critical assessment of scientific information and data sources, as well as presentation and discussion of the results of scientific studies are facilitated by various teaching courses from the first to the fifth year of undergraduate training. The review reveals a longitudinal science curriculum that has emerged implicitly. Future efforts must aim at eliminating redundancies and closing gaps; in addition, courses must be more closely aligned with each other, regarding both their contents and their timing, by means of a central coordination unit. Conclusion: The teaching of scientific thinking and working is a central component in the MaReCuM. The inventory and prioritization of science learning objectives form the basis for a structured ongoing development of the curriculum. An essential aspect here is the establishment of a central project team responsible for the planning, coordination, and review of these measures.

Enhancing the informal curriculum of a medical school: a case study in organizational culture change.

PubMed

Cottingham, Ann H; Suchman, Anthony L; Litzelman, Debra K; Frankel, Richard M; Mossbarger, David L; Williamson, Penelope R; Baldwin, Dewitt C; Inui, Thomas S

2008-06-01

Calls for organizational culture change are audible in many health care discourses today, including those focused on medical education, patient safety, service quality, and translational research. In spite of many efforts, traditional "top-down" approaches to changing culture and relational patterns in organizations often disappoint. In an effort to better align our informal curriculum with our formal competency-based curriculum, Indiana University School of Medicine (IUSM) initiated a school-wide culture change project using an alternative, participatory approach that built on the interests, strengths, and values of IUSM individuals and microsystems. Employing a strategy of "emergent design," we began by gathering and presenting stories of IUSM's culture at its best to foster mindfulness of positive relational patterns already present in the IUSM environment. We then tracked and supported new initiatives stimulated by dissemination of the stories. The vision of a new IUSM culture combined with the initial narrative intervention have prompted significant unanticipated shifts in ordinary activities and behavior, including a redesigned admissions process, new relational practices at faculty meetings, student-initiated publications, and modifications of major administrative projects such as department chair performance reviews and mission-based management. Students' satisfaction with their educational experience rose sharply from historical patterns, and reflective narratives describe significant changes in the work and learning environment. This case study of emergent change in a medical school's informal curriculum illustrates the efficacy of novel approaches to organizational development. Large-scale change can be promoted with an emergent, non-prescriptive strategy, an appreciative perspective, and focused and sustained attention to everyday relational patterns.

The Talent Search Model: Implications for Secondary School Reform.

ERIC Educational Resources Information Center

VanTassel-Baska, Joyce

1985-01-01

The Midwest Talent Search Project is an effort to identify and provide an appropriate accelerated curriculum for gifted secondary school students in the midwest. Many aspects of the project are discussed here, including testing, programming, benefits, and implications for curriculum reform. (Author/MCG)

Curricular Integration in Pharmacy Education

PubMed Central

Pearson, Marion L.; Hubball, Harry T.

2012-01-01

This article reviews the concepts of curricular integration and integrative learning. These concepts have reemerged in contemporary higher education reforms and are crucial in pharmacy programs where students are expected to acquire the knowledge, skills, and abilities needed for competent practice in a complex environment. Enhancing integration requires negotiating obstacles, including institutional traditions of disciplinary structures and disciplinary differences in understandings of knowledge and approaches to teaching and learning; investing the time and effort to design and implement integrated curricula; and using learning-centered pedagogical strategies. Evidence supporting the value of such efforts is not compelling, as much because of insufficient research as lackluster findings. Future avenues of scholarly inquiry are suggested to evaluate curricular integration, distinguishing between the curriculum espoused by planners, the curriculum enacted by instructors, and the curriculum experienced by students. PMID:23275669

An Indigenous Framework for Science, Technology, Engineering and Mathematics

NASA Astrophysics Data System (ADS)

Monette, G.

2003-12-01

The American Indian Higher Education Consortium, composed of 35 American Indian tribally-controlled Colleges and Universities in the U.S. and Canada, is leading a comprehensive effort to improve American Indian student achievement in STEM. A key component of this effort is the synthesis of indigenous ways of knowing and western education systems. This presentation will provide an overview of culturally responsive, place-based teaching, learning, and research and will discuss potential opportunities and strategies for helping to ensure that education systems and research programs reflect our diversity and respect our cultures. One example to be discussed is the NSF-funded "Tribal College Rural Systemic Initiative." Founded on the belief that all students can learn and should be given the opportunity to reach their full potential, Tribal Colleges are leading this effort to achieve successful and sustainable improvement of science, math, and technology education at the K-14 level in rural, economically disadvantaged, geographically challenged areas. Working with parents, tribal governments, schools and the private sector, the colleges are helping to implement math and science standards-based curriculum for students and standards-based assessment for schools; provide math and science standards-based professional development for teachers, administrators, and community leaders; and integrate local Native culture into math and science standards-based curriculum. The close working relationship between the Tribal Colleges and K-12 is paying off. According to the National Science Foundation, successful systemic reform has resulted in enhanced student achievement and participation in science and math; reductions in the achievement disparities among students that can be attributed to socioeconomic status, race, ethnicity, gender, or learning styles; implementation of a comprehensive, standards-based curriculum aligned with instructions and assessment; development of a coherent, consistent set of policies that supports high quality math and science education for each student; convergence of science and math resource; and broad-based support from parents and the community.

NASA and the United States educational system - Outreach programs in aeronautics, space science, and technology

NASA Technical Reports Server (NTRS)

Owens, Frank C.

1990-01-01

The role of NASA in developing a well-educated American work force is addressed. NASA educational programs aimed at precollege students are examined, including the NASA Spacemobile, Urban Community Enrichment Program, and Summer High School Apprenticeship Program. NASA workshops and programs aimed at helping teachers develop classroom curriculum materials are described. Programs aimed at college and graduate-level students are considered along with coordination efforts with other federal agencies and with corporations.

Curriculum planning for the development of graphicacy capability: three case studies from Europe and the USA

NASA Astrophysics Data System (ADS)

Danos, Xenia; Barr, Ronald; Górska, Renata; Norman, Eddie

2014-11-01

Curriculum planning for the development of graphicacy capability has not been systematically included in general education to coincide with the graphicacy needs of human society. In higher education, graphicacy curricula have been developed to meet the needs of certain disciplines, for example medical and teacher training and engineering, among others. A framework for graphicacy curricula, anticipating the graphicacy needs in higher education, has yet to be strategically planned for general education. This is partly a result of lack of research effort in this area, but also a result of lack of systematic curriculum planning in general. This paper discusses these issues in the context of graphicacy curricula for engineering. The paper presents three broad individual case studies spanning Europe and the USA, brought together by the common denominator, graphicacy. The case studies are based on: an analysis of graphicacy within general education curricula, an analysis of graphicacy for engineering education in Europe and an analysis of graphicacy for engineering education in the USA. These three papers were originally presented in a plenary session at the American Society for Engineering Education, Engineering Design Graphics Division at the University of Limerick in November 2012. The case studies demonstrate the potential for strategic curriculum planning in regard to the development of graphicacy in general education and an overview of a methodology to achieve that. It also offers further evidence towards the importance of the systematic classification of graphics capabilities in Engineering and how the lack of a developed theoretical framework in this area undermines the case for the importance of graphics within engineering education.

Strong and Flexible: Developing a Three-Tiered Curriculum for the Regional Central America Field Epidemiology Training Program

PubMed Central

Traicoff, Denise A.; Suarez-Rangel, Gloria; Espinosa-Wilkins, Yescenia; Lopez, Augusto; Diaz, Anaite; Caceres, Victor

2017-01-01

Field Epidemiology Training Programs (FETPs) are recognized worldwide as an effective means to strengthen countries’ capacity in epidemiology, surveillance, and outbreak response. FETPs are field-based, with minimum classroom time and maximum time in the field, providing public health services while participants achieve competency. The Central America FETP (CAFETP) uses a three-level pyramid model: basic, intermediate, and advanced. In 2006, a multidisciplinary team used a methodical process based on adult learning practices to construct a competency-based curriculum for the CAFETP. The curriculum was designed based on the tasks related to disease surveillance and field epidemiology that public health officers would conduct at multiple levels in the system. The team used a design process that engaged subject matter experts and considered the unique perspective of each country. The designers worked backwards from the competencies to define field activities, evaluation methods, and classroom components. The 2006 pyramid curriculum has been accredited for a master’s of science in field epidemiology by the Universidad del Valle de Guatemala and has been adapted by programs around the world. The team found the time and effort spent to familiarize subject matter experts with key adult learning principles was worthwhile because it provided a common framework to approach curriculum design. Early results of the redesigned curriculum indicate that the CAFETP supports consistent quality while allowing for specific country needs. PMID:28702503

Feminist Transformation: Teaching Experimental Psychology. Working Paper No. 140.

ERIC Educational Resources Information Center

Hoffnung, Michele

Integrating the new scholarship on women into the mainstream college curriculum is an important task for feminist teachers, not withstanding considerable resistance among traditionally minded male colleagues. Efforts to transform the psychology curriculum have met with additional problems because of psychology's commitment to the experimental…

Renovating Early Childhood Education Pedagogy: A Case Study in Vietnam

ERIC Educational Resources Information Center

Thao, Dang Phuong; Boyd, Wendy Anne

2014-01-01

Since 2003, the Vietnamese government has prioritised curriculum reform efforts and commitment to improving the quality of the national curriculum. The Vietnamese early childhood education renovation has encountered considerable changes and challenges, particularly in the area of pedagogical approaches. Many early childhood teachers continue to…

Internationalizing the American History Curriculum.

ERIC Educational Resources Information Center

Paquette, William

New programs promoting global or international education have been started all over the country. At Tidewater Community College (TCC) in Virginia, efforts to add an international dimension to the curriculum began in 1988, when 20 faculty members from the disciplines of psychology, sociology, economics, mathematics, history, English, and business…

Mathematical Modeling in the Secondary School Curriculum.

ERIC Educational Resources Information Center

Swetz, Frank, Ed.; Hartzler, J. S., Ed.

Over the past 10 years, national conferences and committees investigating the state of American mathematics education have advocated an increased emphasis on problem solving and mathematical modeling situations in the secondary school curriculum. However, little effort has been made to prepare secondary school teachers to use mathematical modeling…

Economics, the Enterprise System, and Finance.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

The core curriculum for economics, the enterprise system, and finance supports the New York State Education Department's efforts to raise standards in social studies by focusing on Standard 4: Economics, in the "Learning Standards for Social Studies." This core curriculum reinforces the key ideas and performance indicators for this…

[Advanced Composites Technology Initiatives

NASA Technical Reports Server (NTRS)

Julian, Mark R.

2002-01-01

This final report closes out the W02 NASA Grant #NCC5-646. The FY02 grant for advanced technology initiatives through the Advanced Composites Technology Institute in Bridgeport, WV, at the Robert C. Byrd Institute (RCBI) Bridgeport Manufacturing Technology Center, is complete; all funding has been expended. RCBI continued to expand access to technology; develop and implement a workforce-training curriculum; improve material development; and provide prototyping and demonstrations of new and advanced composites technologies for West Virginia composites firms. The FY 02 efforts supported workforce development, technical training and the HST development effort of a super-lightweight composite carrier prototype and expanded the existing technical capabilities of the growing aerospace industry across West Virginia to provide additional support for NASA missions. Additionally, the Composites Technology and Training Center was awarded IS0 9001 - 2000 certification and Cleanroom Class 1000 certification during this report period.

Pacific Circle Consortium: A Regional Project of OECD/CERI. Report of Annual Meeting (5th, Portland, Oregon, September 28-October 3, 1981).

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

Efforts, including exchange activities and curriculum development projects, undertaken by Pacific region countries in 1981 to improve intercultural understanding were the main focus of the meeting. The report begins with a very brief description of what transpired during the sessions. Papers and reports presented are contained in the appendices,…

How to Create High-Impact Writing Assignments That Enhance Learning and Development and Reinvigorate WAC/WID Programs: What Almost 72,000 Undergraduates Taught Us

ERIC Educational Resources Information Center

Anderson, Paul; Anson, Chris M.; Gonyea, Robert M.; Paine, Charles

2016-01-01

This article reports on a study that suggests ways that Writing Across the Curriculum/Writing in the Disciplines (WAC/WID) programs can increase the effectiveness of their efforts, including implementation of writingintensive courses, which are one of the Association of American Colleges and Universities' High-Impact Educational Practices. The…

Science, Technology and the Liberal Arts: Report on a National Conference Held at Lehigh University (Bethlehem, Pennsylvania, April 1-3, 1984).

ERIC Educational Resources Information Center

Cutcliffe, Stephen H.; Goldman, Steven L.

This conference was designed to provide information on the development and implementation of seven undergraduate science courses primarily for non-science majors at Lehigh University, to examine what ought to be the objectives of courses such as these in the liberal arts curriculum, and to describe parallel efforts with similar educational…

Science Curriculum. Kindergarten through Grade Twelve.

ERIC Educational Resources Information Center

Fitchburg State Coll., MA. Dept. of Special Education.

This science curriculum guide provides a framework for science teachers of grades K-12 in the Leominster Public School System, Massachusetts. It represents the efforts of teachers and higher education faculty. An introductory section provides a philosophical statement on the nature of science and perspectives in the learning and teaching of…

Curriculum Preparation for Adult Education Programme--An Indian Experiment.

ERIC Educational Resources Information Center

Doraiswami, S.

Traditional adult education has been literacy-oriented, but the curriculum content and methodology has been inadequate in maintaining motivation and interest. An important effort to eradicate these problems has been the Farmer's Functional Literacy Program in India. This major project relates adult education and training in modern agricultural…

Curriculum Integration Using Enterprise Resource Planning: An Integrative Case Approach

ERIC Educational Resources Information Center

Cannon, David M.; Klein, Helen A; Koste, Lori L.; Magal, Simha R.

2004-01-01

Efforts to achieve greater curriculum integration in schools of business have included team teaching, student group projects, multidisciplinary cases, and, more recently, the use of enterprise resource planning (ERP) systems. Although these approaches are beneficial, they tend to be implemented on an ad hoc basis rather than through curriculum…

Reinventing the Undergraduate Curriculum: Strategies To Enhance Student Learning in Mathematics and Science.

ERIC Educational Resources Information Center

Nelson, Barbara J., Comp.; Wallner, Barbara K., Comp.; Powers, Myra L. Ed.; Hartley, Nancy K., Ed.

This publication is a compilation of examples of practical, easily implemented activities to help mathematics, science, and education faculty duplicate efforts by the Rocky Mountain Teacher Education Collaborative (RMTEC) to reform and revise curriculum for preservice educators. Activities are organized by content areas: mathematics; geology,…

Engaging Community Resources for Experiencing Brazilian Music

ERIC Educational Resources Information Center

Macedo Dekaney, Elisa; Cunningham, Deborah A.

2009-01-01

For the past century and more, music education in the United States has focused primarily on Western European music traditions. Despite considerable efforts to include music from other regions and peoples in the curriculum, traditional music from world cultures is still not greatly represented. The benefits of a curriculum that incorporates…

Women's History Curriculum Guide.

ERIC Educational Resources Information Center

Ruthsdotter, Mary, Ed.; Eisenberg, Bonnie, Ed.

This curriculum guide is designed to facilitate teachers' first efforts to introduce information about women in U.S. history. The guide promotes a multicultural awareness of women's history beginning with the Native Americans and proceeding to current issues of diversity. Activities are divided for grades 1-6 and 7-12 but may be adapted as…

Evaluating Active Learning: A New Initiative for a General Chemistry Curriculum.

ERIC Educational Resources Information Center

O'Sullivan, Daniel W.; Copper, Christine L.

2003-01-01

Explains the results of an effort to introduce active learning strategies into the general chemistry curriculum at the United States Naval Academy. Reports that students in an active learning classroom showed significant improvement in performance compared to students in a lecture-based course. (Author/YDS)

Curriculum Infusion as College Student Mental Health Promotion Strategy

ERIC Educational Resources Information Center

Mitchell, Sharon L.; Darrow, Sherri A.; Haggerty, Melinda; Neill, Thomas; Carvalho, Amana; Uschold, Carissa

2012-01-01

This article describes efforts to increase faculty involvement in suicide prevention and mental health promotion via curriculum infusion. The participants were faculty, staff, and 659 students enrolled in classes of a large eastern university from Fall 2007-Spring 2011. Counselors, health educators, and medical providers recruited faculty from a…

Engineering Curriculum as Affected by Corporate Giving.

ERIC Educational Resources Information Center

Pettigrew, Chenits, Jr.; Hiatt, Diana Buell

This study investigated the effects of corporate financial support on the University of California Los Angeles (UCLA) School of Engineering and Applied Sciences (SEAS) curriculum. The study evolved out of growing concerns that many university educators have related to the mushrooming of university efforts to secure corporate financial support…

Secondary School Mathematics Curriculum Improvement Study.

ERIC Educational Resources Information Center

Secondary School Mathematics Curriculum Improvement Study, New York, NY.

This bulletin contains: (1) a summary and conclusions of a study of mathematics curricula in Europe and Japan, and (2) a description of beginning efforts to evaluate the Secondary School Mathematics Curriculum Improvement Study (SSMCIS) project. Some of the conclusions of the European and Japanese study are: (1) the study of Euclidean synthetic…

Teaching a Global Sociology: Suggestions for Globalizing the U.S. Curriculum

ERIC Educational Resources Information Center

Sohoni, Deenesh; Petrovic, Misha

2010-01-01

Increasingly, educators have called on colleges and universities to prepare their students for a more interdependent world. While sociology has begun to heed the message to globalize the curriculum, efforts to implement relevant teaching practices are hampered by lack of consensus on what "internationalizing" or "globalizing" the classroom…

Challenges in Developing Competency-based Training Curriculum for Food Safety Regulators in India

PubMed Central

Thippaiah, Anitha; Allagh, Komal Preet; Murthy, G. V.

2014-01-01

Context: The Food Safety and Standards Act have redefined the roles and responsibilities of food regulatory workforce and calls for highly skilled human resources as it involves complex management procedures. Aims: 1) Identify the competencies needed among the food regulatory workforce in India. 2) Develop a competency-based training curriculum for food safety regulators in the country. 3) Develop training materials for use to train the food regulatory workforce. Settings and Design: The Indian Institute of Public Health, Hyderabad, led the development of training curriculum on food safety with technical assistance from the Royal Society for Public Health, UK and the National Institute of Nutrition, India. The exercise was to facilitate the implementation of new Act by undertaking capacity building through a comprehensive training program. Materials and Methods: A competency-based training needs assessment was conducted before undertaking the development of the training materials. Results: The training program for Food Safety Officers was designed to comprise of five modules to include: Food science and technology, Food safety management systems, Food safety legislation, Enforcement of food safety regulations, and Administrative functions. Each module has a facilitator guide for the tutor and a handbook for the participant. Essentials of Food Hygiene-I (Basic level), II and III (Retail/ Catering/ Manufacturing) were primarily designed for training of food handlers and are part of essential reading for food safety regulators. Conclusion: The Food Safety and Standards Act calls for highly skilled human resources as it involves complex management procedures. Despite having developed a comprehensive competency-based training curriculum by joint efforts by the local, national, and international agencies, implementation remains a challenge in resource-limited setting. PMID:25136155

The American Society for Radiation Oncology's 2015 Core Physics Curriculum for Radiation Oncology Residents

DOE Office of Scientific and Technical Information (OSTI.GOV)

Burmeister, Jay, E-mail: burmeist@karmanos.org; Chen, Zhe; Chetty, Indrin J.

