Influence of national culture on the adoption of integrated and problem-based curricula in Europe.

PubMed

Jippes, Mariëlle; Majoor, Gerard D

2008-03-01

There is an evident misbalance in the frequency of medical schools with problem-based learning (PBL) curricula in northern versus southern Europe. This study explores the hypothesis that national culture influences the flexibility of (medical) schools in terms of their propensity to adopt integrated and PBL curricula. National culture was defined by a country's scores on indexes for 4 dimensions of culture as described by Hofstede, defined as: power distance; individualism/collectivism; masculinity/femininity, and uncertainty avoidance. Non-integrated medical curricula were defined as those that included courses in 2 of the 3 basic sciences (anatomy, biochemistry and physiology) in the first 2 years; otherwise, by exclusion, curricula were assumed to be integrated. The medical curricula of 134 of the 263 schools in the 17 European countries included in Hofstede's study were examined. Correlations were calculated between the percentage of integrated medical curricula in a country and that country's scores on indexes for each of the 4 dimensions of culture. Significant negative correlations were found between the percentage of integrated curricula and scores on the power distance index (correlation coefficient [CC]: - 0.692; P = 0.002) and the uncertainty avoidance index (CC: - 0.704; P = 0.002). No significant correlations were found between the percentage of integrated curricula and scores on the indexes for individualism/collectivism and masculinity/femininity. A (medical) school which is considering adopting an integrated or PBL curriculum and which is based in a country with a high score on Hofstede's power distance index and/or uncertainty avoidance index must a priori design strategies to reduce or overcome the obstructive effects of these dimensions of culture on the school's organisation.

A review of the evaluation of 47 drug abuse prevention curricula available nationally.

PubMed

Dusenbury, L; Falco, M; Lake, A

1997-04-01

This review determined how many drug prevention curricula available to schools have been shown in rigorous research studies to reduce substance use behavior. Forty-seven curricula which met the following criteria were included: 1) they focused on primary prevention of alcohol and/or drug use, 2) they were classroom-based curricula designed for any grade level P-12, 3) they were nationally and currently available, and 4) program distributors were willing to provide samples of curriculum materials to determine drug abuse prevention content. Of the 47 drug abuse prevention curricula identified, 10 (21%) had been subjected to sufficiently rigorous evaluations. At least eight of the 10 programs have been shown effective at reducing tobacco or drug use, in at least some studies. The remaining two programs did not appear to have sustained effects on drug use, although they had variable success at reducing substance use early on. One of the 10 programs has been shown to have positive effects lasting into young adulthood. Six of the 10 curricula have been shown to have effects lasting for at least two years after the pretest. Two curricula have not been evaluated beyond the post-test, so it is impossible to know whether their effectiveness will last. Recommendations to increase the number of programs rigorously evaluated are offered.

Concept-Based Curricula: A National Study of Critical Concepts.

PubMed

Brussow, Jennifer A; Roberts, Karin; Scaruto, Matthew; Sommer, Sheryl; Mills, Christine

2018-02-22

As nursing education struggles to address a rapidly changing health care system, overcrowded curricula, and an increased focus on clinical reasoning skills, many programs have adopted or transitioned to concept-based curricula (CBCs), which are structured around key concepts and exemplars. Despite CBC's promised benefits, the process of developing a CBC framework may pose a challenge to programs. To address this barrier, a national study was conducted to develop a representative list of concepts and exemplars. This initiative expands on prior work by suggesting a leveled approach to positioning exemplars within a curricular sequence.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal.

National Kitchen Research Survey. A Report to the Curricula Advisory Committee.

ERIC Educational Resources Information Center

National Craft Curricula and Certification Board for the Hotel, Catering and Tourism Industry, Dublin (Ireland).

In 1983, as part of its overall review of craft catering education and training in Ireland, the National Craft Curricula and Certification Board commissioned a nationwide research study of the trends and developments in professional kitchen practice in all sectors of the hotel and catering industry. The study was conducted through interviews with…

The history of psychology course in Spanish psychology curricula: Past, present, future.

PubMed

Chisvert-Perales, Mauricio; Monteagudo-Soto, María J; Mestre, Vicenta

2016-05-01

Since the university education of psychologists began in Spain in 1954, the history of psychology course has been included in the curriculum. In the first few years, only half of the curricula offered the course. From 1973 to 2007, the universities' organization and regulation underwent successive reforms that involved changes in the curricula, decreeing specific national guidelines for each degree and establishing a minimum set of common required courses, called core courses, including the history of psychology. In 2007, the European Higher Education Area was set up, transforming the 5-year bachelor's degrees into 4-year degrees and eliminating the required guidelines, with each university being able to define the content of their curricula. The Dean's Conference for Psychology agreed on some recommendations related to core courses, which continued to include the history of psychology and were adopted by the majority of the universities. In 2015, the government established a new national regulation that makes it possible for each university to voluntarily reduce the length of the bachelor's degree to 3 years. Some psychology historians believe that this hypothetical reduction in the length of the degree, along with the already existing general tendency to prioritize applied or practical courses over basic or fundamental ones, could produce an appropriate scenario for the disappearance of the history of psychology course in some universities. (c) 2016 APA, all rights reserved).

National standards for high school psychology curricula.

PubMed

2013-01-01

The National Standards for High School Psychology Curricula attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course.

Design Principles for Creating Locally-Rooted National Science and Mathematics Curricula in Timor-Leste

ERIC Educational Resources Information Center

Gabrielson, Curtis A.; Hsi, Sherry

2012-01-01

This paper articulates and illustrates design principles that guided the development of a set of hands-on teaching activities for the national science and mathematics curricula at junior-high and high-school level education in Timor-Leste, a small, low-income nation in Southeast Asia. A partnership between a university, an international science…

The Prevalence of Effective Substance Use Prevention Curricula in the Nation's High Schools

ERIC Educational Resources Information Center

Ringwalt, Chris; Hanley, Sean; Vincus, Amy A.; Ennett, Susan T.; Rohrbach, Louise A.; Bowling, J. Michael

2008-01-01

Despite a substantial proportion of high school students who initiate substance use following middle school, the implementation of universal evidence-based prevention curricula appears to be scant. We report data collected in 2005 from 1392 school district-based drug prevention coordinators, from a national, representative study of school-based…

The Nation, Europe, and Migration: A Comparison of Geography, History, and Citizenship Education Curricula in Greece, Germany, and England

ERIC Educational Resources Information Center

Faas, Daniel

2011-01-01

National curricula are being challenged and transformed by the impact of migration and European integration. This paper examines how cultural diversity and Europe are intertwined in geography, history, and citizenship education curricula in Greece, Germany, and England. This question is explored using quantitative and qualitative methods through a…

The Impact of Migration on National Identity in a Globalized World: A Comparison of Civic Education Curricula in England, France and Ireland

ERIC Educational Resources Information Center

O'Connor, Laura; Faas, Daniel

2012-01-01

This article examines the extent to which citizens of migrant origin are included within discourses of national identity in civic education curricula in England, France and Ireland. We explore how much space is given to citizens of migrant origin in discourses of national identity in civic education curricula and how they fit with central values…

Integrating Financial Education into School Curricula: Giving America's Youth the Educational Foundation for Making Effective Financial Decisions throughout Their Lives by Teaching Financial Concepts as Part of Math and Reading Curricula in Elementary, Middle, and High Schools. A White Paper.

ERIC Educational Resources Information Center

Office of Financial Education (Dept. of Treasury), Washington, DC.

This report presents a distinguished panel's findings on financial education in the U.S. In May 2002, the Secretaries of the Departments of Treasury and Education invited representatives from national youth education groups to consider the opportunities and challenges that arise when financial education is integrated into core curricula.…

Influence of National Culture on the Adoption of Integrated Medical Curricula

ERIC Educational Resources Information Center

Jippes, Marielle; Majoor, Gerard D.

2011-01-01

Integrated curricula have been implemented in medical schools all over the world. However, among countries different relative numbers of schools with integrated curricula are found. This study aims to explore the possible correlation between the percentage of medical schools with integrated curricula in a country and that country's cultural…

Patient safety content and delivery in pre-registration nursing curricula: A national cross-sectional survey study.

PubMed

Usher, Kim; Woods, Cindy; Conway, Jane; Lea, Jackie; Parker, Vicki; Barrett, Fiona; O'Shea, Eilish; Jackson, Debra

2018-07-01

Patient safety is a core principle of health professional practice and as such requires significant attention within undergraduate curricula. However, patient safety practice is complex requiring a broad range of skills and behaviours including the application of sound clinical knowledge within a range of health care contexts and cultures. There is very little research that explores how this is taught within Australian nursing curricula. To examine how Australian nursing curricula address patient safety; identify where and how patient safety learning occurs; and describe who is responsible for facilitating this learning. A cross-sectional study. Eighteen universities across seven Australian States and Territories. The sample consisted of 18 nursing course coordinators or those responsible for the inclusion of patient safety content within a Bachelor of Nursing course at Australian universities. An online survey was conducted to evaluate the patient safety content included and teaching methods used in Australian pre-registration nursing curricula. Approaches to teaching patient safety vary considerably between universities where patient safety tended to be integrated within undergraduate nursing course subjects rather than explicitly taught in separate, stand-alone subjects. Three-quarters of the surveyed staff believed patient safety was currently being adequately covered in their undergraduate nursing curricula. Although there is consensus in relation to the importance of patient safety across universities, and similarity in views about what knowledge, skills and attitudes should be taught, there were differences in: the amount of time allocated, who was responsible for the teaching and learning, and in which setting the learning occurred and was assessed. There was little indication of the existence of a systematic approach to learning patient safety, with most participants reporting emphasis on learning applied to infection control and medication safety

The Preparation of Students from National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula for their First University Mathematics Course

ERIC Educational Resources Information Center

Harwell, Michael; Post, Thomas R.; Cutler, Arnie; Maeda, Yukiko; Anderson, Edwin; Norman, Ke Wu; Medhanie, Amanuel

2009-01-01

The selection of K-12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation-funded or commercially developed mathematics…

Oak Ridge National Laboratory Core Competencies

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

Roberto, J.B.; Anderson, T.D.; Berven, B.A.

1994-12-01

A core competency is a distinguishing integration of capabilities which enables an organization to deliver mission results. Core competencies represent the collective learning of an organization and provide the capacity to perform present and future missions. Core competencies are distinguishing characteristics which offer comparative advantage and are difficult to reproduce. They exhibit customer focus, mission relevance, and vertical integration from research through applications. They are demonstrable by metrics such as level of investment, uniqueness of facilities and expertise, and national impact. The Oak Ridge National Laboratory (ORNL) has identified four core competencies which satisfy the above criteria. Each core competencymore » represents an annual investment of at least $100M and is characterized by an integration of Laboratory technical foundations in physical, chemical, and materials sciences; biological, environmental, and social sciences; engineering sciences; and computational sciences and informatics. The ability to integrate broad technical foundations to develop and sustain core competencies in support of national R&D goals is a distinguishing strength of the national laboratories. The ORNL core competencies are: 9 Energy Production and End-Use Technologies o Biological and Environmental Sciences and Technology o Advanced Materials Synthesis, Processing, and Characterization & Neutron-Based Science and Technology. The distinguishing characteristics of each ORNL core competency are described. In addition, written material is provided for two emerging competencies: Manufacturing Technologies and Computational Science and Advanced Computing. Distinguishing institutional competencies in the Development and Operation of National Research Facilities, R&D Integration and Partnerships, Technology Transfer, and Science Education are also described. Finally, financial data for the ORNL core competencies are summarized in the appendices.« less

"Antigone": A Play for All Curricula.

ERIC Educational Resources Information Center

Laughlin, Rosemary M.