Purpose: The American Society for Radiation Oncology (ASTRO) Physics Core Curriculum Subcommittee (PCCSC) has updated the recommended physics curriculum for radiation oncology resident education to improve consistency in teaching, intensity, and subject matter. Methods and Materials: The ASTRO PCCSC is composed of physicists and physicians involved in radiation oncology residency education. The PCCSC updated existing sections within the curriculum, created new sections, and attempted to provide additional clinical context to the curricular material through creation of practical clinical experiences. Finally, we reviewed the American Board of Radiology (ABR) blueprint of examination topics for correlation with this curriculum. Results: The newmore » curriculum represents 56 hours of resident physics didactic education, including a 4-hour initial orientation. The committee recommends completion of this curriculum at least twice to assure both timely presentation of material and re-emphasis after clinical experience. In addition, practical clinical physics and treatment planning modules were created as a supplement to the didactic training. Major changes to the curriculum include addition of Fundamental Physics, Stereotactic Radiosurgery/Stereotactic Body Radiation Therapy, and Safety and Incidents sections, and elimination of the Radiopharmaceutical Physics and Dosimetry and Hyperthermia sections. Simulation and Treatment Verification and optional Research and Development in Radiation Oncology sections were also added. A feedback loop was established with the ABR to help assure that the physics component of the ABR radiation oncology initial certification examination remains consistent with this curriculum. Conclusions: The ASTRO physics core curriculum for radiation oncology residents has been updated in an effort to identify the most important physics topics for preparing residents for careers in radiation oncology, to reflect changes in technology and practice since the publication of previous recommended curricula, and to provide practical training modules in clinical radiation oncology physics and treatment planning. The PCCSC is committed to keeping the curriculum current and consistent with the ABR examination blueprint.« less

The American Society for Radiation Oncology's 2015 Core Physics Curriculum for Radiation Oncology Residents.

PubMed

Burmeister, Jay; Chen, Zhe; Chetty, Indrin J; Dieterich, Sonja; Doemer, Anthony; Dominello, Michael M; Howell, Rebecca M; McDermott, Patrick; Nalichowski, Adrian; Prisciandaro, Joann; Ritter, Tim; Smith, Chadd; Schreiber, Eric; Shafman, Timothy; Sutlief, Steven; Xiao, Ying

2016-07-15

The American Society for Radiation Oncology (ASTRO) Physics Core Curriculum Subcommittee (PCCSC) has updated the recommended physics curriculum for radiation oncology resident education to improve consistency in teaching, intensity, and subject matter. The ASTRO PCCSC is composed of physicists and physicians involved in radiation oncology residency education. The PCCSC updated existing sections within the curriculum, created new sections, and attempted to provide additional clinical context to the curricular material through creation of practical clinical experiences. Finally, we reviewed the American Board of Radiology (ABR) blueprint of examination topics for correlation with this curriculum. The new curriculum represents 56 hours of resident physics didactic education, including a 4-hour initial orientation. The committee recommends completion of this curriculum at least twice to assure both timely presentation of material and re-emphasis after clinical experience. In addition, practical clinical physics and treatment planning modules were created as a supplement to the didactic training. Major changes to the curriculum include addition of Fundamental Physics, Stereotactic Radiosurgery/Stereotactic Body Radiation Therapy, and Safety and Incidents sections, and elimination of the Radiopharmaceutical Physics and Dosimetry and Hyperthermia sections. Simulation and Treatment Verification and optional Research and Development in Radiation Oncology sections were also added. A feedback loop was established with the ABR to help assure that the physics component of the ABR radiation oncology initial certification examination remains consistent with this curriculum. The ASTRO physics core curriculum for radiation oncology residents has been updated in an effort to identify the most important physics topics for preparing residents for careers in radiation oncology, to reflect changes in technology and practice since the publication of previous recommended curricula, and to provide practical training modules in clinical radiation oncology physics and treatment planning. The PCCSC is committed to keeping the curriculum current and consistent with the ABR examination blueprint. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Preparation for Medical Librarianship: Status and Potential *

PubMed Central

Zachert, Martha Jane K.

1972-01-01

The educational programs for the preparation of health sciences information personnel are described and the lack of evaluative criteria or studies in relation to these programs is noted. The author recommends an extension of MLA's role in four areas of the educational process: curriculum design, teacher development, development of learning materials, and evaluation of the educational effort. Preconditions for the fulfillment of the projected MLA role are identified as unity of purpose, leadership by the headquarters staff, and money. PMID:16017604

Multidisciplinary Design and Analysis for Commercial Aircraft

NASA Technical Reports Server (NTRS)

Cummings, Russell M.; Freeman, H. JoAnne

1999-01-01

Multidisciplinary design and analysis (MDA) has become the normal mode of operation within most aerospace companies, but the impact of these changes have largely not been reflected at many universities. On an effort to determine if the emergence of multidisciplinary design concepts should influence engineering curricula, NASA has asked several universities (Virginia Tech, Georgia Tech, Clemson, BYU, and Cal Poly) to investigate the practicality of introducing MDA concepts within their undergraduate curricula. A multidisciplinary team of faculty, students, and industry partners evaluated the aeronautical engineering curriculum at Cal Poly. A variety of ways were found to introduce MDA themes into the curriculum without adding courses or units to the existing program. Both analytic and educational tools for multidisciplinary design of aircraft have been developed and implemented.

Strengths, weaknesses, opportunities, and threats analysis of integrating the World Health Organization patient safety curriculum into undergraduate medical education in Pakistan: a qualitative case study

PubMed Central

2017-01-01

Purpose The purpose of this study was to conduct a strengths, weaknesses, opportunities, and threats (SWOT) analysis of integrating the World Health Organization (WHO) patient safety curriculum into undergraduate medical education in Pakistan. Methods A qualitative interpretive case study was conducted at Riphah International University, Islamabad, from October 2016 to June 2017. The study included 9 faculty members and 1 expert on patient safety. The interviews were audiotaped, and a thematic analysis of the transcripts was performed using NVivo software. Results Four themes were derived based on the need analysis model. The sub-themes derived from the collected data were arranged under the themes of strengths, weaknesses, opportunities, and threats, in accordance with the principles of SWOT analysis. The strengths identified were the need for a formal patient safety curriculum and its early integration into the undergraduate program. The weaknesses were faculty awareness and participation in development programs. The opportunities were an ongoing effort to develop an appropriate curriculum, to improve the current culture of healthcare, and to use the WHO curricular resource guide. The threats were attitudes towards patient safety in Pakistani culture, resistance to implementation from different levels, and the role of regulatory authorities. Conclusion The theme of patient safety needs to be incorporated early into the formal medical education curriculum, with the main goals of striving to do no harm and seeing mistakes as opportunities to learn. Faculty development activities need to be organized, and faculty members should to be encouraged to participate in them. The lack of a patient safety culture was identified as the primary reason for resistance to this initiative at many levels. The WHO curriculum, amended according to local institutional culture, can be implemented appropriately with support from the corresponding regulatory bodies. PMID:29284217

Trust and Extra Effort Implementing Curriculum Reform: The Mediating Effects of Collaboration

ERIC Educational Resources Information Center

Cerit, Yusuf

2013-01-01

This study aims to examine the relationship between trust and extra effort implementing reform, and relationship between trust and extra effort are mediated by collaboration. The study was carried out in elementary schools in Turkey. Faculty trust in schools was measured using the Omnibus T-Scale, collaboration was measured using collaboration…

Enhancing the Informal Curriculum of a Medical School: A Case Study in Organizational Culture Change

PubMed Central

Suchman, Anthony L.; Litzelman, Debra K.; Frankel, Richard M.; Mossbarger, David L.; Williamson, Penelope R.; Baldwin, DeWitt C.; Inui, Thomas S.

2008-01-01

Background Calls for organizational culture change are audible in many health care discourses today, including those focused on medical education, patient safety, service quality, and translational research. In spite of many efforts, traditional “top–down” approaches to changing culture and relational patterns in organizations often disappoint. Objective In an effort to better align our informal curriculum with our formal competency-based curriculum, Indiana University School of Medicine (IUSM) initiated a school-wide culture change project using an alternative, participatory approach that built on the interests, strengths, and values of IUSM individuals and microsystems. Approach Employing a strategy of “emergent design,” we began by gathering and presenting stories of IUSM’s culture at its best to foster mindfulness of positive relational patterns already present in the IUSM environment. We then tracked and supported new initiatives stimulated by dissemination of the stories. Results The vision of a new IUSM culture combined with the initial narrative intervention have prompted significant unanticipated shifts in ordinary activities and behavior, including a redesigned admissions process, new relational practices at faculty meetings, student-initiated publications, and modifications of major administrative projects such as department chair performance reviews and mission-based management. Students’ satisfaction with their educational experience rose sharply from historical patterns, and reflective narratives describe significant changes in the work and learning environment. Conclusions This case study of emergent change in a medical school’s informal curriculum illustrates the efficacy of novel approaches to organizational development. Large-scale change can be promoted with an emergent, non-prescriptive strategy, an appreciative perspective, and focused and sustained attention to everyday relational patterns. PMID:18389324

A Curriculum-Based Approach to Teaching Biosafety Through eLearning

PubMed Central

Ndolo, Dennis O.; Wach, Michael; Rüdelsheim, Patrick; Craig, Wendy

2018-01-01

Anyone working in biosafety capacity enhancement faces the challenge of ensuring that the impact of a capacity enhancing activity continues and becomes sustainable beyond the depletion of funding. Many training efforts face the limitation of one-off events: they only reach those people present at the time. It becomes incumbent upon the trainees to pass on the training to colleagues as best they can, whilst the demand for the training never appears to diminish. However, beyond the initial effort to establish the basic content, repeating capacity enhancement events in different locations is usually not economically feasible. Also, the lack of infrastructure and other resources needed to support a robust training programme hinder operationalizing a “train-the-trainer” approach to biosafety training. One way to address these challenges is through the use of eLearning modules that can be delivered online, globally, continuously, at low cost, and on an as-needed basis to multiple audiences. Once the modules are developed and peer-reviewed, they can be maintained on a remote server and made available to various audiences through a password-protected portal that delivers the programme content, administers preliminary and final exams, and provides the administrative infrastructure to register users and track their progress through the modules. Crucial to the implementation of such an eLearning programme is an approach in which the modules are intentionally developed together as a cohesive curriculum. Once developed, such a curriculum can be released as a stand-alone programme for the training of governmental risk assessors and regulators or used as accredited components in post-graduate degree programmes in biosafety, at minimal cost to the government or university. Examples from the portfolio of eLearning modules developed by the International Centre for Genetic Engineering and Biotechnology (ICGEB) are provided to demonstrate these key features. PMID:29755974

Study on Spatial Cultural Heritage Integrated into the Core Curriculum

NASA Astrophysics Data System (ADS)

Hsu, W. H.; Lai, Y. P.

2015-08-01

These Many countries have put a lot of efforts, promoting education of cultural heritage, to raise the conservation awareness and increase people's participation. However, the development of Taiwan's higher education about cultural heritage has not shown a significant growth, so it didn't train talents with enough cultural heritage awareness. In the workplace, these professionals will inevitably lack of comprehensions and the appropriate professional assessments for cultural heritage. Hence, the main objective of this paper is to study and combine these concepts into the core curriculum of Department of Construction and Spatial Design at Tungnan University. It takes the local "Shenkeng historic cultural district" as a case study, and will gradually develop an proper interdisciplinary course in order to help local residents implement projects of conserving cultural heritage. This plan not only can increase schools' engagements toward communities, with an ability of social civilization, but also it can encourage the conservation and maintenance of cultural heritages.

Using Science and the Internet as Everyday Classroom Tools

NASA Technical Reports Server (NTRS)

Mandel, Eric

1999-01-01

The Everyday Classroom Tools project developed a K-6 inquiry-based curriculum to bring the tools of scientific inquiry, together with the Internet, into the elementary school classroom. Our curriculum encourages students and teachers to experience the adventure of science through investigation of the world around us. In this project, experts in computer science and astronomy at SAO worked closely with teachers and students in Massachusetts elementary schools to design and model activities which are developmentally appropriate, fulfill the needs of the curriculum standards of the school district, and provide students with a chance to experience for themselves the joy and excitement of scientific inquiry. The results of our efforts are embodied in the Threads of Inquiry, a series of free-flowing dialogues about inquiry-inspiring investigations that maintain a solid connection with our experience and with one another. These investigations are concerned with topics such as the motion of the Earth, shadows, light, and time. Our work emphasizes a direct hands-on approach through concrete experience, rather than memorization of facts.

Increasing Diversity.

ERIC Educational Resources Information Center

Weaver, Richard D.; Wood, Douglas

1996-01-01

Educators in dentistry and osteopathy discuss efforts within their fields to diversify clinical education. Dental school changes focus on curriculum reform, closer education-care delivery relationship, patient centeredness, comprehensive care experiences, and patient care as a distinct mission of dental education. Efforts in osteopathy emphasize…

A New Undergraduate Curriculum on Mathematical Biology at the University of Dayton

ERIC Educational Resources Information Center

Usman, Muhammad; Singh, Amit

2011-01-01

The beginning of modern science is marked by efforts of pioneers to understand the natural world using a quantitative approach. As Galileo wrote, "the book of nature is written in the language of mathematics". The traditional undergraduate course curriculum is heavily focused on individual disciplines like biology, physics, chemistry,…

Envisioning Process as Content: Toward a Renaissance Curriculum.

ERIC Educational Resources Information Center

Costa, Arthur L., Ed.; Liebmann, Rosemarie M., Ed.

Most restructuring efforts focus on changing the "how" of education. The articles in this book argue that redesign of the curriculum--the "what" of education--should be the main component of school revisioning. The book proposes a new framework for learning communities that views life as an intellectual and personal quest for knowledge and…

High School Mathematics: State-Level Curriculum Standards and Graduation Requirements

ERIC Educational Resources Information Center

Reys, Barbara J.; Dingman, Shannon; Nevels, Nevels; Teuscher, Dawn

2007-01-01

In a continuing effort to improve student-learning opportunities in mathematics, state departments of education have focused on articulating standards or learning goals at all levels, including high school mathematics. A review of K-8 mathematics curriculum standards (many of which have been published since 2002) compiled by staff from the Center…

Positive Impact of Integrating Histology and Physiology Teaching at a Medical School in China

ERIC Educational Resources Information Center

Sherer, Renslow; Wan, Yu; Dong, Hongmei; Cooper, Brian; Morgan, Ivy; Peng, Biwen; Liu, Jun; Wang, Lin; Xu, David

2014-01-01

To modernize its stagnant, traditional curriculum and pedagogy, the Medical School of Wuhan University in China adopted (with modifications) the University of Chicago's medical curriculum model. The reform effort in basic sciences was integrating histology and physiology into one course, increasing the two subjects' connection to clinical…

Promoting Curriculum Reforms in the Context of a Political Transition: An Analysis of Hong Kong's Experience.

ERIC Educational Resources Information Center

Morris, Paul

2002-01-01

Analyzes creation and implementation of Hong Kong's Target Oriented Curriculum (TOC), an education reform effort, in light of the country's transition to Chinese rule in 1997. Examines TOC's origins, its nature, means of implementation, and its impact. Discusses tension between "policy intent" and "policy actions," and…

Elementary Social Studies: Trite, Disjointed, and in Need of Reform?

ERIC Educational Resources Information Center

Duplass, James A.

2007-01-01

Elementary social studies has used the same scope and sequence for more than a half century despite significant changes in society. Efforts to reform the curriculum are adversely impacted by inertia, tradition, the culture wars, traditional state autonomy in setting curriculum, publishers, and competition between disciplines for space within the…

Productive Activity in the Curriculum: Changing the Literate Bias of Secondary Schools in Tanzania.

ERIC Educational Resources Information Center

Saunders, Murray

1982-01-01

Analyzes Tanzania's efforts to modify the secondary curriculum by unifying academics and productive work. Teachers have not adopted the new approach. The author suggests that teachers' reactions are affected by the relationship between schools and the division of labor, difficulties of specifying what unity means, and problems of school…

Nutrition Aide. Curriculum. Competency-Based Vocational Education Instructional Materials.

ERIC Educational Resources Information Center

Barkley, Margaret; Dillon, Nancy

This curriculum guide provides materials for a course to prepare students for the occupation of nutrition aide. Fifteen modules are provided. They are self-contained and require little effort on the instructor's part aside from scoring posttests and providing equipment. Each module consists of a cover sheet that details job skills, performance…

Faking a Dissertation: Ellsworth Collings, William H. Kilpatrick, and the "Project Curriculum."

ERIC Educational Resources Information Center

Knoll, Michael

1996-01-01

Reports that Ellsworth Collings faked data and misrepresented his research in a 1923 study that became a hallmark of progressive education. "An Experiment with a Project Curriculum," supposedly documented a group of high school students' independent efforts at studying an outbreak of typhoid. Collings seriously misrepresented his input.…

Uncovering Beliefs about the Role of Faith in Curriculum Decisions: A Vignette Approach

ERIC Educational Resources Information Center

Stevens, Carla R.

2014-01-01

Accessing and assessing the controlling beliefs of teachers about the role of faith in curriculum decisions is an essential first step in efforts to address the gap between the faith integration mission of Christian schools and actual practices (Boerema, 2011). Without intervention, teachers' beliefs about teaching--shaped by early classroom…

Emancipatory Narratives: Rewriting the Master Script in the School Curriculum.

ERIC Educational Resources Information Center

Swartz, Ellen

1992-01-01

Early efforts at multicultural education have largely been compensatory attempts to address inequities in cultural representation. What is needed is a rewriting of the entire master script of curriculum to eliminate implicit racism, classism, and sexism. Examples from U.S. history illustrate the scope of revision needed in education. (SLD)

A Language Proposal to Maximize Communication for an Echolalic Responding Adult.

ERIC Educational Resources Information Center

Spinks, Tony

1987-01-01

An imitation training procedure was employed in Australia with an 18-year-old echolalic female in an effort to enhance daily functioning. One hundred sentences in the following curriculum areas were taught: domestic, vocational, community, and leisure. Results are discussed in terms of imitation across curriculum domains and grammatical types. (JW)

Reconstructing Christian Ethics: Exploring Constructivist Practices for Teaching Christian Ethics in the Masters of Divinity Curriculum

ERIC Educational Resources Information Center

Danaher, William

2009-01-01

This article reflects on an effort to incorporate constructivist pedagogies (learner-centered, inquiry-guided, problem-based models of teaching) into an introductory class on Christian Ethics in an M.Div. curriculum. Although some students preferred more traditional pedagogies, the majority found that constructivist pedagogies better accommodated…

Exploring Preservice Elementary Teachers' Critique and Adaptation of Science Curriculum Materials in Respect to Socioscientific Issues

ERIC Educational Resources Information Center

Forbes, Cory T.; Davis, Elizabeth A.

2008-01-01

The work presented here represents a preliminary effort undertaken to address the role of teachers in supporting students' learning and decision-making about socioscientific issues (SSI) by characterizing preservice elementary teachers' critique and adaptation of SSI-based science curriculum materials and identifying factors that serve to mediate…

Achievement Unlocked: Effective Curriculum Interventions with Low-Income Students

ERIC Educational Resources Information Center

VanTassel-Baska, Joyce

2018-01-01

This article explores the world of curriculum intervention for gifted students from low-income and culturally diverse backgrounds. It delineates both general and specific approaches to practices that can be used in classrooms and beyond. Affective and conative concerns are addressed as they have an impact on motivation and learning. Efforts toward…

Columbia/Willamette Skill Builders Consortium. Final Performance Report. Appendix 5B Anodizing Inc. (Aluminum Extrusion Manufacturing). Basic Measurement Math. Instructors' Reports and Sample Curriculum Materials.