Because of its exploration of human conflicts, its examination of the capability of society and the individual relationships within it, and its focus on universal moral issues, Sophocles'"Antigone" is a relevant addition to secondary school core curricula. "Antigone" is effective in responding to each of Philip Anderson's four…

Teacher Opinions on Ministry of National Education 2002, 2006, and 2013 Preschool Education Curricula in Turkey

ERIC Educational Resources Information Center

Durmusoglu, Mine Canan

2017-01-01

This study was aimed to make a historical review by collecting and comparing teachers' opinions on target-behaviors/learning-objectives outcomes, content, plans, activities, practices and assessment of the Ministry of National Education (MoNE), Turkey 2002, 2006, and 2013 preschool education curricula (PEC) in six categories. The sample group of…

History and Systems of Psychology: A Course to Unite a Core Curriculum

ERIC Educational Resources Information Center

Williams, Joshua L.; McCarley, Nancy; Kraft, John

2013-01-01

Core curricula are designed, in part, to help undergraduate students become intellectually well-rounded. To merge core curricula with the components of the scholarship of teaching and learning movement, students engaged in core curricula need capstone courses designed to aid them in retaining information over the long term and synthesizing…

Mixed Images and Merging Semantics in European Curricula

ERIC Educational Resources Information Center

Sivesind, Kirsten

2013-01-01

Due to European agreements and policy expectations, national authorities are revising their formal curricula in line with an evidence-oriented policy. The article explores how new trends in formulating curricula can be regarded as an outcome of experts' semantics and impact on education policy. The article reanalyses documentation from a project,…

Building Capacity through Action Research Curricula Reviews

ERIC Educational Resources Information Center

Lee, Vanessa; Coombe, Leanne; Robinson, Priscilla

2015-01-01

In Australia, graduates of Master of Public Health (MPH) programmes are expected to achieve a set of core competencies, including a subset that is specifically related to Indigenous health. This paper reports on the methods utilised in a project which was designed using action research to strengthen Indigenous public health curricula within MPH…

Lesbian, gay, bisexual, transgendered, or intersexed content for nursing curricula.

PubMed

Brennan, Ann Marie Walsh; Barnsteiner, Jane; Siantz, Mary Lou de Leon; Cotter, Valeri T; Everett, Janine

2012-01-01

There has been limited identification of core lesbian, gay, bisexual, transgendered, or intersexed (LGBTI) experience concepts that should be included in the nursing curricula. This article addresses the gap in the literature. To move nursing toward the goals of health equity and cultural humility in practice, education, and research, nursing curricula must integrate core LGBTI concepts, experiences, and needs related to health and illness. This article reviews LGBTI health care literature to address the attitudes, knowledge, and skills needed to address curricular gaps and provide content suggestions for inclusion in nursing curricula. Also considered is the need to expand nursing students' definition of diversity before discussing the interplay between nurses' attitudes and culturally competent care provided to persons who are LGBTI. Knowledge needed includes a life span perspective that addresses developmental needs and their impact on health concerns throughout the life course; health promotion and disease prevention with an articulation of unique health issues for this population; mental health concerns; specific health needs of transgender and intersex individuals; barriers to health care; interventions and resources including Internet sites; and legal and policy issues. Particular assessment and communication skills for LGBTI patients are identified. Finally, there is a discussion of didactic, simulation, and clinical strategies for incorporating this content into nursing curricula at the undergraduate and graduate levels. Copyright © 2012 Elsevier Inc. All rights reserved.

Department of Defense Curricula: Information Concerning Conversion for Civilian Use.

ERIC Educational Resources Information Center

Forgione, Pascal D., Jr.; Orth, Mollie N.

Designed to assist in the selection of national priorities for the conversion of military curricula to civilian use, a study selected curricula pertinent to occupations with high growth potential and evaluated them against criteria important for curriculum conversion decisions. Procedures consisted of identification of priority occupational areas…

European core curriculum in neurorehabilitation

PubMed Central

Sandrini, Giorgio; Binder, Heinrich; Hömberg, Volker; Saltuari, Leopold; Tarkka, Ina; Smania, Nicola; Corradini, Claudio; Giustini, Alessandro; Kätterer, Christian; Picari, Ledina; Diserens, Karin; Koenig, Eberhard; Geurts, Alexander; Anghelescu, Aurelian; Opara, Józef; Tonin, Paolo; Kwakkel, Gert; Golyk, Volodymyr; Onose, Gelu; Pérennou, Dominique; Picelli, Alessandro

2017-01-01

Summary To date, medical education lacks Europe-wide standards on neurorehabilitation. To address this, the European Federation of NeuroRehabilitation Societies (EFNR) here proposes a postgraduate neurorehabilitation training scheme. In particular, the European medical core curriculum in neurorehabilitation should include a two-year residency in a neurorehabilitation setting where trainees can gain practical experience. Furthermore, it should comprise six modules of classroom training organized as weekend seminars or summer/winter schools. In conclusion, after defining the European medical core curriculum in neurorehabilitation, the next activities of the EFNR will be to try and reach the largest possible consensus on its content among all national societies across Europe in order to further validate it and try to extend it to the other, non-medical, professionals on the neurorehabilitation team in line with their core curricula defined by each professional association. PMID:28676138

National trends in otolaryngology intern curricula following Accreditation Council for Graduate Medical Education changes.

PubMed

Kovatch, Kevin J; Harvey, Rebecca S; Prince, Mark E P; Thorne, Marc C

2017-10-09

In 2016, Accreditation Council for Graduate Medical Education (ACGME) requirements for curriculum and resident experiences were modified to require entering postgraduate year (PGY)-1 residents to spend 6 months of structured education on otolaryngology-head and neck surgery (ORL-HNS) rotations. We aimed to determine how ORL-HNS training programs have adapted curricula in response to 2016 ACGME curriculum requirement changes. Survey study. A national survey of ACGME-accredited ORL-HNS programs was distributed via the Otolaryngology Program Directors Organization. Thirty-seven program directors responded (34.9%). Most common ORL-HNS rotations included general otolaryngology (80.6% of programs, up to 6 months) and head and neck oncology (67.7%, up to 4 months), though more months are also spent on other subspecialty rotations (laryngology, otology, rhinology, and pediatrics) than previously. All programs continue at least 1 month of anesthesiology, intensive care unit, and general surgery. Programs have preferentially eliminated rotations in emergency medicine (77% decrease) and additional months on general surgery (48% decrease). Curricula have incorporated supplemental teaching modalities including didactic lectures (96.3% of programs), simulation (66.7%), dissection courses (63.0%), and observed patient encounters (55.5%), to a greater degree following ACGME changes. More interns are involved in shared call responsibilities than in previous years (70.4% vs. 51.8%). A stable minority of interns take the Otolaryngology Training Examination (approximately 20%). New ACGME requirements have challenged ORL-HNS training programs to develop effective 6-month rotation schedules for PGY-1 residents. Significant variation exists between programs, and evaluation of first-year curricula and readiness for PGY-2 year is warranted. NA Laryngoscope, 2017. © 2017 The American Laryngological, Rhinological and Otological Society, Inc.

Micro Computer Technician Course. Course Design, Course Curricula, Learning Units, Resource Requirements. InfoTVE 14.

ERIC Educational Resources Information Center

Royal Melbourne Inst. of Tech. (Australia).

This guide to the core curricula for the training of microcomputer technicians is designed for school leavers after 10 or more years of general/vocational education with a science and mathematics background. The 2-year course is to be administered in four semesters. An introductory outline of course design and curricula provides the rationale,…

National Survey of Education of Teachers. Bulletin, 1933, No. 10. Volume III: Teacher Education Curricula

ERIC Educational Resources Information Center

Rugg, Earle U.; Peik, Wesley E.; Foster, Frank K.; John, Walton C.; Raup, Robert B.

1935-01-01

Of the problems attracting attention in the education of teachers, more are connected with curricula than with any other phase. Curricula for the preparation of teachers are diverse, and their revision should be made in the light of all available information. This survey gave special emphasis to an analysis of existing curricula for educating…

The Need for Critical Media Literacy in Teacher Education Core Curricula

ERIC Educational Resources Information Center

Torres, Myriam; Mercado, Maria

2006-01-01

The "information era" has brought up new literacies, although most of them are still not part of the K-12 curriculum or the teacher education curriculum. One of these new literacies is critical media literacy. The purpose of this article is to document the urgency for including this new literacy in school and teacher education curricula given the…

What Constitutes the Pre-School Curricula? Discourses of "Core Curricula for Pre-School Education in Finland in 1972-2000"

ERIC Educational Resources Information Center

Turunen, Tuija A.; Maatta, Kaarina

2012-01-01

The focus of this article is on Finnish pre-school curricula from the early pioneering years to the start of the new millennium (1972-2000). Pre-school has been part of the Finnish education system for nearly 40 years. It has been undergoing a challenging reconstruction process and changes influenced significantly by the increasing call for…

The problem with outcomes-based curricula in medical education: insights from educational theory.

PubMed

Rees, Charlotte E

2004-06-01

Educators across the world are charged with the responsibility of producing core learning outcomes for medical curricula. However, much educational theory exists which deliberates the value of learning outcomes in education. This paper aims to discuss the problems surrounding outcomes-based curricula in medical education, using insights from educational theory. The paper begins with a discussion of the traditions, values and ideologies of medical curricula. It continues by analysing the issue of control within the curriculum and argues that curriculum designers and teachers control product-orientated curricula, leading to student disempowerment. The paper debates outcomes-based curricula from an ideological perspective and argues that learning outcomes cannot specify exactly what is to be achieved as a result of learning. The paper argues that medical schools should adopt a model for co-operative control of the curriculum, thus empowering learners. The paper also suggests that medical educators should determine the value of precise learning outcomes before blindly adopting an outcomes-based model.

Standardized Tests and School Curricula.

ERIC Educational Resources Information Center

Mehrens, William A.; Green, Donald Ross

This paper discusses the relationship of the content of nationally standardized and normed achievement tests and that of local school curricula and the effect that relationship has on the meanings and uses of the test scores. The following questions are considered: (1) whether tests have to match what is taught to be useful; (2) whether it is fair…

Updating medical school psychiatry curricula to meet projected mental health needs.

PubMed

Thomas, Susan; Pai, Nagesh; Dawes, Kerry; Wilson, Coralie; Williams, Virginia

2013-12-01

In view of the growing disease burden of mental disorders, we consider the pressing need to update medical school psychiatry education to better equip doctors to recognise and treat these conditions. Key challenges to the delivery of medical school mental health curricula, and possible directions for reform, are reviewed with the aims of stimulating collaboration and enhancing the efficiency across schools. In Australia, medical school expansion provides opportunities to prepare many training doctors to meet growing mental health care needs. Despite this, published reviews of practice and curriculum models are notably lacking. Australia, unlike other countries, has yet to agree on a core curriculum in medical school psychiatry, with practices varying widely between schools. Curricula should equip doctors to better recognise and treat common mental disorders during early stages, as well as preparing some for specialist psychiatry training. High-quality, multidisciplinary teaching in varied clinical settings may boost teaching resources. Additionally, medical education provides opportunities to better equip doctors to take care of their own mental health. Key challenges are to achieve a consensus on core curricula across Australian medical schools, and an appropriate proportion of medical school curriculum time for mental disorders, relative to their complexity and large disease burden.

Best Practices for Extension Curricula Review

ERIC Educational Resources Information Center

Coleman, Gayle; Byrd-Bredbenner, Carol; Baker, Susan; Bowen, Elaine

2011-01-01

Effective curricula are a cornerstone of successful Extension programming. The National Institute of Food and Agriculture (NIFA) Nutrition and Health Planning and Guidance Committee (NGPGC) developed a set of recommendations for a curriculum review system and created a curriculum review checklist. The checklist describes components of an effective…

Inclusion of disability-related content in nurse practitioner curricula.