ERIC Educational Resources Information Center

Taylor, Marjorie; And Others

Anodizing, Inc., Teamsters Local 162, and Mt. Hood Community College (Oregon) developed a workplace literacy program for workers at Anodizing. These workers did not have the basic skill competencies to benefit from company training efforts in statistical process control and quality assurance and were not able to advance to lead and supervisory…

Comparison of e-mail communication skills among first- and fourth-year dental students.

PubMed

Oakley, Marnie; Horvath, Zsuzsa; Weinberg, Seth M; Bhatt, Jaya; Spallek, Heiko

2013-11-01

As e-mail and other forms of electronic communication increase in popularity, it is important for dental schools to consider a curriculum that prepares their graduates to understand and apply effective electronic communication strategies to their patients. Reflecting this shift in communication behavior, the American Medical Association has developed specific e-mail communication guidelines. Some behavioral examples in these guidelines include protecting patients' protected health information (PHI), ensuring proper record keeping, and using professional, courteous, and understandable language. In this study, a sample of first- and fourth-year dental students (n=160) at the University of Pittsburgh School of Dental Medicine participated in an assignment assessing their patient-provider e-mail communication skills. A rubric was used to evaluate and compare the data between dental student classes. The results reveal a generalized lack of compliance with several of these guidelines by both classes (e.g., failure to protect PHI), despite efforts to expose students to these concepts in the curriculum. In an effort to train emerging dentists to function in a rapidly changing technological environment, these findings suggest a need for growth and development of curricula and perhaps guidelines/recommendations for behavioral competencies regarding dental students' use of electronic communication in the patient care environment.

An Evaluation of Physician-to-Patient Communication Training in Medical Schools across the United States: A Status Report on the Nation's Efforts to Promote Health Literacy by Adding Health Literacy Courses to Medical School Curriculum

ERIC Educational Resources Information Center

Frazier, Andrea P.

2012-01-01

This research study employed a mixed method sequential approach and investigated the number of Schools of Medicine within the United States that offer health literacy as a component of their curriculum and a course of study within the academic setting. Data were gathered from medical school surveys and personal interviews. Curriculum content,…

Curriculum enactment patterns and associated factors from teachers' perspectives

NASA Astrophysics Data System (ADS)

Son, Ji-Won; Kim, Ok-Kyeong

2016-12-01

As part of a larger effort to improve teacher capacity for high-quality mathematics instruction, we investigated the factors that are associated with different enactment patterns at three levels: contextual (e.g., type and quality of textbook), individual (e.g., teacher knowledge), and teachers' opportunity-to-learn (e.g., professional development experiences). Analysis of 183 teachers' self-reports on their practices revealed three notable findings. First, the factors at the three levels were all found to be significantly related to the different patterns of enacted curriculum. However, the use of quality textbooks and the alignment of teachers' views and instructional goals with curriculum goals were found to be the two factors that are most strongly associated with the enactment pattern of high-level problems and high-level teacher questions in instruction. Furthermore, teachers with the enactment pattern of increasing lower cognitive demand of problems into higher ones tended to rate their curriculum knowledge higher than teachers with the enactment pattern of using low-level problems and teacher questions in their teaching. In particular, deviation from and dissatisfaction with their assigned low-quality textbooks were found to be critical factors that are associated with the enactment pattern of increasing lower cognitive demands of problems in instruction.

Teaching Engineering Ethics to PhD Students: A Berkeley-Delft Initiative : Commentary on "Ethics Across the Curriculum: Prospects for Broader (and Deeper) Teaching and Learning in Research and Engineering Ethics".

PubMed

Taebi, Behnam; Kastenberg, William E

2016-07-13

A joint effort by the University of California at Berkeley and Delft University of Technology to develop a graduate engineering ethics course for PhD students encountered two types of challenges: academic and institutional. Academically, long-term collaborative research efforts between engineering and philosophy faculty members might be needed before successful engineering ethics courses can be initiated; the teaching of ethics to engineering graduate students and collaborative research need to go hand-in-hand. Institutionally, both bottom-up approaches at the level of the faculty and as a joint research and teaching effort, and top-down approaches that include recognition by a University's administration and the top level of education management, are needed for successful and sustainable efforts to teach engineering ethics.

[Health education in schools in Argentina: an art contest as a motivating activity].

PubMed

Darnaud, Raquel; Dato, María Isabel

2009-02-01

The purpose of this study was to plan health education efforts that integrate the health and education sectors. From March to November 2004, an art contest was held for 7th-9th grade students in 109 schools in 11 of Argentina's provinces. The contest allowed improvements in knowledge to be measured and adjustments to be made to the curriculum. The students created works of art featuring tuberculosis. To evaluate knowledge acquired, two provinces were chosen at random. Student knowledge had increased from 67.2% to 96.4%. The administrators and teachers testified to the usefulness of the materials developed. These results show that when the efforts of health and education sectors are coordinated and the appropriate materials are leveraged, the efforts of educators can be substantially bolstered.

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

ERIC Educational Resources Information Center

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…

Reforming the core clerkship in internal medicine: the SGIM/CDIM Project. Society of General Internal Medicine/Clerkship Directors in Internal Medicine.

PubMed

Goroll, A H; Morrison, G; Bass, E B; Jablonover, R; Blackman, D; Platt, R; Whelan, A; Hekelman, F P

2001-01-02

Dramatic changes in health care have stimulated reform of undergraduate medical education. In an effort to improve the teaching of generalist competencies and encourage learning in the outpatient setting, the Society of General Internal Medicine joined with the Clerkship Directors in Internal Medicine in a federally sponsored initiative to develop a new curriculum for the internal medicine core clerkship. Using a broad-based advisory committee and working closely with key stakeholders (especially clerkship directors), the project collaborators helped forge a new national consensus on the learning agenda for the clerkship (a prioritized set of basic generalist competencies) and on the proportion of time that should be devoted to outpatient care (at least one third of the clerkship). From this consensus emerged a new curricular model that served as the basis for production of a curriculum guide and faculty resource package. The guide features the prioritized set of basic generalist competencies and specifies the requisite knowledge, skills, and attitudes/values needed to master them, as well as a list of suggested training problems. It also includes recommended training experiences, schedules, and approaches to faculty development, precepting, and student evaluation. Demand for the guide has been strong and led to production of a second edition, which includes additional materials, an electronic version, and a pocket guide for students and faculty. A follow-up survey of clerkship directors administered soon after completion of the first edition revealed widespread use of the curricular guide but also important barriers to full implementation of the new curriculum. Although this collaborative effort appears to have initiated clerkship reform, long-term success will require an enhanced educational infrastructure to support teaching in the outpatient setting.

Teachers' Sensemaking about Implementation of an Innovative Science Curriculum Across the Settings of Professional Development and Classroom Enactment

NASA Astrophysics Data System (ADS)

de los Santos, Xeng

Designing professional development that effectively supports teachers in learning new and often challenging practices remains a dilemma for teacher educators. Within the context of current reform efforts in science education, such as the Next Generation Science Standards, teacher educators are faced with managing the dilemma of how to support a large number of teachers in learning new practices while also considering factors such as time, cost, and effectiveness. Implementation of educative, reform-aligned curricula is one way to reach many teachers at once. However, one question is whether large-scale curriculum implementation can effectively support teachers in learning and sustaining new teaching practices. To address this dilemma, this study used a comparative, multiple case study design to investigate how secondary science teachers engaged in sensemaking about implementation of an innovative science curriculum across the settings of professional development and classroom enactment. In using the concept of sensemaking from organizational theory, I focused specifically on how teachers' roles in social organizations influenced their decisions to implement the curriculum in particular ways, with differing outcomes for their own learning and students' engagement in three-dimensional learning. My research questions explored: (1) patterns in teachers' occasions of sensemaking, including critical noticing of interactions among themselves, the curriculum, and their students; (2) how teachers' social commitments to different communities influenced their sensemaking; and, (3) how sustained sensemaking over time could facilitate teacher learning of rigorous and responsive science teaching practices. In privileging teachers' experiences in the classroom using the curriculum with their students, I used data generated primarily from teacher interviews with their case study coaches about implementation over the course of one school year. Secondary sources of data included artifacts such as teacher-modified curriculum materials, classroom observation notes, and video-recordings of classroom instruction and professional development sessions. Data analysis involved descriptive coding of the interview transcripts and searching for linguistic markers related to components of an occasions of sensemaking. Findings show that teachers engaged in sensemaking about curriculum implementation in multiple and different ways that were either productive or unproductive for their learning of rigorous and responsive science teaching practices. Teachers that had productive outcomes for teacher learning were engaged in sustained sensemaking that involved critical noticing of interactions between the curriculum, themselves, and their students, with the goal of bridging the gap between what the curriculum offered and what their students could do. In contrast, teachers that had unproductive outcomes for teacher learning were engaged in sensemaking that often involved critical noticing of only one aspect and were motivated by local obligations. Four themes emerged: sustained sensemaking over time, the influence of school communities, teacher learning of content, and the influence of teachers' beliefs. Using these findings and themes, I present a model for teacher sensemaking within the context of long-term professional development around implementation of an innovative curriculum, with a mechanism for how teacher learning could occur over time. Implications for science teacher professional development and learning and directions for future research are offered.

Child Sexual Abuse Prevention Education: A review of School Policy and Curriculum Provision in Australia

ERIC Educational Resources Information Center

Walsh, Kerryann; Berthelsen, Donna; Nicholson, Jan M.; Brandon, Leisa; Stevens, Judyann; Rachele, Jerome N.

2013-01-01

The past four decades have seen increasing public and professional awareness of child sexual abuse. Congruent with public health approaches to prevention, efforts to eliminate child sexual abuse have inspired the emergence of prevention initiatives which can be provided to all children as part of their standard school curriculum. However,…

Designing the National Assessment of Educational Progress to Serve a Wider Community of Users: A Position Paper.

ERIC Educational Resources Information Center

Bock, R. Darrell

Efforts have been made to increase the dissemination and use of data generated by the National Assessment of Educational Progress (NAEP). Potential users include those concerned with curriculum and methods evaluation, public policymakers, and researchers. NAEP can provide data for curriculum evaluation, including item analysis data which assist in…

Examining the Heteropatriarchy: Canadian and American Male Teachers' Perspectives of Sexual Minority Curriculum

ERIC Educational Resources Information Center

Finnessy, Patrick

2016-01-01

This study was concerned with an examination of the heteropatriarchy as it was performed by six self-identified heterosexual male English teachers and two high school administrators in the United States and Canada. These educators explained their efforts regarding their own thinking about identity and curriculum and their attempts to teach a…

Self-Regulated Learning Substudy: Systems Thinking and Curriculum Innovation (STACI) Project.

ERIC Educational Resources Information Center

Mandinach, Ellen B.

The Systems Thinking and Curriculum Innovation (STACI) Project is a multi-year research effort intended to examine the cognitive demands and consequences of learning from a systems thinking approach to instruction and from using simulation-modeling software. The purpose of the study is to test the potentials and effects of integrating the systems…

Use of Integrated Curriculum Model (ICM) in Social Studies: Gifted and Talented Students' Conceptions

ERIC Educational Resources Information Center

Kahveci, Nihat Gürel; Atalay, Özlem

2015-01-01

Problem Statement: There have been several studies that have investigated curricular interventions for gifted students to address their educational needs. For most courses and disciplines, a standard curriculum may not be sufficient for the majority of gifted students. Here, among other curricular efforts in the education of the gifted, an…

Project-Based Curriculum for Teaching Analytical Design to Freshman Engineering Students via Reconfigurable Trebuchets

ERIC Educational Resources Information Center

Herber, Daniel R.; Deshmukh, Anand P.; Mitchell, Marlon E.; Allison, James T.

2016-01-01

This paper presents an effort to revitalize a large introductory engineering course for incoming freshman students that teaches them analytical design through a project-based curriculum. This course was completely transformed from a seminar-based to a project-based course that integrates hands-on experimentation with analytical work. The project…

A Sustainable Model for Integrating Current Topics in Machine Learning Research into the Undergraduate Curriculum

ERIC Educational Resources Information Center

Georgiopoulos, M.; DeMara, R. F.; Gonzalez, A. J.; Wu, A. S.; Mollaghasemi, M.; Gelenbe, E.; Kysilka, M.; Secretan, J.; Sharma, C. A.; Alnsour, A. J.

2009-01-01

This paper presents an integrated research and teaching model that has resulted from an NSF-funded effort to introduce results of current Machine Learning research into the engineering and computer science curriculum at the University of Central Florida (UCF). While in-depth exposure to current topics in Machine Learning has traditionally occurred…

Infusing Student Activism into the College Curriculum: A Report of a Service-Learning Project to Bring Awareness to Sexual Violence

ERIC Educational Resources Information Center

Stepteau-Watson, Desiree

2012-01-01

Service learning involves infusing activities into the curriculum that enhance student learning, promote community engagement and effect change on the community level. Significant advantage can be applied to vulnerable communities by leveraging student action, interest, and energy, which can bring time, effort and attention to important community…

Describing the Non-Liberal Arts Community College Curriculum. ERIC Digest.

ERIC Educational Resources Information Center

Ignash, Jan

While national trends in liberal arts course offerings in community colleges have been charted for many years, trends in non-liberal courses have not been similarly mapped. In an effort to gain a better understanding of the entire community college curriculum, the Center for the Study of Community Colleges (CSCC), in Los Angeles, California,…

An Exploration of the Effectiveness of Product Archeology in an Undergraduate Engineering Curriculum: What Can a Five-Hour Curriculum Do?

ERIC Educational Resources Information Center

Okudan Kremer, Gül E.; Simpson, Timothy W.; Ashour, Omar M.

2013-01-01

In this paper, we present our efforts in embedding product archeology inspired curricula into two engineering courses along with assessment results. The assessment focuses on the effectiveness of the embedded curricula in enhancing students' understanding on the global, societal, environmental, and economic (GSEE) implications of engineering…

Laboratory Instrumentation: An Exploration of the Impact of Instrumentation on Student Learning

ERIC Educational Resources Information Center

Warner, Don L.; Brown, Eric C.; Shadle, Susan E.

2016-01-01

Academic programs generally work to make their laboratory curriculum both as instrumentation rich and up to date as possible. However, little is known about the relationship between the use of instrumentation in the curriculum and student learning. As part of our department's ongoing assessment efforts, a project was designed to probe this…

The Unreliability of Data in the California Community College System. AIR Forum 1979 Paper.

ERIC Educational Resources Information Center

Turner, John D.; Booth, Mary W.

A chronicle of the problems faced in an attempt to collect data on sociology curriculum trends in California's community college system is presented. The project was initiated in an effort to determine if other colleges in the system were experiencing the same difficulties with curriculum and enrollment in sociology courses being encountered by…

Examining the Use of Curriculum to Support Early Literacy Instruction: A Multiple Case Study of Head Start Teachers

ERIC Educational Resources Information Center

Mihai, Alina; Butera, Gretchen; Friesen, Amber

2017-01-01

Research Findings: This qualitative study examined how Head Start teachers thought about children's early literacy and how they enacted their thinking in a year-long curriculum reform effort. Data collected included interviews, observations, questionnaires, concept maps, and teachers' reflections on implementation. The results indicated that as…

Nationalizing the Post-National: Reframing European Citizenship for the Civics Curriculum in Ireland

ERIC Educational Resources Information Center

Keating, Avril

2009-01-01

The EU and other European institutions have launched a wide range of educational initiatives over the past 50 years in order to foster European citizenship and bring Europe "closer to the people". However, the efficacy of these efforts is questionable. In the EU, education policy (and in particular, curriculum policy) is governed by…

Integrating Surface Modeling into the Engineering Design Graphics Curriculum

ERIC Educational Resources Information Center

Hartman, Nathan W.

2006-01-01

It has been suggested there is a knowledge base that surrounds the use of 3D modeling within the engineering design process and correspondingly within engineering design graphics education. While solid modeling receives a great deal of attention and discussion relative to curriculum efforts, and rightly so, surface modeling is an equally viable 3D…

Massachusetts Public Fire and Safety Education Curriculum Planning Guidebook. Second Version.

ERIC Educational Resources Information Center

Massachusetts Department of Fire Services, Stow.

This updated curriculum planning guidebook is a resource for fire educators throughout the state of Massachusetts. It is designed to be a tool in efforts to: identify fire problems in the community; select appropriate behaviors and lessons to correct the fire problems; design fire education programs; and implement and evaluate the programs. The…

A Senior High School Interdisciplinary Humanities Curriculum. Final Report.

ERIC Educational Resources Information Center

City Univ. of New York, NY. Hunter Coll. High School.

The Hunter College High School Twelfth grade humanities curriculum was designed to end the artificiality between life and learning as found in the traditional program of studies. An effort was made to restructure the final year of high school to focus on Man rather than subjects, to see the interrelationships of the disciplines, and to end the…

Integrating student-focused career planning into undergraduate gerontology programs.

PubMed

Manoogian, Margaret M; Cannon, Melissa L

2018-04-02

As our global older adult populations are increasing, university programs are well-positioned to produce an effective, gerontology-trained workforce (Morgan, 2012; Silverstein & Fitzgerald, 2017). A gerontology curriculum comprehensively can offer students an aligned career development track that encourages them to: (a) learn more about themselves as a foundation for negotiating career paths; (b) develop and refine career skills; (c) participate in experiential learning experiences; and (d) complete competency-focused opportunities. In this article, we discuss a programmatic effort to help undergraduate gerontology students integrate development-based career planning and decision-making into their academic programs and achieve postgraduation goals.

Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform

NASA Astrophysics Data System (ADS)

Marx, Ronald W.; Blumenfeld, Phyllis C.; Krajcik, Joseph S.; Fishman, Barry; Soloway, Elliot; Geier, Robert; Tali Tal, Revital

2004-12-01

Science education standards established by American Association for the Advancement of Science (AAAS) and the National Research Council (NRC) urge less emphasis on memorizing scientific facts and more emphasis on students investigating the everyday world and developing deep understanding from their inquiries. These approaches to instruction challenge teachers and students, particularly urban students who often have additional challenges related to poverty. We report data on student learning spanning 3 years from a science education reform collaboration with the Detroit Public Schools. Data were collected from nearly 8,000 students who participated in inquiry-based and technology-infused curriculum units that were collaboratively developed by district personnel and staff from the University of Michigan as part of a larger, district-wide systemic reform effort in science education. The results show statistically significant increases on curriculum-based test scores for each year of participation. Moreover, the strength of the effects grew over the years, as evidenced by increasing effect size estimates across the years. The findings indicate that students who historically are low achievers in science can succeed in standards-based, inquiry science when curriculum is carefully developed and aligned with professional development and district policies. Additional longitudinal research on the development of student understanding over multiple inquiry projects, the progress of teacher enactment over time, and the effect of changes in the policy and administrative environment would further contribute to the intellectual and practical tools necessary to implement meaningful standards-based systemic reform in science.

The UNC-CH MCH Leadership Training Consortium: building the capacity to develop interdisciplinary MCH leaders.