PubMed

Smeltzer, Suzanne C; Blunt, Elizabeth; Marozsan, Heather; Wetzel-Effinger, Lisa

2015-04-01

To examine the integration of disability-content in a national sample of nurse practitioner curricula. Responses of National Organization of Nurse Practitioner Faculties (NONPF) members to an online 34-item survey designed to assess disability-related content included in nurse practitioner (NP) curricula; populations of people with disabilities addressed; models of disability; and resources used to teach about disability, facilitators and barriers to inclusion of disability, and respondents' assessment of the adequacy of coverage of disability in their programs. A survey used previously to assess integration of disability content in undergraduate nursing programs was modified to make it relevant to NP curricula. Nursing faculty and people with disability validated the survey to ensure its completeness and sensitivity to the disability community. Participating programs represent 111 (33.6%) NP programs. Lack of disability-related content reported by NP faculty in the majority of programs suggests that there is considerable room for improvement in efforts to address this often vulnerable population. Because people with disabilities can be found in any setting where health care is provided, all NPs need to be prepared to care for people with disabilities across the life span. Strategies need to be developed and implemented to increase the awareness of NP faculty about the health issues of people with disabilities and integration of disability-related content without disrupting existing overloaded NP curricula. © 2014 American Association of Nurse Practitioners.

Toward competency-based curricula in patient-centered spiritual care: recommended competencies for family medicine resident education.

PubMed

Anandarajah, Gowri; Craigie, Frederic; Hatch, Robert; Kliewer, Stephen; Marchand, Lucille; King, Dana; Hobbs, Richard; Daaleman, Timothy P

2010-12-01

Spiritual care is increasingly recognized as an important component of medical care. Although many primary care residency programs incorporate spiritual care into their curricula, there are currently no consensus guidelines regarding core competencies necessary for primary care training. In 2006, the Society of Teachers of Family Medicine's Interest Group on Spirituality undertook a three-year initiative to address this need. The project leader assembled a diverse panel of eight educators with dual expertise in (1) spirituality and health and (2) family medicine. The multidisciplinary panel members represented different geographic regions and diverse faith traditions and were nationally recognized senior faculty. They underwent three rounds of a modified Delphi technique to achieve initial consensus regarding spiritual care competencies (SCCs) tailored for family medicine residency training, followed by an iterative process of external validation, feedback, and consensus modifications of the SCCs. Panel members identified six knowledge, nine skills, and four attitude core SCCs for use in training and linked these to competencies of the Accreditation Council for Graduate Medical Education. They identified three global competencies for use in promotion and graduation criteria. Defining core competencies in spiritual care clarifies training goals and provides the basis for robust curricula evaluation. Given the breadth of family medicine, these competencies may be adaptable to other primary care fields, to medical and surgical specialties, and to medical student education. Effective training in this area may enhance physicians' ability to attend to the physical, mental, and spiritual needs of patients and better maintain sustainable healing relationships.

Implementation and impact of indigenous health curricula: a systematic review.

PubMed

Pitama, Suzanne G; Palmer, Suetonia C; Huria, Tania; Lacey, Cameron; Wilkinson, Tim

2018-06-22

The effectiveness of cultural competency education in improving health practitioner proficiency and addressing health inequities for minoritised patient groups is uncertain. Identification of institutional factors that shape or constrain development of indigenous health curricula may provide insights into the impact of these factors on the broader cultural competency curricula. We undertook a systematic review using actor-network theory to inform our interpretive synthesis of studies that reported indigenous health curricula evaluated within medical, nursing and allied health education. We searched the MEDLINE, OVID Nursing, Educational Resources Information Center (ERIC), PsycINFO, EMBASE, Web of Science and PubMed databases to December 2017 using exploded MeSH terms 'indigenous' and 'medical education' and 'educational professional' and 'health professional education'. We included studies involving undergraduate or postgraduate medical, nursing or allied health students or practitioners. Studies were eligible if they documented indigenous health learning outcomes, pedagogical practices and student evaluations. Twenty-three studies were eligible for the review. In an interpretive synthesis informed by actor-network theory, three themes emerged from the data: indigenous health as an emerging curriculum (drivers of institutional change, increasing indigenous capacity and leadership, and addressing deficit discourse); institutional resource allocation to indigenous health curricula (placement within the core curriculum, time allocation, and resources constraining pedagogy), and impact of the curriculum on learners (acceptability of the curriculum, learner knowledge, and learner behaviour). Systemic barriers acting on and within educational networks have limited the developmental capacity of indigenous health curricula, supported and sustained hidden curricula, and led to insufficient institutional investment to support a comprehensive curriculum. Future research in

A Multi-Institutional Study of High School Mathematics Curricula and College Mathematics Achievement and Course Taking

ERIC Educational Resources Information Center

Harwell, Michael R.; Post, Thomas R.; Medhanie, Amanuel; Dupuis, Danielle N.; LeBeau, Brandon

2013-01-01

This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college course taking for a sample of over 10,000 students from 32 postsecondary 4-year institutions. Three types of curricula were studied: National Science Foundation (NSF) funded curricula, the…

Political Ideology and Taiwanese School Curricula

ERIC Educational Resources Information Center

Su, Ya-Chen

2006-01-01

Taiwanese textbooks play a central role in Taiwanese education. In the wake of the political reform and social protest movements of the 1970s and 1980s that prompted Taiwanese educational reform, critics have charged that traditional curricula tend to reinforce the dominant national Chinese cultural identity. The purpose of this article is to…

Mapping Generic Skills Curricula: Outcomes and Discussion

ERIC Educational Resources Information Center

Robley, Will; Whittle, Sue; Murdoch-Eaton, Deborah

2005-01-01

Generic skills development is increasingly being embedded into UK higher education curricula to improve the employability and lifelong learning skills of graduates. At the same time universities are being required to benchmark their curricular outcomes against national and employer standards. This paper presents and discusses the results of a…

Citizenship Education Curricula: Comparing the Multiple Meanings of Supra-National Citizenship in Europe and Beyond

ERIC Educational Resources Information Center

Philippou, Stavroula; Keating, Avril; Ortloff, Debora Hinderliter

2009-01-01

This special issue of "JCS" has examined the changes and challenges facing citizenship education policy and curricula by way of case studies from Europe and beyond. It is indicated that European and/or global integration have had an impact on all of the citizenship curricula examined. However, it is also noted that each case…

Implementing Competency-Based Business Curricula in Higher Education

ERIC Educational Resources Information Center

Dragoo, Amie; Barrows, Richard

2016-01-01

Development of competency-based education business curricula at three universities showed substantial variation. Curriculum competencies were developed from traditional learning objectives or employer interviews and addressed once or several times. Assessments were unique or based on traditional program or national examinations. Faculty roles were…

10 Great Curricula: Lived Conversations of Progressive, Democratic Curricula in School and Society

ERIC Educational Resources Information Center

Poetter, Thomas S.