PubMed

Dodds, Janice; Vann, William; Lee, Jessica; Rosenberg, Angela; Rounds, Kathleen; Roth, Marcia; Wells, Marlyn; Evens, Emily; Margolis, Lewis H

2010-07-01

This article describes the UNC-CH MCH Leadership Consortium, a collaboration among five MCHB-funded training programs, and delineates the evolution of the leadership curriculum developed by the Consortium to cultivate interdisciplinary MCH leaders. In response to a suggestion by the MCHB, five MCHB-funded training programs--nutrition, pediatric dentistry, social work, LEND, and public health--created a consortium with four goals shared by these diverse MCH disciplines: (1) train MCH professionals for field leadership; (2) address the special health and social needs of women, infants, children and adolescents, with emphasis on a public health population-based approach; (3) foster interdisciplinary practice; and (4) assure competencies, such as family-centered and culturally competent practice, needed to serve effectively the MCH population. The consortium meets monthly. Its primary task to date has been to create a leadership curriculum for 20-30 master's, doctoral, and post-doctoral trainees to understand how to leverage personal leadership styles to make groups more effective, develop conflict/facilitation skills, and identify and enhance family-centered and culturally competent organizations. What began as an effort merely to understand shared interests around leadership development has evolved into an elaborate curriculum to address many MCH leadership competencies. The collaboration has also stimulated creative interdisciplinary research and practice opportunities for MCH trainees and faculty. MCHB-funded training programs should make a commitment to collaborate around developing leadership competencies that are shared across disciplines in order to enhance interdisciplinary leadership.

Disaster management as part of curriculum for undergraduate and postgraduate courses: The Symbiosis model

PubMed Central

Deshpande, Vijay

2011-01-01

From times immemorial disasters in some form or the other have been regularly visiting humankind and humans have been trying to manage these upheavals. Noah's arch is the first such endeavor. The United Nations declared 1990-1999 as International Decade for Disaster Reduction. The Indian Government passed the Disaster Management Act 2005. As a consequence of the Act, the National Disaster Management Authority was setup. All states were given the guide lines for disaster risk reduction. The objective of this article is to get a clearer picture of what various states, educational authorities and international bodies have done and what Symbiosis International University (SIU) has done so far. Inputs from various States of the Indian Union and neighboring countries were studied. The moot question that figured all the time was “Is there a conscious effort to include Disaster Management in the curricula of various courses at the college and university level” and what are the achievements. It was seen that the Central Board for Secondary Education with support from the Ministry of Home Affairs, Ministry of Human Resource Development and United Nations Development Project have incorporated DM, as part of its frontline curriculum. Most of the Universities in the disaster prone states have enunciated policies for including DM in the curriculum, but palpable results are still awaited. In the SIU, DM has been incorporated in the curriculum and is mandatory for all undergraduate and postgraduate courses. PMID:22412285

Disaster management as part of curriculum for undergraduate and postgraduate courses: The Symbiosis model.

PubMed

Deshpande, Vijay

2011-09-01

From times immemorial disasters in some form or the other have been regularly visiting humankind and humans have been trying to manage these upheavals. Noah's arch is the first such endeavor. The United Nations declared 1990-1999 as International Decade for Disaster Reduction. The Indian Government passed the Disaster Management Act 2005. As a consequence of the Act, the National Disaster Management Authority was setup. All states were given the guide lines for disaster risk reduction. The objective of this article is to get a clearer picture of what various states, educational authorities and international bodies have done and what Symbiosis International University (SIU) has done so far. Inputs from various States of the Indian Union and neighboring countries were studied. The moot question that figured all the time was "Is there a conscious effort to include Disaster Management in the curricula of various courses at the college and university level" and what are the achievements. It was seen that the Central Board for Secondary Education with support from the Ministry of Home Affairs, Ministry of Human Resource Development and United Nations Development Project have incorporated DM, as part of its frontline curriculum. Most of the Universities in the disaster prone states have enunciated policies for including DM in the curriculum, but palpable results are still awaited. In the SIU, DM has been incorporated in the curriculum and is mandatory for all undergraduate and postgraduate courses.

Quantitative Literacy: Geosciences and Beyond

NASA Astrophysics Data System (ADS)

Richardson, R. M.; McCallum, W. G.

2002-12-01

Quantitative literacy seems like such a natural for the geosciences, right? The field has gone from its origin as a largely descriptive discipline to one where it is hard to imagine failing to bring a full range of mathematical tools to the solution of geological problems. Although there are many definitions of quantitative literacy, we have proposed one that is analogous to the UNESCO definition of conventional literacy: "A quantitatively literate person is one who, with understanding, can both read and represent quantitative information arising in his or her everyday life." Central to this definition is the concept that a curriculum for quantitative literacy must go beyond the basic ability to "read and write" mathematics and develop conceptual understanding. It is also critical that a curriculum for quantitative literacy be engaged with a context, be it everyday life, humanities, geoscience or other sciences, business, engineering, or technology. Thus, our definition works both within and outside the sciences. What role do geoscience faculty have in helping students become quantitatively literate? Is it our role, or that of the mathematicians? How does quantitative literacy vary between different scientific and engineering fields? Or between science and nonscience fields? We will argue that successful quantitative literacy curricula must be an across-the-curriculum responsibility. We will share examples of how quantitative literacy can be developed within a geoscience curriculum, beginning with introductory classes for nonmajors (using the Mauna Loa CO2 data set) through graduate courses in inverse theory (using singular value decomposition). We will highlight six approaches to across-the curriculum efforts from national models: collaboration between mathematics and other faculty; gateway testing; intensive instructional support; workshops for nonmathematics faculty; quantitative reasoning requirement; and individual initiative by nonmathematics faculty.

Choose Life! Unborn Children and the Right to Life. Senior High Level: Grades 9-12.

ERIC Educational Resources Information Center

National Catholic Educational Association, Washington, DC.

This curriculum is designed to assist Catholic school teachers and parish catechists in their efforts to foster a pro-life attitude in students in grades 9-12. Following an introduction is the curriculum, which features six lessons. These are: (1) The miracle of human life; (2) Responsible parenthood versus abortion; (3) Abortion is no solution;…

Beyond the Classroom: International Education and the Community College. Volume I: Internationalizing the Curriculum with an Asian-Pacific Emphasis.

ERIC Educational Resources Information Center

Franco, Robert W., Ed.; Shimabukuro, James N., Ed.

Part of a four-volume set in which community college educators discuss their efforts to internationalize the educational experience of the students and communities they serve, volume I in this series highlights seven different but easily integrated strategies for adding an Asian-Pacific emphasis to the curriculum. Volume I includes: (1)…

The Formation of the South Korean Identity through National Curriculum in the South Korean Historical Context: Conflicts and Challenges

ERIC Educational Resources Information Center

So, Kyunghee; Kim, Jungyun; Lee, Sunyoung

2012-01-01

This study explores how the South Korean identity has been formed and transformed by examining the Korean national curriculum in its historical context. The study first examines how the Korean identity, previously formed by traditional ethnic values, has been transformed during the period of national modernization. It then describes the efforts to…

Adoption of an Evidence-Based Teen Pregnancy Prevention Curriculum: A Case Study in a South Carolina School District

ERIC Educational Resources Information Center

Workman, Lauren M.; Flynn, Shannon; Kenison, Kelli; Prince, Mary

2015-01-01

Continued efforts are needed to reduce teenage pregnancy in the United States. Implementation of evidence-based curricula in schools is one strategy toward meeting this goal. In 2010, the South Carolina Campaign to Prevent Teen Pregnancy (SC Campaign) received funding to implement a teen pregnancy prevention (TPP) curriculum. Congruent with South…

Improving Highway Safety Manpower: Traffic Engineering Technician Project at Longview Community College and Community College of Denver. Phase 2. Final Report.

ERIC Educational Resources Information Center

Korim, Andrew S.

In Phase 2, materials on traffic accident investigation were introduced into the curriculum to determine the appropriateness of such materials in preparing traffic engineering technicians. This report gives findings, conclusions, and recommendations based on the testing efforts. The primary conclusion is that the curriculum being tested was…

Strand I, Physical Health: Health Status. Health Curriculum Materials for Grades 4-6.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Curriculum Development Center.

This health curriculum guide, intended for use with children in grades four through six, contends that the school is in a unique position to supplement efforts by home and community in raising the levels of physical, mental, and social-emotional health for each child. The contents of the guide are presented in outline form and cover observing…

Buoyed by a Rising Tide: Information Literacy Sails into the Curriculum on the Currents of Evidence-Based Medicine and Professional Competency Objectives.

ERIC Educational Resources Information Center

Kaplan, Richard B.; Whelan, Julia S.

2002-01-01

Discusses how information literacy efforts at the Massachusetts College of Pharmacy and Health Sciences have been supported by national trends within health science education to incorporate evidence-based medicine and problem-based learning into the curriculum. Describes effects on librarians, including requests for more instruction, creating…

The Use of a Mathematics Professional Learning Community Uniting Math 1 and Math Support Teachers

ERIC Educational Resources Information Center

Shirley, George R., Jr.

2010-01-01

In an effort to improve its mathematics education, the state of Georgia instituted a performance-based curriculum in the high schools during the 2008 school year. With the implementation of this new curriculum, teachers needed resources and the opportunity to collaborate regularly. The problem this project-based study addressed was how to refine a…

Tobephobia Experienced by Teachers in Secondary Schools: An Exploratory Study Focusing on Curriculum Reform in the Nelson Mandela Metropole

ERIC Educational Resources Information Center

Singh, P.

2011-01-01

Because of its history from apartheid to democracy, the aspiration to reform schools is a recurrent theme in South African education. Efforts to reform education in schools based on the outcomes-based education (OBE) curriculum approach created major challenges for policy makers in South Africa. The purpose of this exploratory research was…

Effects of a Single-Lesson Tobacco Prevention Curriculum on Knowledge, Skill Identification and Smoking Intention

ERIC Educational Resources Information Center

Brown, Stephen; Birch, David; Thyagaraj, Sujan; Teufel, James; Phillips, Cheryl

2007-01-01

One in five students report experimenting with tobacco before the age of 13 and most prevention efforts take place in the school setting. This study measures the effect of a single-lesson tobacco prevention curriculum, conducted by a health education center, focusing on knowledge of tobacco, ability to identify refusal techniques, and intent not…

Adjusting the Passing Scores for Gearing up for Safety: Production Agriculture Safety Training for Youth Curriculum Test Instruments

ERIC Educational Resources Information Center

Hoover, William Brian; French, Brian F.; Field, William E.; Tormoehlen, Roger L.

2012-01-01

Minimum passing scores for the Gearing Up for Safety: Production Agriculture Safety Training for Youth curriculum (Gearing Up for Safety) were set in 2006 with widely used and established procedures by efforts of subject matter experts (French, Breidenbach et al., 2007; French, Field, and Tormoehlen, 2006, 2007). While providing a research-based…

Thinking, Feeling, Behaving: An Emotional Education Curriculum for Adolescents. Grades 7-12.

ERIC Educational Resources Information Center

Vernon, Ann

Given the many problems that adolescents face, it is imperative that they be taught coping skills. To aid in this effort, a comprehensive curriculum to help youngsters learn positive mental health concepts is presented here. It contains 90 activities which have been field tested. For each pair of grades (7/8, 9/10, 11/12) activities are grouped…

Thinking, Feeling, Behaving: An Emotional Education Curriculum for Children. Grades 1-6.

ERIC Educational Resources Information Center

Vernon, Ann

Given the many problems that children face, it is imperative that they be taught coping skills. To aid in this effort, a comprehensive curriculum to help youngsters learn positive mental health concepts is presented here. It contains 90 activities which have been field tested. For each pair of grades (1/2, 3/4, 5/6) activities are grouped into…

Affirming Irregular Spaces in a School-Wide Curriculum Initiative: A Place for the Animals

ERIC Educational Resources Information Center

Lynch, Julianne; Herbert, Sandra

2015-01-01

School-wide curriculum initiatives are complex fields of activity, held together by a cast of heterogeneous actors who put diverse discourses to work in their everyday efforts to shape their work. This paper draws upon qualitative data collected across an 18-month period in a regional Australian primary school that, since the beginning of 2012,…

A case study examining classroom instructional practices at a U.S. dental school.

PubMed

Behar-Horenstein, Linda S; Mitchell, Gail S; Dolan, Teresa A

2005-06-01

A case study is used to illustrate how an evaluation strategy was used to assess classroom instructional practices following a multiyear institutional curriculum revision process. From January through April of 2003, twelve faculty in medicine and three faculty in dentistry who taught in the first- and second-year basic science courses within the dental curriculum participated in a qualitative study. The purpose was to use a formative evaluation process to assess the impact of the curriculum revision at the level of classroom instruction. The observations revealed that seventeen of the twenty classes observed were teacher-centered, passive, and lacked observable effort to help students understand the relationship of the lecture content to the oral health problems. Findings illustrate the importance of using formative evaluation as a mechanism to assess change efforts and how evidence-based study can be used to support initiatives directed toward assessing active student learning and problem solving. Raising faculty awareness about the importance of acquiring evidence-based educational skills, aligning instruction with course goals and objectives, formatively assessing teaching, and providing learning experiences that will actually be used in practice are essential to ensuring that active learning and critical thinking are demonstrated in the curriculum.

Evaluation of how a curriculum change in nurse education was managed through the application of a business change management model: A qualitative case study.

PubMed

Chowthi-Williams, Annette; Curzio, Joan; Lerman, Stephen

2016-01-01

Curriculum changes are a regular feature of nurse education, yet little is known about how such changes are managed. Research in this arena is yet to emerge. Evaluation of how a curriculum change in nurse education was managed through the application of a business change management model. A qualitative case study: the single case was the new curriculum, the Primary Care Pathway. One executive, three senior managers, two academics and nineteen students participated in this study in one faculty of health and social care in a higher education institution. The findings suggest that leadership was pivotal to the inception of the programme and guiding teams managed the change and did not take on a leadership role. The vision for the change and efforts to communicate it did not reach the frontline. Whilst empowerment was high amongst stakeholders and students, academics felt dis-empowered. Short-term wins were not significant in keeping up the momentum of change. The credibility of the change was under challenge and the concept of the new programme was not yet embedded in academia. Differences between the strategic and operational part of the organisation surfaced with many challenges occurring at the implementation stage. The business change model used was valuable, but was found to not be applicable during curriculum changes in nurse education. A new change model emerged, and a tool was developed alongside to aid future curriculum changes. Copyright © 2015 Elsevier Ltd. All rights reserved.

Learner-Driven EFL Curriculum Development at the Classroom Level

ERIC Educational Resources Information Center

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,…

Inquiring with Geoscience Datasets: Instruction and Assessment

NASA Astrophysics Data System (ADS)

Zalles, D.; Quellmalz, E.; Gobert, J.

2005-12-01

This session will describe a new NSF-funded project in Geoscience education, Inquiring with Geoscience Data Sets. The goals of the project are to (1) Study the impacts on student learning of Web-based supplementary curriculum modules that engage secondary-level students in inquiry projects addressing important geoscience problems using an Earth System Science approach. Students will use technologies to access real data sets in the geosciences and to interpret, analyze, and communicate findings based on the data sets. The standards addressed will include geoscience concepts, inquiry abilities in NSES and Benchmarks for Science Literacy, data literacy, NCTM standards, and 21st-century skills and technology proficiencies (NETTS/ISTE). (2) Develop design principles, specification templates, and prototype exemplars for technology-based performance assessments that provide evidence of students' geoscientific knowledge and inquiry skills (including data literacy skills) and students' ability to access, use, analyze, and interpret technology-based geoscience data sets. (3) Develop scenarios based on the specification templates that describe curriculum modules and performance assessments that could be developed for other Earth Science standards and curriculum programs. Also to be described in the session are the project's efforts to differentiate among the dimensions of data literacy and scientific inquiry that are relevant for the geoscience discplines, and how recognition and awareness of the differences can be effectively channelled for the betterment of geoscience education.

An evaluation of a science professional development model: Examining participants' learning and use of new knowledge and skills, organizational support and change, and student learning outcomes

NASA Astrophysics Data System (ADS)

Zender, Georgi Anne

The problem of this study was to determine in what ways science professional development would support kindergarten through sixth grade teachers in their implementation of a revised curriculum. The problem centered on evaluating the relationship between professional development involvement and teachers' learning and use of new knowledge and skills, organizational support and change, and student learning outcomes. Using data derived from survey responses and other sources (e.g., test scores, financial records, etc.), this study examined use of a science course of study, use of activities/experiments from workshops, use and adequacy of materials adoptions, administrative support, and achievement scores. This research was completed using an Ex Post Facto research design. Using the General Linear Model and causal-comparative analyses, thus study significantly concluded that teachers with a higher level of involvement in science professional development were more likely to use the revised course of study for lesson planning and to perceive materials adoptions as being adequate, and that districts that had participated in science professional development to revise curriculum showed more gains in student learning outcomes. Data on teachers' learning and use of new knowledge and skills implied that districts needed to continue to design teacher leadership situations that implement long-term professional development, build capacity for shared decision making, create a supportive environment for leaders, and incorporate assessments. Teacher leaders needed to actively engage in action research as a professional development strategy to promote reflection on their teaching and student learning. Data on organizational support and change implied that without logistical and financial support for teaching and learning in terms of hands-on materials, teachers would be unable to support future curriculum improvement efforts. Building principals needed to play a more active role in the implementation of curriculum. Data on student learning outcomes implied that both content knowledge and inquiry skills were critical bases for curriculum in terms of teacher efficacy and student achievement. Teachers needed to examine student work as a professional development strategy to also promote reflection on teaching and learning. Further research and professional development in the area of science assessment, in terms of scientific content and processes, was suggested.

Three Sides to Every Story: Preparing Patient and Family Storytellers, Facilitators, and Audiences

PubMed Central

Hawthornthwaite, Lisa; Roebotham, Taylor; Lee, Lauren; O’Dowda, Mim; Lingard, Lorelei

2018-01-01

Background There is a growing recognition that patient engagement is necessary for the cultivation of patient- and family-centered care (PFCC) in the hospital setting. Acting on the emerging understanding that hearing stories from our patients gives valuable insight about our ability to provide compassionate PFCC, we developed an educational patient experience curriculum at our acute care teaching hospital. Objectives To understand the benefits and consequences of patient storytelling and to explore the impact of our curriculum on participants. Methods The curriculum was codesigned with patients to illustrate the value and meaning of PFCC to health professional audiences. We surveyed audience members at nursing orientation events and interviewed the patient storytellers who shared their stories. Results Participants indicated that patient stories could serve as lessons or reminders about the dimensions of PFCC and could inspire changes to practice. Storytellers reported an immensely rewarding experience and highlighted the value of educating and connecting with participants. However, they reported that the experience could also pose emotional challenges. Conclusion Careful and considerate facilitation of storytelling sessions is crucial to the delivery of a curriculum that is beneficial to both patients and participants. Our storytelling framework offers a novel approach to engaging patients in education, and it contributes to our existing understanding of how patient engagement efforts resonate within organizations. PMID:29702058

A New Curriculum For a Lab-Based Course in Introductory Earth Science: the Combined Effort of a Regional University and Local Community Colleges in the North Cascades Olympic Science Partnership.

NASA Astrophysics Data System (ADS)

Debari, S. M.; Bachmann, J.; Dougan, B.; Fackler-Adams, B.; Grupp, S.; Linneman, S.; Plake, T.; Smith, B.