2012-01-01

10 Great Curricula is a collection of stories written by educators who have come to understand curricula differently as a result of their engagement with a graduate course and its instructor. The book represents the best of what can be found in teaching and learning, in general, and in the quest for meaningful ways to understand curricula in…

Curriculum: Integrating Health and Safety Into Engineering Curricula.

ERIC Educational Resources Information Center

Talty, John T.

1985-01-01

National Institute for Occupational Safety and Health instituted a project in 1980 to encourage engineering educators to focus on occupational safety and health issues in engineering curricula. Progress to date is outlined, considering specific results in curriculum development, engineering society interaction, and formation of a teaching…

The Common Core Takes Hold

ERIC Educational Resources Information Center

Rothman, Robert

2014-01-01

A survey administered in the spring of 2013 by the Center on Education Policy (CEP) inquired into the implementation of Common Core State Standards at that time. Based on self-reports by state officials, the survey found that curricula aligned to the common core were already being taught in at least some districts or grade levels. All states…

Teachers' Conceptualization and Enactment of Twenty-First Century Competences: Exploring Dimensions for New Curricula

ERIC Educational Resources Information Center

van de Oudeweetering, Karmijn; Voogt, Joke

2018-01-01

Despite the advocated importance of twenty-first century competences in education, it appears that they are not systematically integrated in national curricula, school curricula and classroom activities. Potential explanations can be found in the current ambiguity of definitions for twenty-first century competences and the absence of educational…

Assessment of the core learning objectives curriculum for the urology clerkship.

PubMed

Rapp, David E; Gong, Edward M; Reynolds, W Stuart; Lucioni, Alvaro; Zagaja, Gregory P

2007-11-01

The traditional approach to the surgical clerkship has limitations, including variability of clinical exposure. To optimize student education we developed and introduced the core learning objectives curriculum, which is designed to allow students freedom to direct their learning and focus on core concepts. We performed a prospective, randomized, controlled study to compare the efficacy of core learning objectives vs traditional curricula through objective and subjective measures. Medical students were randomly assigned to the core learning objectives or traditional curricula during the 2-week urology clerkship. Faculty was blinded to student assignment. Upon rotation completion all students were given a 20-question multiple choice examination covering basic urology concepts. In addition, students completed a questionnaire addressing subjective clerkship satisfaction, comprising 15 questions. Between June 2005 and January 2007, 10 core learning objectives students and 10 traditional students completed the urology clerkship. The average +/- SEM multiple choice examination score was 12.1 +/- 0.87 and 9.8 +/- 0.59 for students assigned to the core learning objectives and traditional curricula, respectively (p <0.05). Subjective scores were higher in the core learning objectives cohort, although this result did not attain statistical significance (124.9 +/- 3.72 vs 114.3 +/- 4.96, p = 0.1). Core learning objectives students reported higher satisfaction in all 15 assessed subjective end points. Our experience suggests that the core learning objectives model may be an effective educational tool to help students achieve a broad and directed exposure to the core urological concepts.

Assessment of quality and relevance of curricula development in health training institutions: a case study of Kenya.

PubMed

Mumbo, Hazel M; Kinaro, Joyce W

2015-08-13

The World Health Organization lists Kenya among African countries experiencing health workforce crisis catalysed through immigration, underproduction, inconsistent quality of production and unequal distribution. Strengthening health training institutions to increase production of high-quality health workers is acknowledged as a measure to mitigate the crisis.IntraHealth International's USAID-funded FUNZOKenya Project (2012-2017) undertook an assessment to identify the bottlenecks to increasing the number and quality of pre-service graduates in Kenya. The assessment, a cross-sectional descriptive study, collected data through structured respondent interviews among faculty, students in health training institutions, key informants and desk review. The assessment purposively selected 14 institutions from 18 institutions identified for initial collaboration with the project towards strengthening health workforce training. The statistical package for social sciences (SPSS) application helped analyse quantitative data and quotes used to illustrate perceptions on the quality of curricula.The findings revealed major gaps in quality and adequacy of curricula in the training institutions. A national standard framework to guide curricula review process is lacking. Further, curricula did not adequately prepare students for clinical placement, as most failed to directly respond to national health needs. The study recommended reviews of curricula to ensure their responsiveness to emerging issues in the health sector, the formation of curriculum committees to review curricula, development of official curricula review standards and an integrated mechanism to disseminate policies and guidelines.

Importance of Cross-Cultural Counseling in Rehabilitation Counseling Curricula.

ERIC Educational Resources Information Center

Watson, Albert L.

1988-01-01

Ninety-one members of the National Council on Rehabilitation Education were surveyed concerning the level of importance placed on cross-cultural content in rehabilitation counselor education curricula. Respondents rated 27 of 32 cross-cultural educational offerings as important, and identified seven additional offerings. Respondents' demographic…

Meeting Report: Incorporating Genomics Research into Undergraduate Curricula

ERIC Educational Resources Information Center

Dyer, Betsey Dexter; LeBlanc, Mark D.