2005-12-01

The North Cascades Olympic Science Partnership (NCOSP) is a partnership between Western Washington University, three local community colleges, the Northwest Indian College, and 29 K-12 school districts in western Washington State. One of the partnership goals is to improve the teaching and learning of science at the post-secondary level with specific emphasis on the training of future teachers. To this end, Western Washington University (WWU) joined with grass-roots efforts by local 2-year colleges to develop a yearlong science sequence that would directly impact pre-service elementary school teachers and other non-science majors. Students from these 2-year colleges who identify themselves as pre-service teachers go on to a teacher preparation program at WWU. The multi-year process of collaborative work among ~20 faculty from these institutions has produced three quarters of new curriculum in the sciences (including one quarter of Earth Science) that uses the pedagogical approach of Physics for Elementary Teachers (PET) (cpucips.sdsu/web/pet). Each of the science quarters utilizes the theme of the transfer of matter and energy. The Earth Science curriculum (transfer of matter and energy in Earth systems) is a quarter-long, lab-based course that emphasizes a metacognitive approach. The curriculum utilizes questioning, small group work, and small and large class discussions. Whiteboarding, or the process of sharing small-group ideas to a larger group, occupies a central theme in the curriculum. Students learn concepts by doing the lab activities, but the group discussions that promote discourse and questioning among students is a crucial tool in the sense-making and solidification of those concepts. The curriculum stands alone and does not require lectures by the instructors. The instructor's role is as a facilitator and questioner. The Earth Science curriculum is focused on only a few "Big Ideas" that the faculty developers identified in the planning stages. These Big Ideas are incorporated into cycles, or units, that build upon one other. Introductory cycles include the building of the concepts of heat and density and how these relate to Earth topography and the rock cycle. From this the course develops the themes of matter and energy transfer in the Earth (plate tectonics) and in the atmosphere (weather and climate), and the crucial concept of geologic time. The course has pre- and post-assessments built in, as well as cycle exams and homework assignments. We expect that the majority of future elementary teachers that go through local 2-year colleges and through WWU will take this yearlong sequence. They will then be required to take a fourth quarter of investigative science (a more open ended science process class), as well as a traditional science methods class and a science teaching practicum at WWU. Our goal is to graduate elementary school teachers who are science literate and who are well trained enough to bring the process of science into their future classrooms.

Science and Exploration in the Classroom & Beyond: An Interdisciplinary STEAM Curriculum Developed by SSERVI Educators & Scientists

NASA Astrophysics Data System (ADS)

Becker, Tracy M.; Runyon, Cassandra; Cynthia, Hall; Britt, Daniel; Tracy Becker

2017-10-01

Through NASA’s Solar System Exploration Research Virtual Institute (SSERVI), the Center for Lunar and Asteroid Surface Science (CLASS) and the SSERVI Evolution and Environment of Exploration Destinations (SEEED) nodes have developed an interdisciplinary formal and informal hands-on curriculum to bring the excitement of space exploration directly to the students.With a focus on exploring asteroids, this 5-year effort has infused art with traditional STEM practices (creating STEAM) and provides teachers with learning materials to incorporate art, social studies, English language arts, and other courses into the lesson plans. The formal curricula being developed follows Next Generation Standards and incorporates effective and engaging pedagogical strategies, such as problem-based learning (PBL), design thinking, and document based questions, using authentic data and articles, some of which are produced by the SSERVI scientists. From the materials developed for the formal education component, we have built up a collection of informal activities of varying lengths (minutes to weeks-long programs) to be used by museums, girl and boy scouts, science camps, etc.The curricula are being developed by formal and informal educators, artists, storytellers, and scientists. The continual feedback between the educators, artists, and scientists enables the program to evolve and mature such that the material will be accessible to the students without losing scientific merit. Online components will allow students to interact with SSERVI scientists and will ultimately infuse ongoing, exciting research into the student’s lessons.Our Education & Public Engagement (EPE) program makes a strong effort to make educational material accessible to all learners, including those with visual or hearing impairments. Specific activities have been included or independently developed to give all students an opportunity to experience the excitement of the universe.

Moving university hydrology education forward with community-based geoinformatics, data and modeling resources

NASA Astrophysics Data System (ADS)

Merwade, V.; Ruddell, B. L.

2012-08-01

In this opinion paper, we review recent literature related to data and modeling driven instruction in hydrology, and present our findings from surveying the hydrology education community in the United States. This paper presents an argument that that data and modeling driven geoscience cybereducation (DMDGC) approaches are essential for teaching the conceptual and applied aspects of hydrology, as a part of the broader effort to improve science, technology, engineering, and mathematics (STEM) education at the university level. The authors have undertaken a series of surveys and a workshop involving university hydrology educators to determine the state of the practice of DMDGC approaches to hydrology. We identify the most common tools and approaches currently utilized, quantify the extent of the adoption of DMDGC approaches in the university hydrology classroom, and explain the community's views on the challenges and barriers preventing DMDGC approaches from wider use. DMDGC approaches are currently emphasized at the graduate level of the curriculum, and only the most basic modeling and visualization tools are in widespread use. The community identifies the greatest barriers to greater adoption as a lack of access to easily adoptable curriculum materials and a lack of time and training to learn constantly changing tools and methods. The community's current consensus is that DMDGC approaches should emphasize conceptual learning, and should be used to complement rather than replace lecture-based pedagogies. Inadequate online material publication and sharing systems, and a lack of incentives for faculty to develop and publish materials via such systems, is also identified as a challenge. Based on these findings, we suggest that a number of steps should be taken by the community to develop the potential of DMDGC in university hydrology education, including formal development and assessment of curriculum materials, integrating lecture-format and DMDGC approaches, incentivizing the publication by faculty of excellent DMDGC curriculum materials, and implementing the publication and dissemination cyberinfrastructure necessary to support the unique DMDGC digital curriculum materials.

Moving university hydrology education forward with geoinformatics, data and modeling approaches

NASA Astrophysics Data System (ADS)

Merwade, V.; Ruddell, B. L.

2012-02-01

In this opinion paper, we review recent literature related to data and modeling driven instruction in hydrology, and present our findings from surveying the hydrology education community in the United States. This paper presents an argument that that Data and Modeling Driven Geoscience Cybereducation (DMDGC) approaches are valuable for teaching the conceptual and applied aspects of hydrology, as a part of the broader effort to improve Science, Technology, Engineering, and Mathematics (STEM) education at the university level. The authors have undertaken a series of surveys and a workshop involving the community of university hydrology educators to determine the state of the practice of DMDGC approaches to hydrology. We identify the most common tools and approaches currently utilized, quantify the extent of the adoption of DMDGC approaches in the university hydrology classroom, and explain the community's views on the challenges and barriers preventing DMDGC approaches from wider use. DMDGC approaches are currently emphasized at the graduate level of the curriculum, and only the most basic modeling and visualization tools are in widespread use. The community identifies the greatest barriers to greater adoption as a lack of access to easily adoptable curriculum materials and a lack of time and training to learn constantly changing tools and methods. The community's current consensus is that DMDGC approaches should emphasize conceptual learning, and should be used to complement rather than replace lecture-based pedagogies. Inadequate online material-publication and sharing systems, and a lack of incentives for faculty to develop and publish materials via such systems, is also identified as a challenge. Based on these findings, we suggest that a number of steps should be taken by the community to develop the potential of DMDGC in university hydrology education, including formal development and assessment of curriculum materials integrating lecture-format and DMDGC approaches, incentivizing the publication by faculty of excellent DMDGC curriculum materials, and implementing the publication and dissemination cyberinfrastructure necessary to support the unique DMDGC digital curriculum materials.

Specialty Training's Organizational Readiness for curriculum Change (STORC): development of a questionnaire in a Delphi study.

PubMed

Bank, Lindsay; Jippes, Mariëlle; van Luijk, Scheltus; den Rooyen, Corry; Scherpbier, Albert; Scheele, Fedde

2015-08-05

In postgraduate medical education (PGME), programs have been restructured according to competency-based frameworks. The scale and implications of these adjustments justify a comprehensive implementation plan. Organizational Readiness for Change (ORC) is seen as a critical precursor for a successful implementation of change initiatives. Though, ORC in health care settings is mostly assessed in small scale settings and in relation to new policies and practices rather than educational change. Therefore our aim with this work was to develop an instrument to asses Specialty Training's Organizational Readiness for curriculum Change (STORC). A Delphi procedure was conducted to examine the applicability of a preliminary questionnaire in PGME, which was based on existing instruments designed for business and health care organizations. The 41 panellists (19 trainees and 22 supervisors from 6 specialties) from four different countries who were confronted with an apparent curriculum change, or would be in the near future, were asked to rate the relevance of a 89-item web-based questionnaire with regard to changes in specialty training on a 5-point Likert scale. Furthermore, they were invited to make qualitative comments on the items. In two rounds the 89-item preliminary questionnaire was reduced to 44 items. Items were either removed, kept, adapted or added based on individual item scores and qualitative comments. In the absence of a gold standard, this Delphi procedure was considered complete when the overall questionnaire rating exceeded 4.0 (scale 0-5). The overall item score reached 4.1 in the second round, meeting our criteria for completion of this Delphi procedure. This Delphi study describes the initial validating step in the development of an instrument to asses Specialty Training's Organisational Readiness for curriculum Change (STORC). Since ORC is measured on various subscales and presented as such, its strength lies in analysing these subscales. The latter makes it possible for educational leaders to identify and anticipate on hurdles in the implementation process and subsequently optimize efforts for successful curriculum change.

Leveraging Cognitive Science Underpinnings to Enhance NGSS Astronomy Concepts

NASA Astrophysics Data System (ADS)

Slater, Stephanie; Slater, Timothy F.

2014-06-01

National-scale science education reform efforts have been hampered by highly fragmented frameworks and standards that vary considerably from one state to the next. In an effort to improve the quality of science education across the nation’s K-12 schools, the 2013 Next Generation Science Standards (NGSS) have been designed to guide states in specifying the learning targets and performance expectations of all K-12 students. The NGSS is designed to reflect the 2011 Framework for K-12 Science Education developed by the National Research Council of the National Academy of Sciences. As teachers, curriculum developers, and assessment experts begin to implement the NGSS in specific geographical and socio-economic contexts, moving beyond an examination of common student misconceptions and reasoning difficulties to delineate the specific cognitive sources of those difficulties, and the specific interventions that can serve as countermeasures, should be a fruitful next step. While astronomy education researchers have already documented challenges in teaching system processes that operate with the space system, solar system, and interconnected Earth science systems, we are far from a thorough understanding of student thinking in astronomy. Many of these ideas can be better taught-and tested-by carefully examining the underlying cognitive science including learners’ difficulties with spatial thinking and the prescribed astronomy and space science concepts. The NGSS may prove to be useful as a framework for next steps in the cognitive science within astronomy, and this work may benefit from deliberate collaborations between education researchers, curriculum developers, and those who engage in teacher professional development.

Civic Education in Research Universities: Leaders or Followers?

ERIC Educational Resources Information Center

Hollander, Elizabeth L.

2011-01-01

Purpose: Research-intensive universities have special challenges in providing their students with civic education, particularly education that is rooted in the curriculum. Their efforts are important to the overall effort to promote education "for the common good" at colleges and universities because of their stature within the higher education…

Georgia science curriculum alignment and accountability: A blueprint for student success

NASA Astrophysics Data System (ADS)

Reining-Gray, Kimberly M.

Current trends and legislation in education indicate an increased dependency on standardized test results as a measure for learner success. This study analyzed test data in an effort to assess the impact of curriculum alignment on learner success as well as teacher perceptions of the changes in classroom instruction due to curriculum alignment. Qualitative and quantitative design methods were used to determine the impact of science curriculum alignment in grades 9-12. To determine the impact of science curriculum alignment from the Quality Core Curriculum (QCC) to the Georgia Performance Standards (GPS) test data and teacher opinion surveys from one Georgia School system were examined. Standardized test scores before and after curriculum alignment were analyzed as well as teacher perception survey data regarding the impact of curriculum change. A quantitative teacher perception survey was administered to science teachers in the school system to identify significant changes in teacher perceptions or teaching strategies following curriculum realignment. Responses to the survey were assigned Likert scale values for analysis purposes. Selected teachers were also interviewed using panel-approved questions to further determine teacher opinions of curriculum realignment and the impact on student success and teaching strategies. Results of this study indicate significant changes related to curriculum alignment. Teachers reported a positive change in teaching strategies and instructional delivery as a result of curriculum alignment and implementation. Student scores also showed improvement, but more research is recommended in this area.

Evaluation of an Interdisciplinary Curriculum Teaching Team-based Palliative Care Integration in Oncology

PubMed Central

Head, Barbara A.; Schapmire, Tara; Earnshaw, Lori; Faul, Anna; Hermann, Carla; Jones, Carol; Martin, Amy; Shaw, Monica Ann; Woggon, Frank; Ziegler, Craig; Pfeifer, Mark

2015-01-01

For students of the health care professions to succeed in today's healthcare environment, they must be prepared to collaborate with other professionals and practice on interdisciplinary teams. As most will care for patients with cancer, they must also understand the principles of palliative care and its integration into oncology. This article reports the success of one university's effort to design and implement an interdisciplinary curriculum teaching team-based palliative care in oncology which was mandatory for medical, nursing, social work and chaplaincy students. Quantitative evaluation indicated that students made significant improvements related to palliative care knowledge and skills and readiness for interprofessional education. Qualitative feedback revealed that students appreciated the experiential aspects of the curriculum most, especially the opportunity to observe palliative teams at work and practice team-based skills with other learners. While there exist many obstacles to interprofessional education and hands-on learning, the value of such experiences to the learners justifies efforts to initiate and continue similar programs in the health sciences. PMID:25708910

Evaluation of an Interdisciplinary Curriculum Teaching Team-Based Palliative Care Integration in Oncology.

PubMed

Head, Barbara A; Schapmire, Tara; Earnshaw, Lori; Faul, Anna; Hermann, Carla; Jones, Carol; Martin, Amy; Shaw, Monica Ann; Woggon, Frank; Ziegler, Craig; Pfeiffer, Mark

2016-06-01

For students of the health care professions to succeed in today's health care environment, they must be prepared to collaborate with other professionals and practice on interdisciplinary teams. As most will care for patients with cancer, they must also understand the principles of palliative care and its integration into oncology. This article reports the success of one university's effort to design and implement an interdisciplinary curriculum teaching team-based palliative care in oncology which was mandatory for medical, nursing, social work, and chaplaincy students. Quantitative evaluation indicated that students made significant improvements related to palliative care knowledge and skills and readiness for interprofessional education. Qualitative feedback revealed that students appreciated the experiential aspects of the curriculum most, especially the opportunity to observe palliative teams at work and practice team-based skills with other learners. While there exist many obstacles to interprofessional education and hands-on learning, the value of such experiences to the learners justifies efforts to initiate and continue similar programs in the health sciences.

Next Generation Science Partnerships

NASA Astrophysics Data System (ADS)

Magnusson, J.

2016-02-01

I will provide an overview of the Next Generation Science Standards (NGSS) and demonstrate how scientists and educators can use these standards to strengthen and enhance their collaborations. The NGSS are rich in content and practice and provide all students with an internationally-benchmarked science education. Using these state-led standards to guide outreach efforts can help develop and sustain effective and mutually beneficial teacher-researcher partnerships. Aligning outreach with the three dimensions of the standards can help make research relevant for target audiences by intentionally addressing the science practices, cross-cutting concepts, and disciplinary core ideas of the K-12 science curriculum that drives instruction and assessment. Collaborations between researchers and educators that are based on this science framework are more sustainable because they address the needs of both scientists and educators. Educators are better able to utilize science content that aligns with their curriculum. Scientists who learn about the NGSS can better understand the frameworks under which educators work, which can lead to more extensive and focused outreach with teachers as partners. Based on this model, the International Ocean Discovery Program (IODP) develops its education materials in conjunction with scientists and educators to produce accurate, standards-aligned activities and curriculum-based interactions with researchers. I will highlight examples of IODP's current, successful teacher-researcher collaborations that are intentionally aligned with the NGSS.

Challenging traditional assumptions of high school science through the physics and Everyday Thinking Curriculum(TM)

NASA Astrophysics Data System (ADS)

Ross, Michael J.

Science education in the U.S. has failed for over a century to bring the experience of scientific induction to classrooms, from elementary science to undergraduate courses. The achievement of American students on international comparisons of science proficiency is unacceptable, and the disparities between groups underrepresented in STEM and others are large and resistant to reform efforts. This study investigated the enactment of a physics curriculum designed upon the inductive method in a high school serving mostly students from groups underrepresented in science. The Physics and Everyday Thinking curriculum was designed to model the central practices of science and to provide opportunities for students to both extract general principles of physics and to develop scientific models from laboratory evidence. The findings of this study suggest that scientific induction is not only a process that is well within the capacity of high school students, but they enjoy it as well. Students that engaged in the central practices of science through the inductive method reported a new sense of agency and control in their learning. These findings suggest that modeling the pedagogy of the science classroom upon the epistemology of science can result in a mode of learning that can lead to positive identification with physics and the development of scientific literacy.

Developing asynchronous online interprofessional education.

PubMed

Sanborn, Heidi

2016-09-01

For many health programmes, developing interprofessional education (IPE) has been a challenge. Evidence on the best method for design and implementation of IPE has been slow to emerge, with little research on how to best incorporate IPE in the asynchronous online learning environment. This leaves online programmes with no clear guidance when embarking upon an initiative to integrate IPE into the curriculum. One tool that can be effective at guiding the incorporation of IPE across all learning platforms is the Interprofessional Education Collaborative (IPEC) competencies. A project was designed to integrate the nationally defined IPEC competencies throughout an asynchronous, online baccalaureate nursing completion programme. A programme-wide review led to targeted revision of course and unit-level objectives, learning experiences, and assessments based on the IPEC framework. As a result of this effort, the programme curriculum now provides interprofessional learning activities across all courses. This report provides a method for using the IPEC competencies to incorporate IPE within various asynchronous learning assessments, assuring students learn about, with, and from other professions.

Critical Components of Curriculum Development for Career and Technical Education Instructors in the United States

ERIC Educational Resources Information Center

Wang, Victor C. X.

2010-01-01

Developing curriculum(s) requires instructors to take into several factors. These factors can be viewed as critical components of curriculum development for career and technical education (CTE) instructors. Without adequately addressing critical components such as curriculum history, curriculum theory, curriculum philosophies, curriculum…

Choose Life! Unborn Children and the Right to Life. Intermediate Level: Grades 5-6.

ERIC Educational Resources Information Center

National Catholic Educational Association, Washington, DC.

This curriculum is designed to assist Catholic school teachers and parish catechists in their efforts to foster a pro-life attitude in students in grades 5 and 6. Following an introduction is the curriculum, which features six lessons. These are: (1) The miracle of life around us; (2) Respect for all life; (3) The miracle of human life; (4)…

Choose Life! Unborn Children and the Right to Life. Junior High Level: Grades 7-8.

ERIC Educational Resources Information Center

National Catholic Educational Association, Washington, DC.

This curriculum is designed to assist Catholic school teachers and parish catechists in their efforts to foster a pro-life attitude in students in grades 7 and 8. Following an introduction is the curriculum which features six lessons. These are: (1) Unique in all the world; (2) The first nine months of human life; (3) The hard facts about…

The Pre-Engineering Curriculum Proceedings of the Annual CSU Conference on Innovation in Engineering Education. (1st, San Jose, California, April 26, 1991).

ERIC Educational Resources Information Center

California State Univ., Engineering Council for Teaching and Learning.