2002-01-01

In the first of two National Science Foundation (NSF)-funded workshops, 30 professors of biology and computer science from 18 institutions met at Wheaton College in Norton, Massachusetts, on June 6-7, 2002, to share ideas on how to incorporate genomics research into undergraduate curricula. The participants included nine pairs or trios of…

Less Developed Countries (LDCs) Facing Higher Education Curricula Reform Challenges in a "New World (Dis)Order"

ERIC Educational Resources Information Center

Gilder, Eric

2011-01-01

In a previous article for "EJHE," I detailed Curricula Reform (CR) efforts in Higher Education (HE) in four (relatively) well developed regional and national settings (The EU, the USA, Hong Kong SAR China, and Singapore). I detailed the backdrop motivating the moves by policymakers to reform the curricula in such "world class"…

A Study of the FEPAC Accredited Graduate Forensic Science Programs' Curricula

ERIC Educational Resources Information Center

Rushton, Catherine Genice

2016-01-01

The National Institute of Justice (1999) and the National Academy of Sciences (2009) recommended that forensic science training shift from on-the-job training to formal education; however, the reports cited inconsistencies in the curricula of the forensic science degree programs as an impediment to this. The Forensic Science Education Programs…

At the Crossroads: The Impact of New Irish Science Curricula on First Year Post-Primary Students

ERIC Educational Resources Information Center

Varley, Janet Penelope; Murphy, Cliona; Veale, Orlaith

2013-01-01

In Ireland, new science curricula were introduced at primary and early post-primary levels in 2003, in an effort to reverse declining interest and enrolment in science. This paper reports on a national study that explored first year post-primary students' experiences of and attitudes towards school science under these new curricula. Data were…

Does the Center Hold? Reflections on a Sociological Core

ERIC Educational Resources Information Center

Ballantine, Jeanne; Greenwood, Nancy; Howard, Jay R.; Kain, Edward L.; Pike, Diane; Schwartz, Michael; Smith, R. Tyson; Zipp, John F.

2016-01-01

Is there a distinct disciplinary core (or foundation of agreed on knowledge) in sociology? Should we define a core in our broad field to build consensus? If so, what should it look like? We address these questions by presenting three viewpoints that lean for and against identifying a core for department curricula, students, and the public face of…

An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study

ERIC Educational Resources Information Center

Tran, Thang Manh; Stoilescu, Dorian

2016-01-01

This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ…

American Sign Language Curricula: A Review

ERIC Educational Resources Information Center

Rosen, Russell S.

2010-01-01

There is an exponential growth in the number of schools that offer American Sign Language (ASL) for foreign language credit and the different ASL curricula that were published. This study analyzes different curricula in its assumptions regarding language, learning, and teaching of second languages. It is found that curricula vary in their…

Management education within pharmacy curricula: A need for innovation.

PubMed

Mospan, Cortney M

To encourage the academy to pursue innovative management education strategies within pharmacy curricula and highlight these experiences in a scholarly dialogue. Management has often been a dreaded, dry, and often neglected aspect of pharmacy curricula. With the release of Center for Advancement of Pharmacy Education (CAPE) Educational Outcomes 2013 as well as Entry-Level Competencies Needed for Community Pharmacy Practice by National Association of Chain Drug Stores (NACDS) Foundation, National Community Pharmacists Association (NCPA), and Accreditation Council for Pharmacy Education (ACPE) in 2012, managerial skills have seen a new emphasis in pharmacy education. Further, management has greater emphasis within ACPE "Standards 2016" through adoption of CAPE Educational Outcomes 2013 into the standards. Previous literature has shown success of innovative learning strategies in management education such as active learning, use of popular television shows, and emotional intelligence. The academy must build a more extensive scholarly body of work highlighting successful educational strategies to engage pharmacy students in an often-dreaded subject through applying the Scholarship of Teaching and Learning. Copyright © 2017 Elsevier Inc. All rights reserved.

The Content of Educational Technology Curricula: A Cross-Curricular State of the Art

ERIC Educational Resources Information Center

Aesaert, Koen; Vanderlinde, Ruben; Tondeur, Jo; van Braak, Johan

2013-01-01

The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions,…

Citizenship Education Curricula: The Changes and Challenges Presented by Global and European Integration

ERIC Educational Resources Information Center

Keating, Avril; Ortloff, Debora Hinderliter; Philippou, Stavroula

2009-01-01

Citizenship education has been the subject of growing attention in policy and academic circles over the past 20 years. Citizenship education curricula have typically focused on national institutions, issues, and ties. Citizenship education has been closely bound up with the legitimacy of the nation-state, and alternative institutions and…

Leadership and management in UK medical school curricula.

PubMed

Jefferies, Richard; Sheriff, Ibrahim H N; Matthews, Jacob H; Jagger, Olivia; Curtis, Sarah; Lees, Peter; Spurgeon, Peter C; Fountain, Daniel Mark; Oldman, Alex; Habib, Ali; Saied, Azam; Court, Jessica; Giannoudi, Marilena; Sayma, Meelad; Ward, Nicholas; Cork, Nick; Olatokun, Olamide; Devine, Oliver; O'Connell, Paul; Carr, Phoebe; Kotronias, Rafail Angelos; Gardiner, Rebecca; Buckle, Rory T; Thomson, Ross J; Williams, Sarah; Nicholson, Simon J; Goga, Usman

2016-10-10

Purpose Although medical leadership and management (MLM) is increasingly being recognised as important to improving healthcare outcomes, little is understood about current training of medical students in MLM skills and behaviours in the UK. The paper aims to discuss these issues. Design/methodology/approach This qualitative study used validated structured interviews with expert faculty members from medical schools across the UK to ascertain MLM framework integration, teaching methods employed, evaluation methods and barriers to improvement. Findings Data were collected from 25 of the 33 UK medical schools (76 per cent response rate), with 23/25 reporting that MLM content is included in their curriculum. More medical schools assessed MLM competencies on admission than at any other time of the curriculum. Only 12 schools had evaluated MLM teaching at the time of data collection. The majority of medical schools reported barriers, including overfilled curricula and reluctance of staff to teach. Whilst 88 per cent of schools planned to increase MLM content over the next two years, there was a lack of consensus on proposed teaching content and methods. Research limitations/implications There is widespread inclusion of MLM in UK medical schools' curricula, despite the existence of barriers. This study identified substantial heterogeneity in MLM teaching and assessment methods which does not meet students' desired modes of delivery. Examples of national undergraduate MLM teaching exist worldwide, and lessons can be taken from these. Originality/value This is the first national evaluation of MLM in undergraduate medical school curricula in the UK, highlighting continuing challenges with executing MLM content despite numerous frameworks and international examples of successful execution.