This document provides the keynote address and papers delivered at the 1991 California State University Conference on Innovation in Engineering Education which focused on the pre-engineering curriculum. The conference was convened as a collaborative effort by faculty to address the following issues in engineering education: (1) the attraction and…

In the Midst of ELT Curricular Reform: An Activity Theory Analysis of Teachers' and Students' Experiences in South Korea

ERIC Educational Resources Information Center

Kim, Eun-Ju

2008-01-01

This study examines the extent to which the communicative language teaching (CLT)-based English curriculum reform in South Korea is being experienced at the local level after a decade long effort of Ministry of Education. The study specifically focuses on the extent to which teachers understand the curriculum and implement it in their own…

Uncertainty in Mathematics Teaching: The National Curriculum Experiment in Teaching Probability to Primary Pupils

ERIC Educational Resources Information Center

Threlfall, John

2004-01-01

During the 1980s and 1990s, the quantity of probability being taught in mathematics lessons in primary schools in England and Wales went from minimal to extensive and back again. A great deal of effort was invested in a project to incorporate probability into the primary curriculum that has now almost been abandoned. In this article I will attempt…

Is the Sun Shining? A Qualitative Study on the Presence of Sunshine Laws in the College and University Journalism Curriculum

ERIC Educational Resources Information Center

Shemberger, Melony

2017-01-01

This case study focusing on journalism curriculum in Tennessee sheds light on the obstacles that journalism schools face in efforts to include more instruction of sunshine laws into courses. Journalists use these laws to gather information to write their stories, either by attending public meetings or by filing open records requests. This study…

Care and Cure: Health Curriculum for Current Needs. Regional Spotlight. Southern Regional Education Board, Vol. 3, No. 3, January/February 1974.

ERIC Educational Resources Information Center

Southern Regional Education Board, Atlanta, GA.

How will the health professionals in the Southern Regional Education Board (SREB) region handle increased demands for health care? This document describes one course of action illustrated by current efforts to increase the supply of health personnel by a shortened curriculum in professional schools. Usually these programs offer only about 3 months…

Bibliography: NIE Publications. More Than 100 Teacher Guides and Curriculum Materials To Aid the Classroom Use of Newspapers. Sixth Edition.

ERIC Educational Resources Information Center

American Newspaper Publishers Association Foundation, Washington, DC.

This bibliography lists 124 publications designed to answer the question of how to use the newspaper in the school curriculum. The bibliography is one facet of a continuing effort to assist hundreds of newspapers and school systems sponsoring Newspaper in Education programs. Most of the materials in the bibliography are published by newspapers, in…

The Efforts to Improve Mathematics Learning Achievement Results of High School Students as Required by Competency-Based Curriculum and Lesson Level-Based Curriculum

ERIC Educational Resources Information Center

Sidabutar, Ropinus

2016-01-01

The research was aimed to investigate the effect of various, innovated teaching models to improved the student's achievement in various topic in Mathematics. The study was conduct experiment by using innovated teaching with contextual, media and web which are the compared. with conventional teaching method. The result showed the innovation in the…

Non-Didactic, a Culture of Peace, and "Some Cat from Brazil": A Case Study of Negotiating a Dialogic Curriculum with Incarcerated Girls

ERIC Educational Resources Information Center

Helfenbein, Robert J.; Stuckey, Shanna M.; Fennewald, Thomas J.; Hoffmann, Robert P.

2011-01-01

HIPP Indy is a collaborative effort between the Indiana Department of Correction, the Peace Learning Center, and program facilitators in pursuit of implementing curriculum in peace education, conflict resolution, and self-efficacy with incarcerated, juvenile girls. The Center for Urban and Multicultural Education embarked on a program to partner a…

ICT in Science Education: A Quasi-Experimental Study of Achievement, Attitudes toward Science, and Career Aspirations of Korean Middle School Students

ERIC Educational Resources Information Center

Park, HyeRan; Khan, Samia; Petrina, Stephen

2009-01-01

The Seventh School Curriculum Reform in Korea was introduced in 2000 to prepare school-aged Koreans for an information and knowledge-based society. The reform effort emphasises information and communication technology (ICT) in the K-12 curriculum and a learner-centred pedagogy. This study examines the contributions of ICT, specifically,…

Pre-service Teacher Extraneous Cognitive Load in the Pedagogical Content and Knowledge of Solar System Course

NASA Astrophysics Data System (ADS)

Permana, I.; Redjeki, S.; Hamidah, I.; Safitri, N.

2017-09-01

This study reported the student’s Extraneous Cognitive Load (ECL) in the Pedagogical Content and Knowledge of solar system Course. Participants in the study were 31 pre-service elementary school teachers from the university in Bogor Indonesia. The data collected from ECL were obtained using a Likert 4-scale questionnaire and interview. After taking lectures, we asked for some mental effort from pre-service elementary school teachers to attend courses in order to assess the ECL. The courses include 3 topics and they were non-experimental worksheet, developing experimental worksheet using Vee Diagram framework, and analysis for curriculum by grade IV, V and VI. Results of the data analysis showed that the course strategy resulted by ECL was relatively low. The ECL increased in the course of curriculum analysis due to material complexity.

The development and assessment of constructivist-based curriculum changes in a university general biology laboratory course

NASA Astrophysics Data System (ADS)

Herron, Sherry Shelton

1999-11-01

This study describes the processes involved in transforming the curriculum of the second semester general biology laboratory course for science majors, BSC 111L, at the University of Southern Mississippi from one based on the behaviorist model of teaching and learning to one based on the constructivist model. The study encompasses pilot and research phases. During the pilot phase conducted fall semester of 1997, the researcher presented to graduate teaching assistants an overview of the need for curriculum reform and some of the theoretical underpinnings for the movement. The researcher worked with all of the general biology teaching assistants to determine factors they considered supportive of the effort, identified specific goals and exercises, and developed a mission statement. The researcher then worked with two of the teaching assistants to write the new curriculum materials and pilot them in a designated laboratory section each week. During the research phase, the researcher facilitated the use of constructivist teaching methods and interviewed the teaching assistants during weekly group meetings. The researcher videotaped and observed the laboratories at various times throughout spring semester of 1998. Student responses to survey questions about the laboratories were collected during the observation sessions. Data derived from self-assessments on teaching beliefs completed by the teaching assistants, interview transcripts, videotaped laboratory sessions, and student surveys were used to assess the effectiveness of the new curriculum and the intervention program. It was observed that despite being given the same instructions, curriculum, and materials, each teaching assistant conducted his laboratory section in a unique way and rarely conducted the complete laboratory in the intended manner. It was also observed that one TA in particular needed more training in interpersonal skill development and content than was provided during the weekly intervention sessions. However, it was evident that constructivist teaching methods were being learned and that constructivist goals were being realized. Strengths and weaknesses of the curriculum materials were identified and extensive revisions were made by the researcher prior to the next semester. Finally, recommendations pertinent to the student survey used in this study (the Student Outcome Assessment Rubric) were made, and the need for more pedagogical instruction for teaching assistants and a mechanism to integrate lecture materials to the laboratory experience was described.

Problems and issues in implementing innovative curriculum in the developing countries: the Pakistani experience.

PubMed

Ali, Syeda Kauser; Baig, Lubna A

2012-05-16

The Government of Pakistan identified 4 medical Colleges for introduction of COME, one from each province. Curriculum was prepared by the faculty of these colleges and launched in 2001 and despite concerted efforts could not be implemented. The purpose of this research was to identify the reasons for delay in implementation of the COME curriculum and to assess the understanding of the stakeholders about COME. Mixed methods study design was used for data collection. In-depth interviews, mail-in survey questionnaire, and focus group discussions were held with the representatives of federal and provincial governments, Principals of medical colleges, faculty and students of the designated colleges. Rigor was ensured through independent coding and triangulation of data. The reasons for delay in implementation differed amongst the policy makers and faculty and included thematic issues at the institutional, programmatic and curricular level. Majority (92% of the faculty) felt that COME curriculum couldn't be implemented without adequate infrastructure. The administrators were willing to provide financial assistance, political support and better coordination and felt that COME could improve the overall health system of the country whereas the faculty did not agree to it. The paper discusses the reasons of delay based on findings and identifies the strategies for curriculum change in established institutions. The key issues identified in our study included frequent transfer of faculty of the designated colleges and perceived lack of: Continuation at the policy making level. Communication between the stakeholders. Effective leadership.

The Mobile School Health Information Initiative: Creating and Sustaining a Free Curriculum for P-12 Staff to Find Credible Health Information

PubMed Central

Olmstadt, William; Hansen, Judy; Engeszer, Robert J.

2012-01-01

Three health sciences librarians created a curriculum to connect pre-school – grade 12 (P-12) personnel with credible health information. The course focuses on MedlinePlus® and KidsHealth.org®. They obtained external funding to deliver a revised curriculum for free throughout the metropolitan area. The funded portion of the project reached 93 people at 8 sites. Efforts to sustain the program beyond its funded cycle have reached another 33 people. Evaluations indicate the curriculum successfully equips staff to be health information champions within their schools. Participants report increased confidence locating credible health information. Written comments indicate both short-term gains and sustained use of the knowledge. PMID:23243394

The Mobile School Health Information Initiative: Creating and Sustaining a Free Curriculum for P-12 Staff to Find Credible Health Information.

PubMed

Olmstadt, William; Hansen, Judy; Engeszer, Robert J

2012-01-01

Three health sciences librarians created a curriculum to connect pre-school - grade 12 (P-12) personnel with credible health information. The course focuses on MedlinePlus® and KidsHealth.org®. They obtained external funding to deliver a revised curriculum for free throughout the metropolitan area. The funded portion of the project reached 93 people at 8 sites. Efforts to sustain the program beyond its funded cycle have reached another 33 people. Evaluations indicate the curriculum successfully equips staff to be health information champions within their schools. Participants report increased confidence locating credible health information. Written comments indicate both short-term gains and sustained use of the knowledge.

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

ERIC Educational Resources Information Center

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…

The importance of pedagogical content knowledge in curriculum development for illumination engineering

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Walker, Constance E.

2017-08-01

An understanding of pedagogical content knowledge (PCK) and educative materials has been critical to our teaching programs in illumination engineering. We will discuss the PCK basis of a number of innovative curriculum efforts at the National Optical Astronomy and how we develop "educative materials" that improve educator content knowledge, pedagogical knowledge, and contextual knowledge. We also describe the process and team approach required to create these "educative materials." The foundation of our work at NOAO were two previous projects at the NASA Classroom of the Future. These projects created educative curricular materials with sophisticated science content integrated with a deep, authentic understanding of science process. Additional curricula with these attributes were developed at NOAO for the NSF-sponsored Hands-On Optics project (SPIE, OSA, and NOAO), for the citizen science project Globe at Night (NOAO), and for the Quality Lighting Teaching Kits (NOAO, International Astronomical Union, OSA Foundation, SPIE, CIE, and the International Dark Sky Association). These projects all strove to create educative instructional materials that can enhance the pedagogical content knowledge of educators.

Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine.

PubMed

Spencer, Abby L; Brosenitsch, Teresa; Levine, Arthur S; Kanter, Steven L

2008-07-01

Abraham Flexner persuaded the medical establishment of his time that teaching the sciences, from basic to clinical, should be a critical component of the medical student curriculum, thus giving rise to the "preclinical curriculum." However, students' retention of basic science material after the preclinical years is generally poor. The authors believe that revisiting the basic sciences in the fourth year can enhance understanding of clinical medicine and further students' understanding of how the two fields integrate. With this in mind, a return to the basic sciences during the fourth year of medical school may be highly beneficial. The purpose of this article is to (1) discuss efforts to integrate basic science into the clinical years of medical student education throughout the United States and Canada, and (2) describe the highly developed fourth-year basic science integration program at the University of Pittsburgh School of Medicine. In their critical review of medical school curricula of 126 U.S. and 17 Canadian medical schools, the authors found that only 19% of U.S. medical schools and 24% of Canadian medical schools require basic science courses or experiences during the clinical years, a minor increase compared with 1985. Curricular methods ranged from simple lectures to integrated case studies with hands-on laboratory experience. The authors hope to advance the national discussion about the need to more fully integrate basic science teaching throughout all four years of the medical student curriculum by placing a curricular innovation in the context of similar efforts by other U.S. and Canadian medical schools.

Pilot Point-of-Care Ultrasound Curriculum at Harvard Medical School: Early Experience.

PubMed

Rempell, Joshua S; Saldana, Fidencio; DiSalvo, Donald; Kumar, Navin; Stone, Michael B; Chan, Wilma; Luz, Jennifer; Noble, Vicki E; Liteplo, Andrew; Kimberly, Heidi; Kohler, Minna J

2016-11-01

Point-of-care ultrasound (POCUS) is expanding across all medical specialties. As the benefits of US technology are becoming apparent, efforts to integrate US into pre-clinical medical education are growing. Our objective was to describe our process of integrating POCUS as an educational tool into the medical school curriculum and how such efforts are perceived by students. This was a pilot study to introduce ultrasonography into the Harvard Medical School curriculum to first- and second-year medical students. Didactic and hands-on sessions were introduced to first-year students during gross anatomy and to second-year students in the physical exam course. Student-perceived attitudes, understanding, and knowledge of US, and its applications to learning the physical exam, were measured by a post-assessment survey. All first-year anatomy students (n=176) participated in small group hands-on US sessions. In the second-year physical diagnosis course, 38 students participated in four sessions. All students (91%) agreed or strongly agreed that additional US teaching should be incorporated throughout the four-year medical school curriculum. POCUS can effectively be integrated into the existing medical school curriculum by using didactic and small group hands-on sessions. Medical students perceived US training as valuable in understanding human anatomy and in learning physical exam skills. This innovative program demonstrates US as an additional learning modality. Future goals include expanding on this work to incorporate US education into all four years of medical school.

Pilot Point-of-Care Ultrasound Curriculum at Harvard Medical School: Early Experience

PubMed Central

Rempell, Joshua S.; Saldana, Fidencio; DiSalvo, Donald; Kumar, Navin; Stone, Michael B.; Chan, Wilma; Luz, Jennifer; Noble, Vicki E.; Liteplo, Andrew; Kimberly, Heidi; Kohler, Minna J.

2016-01-01

Introduction Point-of-care ultrasound (POCUS) is expanding across all medical specialties. As the benefits of US technology are becoming apparent, efforts to integrate US into pre-clinical medical education are growing. Our objective was to describe our process of integrating POCUS as an educational tool into the medical school curriculum and how such efforts are perceived by students. Methods This was a pilot study to introduce ultrasonography into the Harvard Medical School curriculum to first- and second-year medical students. Didactic and hands-on sessions were introduced to first-year students during gross anatomy and to second-year students in the physical exam course. Student-perceived attitudes, understanding, and knowledge of US, and its applications to learning the physical exam, were measured by a post-assessment survey. Results All first-year anatomy students (n=176) participated in small group hands-on US sessions. In the second-year physical diagnosis course, 38 students participated in four sessions. All students (91%) agreed or strongly agreed that additional US teaching should be incorporated throughout the four-year medical school curriculum. Conclusion POCUS can effectively be integrated into the existing medical school curriculum by using didactic and small group hands-on sessions. Medical students perceived US training as valuable in understanding human anatomy and in learning physical exam skills. This innovative program demonstrates US as an additional learning modality. Future goals include expanding on this work to incorporate US education into all four years of medical school. PMID:27833681

The observation of biology implemented by integrated religion values in integrated Islamic school (Decriptive Study in X Integrated Senior Hight School Tasikmalaya)

NASA Astrophysics Data System (ADS)

Nurjanah, E.; Adisendjaja, Y. H.; Kusumastuti, M. N.

2018-05-01

The learning Integrated Religious value is one of the efforts to increase the motivation of learning and building the student character. This study aims to describe the application of Biology learning integrated religion values in Integrated Islamic School. Research methods used in this research is descriptive. Participants in this study involved the headmaster, headmaster of curriculum, biology teachers, boarding school teachers, the lead of boarding schools, and students. The instruments used are interview, observation and the student questionnaire about learning biology. The results showed that learning in X school consists of two curriculums, there was the curriculum of national education and curriculum of boarding school. The curriculum of national education referred to 2013 curriculum and boarding school curriculum referred to the curriculum of Salafi boarding school (Kitab Kuning). However, in its learning process not delivered integrated. The main obstacle to implementing the learning integrated religious values are 1) the background of general teacher education did not know of any connection between biology subject and subject that are studied in boarding school; 2) schools did not form the teaching team; 3) unavailability of materials integrated religious values.

Recommended Curriculum for Training in Pediatric Transplant Infectious Diseases.

PubMed

Danziger-Isakov, Lara; Allen, Upton; Englund, Janet; Herold, Betsy; Hoffman, Jill; Green, Michael; Gantt, Soren; Kumar, Deepali; Michaels, Marian G

2015-03-01

A working group representing the American Society of Transplantation, Pediatric Infectious Diseases Society, and International Pediatric Transplant Association has developed a collaborative effort to identify and develop core knowledge in pediatric transplant infectious diseases. Guidance for patient care environments for training and core competencies is included to help facilitate training directed at improving the experience for pediatric infectious diseases trainees and practitioners in the area of pediatric transplant infectious diseases. © The Author 2013. Published by Oxford University Press on behalf of the Pediatric Infectious Diseases Society. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Narrative Means to Preventative Ends: A Narrative Engagement Framework for Designing Prevention Interventions

PubMed Central

Miller-Day, Michelle; Hecht, Michael L.

2013-01-01

This paper describes a Narrative Engagement Framework (NEF) for guiding communication-based prevention efforts. This framework suggests that personal narratives have distinctive capabilities in prevention. The paper discusses the concept of narrative, links narrative to prevention, and discusses the central role of youth in developing narrative interventions. As illustration, the authors describe how the NEF is applied in the keepin’ it REAL adolescent drug prevention curriculum, pose theoretical directions, and offer suggestions for future work in prevention communication. PMID:23980613

A Triangular Teaching Process: Using Mass Communication as a Media to Integrate Vocational and Academic Curricula through Cooperative Efforts of a Public High School, a Vocational School, and a Four Year College. Final Report.

ERIC Educational Resources Information Center

List, Frank A.

In order to offer students guidance about the rapidly increasing field of communications, Apollo High School developed a cooperative radio and television communication program to be added to the English curriculum. The objectives of the project were (1) to utilize the expertise of the staff and the resources of Apollo High School, the Daviess…

A Report on Indian Education: (A) In-Depth Study of Nine Indian Families; (B) Memory and Reasoning in Native Children: An Effort at Improvement Through the Teaching of Cognitive Strategies.

ERIC Educational Resources Information Center

Berger, Allen; And Others

The purpose of this first phase of a 3-phase study was to obtain information to use as a base in developing a workable language arts curriculum. Part A of this report dealt with the techniques and results of in-depth interviews of 9 native families in Canada. Each family engaged in a sorting process to determine categories which were of immediate…

Learning from Parents of Color in the Effort to Preserve Multicultural & Public Education

ERIC Educational Resources Information Center

Schniedewind, Nancy; Tanis, Bianca

2017-01-01

Now more than ever public education and multicultural education face daunting challenges. From federal efforts to privatize public education through vouchers, school take-overs, and charters, to the manner in which high-stakes testing has marginalized multicultural education in the curriculum and pedagogy of our nation's schools, and to the…

An Integrated Approach to the Teaching of Operations Management in a Business School

ERIC Educational Resources Information Center

Misra, Ram B.; Ravinder, Handanhal; Peterson, Richard L.

2016-01-01

The authors discuss a curriculum integration effort that a school of business piloted recently. This effort was aimed at integrating the core functions (finance, marketing, management, and operations) so that undergraduate students would better appreciate the full impact of functional decisions on each other and in achieving the corporation's…

Seventh-Grade Social Studies versus Social Meliorism

ERIC Educational Resources Information Center

Greiner, Jeff A.

2016-01-01

The Wake County Public School System (WCPSS), in the state of North Carolina, has gone through considerable recent effort to revise, support, and assess their seventh-grade social studies curriculum in an effort to serve three goals: comply with the Common Core State Standards (Common Core), comply with the North Carolina Essential Standards…

Partnering with Parents in the Writing Classroom

ERIC Educational Resources Information Center

Zurcher, Melinda A.

2016-01-01

Writing is a complex act that requires students' concentrated time and effort to master--time and effort that teachers strain to find in a crowded curriculum. Despite this struggle to prioritize writing, students in the 21st century need writing skills to participate in the workplace, academia, economy, and democracy. If writing skills really are…

The Curriculum for the 1990s: A New Package or a New Spirit? The A. W. Jones Lecture, 1989. Occasional Paper No. 12.

ERIC Educational Resources Information Center

Beare, Hedley

An analysis of deficiencies of recent curriculum reform efforts in Australia and recommendations for improvement are presented in this paper. Despite criticisms that have been levelled at the educational system, a conclusion is that educators are well prepared to meet the demands for restructuring. What is needed is not merely restructuring, but a…

Use of Computer Instruction in Rural Schools to Increase Curriculum Opportunities for the College Bound Student. ESEA Title IV-C Project Report.

ERIC Educational Resources Information Center

Ware, Ronnie J.

In an effort to increase curriculum opportunities in a rural school district, a computer project was implemented involving grade 9-12 students chosen on the basis of national percentile scores, IQ, and desire to attend college. The project offered, through programmed computer instruction, physics, French I and II, and German I. One proctor was…

DEVELOPMENT AND TESTING OF AN ANTI-TOBACCO SCHOOL-BASED CURRICULUM FOR DEAF AND HARD OF HEARING YOUTH

PubMed Central

Berman, Barbara A.; Guthmann, Debra S.; Crespi, Catherine M.; Liu, Weiqing

2010-01-01

Although school-based programming is an important element of the effort to curb tobacco use among young people, a comprehensive tailored curriculum has not been available for deaf and hard of hearing youth. The authors describe the drafting of such a program by expert educators, and findings from a test of the curriculum using a quasi-experimental non-equivalent control group design involving four schools for the deaf in three states. Two schools received the curriculum and two served as non-curriculum controls. Survey data were collected from students in grades 7–12 at baseline and at the start and end of three school years, from 511 to 616 students at each time point, to assess tobacco use, exposure to tobacco education, and tobacco-related knowledge, attitudes and practices. Changes within each school were assessed as the difference between the baseline survey and the average of the last four follow-up surveys. Current (past month) smoking declined significantly at one intervention school (22.7% baseline to 7.9% follow-up, p=.007) and current smokeless tobacco use at the other (7.5% baseline to 2.5% follow-up, p=.03). Exposure to tobacco prevention education, and anti-tobacco attitudes and knowledge each increased significantly at one or both schools. One control school experienced a significant decline in tobacco education exposure (p<.001) and an increase in anti-tobacco attitudes (p=.01). Despite limitations, this study supports that a tailored tobacco prevention curriculum can increase perceived exposure to anti-tobacco education and have a significant impact on tobacco-related practices, attitudes and knowledge among deaf and hard of hearing youth. PMID:21449256

[Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de Lisboa].

PubMed

Marques, Joana; Rosado-Pinto, Patrícia

2017-03-31

To be a college teacher requires a permanent effort in developing specific competencies, namely in the pedagogical domain. This paper aims both to describe the pedagogical professional development program offered by the Medical Education Office of NOVA Medical School of Universidade Nova de Lisboa and to analyse its role in the enhancement of reflection around curriculum and teaching practice. Description of the pedagogical programme offered between 2010 and 2016. We focused the analysis on different kinds of data - opinions of the participants in the training programme (questionnaire before and after the training); pedagogical products elaborated by the participants in the programme - design of lessons, modules or curricular units; questionnaire sent in 2016 to NOVA Medical School teachers responsible for the curricular units, about the contribution of their disciplines to the accomplishment of the core learning outcomes of the NOVA Medical School medical graduates. The pedagogical training needs identified by the teachers focused mainly on improving practice, critically analysing the curriculum and sharing experiences. Globally the training programme was deeply appreciated and considered very good by 97% of the participants. The lesson plans delivered showed that the teachers were able to integrate and apply the concepts developed during the training. The answers from the 46 faculty responsible for the curricular units (the majority of them had attended the Medical Education Office training programme) highlighted their capacity to critically approach content and pedagogical strategies within their disciplines as well as their contribution to the main goals of the medical curriculum. The results underlined the importance of a pedagogical training focused on the critical analysis of curriculum and pedagogical practice. On the other hand, the pedagogical products analyzed revealed great mastery by teachers of the content and pedagogical strategies present in the curricula of their respective curricular units, as well as their alignment with the general objectives of the Mestrado Integrado em Medicina. In line with the literature of the specialty, pedagogical training in Higher Education, rather than aiming at the mere acquisition of techniques, should, above all, give priority to spaces for joint reflection on the curriculum and on the pedagogical options of teachers.

Analyzing course objectives: assessing critical thinking in the pharmacy curriculum.

PubMed

Vuchetich, Phillip J; Hamilton, William R; Ahmad, S Omar; Makoid, Michael C

2006-01-01

Assessment of critical thinking objectives in a pharmacy program curriculum is an important part of program assessment. This study measures the proportion of cognitive learning objectives at various levels of Bloom's taxonomy throughout the required curriculum using the stated objectives in course syllabi (the explicit curriculum). In one entry level doctor of pharmacy program, 54.90% of cognitive objectives identified critical thinking outcomes using the rubric of Bloom's level 3 or higher as an indicator of critical thinking. In this program, there was a similar percent of critical thinking objectives in each of the first three years, but the final year of the curriculum had a higher percent of critical thinking objectives than each of the first three years (p = 0.0018, Kruskal-Wallis test). The increase in critical thinking in the final year suggests that the explicit expectations in the syllabi are weighted toward a higher percent of critical thinking objectives during clinical rotations. The methods described in the study may serve as tools for a curriculum committee or program assessment team to compare critical thinking in the curriculum at different points in time, and may assist in curricular mapping efforts. These methods may complement studies measuring the implicit curriculum (that which the faculty actually teach, which may not be stated in the explicit curriculum.).

Electronic curriculum implementation at North American dental schools.

PubMed

Hendricson, William D; Panagakos, Fotinos; Eisenberg, Elise; McDonald, James; Guest, Gary; Jones, Pamela; Johnson, Lynn; Cintron, Laura

2004-10-01

Electronic curriculum, or E-curriculum, refers to computer-based learning including educational materials available on CD or DVD, online courses, electronic mechanisms to search the literature, email, and various applications of instructional technology including providing laptops to students, multimedia projection systems, and Internet-compatible classrooms. In spite of enthusiasm about the potential for E-curriculum to enhance dental education, there is minimal guidance in the literature to assist schools with implementation. The study objectives were: 1) identify U.S. and Canadian dental schools that have initiated mandatory laptop programs and assess cost, faculty development issues, extent of curricular use, problems, and qualitative perceptions; 2) determine the extent to which twenty-two other E-curriculum resources were available and used at North American dental schools; and 3) identify factors that influenced E-curriculum implementation. A twenty-six item questionnaire, known as the Electronic Curriculum Implementation Survey (ECIS), was mailed to all sixty-six North American dental schools (ten Canadian and fifty-six U.S. schools) during 2002-03 with a response rate of 100 percent. Twenty-five of the twenty-six ECIS questions employed a menu-driven, forced choice format, but respondents could provide amplifying comments. Fifty-three questionnaires were completed by associate deans for academic affairs, three by deans, and ten by instructional technology (IT) managers, IT committee chairs, or directors of dental informatics departments. The survey found that E-curriculum implementation among North American dental schools is following the classic innovation pattern in which a few early adopting institutions proceed rapidly while the majority of potential adopters make modifications slowly. Fourteen U.S. dental schools have established mandatory laptop programs for students. Ten of these laptop programs were created in the past two years; respondents reported numerous growing pains but were generally pleased with their progress. Other E-curriculum capabilities were incorporated into courses more frequently at laptop schools than the fifty-two non-laptop schools including websites, online course evaluations, and instructor use of email to communicate with students. Few dental schools use online courses, and at most schools, few faculty have received training in online instructional techniques. Virtually all North American dental schools have provided substantial instructional technology resources to their faculty, but use of twenty-two components and capabilities of E-curriculum was limited, especially at schools without laptop programs. Various faculty-related issues were reported as implementation barriers including lack of time, skill, and incentive to develop educational software. We conclude that many North American dental schools, especially those with laptop programs, are functioning at the "learn by doing" phase of initial implementation in a four-stage innovation adoption model. E-curriculum planners should pay close attention to implementation problems that occur at this stage where many innovation efforts break down.

Do We Need a National Standards-Based K-12 Deaf Studies Curriculum? An Analytic History of Trends and Discourse in Development of Deaf Studies Curriculum

ERIC Educational Resources Information Center

Zernovoj, Alexander

2007-01-01

This study provides a complete review of discussion and development leading up to the current trends in Deaf Studies curriculum development, and also analyzes existing known curriculum (or curriculum-like) materials to help inform development of an ideal standards-based Deaf Studies curriculum. The common shared arguments identified in this…

Creating a Research-Rich Curriculum at Miami University

NASA Astrophysics Data System (ADS)

Rauckhorst, William H.

2007-10-01

Miami University has attempted in recent years to build upon a collection of individual student research participation opportunities at the University, and develop a comprehensive ``research-rich'' undergraduate curriculum. A major step in this direction was the creation of the Undergraduate Summer Scholars (USS) program. This program provides 10-week summer research experiences with faculty mentors for 100 juniors or seniors each year. The USS Program is not limited to science and engineering areas, as approximately 30 academic departments participate annually. Development of the USS program at Miami was motivated by the University's prior experience with student research appointments funded by the National Science Foundation, the Howard Hughes Medical Institute, and other sponsoring agencies. The University's evaluation of these earlier student research experiences provided evidence that such experiences were at least as significant in a student's education as formal course work. A second important step in Miami's effort was obtaining a grant from the National Science Foundation's Comprehensive Reform of Undergraduate Education program. This funding enabled the University to enhance the Undergraduate Summer Scholars (USS) Program and evaluate student intellectual growth within the program. Two outcomes of this NSF-funded project are noteworthy: first, the USS program now is firmly established within the University's offerings; second, the evaluation ndicated profound student intellectual growth as a result of mentored research experiences. We will describe the development of the Undergraduate Summer Scholars Program, our evaluation of the Program, and ongoing efforts to extend the benefits of research experience to more students by incorporating research components within traditional coursework.

Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through theplanned-enacted-experiencedcurriculum model

NASA Astrophysics Data System (ADS)

Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn

2016-07-01

Application of mathematical and statistical thinking and reasoning, typically referred to as quantitative skills, is essential for university bioscience students. First, this study developed an assessment task intended to gauge graduating students' quantitative skills. The Quantitative Skills Assessment of Science Students (QSASS) was the result, which examined 10 mathematical and statistical sub-topics. Second, the study established an evidential baseline of students' quantitative skills performance and confidence levels by piloting the QSASS with 187 final-year biosciences students at a research-intensive university. The study is framed within the planned-enacted-experienced curriculum model and contributes to science reform efforts focused on enhancing the quantitative skills of university graduates, particularly in the biosciences. The results found, on average, weak performance and low confidence on the QSASS, suggesting divergence between academics' intentions and students' experiences of learning quantitative skills. Implications for curriculum design and future studies are discussed.

Physician, know thyself: the role of reflection in bioethics and professionalism education.

PubMed

Wasson, Katherine; Bading, Eva; Hardt, John; Hatchett, Lena; Kuczewski, Mark G; McCarthy, Michael; Michelfelder, Aaron; Parsi, Kayhan

2015-01-01

Reflection in medical education is becoming more widespread. Drawing on our Jesuit Catholic heritage, the Loyola University Chicago Stritch School of Medicine incorporates reflection in its formal curriculum and co-curricular programs. The aim of this type of reflection is to help students in their formation as they learn to step back and analyze their experiences in medical education and their impact on the student. Although reflection is incorporated through all four years of our undergraduate medical curriculum, this essay will focus on three areas where bioethics faculty and medical educators have purposefully integrated reflection in the medical school, specifically within our bioethics education and professional development efforts: 1) in our three-year longitudinal clinical skills course Patient Centered Medicine (PCM), 2) in our co-curricular Bioethics and Professionalism Honors Program, and 3) in our newly created Physician's Vocation Program (PVP).

Improving the Context Supporting Quality Improvement in a Neonatal Intensive Care Unit Quality Collaborative: An Exploratory Field Study.

PubMed

Grooms, Heather R; Froehle, Craig M; Provost, Lloyd P; Handyside, James; Kaplan, Heather C

Successful quality improvement (QI) requires a supportive context. The goal was to determine whether a structured curriculum could help QI teams improve the context supporting their QI work. An exploratory field study was conducted of 43 teams participating in a neonatal intensive care unit QI collaborative. Using a curriculum based on the Model for Understanding Success in Quality, teams identified gaps in their context and tested interventions to modify context. Surveys and self-reflective journals were analyzed to understand how teams developed changes to modify context. More than half (55%) targeted contextual improvements within the microsystem, focusing on motivation and culture. "Information sharing" interventions to communicate information about the project as a strategy to engage more staff were the most common interventions tested. Further study is needed to determine if efforts to modify context consistently lead to greater outcome improvements.

Improvement of Vocational Education Curriculum Implementation through Instructional Materials Production and Utilization in Upper Basic Education in Nigeria

ERIC Educational Resources Information Center

Owoh, Titus M.

2016-01-01

This article describes the development of curriculum as it relates to vocational education in Nigeria Upper Basic Education Curriculum. The definition of Curriculum development was highlighted to reflect contemporary concepts of curriculum integration. Curriculum development was stressed to include the rudiments necessary in its stages of…

Raising Children with Roots, Rights & Responsibilities: Celebrating the UN Convention on the Rights of the Child. Human Rights Education Series, Topic Book 2.

ERIC Educational Resources Information Center

DuPont, Lori; Foley, Joanne; Gagliardi, Annette

This curriculum resource grew out of a grass roots effort to promote the United Nations Convention on the Rights of the Child through education and political action. Designed primarily for young children and their parents, the curriculum builds on the power of the parent-child relationship to help build a positive self-image for both parent and…

Research scholars program: a faculty development initiative at the Oregon College of Oriental Medicine.

PubMed

Hammerschlag, Richard; Lasater, Kathie; Salanti, Sonya; Fleishman, Susan

2008-05-01

The Research Scholars Program (RSP) was created at the Oregon College of Oriental Medicine (OCOM) to provide faculty development in research literacy, research-informed clinical practice, and research participation skills. The RSP is part of a broad effort, funded by a National Institutes of Health/National Center for Complementary and Alternative Medicine R25 education grant, to infuse an evidence-based perspective into the curriculum at schools of complementary and alternative medicine. The RSP arose from the realization that this curriculum reform would first necessitate faculty training in both research appreciation and pedagogy. OCOM's grant, Acupuncture Practitioner Research Education Enhancement, is a partnership with the Oregon Health & Science University School of Nursing (OHSU SON). The RSP was developed initially as a collaborative effort among the OCOM Dean of Research (R.H.), OCOM Director of Research Education (S.F.), and an OHSU SON education specialist (K.L.). The 9-month, 8 hours per month seminar-style RSP provides the opportunity for a cohort of OCOM faculty and staff to explore research-related concepts and content as well as pedagogical practices that emphasize interactive, learner-centered teaching. The RSP adheres to a competency-based approach as developed by the Education Committee of the grant. As a tangible outcome, each Research Scholar designs a sustainable learning activity that infuses a research perspective into their courses, clinic supervision, or other sphere of influence at the college. In this paper, we describe the creative process and the lessons learned during the planning and initial implementation of the RSP. We view the early successes of the RSP as encouraging signs that research literacy and an evidence-based perspective are becoming increasingly accepted as needed skill sets for present-day practitioners of acupuncture and Oriental medicine.

Teacher Education and Curriculum for Development. Report of a Regional Planning Workshop (Quezon City, Philippines, May 19-31, 1975).

ERIC Educational Resources Information Center

Philippines Univ., Quezon City. Asian Inst. for Teacher Educators.

The Regional Planning Workshop on Teacher Education and Curriculum for Development had as its aim the preparation of guidelines for: 1) the development of modules for curriculum designers with reference to curriculum for development; 2) the development of modules for selected elements of the core curriculum of teacher education; and 3)…

Midwifery participatory curriculum development: Transformation through active partnership.

PubMed

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.

The Stakes of Movement: A Dynamic Approach to Mathematical Thinking

ERIC Educational Resources Information Center

Roth, Wolff-Michael; Maheux, Jean-François

2015-01-01

Standard approaches to thinking in the mathematics curriculum depict it as the result of some stable constructions in the mind of the person, constructions that are the results of individual efforts in the mind of subjects or of collective efforts that are then appropriated by and into the mind of individuals. Such work does not appreciate what…

At U. of Maryland, an Effort to Make Introductory Courses Extraordinary

ERIC Educational Resources Information Center

Berrett, Dan

2012-01-01

Required introductory courses are as important as they are unloved. They are a key part of the general-education curriculum, which makes up as much as one-third of the typical baccalaureate student's education, and they are the subject of seemingly never-ending revitalization efforts. Many senior faculty members avoid teaching such courses because…

Activities in Support of Two-Year College Science, Engineering, Technology, and Mathematics Education, Fiscal Year 1993. Highlights.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Directorate for Education and Human Resources.

This report describes the efforts of the National Science Foundation (NSF) and its Division of Undergraduate Education (DUE) to provide educational support to two-year colleges to strengthen science, technology, engineering, and mathematics programs through grants, collaborative efforts, and support for curriculum materials and teacher activities.…

Foundations for value education in engineering: the Indian experience.

PubMed

Gupta, Amitabha

2015-04-01

The objective of this paper is to discuss some of the foundational issues centering around the question of integrating education in human values with professional engineering education: its necessity and justification. The paper looks at the efforts in 'tuning' the technical education system in India to the national goals in the various phases of curriculum development. The contribution of the engineering profession in national development and India's self-sufficiency is crucially linked with the institutionalization of expertise and the role of morality and responsibility. This linkage can be created through a proper understanding of the social role of the profession-what motivates the professionals and what makes professional life meaningful. Value education facilitates the process of moral maturity and the development of a 'holistic' mindset. This paper deals with the need to create such a mindset, the human values associated with it and gives examples of efforts to impart such education through 'action-oriented' programmes introduced in some institutes of engineering in India.

Medical student disaster medicine education: the development of an educational resource

PubMed Central

Domres, Bernd D.; Stahl, Wolfgang; Bauer, Andreas; Houser, Christine M.; Himmelseher, Sabine

2010-01-01

Background Disaster medicine education is an enormous challenge, but indispensable for disaster preparedness. Aims We aimed to develop and implement a disaster medicine curriculum for medical student education that can serve as a peer-reviewed, structured educational guide and resource. Additionally, the process of designing, approving and implementing such a curriculum is presented. Methods The six-step approach to curriculum development for medical education was used as a formal process instrument. Recognized experts from professional and governmental bodies involved in disaster health care provided input using disaster-related physician training programs, scientific evidence if available, proposals for education by international disaster medicine organizations and their expertise as the basis for content development. Results The final course consisted of 14 modules composed of 2-h units. The concepts of disaster medicine, including response, medical assistance, law, command, coordination, communication, and mass casualty management, are introduced. Hospital preparedness plans and experiences from worldwide disaster assistance are reviewed. Life-saving emergency and limited individual treatment under disaster conditions are discussed. Specifics of initial management of explosive, war-related, radiological/nuclear, chemical, and biological incidents emphasizing infectious diseases and terrorist attacks are presented. An evacuation exercise is completed, and a mass casualty triage is simulated in collaboration with local disaster response agencies. Decontamination procedures are demonstrated at a nuclear power plant or the local fire department, and personal decontamination practices are exercised. Mannequin resuscitation is practiced while personal protective equipment is utilized. An interactive review of professional ethics, stress disorders, psychosocial interventions, and quality improvement efforts complete the training. Conclusions The curriculum offers medical disaster education in a reasonable time frame, interdisciplinary format, and multi-experiential course. It can serve as a template for basic medical student disaster education. Because of its comprehensive but flexible structure, it should also be helpful for other health-care professional student disaster education programs. PMID:20414376

Simulation in pediatric anesthesiology.

PubMed

Fehr, James J; Honkanen, Anita; Murray, David J

2012-10-01

Simulation-based training, research and quality initiatives are expanding in pediatric anesthesiology just as in other medical specialties. Various modalities are available, from task trainers to standardized patients, and from computer-based simulations to mannequins. Computer-controlled mannequins can simulate pediatric vital signs with reasonable reliability; however the fidelity of skin temperature and color change, airway reflexes and breath and heart sounds remains rudimentary. Current pediatric mannequins are utilized in simulation centers, throughout hospitals in-situ, at national meetings for continuing medical education and in research into individual and team performance. Ongoing efforts by pediatric anesthesiologists dedicated to using simulation to improve patient care and educational delivery will result in further dissemination of this technology. Health care professionals who provide complex, subspecialty care to children require a curriculum supported by an active learning environment where skills directly relevant to pediatric care can be developed. The approach is not only the most effective method to educate adult learners, but meets calls for education reform and offers the potential to guide efforts toward evaluating competence. Simulation addresses patient safety imperatives by providing a method for trainees to develop skills and experience in various management strategies, without risk to the health and life of a child. A curriculum that provides pediatric anesthesiologists with the range of skills required in clinical practice settings must include a relatively broad range of task-training devises and electromechanical mannequins. Challenges remain in defining the best integration of this modality into training and clinical practice to meet the needs of pediatric patients. © 2012 Blackwell Publishing Ltd.

Ethics Across the Curriculum: Prospects for Broader (and Deeper) Teaching and Learning in Research and Engineering Ethics.

PubMed

Mitcham, Carl; Englehardt, Elaine E

2016-08-22

The movements to teach the responsible conduct of research (RCR) and engineering ethics at technological universities are often unacknowledged aspects of the ethics across the curriculum (EAC) movement and could benefit from explicit alliances with it. Remarkably, however, not nearly as much scholarly attention has been devoted to EAC as to RCR or to engineering ethics, and RCR and engineering ethics educational efforts are not always presented as facets of EAC. The emergence of EAC efforts at two different institutions-the Illinois Institute of Technology and Utah Valley University (UVU)-provide counter examples. The remarkably successful UVU initiative gave birth to EAC as a scholarly movement and to the associated Society for Ethics Across the Curriculum. EAC initiatives at the Colorado School of Mines, however, point up continuing institutional resistances to EAC. Finally, comparative reflection on successes and failures can draw some lessons for the future. One suggestion is that increasing demands for accountability and pedagogical research into what works in teaching and learning offers special opportunities.

Position paper: proposal for a core curriculum for a European Sports Cardiology qualification.

PubMed

Heidbuchel, Hein; Papadakis, Michael; Panhuyzen-Goedkoop, Nicole; Carré, François; Dugmore, Dorian; Mellwig, Klaus-Peter; Rasmusen, Hanne Kruuse; Solberg, Erik E; Borjesson, Mats; Corrado, Domenico; Pelliccia, Antonio; Sharma, Sanjay

2013-10-01

Sports cardiology is a new and rapidly evolving subspecialty. It aims to elucidate the cardiovascular effects of regular exercise and delineate its benefits and risks, so that safe guidance can be provided to all individuals engaging in sports and/or physical activity in order to attain the maximum potential benefit at the lowest possible risk. The European Society of Cardiology (ESC) advocates systematic preparticipation cardiovascular screening in an effort to identify competitive athletes at risk of exercise-related cardiovascular events and sudden cardiac death. However, the implementation of preparticipation screening is hindered because of lack of structured training and as a result lack of sufficient expertise in the field of sports cardiology. In 2008 the European Society of Cardiology published a core curriculum for the general cardiologist, in which sports cardiology was incorporated within the topic 'Rehabilitation and Exercise Physiology'. However, the exponential rise in knowledge and the growing demand for expertise in the field of sports cardiology dictates the need to systematically structure the knowledge base of sports cardiology into a detailed curriculum. We envisage that the curriculum would facilitate more uniform training and guideline implementation throughout Europe, and safeguard that evaluation and guidance of competitive athletes or individuals who wish to engage in leisure-time sports activities is performed by physicians with expertise in the field. The current manuscript provides a comprehensive curriculum for sports cardiology, which may serve as a framework upon which universities and national and international health authorities will develop the training, evaluation and accreditation in sports cardiology.

Surmounting the unique challenges in health disparities education: a multi-institution qualitative study.

PubMed

Carter-Pokras, Olivia; Bereknyei, Sylvia; Lie, Desiree; Braddock, Clarence H

2010-05-01

The National Consortium for Multicultural Education for Health Professionals (Consortium) comprises educators representing 18 US medical schools, funded by the National Institutes of Health. Collective lessons learned from curriculum implementation by principal investigators (PIs) have the potential to guide similar educational endeavors. Describe Consortium PI's self-reported challenges with curricular development, solutions and their new curricular products. Information was collected from PIs over 2 months using a 53-question structured three-part questionnaire. The questionnaire addressed PI demographics, curriculum implementation challenges and solutions, and newly created curricular products. Study participants were 18 Consortium PIs. Descriptive analysis was used for quantitative data. Narrative responses were analyzed and interpreted using qualitative thematic coding. Response rate was 100%. Common barriers and challenges identified by PIs were: finding administrative and leadership support, sustaining the momentum, continued funding, finding curricular space, accessing and engaging communities, and lack of education research methodology skills. Solutions identified included engaging stakeholders, project-sharing across schools, advocacy and active participation in committees and community, and seeking sustainable funding. All Consortium PIs reported new curricular products and extensive dissemination efforts outside their own institutions. The Consortium model has added benefits for curricular innovation and dissemination for cultural competence education to address health disparities. Lessons learned may be applicable to other educational innovation efforts.

Student Cognitive and Affective Development in the Context of Classroom-Level Curriculum Development

ERIC Educational Resources Information Center

Shawer, Saad Fathy; Gilmore, Deanna; Banks-Joseph, Susan Rae

2008-01-01

This qualitative study examined the impact of teacher curriculum approaches (curriculum-transmitter/curriculum-developer/curriculum-maker) on student cognitive change (reading, writing, speaking, and listening abilities) and their affective change (motivation and interests). This study's conceptual framework was grounded in teacher curriculum…

Revitalizing a Curriculum for School-Age Learners

ERIC Educational Resources Information Center

Hayes, David, Ed.; Sharkey, Judy, Ed.

2008-01-01

At its core, a curriculum is what happens among learners and teachers in the classroom. TESOL's Language Curriculum Development Series describes how teachers, curriculum developers, and administrators have developed, adapted, or renewed a language curriculum. In doing so, they have responded creatively and realistically to learners' needs. The…

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

ERIC Educational Resources Information Center

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…

The Citizen/Teacher Curriculum Council: A Curriculum Development Involvement Strategy.

ERIC Educational Resources Information Center

Peters, Richard O.

In most school systems today, curriculum development is the work of specialists who function as consultants to classroom teachers, administrators, and school boards. An alternative is the Citizen/Teacher Curriculum Council (C/TCC) approach, which calls for direct involvement of community members and classroom teachers in curriculum development.…

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

ERIC Educational Resources Information Center

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…

Establishing an epistemological base for science teaching in the light of contemporary notions of the nature of science and of how children learn science

NASA Astrophysics Data System (ADS)

Cleminson, Andrew

The quality of science education is a pervasive concern in educational improvement efforts. This article examines two aspects of science education that have been identified as being of concern: Is the material presented in science classrooms representative of science as it really is and, secondly, what is the bearing of notions of children's science on curriculum reform? A review of the literature in both areas shows that educational theory has, so far, had little effect on classroom practice. An attempt is made to synthesize contemporary views on the tentative nature of science with a generative model of learning in science in order to establish a common epistemological base which could be used as a template for curriculum reform efforts.

Horizontal integration of the basic sciences in the chiropractic curriculum.

PubMed

Ward, Kevin P

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration.

Horizontal Integration of the Basic Sciences in the Chiropractic Curriculum

PubMed Central

Ward, Kevin P.

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration. PMID:21048882

Implementation of an Integrated Orthopedic Curriculum to Increase Clinical and Procedural Competency amongst Pediatric Residents

DTIC Science & Technology

2017-04-05

59 MDW/SGVU SUBJECT: Professional Presentation Approval 7 FEB 2016 1. Your paper, entitled Implementation of an Integrated Orthopedic Curriculum... Research Division inay pay for your basic journal publishing charges (to include costs for tables and black and white photos). We cannot pay for...efforts. LnJ.a ~~e.\\- b,.,.,d~Wi LINDA STEEL-GOODWIN;Col, USAF, BSC Director, Clinical Investigations & Research Support Warrior Medics - Mission Ready

Examining the Sustainability of an Evidence-Based Preschool Curriculum: The REDI Program

PubMed Central

Sanford DeRousie, Rebecca M.; Bierman, Karen L.

2011-01-01

This study examined the extent to which an evidence-based preschool curriculum (Head Start REDI) was sustained by 20 teachers during the year following a randomized controlled efficacy trial, when teachers were no longer required by the research project to implement the curriculum. Two quantitative measures of sustainability (teacher ratings, REDI coach ratings) and a qualitative measure (teacher interview) were collected and compared. Sustainability varied by the specific curriculum component, with higher rates of sustainability for the social-emotional component (Preschool PATHS) than for the language and literacy components. Estimates of sustainability were affected by the method of measurement, with REDI coach ratings and qualitative teacher interviews more closely aligned than teacher ratings. Responses from qualitative interviews identified the main factors that teachers thought affected sustainability. Teacher responses suggest that efforts to promote sustainability are best targeted at reducing barriers, such as competing demands, rather than simply highlighting the benefits of the new curriculum. PMID:22408287

Curriculum Development in Geomorphology.

ERIC Educational Resources Information Center

Gregory, Kenneth J.

1988-01-01

Examines the context of present curriculum development in geomorphology and the way in which it has developed in recent years. Discusses the content of the geomorphology curriculum in higher education and the consequences of curriculum development together with a consideration of future trends and their implications. (GEA)

Enhancing Neurosurgical Education in Low- and Middle-income Countries: Current Methods and New Advances

PubMed Central

LIANG, Kevin E; BERNSTEIN, Ilia; KATO, Yoko; KAWASE, Takeshi; HODAIE, Mojgan

2016-01-01

Low- and middle-income countries (LMICs) face a critical shortage of basic surgical services. Adequate neurosurgical services can have a far-reaching positive impact on society’s health care and, consequently, the economic development in LMICs. Yet surgery, and specifically neurosurgery has been a long neglected sector of global health. This article reviews the current efforts to enhance neurosurgery education in LMICs and outlines ongoing approaches for improvement. In addition, we introduce the concept of a sustainable and cost-effective model to enhance neurosurgical resources in LMICs and describe the process and methods of online curriculum development. PMID:27616319

The Sound of Steam: Acoustics as the Integrator Between Arts and STEM

NASA Astrophysics Data System (ADS)

Goates, Caleb; Whiting, Jenny; Berardi, Mark; Gee, Kent L.; Neilsen, Tracianne B.

2016-03-01

This paper describes the development and presentation of a Science, Technology, Engineering, Arts, and Math (STEAM) workshop for elementary school teachers designed to provide ideas and tools for using acoustics in the classroom. The abundant hands-on activities and concepts in acoustics naturally link science and music in an intuitive way that can assist teachers moving forward on the STEAM initiative. Our workshop gave teachers an introduction to acoustics principles and demonstrations that can be used to tie STEAM techniques with Utah State Education Core standards. These hands-on demonstrations and real-world applications provide an avenue to engage students and support learning outcomes. Feedback indicated that the participants learned from and enjoyed the initial implementation of this workshop, though many elementary school teachers did not immediately see how they could integrate it into their curriculum. While additional efforts might be made to better focus the training workshop for the K-6 level, curriculum developers need to appreciate how acoustics could be used more broadly at the elementary school level if the emphasis changes from STEM to STEAM. ?

Getting Our Own House in Order: Improving Psychiatry Education to Medical Students as a Prelude to Medical School Education Reform

ERIC Educational Resources Information Center

Alpert, Jonathan E.; Schlozman, Steve; Badaracco, Mary Anne; Burke, Jay; Borus, Jonathan F.

2006-01-01

Objective: The authors summarize efforts to revitalize psychiatry teaching to medical students at Harvard Medical School (HMS) in advance of a major overhaul of the medical school curriculum. Methods: This preliminary report chronicles key challenges and the organization of the reform effort within the departments of psychiatry affiliated with the…

Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals

ERIC Educational Resources Information Center

Duschl, Richard

2008-01-01

Two major reform efforts in K-12 science education have taken place during the past 50 years. The first was the 1950-1970 curriculum reform efforts motivated by the launching of Sputnik and sponsored by the newly formed National Science Foundation (NSF) in the United States and by the Nuffield Foundation in the United Kingdom. The signature goal…

A Mixed-Methods Examination of Influences on the Shape and Malleability of Technological Pedagogical Content Knowledge (TPACK) in Graduate Teacher Education Students

ERIC Educational Resources Information Center

Sabo, Kent

2013-01-01

Concerted efforts have been made within teacher preparation programs to integrate teaching with technology into the curriculum. Unfortunately, these efforts continue to fall short as teachers' application of educational technology is unsophisticated and not well integrated. The most prevalent approaches to integrating technology tend to ignore…

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

PubMed Central

Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations. PMID:27486351

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

PubMed

Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

Curriculum Development: Teacher Involvement in Curriculum Development

ERIC Educational Resources Information Center

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…

Teacher Directed Design: Content Knowledge, Pedagogy and Assessment under the Nevada K-12 Real-Time Seismic Network

NASA Astrophysics Data System (ADS)

Cantrell, P.; Ewing-Taylor, J.; Crippen, K. J.; Smith, K. D.; Snelson, C. M.

2004-12-01

Education professionals and seismologists under the emerging SUN (Shaking Up Nevada) program are leveraging the existing infrastructure of the real-time Nevada K-12 Seismic Network to provide a unique inquiry based science experience for teachers. The concept and effort are driven by teacher needs and emphasize rigorous content knowledge acquisition coupled with the translation of that knowledge into an integrated seismology based earth sciences curriculum development process. We are developing a pedagogical framework, graduate level coursework, and materials to initiate the SUN model for teacher professional development in an effort to integrate the research benefits of real-time seismic data with science education needs in Nevada. A component of SUN is to evaluate teacher acquisition of qualified seismological and earth science information and pedagogy both in workshops and in the classroom and to assess the impact on student achievement. SUN's mission is to positively impact earth science education practices. With the upcoming EarthScope initiative, the program is timely and will incorporate EarthScope real-time seismic data (USArray) and educational materials in graduate course materials and teacher development programs. A number of schools in Nevada are contributing real-time data from both inexpensive and high-quality seismographs that are integrated with Nevada regional seismic network operations as well as the IRIS DMC. A powerful and unique component of the Nevada technology model is that schools can receive "stable" continuous live data feeds from 100's seismograph stations in Nevada, California and world (including live data from Earthworm systems and the IRIS DMC BUD - Buffer of Uniform Data). Students and teachers see their own networked seismograph station within a global context, as participants in regional and global monitoring. The robust real-time Internet communications protocols invoked in the Nevada network provide for local data acquisition, remote multi-channel data access, local time-series data management, interactive multi-window waveform display and time-series analysis with centralized meta-data control. Formally integrating educational seismology into the K-12 science curriculum with an overall "positive" impact to science education practices necessarily requires a collaborative effort between professional educators and seismologists yet driven exclusively by teacher needs.

Reactor physics teaching and research in the Swiss nuclear engineering master

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chawla, R.; Paul Scherrer Inst., CH-5232 Villigen PSI

Since 2008, a Master of Science program in Nuclear Engineering (NE) has been running in Switzerland, thanks to the combined efforts of the country's key players in nuclear teaching and research, viz. the Swiss Federal Inst.s of Technology at Lausanne (EPFL) and at Zurich (ETHZ), the Paul Scherrer Inst. (PSI) at Villigen and the Swiss Nuclear Utilities (Swissnuclear). The present paper, while outlining the academic program as a whole, lays emphasis on the reactor physics teaching and research training accorded to the students in the framework of the developed curriculum. (authors)

Creating a Role for Embedded Librarians Within an Active Learning Environment.

PubMed

Hackman, Dawn E; Francis, Marcia J; Johnson, Erika; Nickum, Annie; Thormodson, Kelly

2017-01-01

In 2013, the librarians at a small academic health sciences library reevaluated their mission, vision, and strategic plan to expand their roles. The school was transitioning to a new pedagogical culture and a new building designed to emphasize interprofessional education and active learning methodologies. Subsequent efforts to implement the new strategic plan resulted in the librarians joining curriculum committees and other institutional initiatives, such as an Active Learning Task Force, and participating in faculty development workshops. This participation has increased visibility and led to new roles and opportunities for librarians.

Lessons Learned from the Process of Curriculum Developers' and Assessment Developers' Collaboration on the Development of Embedded Formative Assessments

ERIC Educational Resources Information Center

Brandon, Paul R.; Young, Donald B.; Shavelson, Richard J.; Jones, Rachael; Ayala, Carlos C.; Ruiz-Primo, Maria Araceli; Yin, Yue; Tomita, Miki K.; Furtak, Erin Marie

2008-01-01

Our project to embed formative student assessments in the Foundational Approaches in Science Teaching curriculum required a close collaboration between curriculum developers at the Curriculum Research & Development Group (CRDG) and assessment developers at the Stanford Educational Assessment Laboratory (SEAL). This was a new endeavor for each…

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

ERIC Educational Resources Information Center

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…

Building Capacity for Actionable Science and Decision Making in Alaska

NASA Astrophysics Data System (ADS)

Timm, K.; Kettle, N.; Buxbaum, T. M.; Trainor, S.; Walsh, J. E.; York, A.

2017-12-01

Investigations of the processes for developing actionable science and supporting partnerships between researchers and practitioners has received increasing attention over the past decade. These studies highlight the importance of leveraging existing relationships and trust, supporting iterative interactions, and dedicating sufficient financial and human capital to the development of usable climate science. However, significant gaps remain in our understanding of how to build capacity for more effective partnerships. To meet these ends, the Alaska Center for Climate Assessment and Policy (ACCAP) is developing a series of trainings for scientists and practitioners to build capacity for producing actionable science. This process includes three phases: scoping and development, training, and evaluation. This presentation reports on the scoping and development phase of the project, which draws on an extensive web-based search of past and present capacity building and training activities, document analysis, and surveys of trainers. A synthesis of successful formats (e.g., training, placements, etc.), curriculum topics (e.g., climate science, interpersonal communication), and approaches to recruitment and curriculum development will be outlined. We then outline our approach for co-developing trainings in three different sectors, which engages other boundary organizations to leverage trust and exiting network connections to tailor the training activities. Through this effort we ultimately seek to understand how the processes and outcomes for co-developing trainings in actionable science vary across sectors and their implications for building capacity.