If Not "the Best of the West," Then "Look East": Imported Teacher Education Curricula in the Arabian Gulf

ERIC Educational Resources Information Center

Aydarova, Olena

2013-01-01

By examining why nations borrow policy discourses, research on transfer has overlooked the implementation of transferred educational practices, models, or curricula. This study attempts to bridge this gap by examining the transfer and implementation of teacher education curricula in the United Arab Emirates (UAE). Based on interviews with teacher…

Reflections on Core Curriculum, Mission, and Catholic Identity in Our Time

ERIC Educational Resources Information Center

Killen, Patricia O'Connell

2015-01-01

Reviewing and revising core curricula at Catholic colleges and universities is often fraught, primarily because the core symbolizes so centrally these institutions' identities. Situating core revision as one dimension of a larger shared task in which all Catholic institutions are engaged today-living into and articulating the meaning of being…

Evaluation of sex education curricula: measuring up to the SIECUS guidelines. Sex Information and Education Council of the U.S.

PubMed

Klein, N A; Goodson, P; Serrins, D S; Edmundson, E; Evans, A

1994-10-01

Most sexuality education curricula developed the past 20 years were not thoroughly evaluated. This study provides results from a content analysis of 10 sexuality education curricula for junior and senior high school students. Nine nationally available sexuality education curricula and one curriculum guide comprised the sample. The basis for analysis was the Guidelines for Comprehensive Sexuality Education, developed by the Sex Information and Education Council of the U.S. (SIECUS) and an instrument developed to measure bias in the curricula. Trained coders found that Sex Respect and Teen Aid addressed less than half the topics suggested by the SIECUS guidelines. Several of the curricula contained gender and sexual orientation bias. Certain key concepts such as "Sexual Behavior" and "Society and Culture" were not adequately addressed by most of the curricula. Findings indicate that of 10 curricula, only six are considered acceptable for educating junior and senior high school students.

Conceptual Elements: A Detailed Framework to Support and Assess Student Learning of Biology Core Concepts

PubMed Central

Cary, Tawnya; Branchaw, Janet

2017-01-01

The Vision and Change in Undergraduate Biology Education: Call to Action report has inspired and supported a nationwide movement to restructure undergraduate biology curricula to address overarching disciplinary concepts and competencies. The report outlines the concepts and competencies generally but does not provide a detailed framework to guide the development of the learning outcomes, instructional materials, and assessment instruments needed to create a reformed biology curriculum. In this essay, we present a detailed Vision and Change core concept framework that articulates key components that transcend subdisciplines and scales for each overarching biological concept, the Conceptual Elements (CE) Framework. The CE Framework was developed using a grassroots approach of iterative revision and incorporates feedback from more than 60 biologists and undergraduate biology educators from across the United States. The final validation step resulted in strong national consensus, with greater than 92% of responders agreeing that each core concept list was ready for use by the biological sciences community, as determined by scientific accuracy and completeness. In addition, we describe in detail how educators and departments can use the CE Framework to guide and document reformation of individual courses as well as entire curricula. PMID:28450444

The Exclusion of the Creative Arts from Contracted School Curricula for Teaching the Common Core Standards

ERIC Educational Resources Information Center

Gormley, Kathleen; McDermott, Peter

2016-01-01

Many people would agree the creative arts are essential for children's education and development. For years, the creative arts were integrated into classroom learning units, especially in the language arts, by using drama, music, and drawing; this was considered good teaching. In this study we examined whether contracted curricula designed for…

Alternative Second Language Curricula for Learners with Disabilities: Two Case Studies

ERIC Educational Resources Information Center

Abrams, Zsuzsanna

2008-01-01

According to the National Center for Learning Disabilities (2005), students with disabilities often must demonstrate failure in order to qualify for academic accommodations. For students with disabilities, this failure may be life-altering. The present article argues that alternative curricula (modified teaching and assessment plans) should be…

Essential Distinctiveness: Strategic Alternatives in Updating the Business Core Curriculum

ERIC Educational Resources Information Center

Alstete, Jeffrey W.

2013-01-01

Purpose: This paper seeks to propose the use of specific strategic management tools for identifying opportunities for gaining competitive advantage in the business core curricula offered at colleges and universities. Design/methodology/approach: A brief review of the literature on business core curriculum innovation and change is examined, and…

LGBTQ-Inclusive Curricula: Why Supportive Curricula Matter

ERIC Educational Resources Information Center

Snapp, Shannon D.; McGuire, Jenifer K.; Sinclair, Katarina O.; Gabrion, Karlee; Russell, Stephen T.

2015-01-01

There is growing attention to lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) issues in schools, including efforts to address such issues through the curriculum. This study examines whether students' perceptions of personal safety and school climate safety are stronger when curricula that include LGBTQ people are present and…

Honors Thesis Preparation: Evidence of the Benefits of Structured Curricula

ERIC Educational Resources Information Center

Engel, Steven

2016-01-01

A recent study of honors curricula across the nation indicates that 75.6% of honors programs and colleges at four-year institutions have thesis or capstone requirements (Savage and Cognard-Black). In addition to institutions with thesis requirements, many more also have the option for students to complete theses. For example, an earlier study…

Creating Capacities for Peacebuilding Citizenship: History and Social Studies Curricula in Bangladesh, Canada, Colombia, and México

ERIC Educational Resources Information Center

Bickmore, Kathy; Kaderi, Ahmed Salehin; Guerra-Sua, Ángela

2017-01-01

Public education is one influence on how young people learn to navigate social conflicts and to contribute to building democratic peace, including their sense of hope or powerlessness. Social studies curricula, in particular, introduce core concerns, geographies, governance and civil society, and participation skills and norms. History education…

An Overview of Cultural Competency Curricula in ACGME-accredited General Surgery Residency Programs.

PubMed

Shah, Sagar S; Sapigao, Francisco B; Chun, Maria B J

Cultural competency(CC) in surgical residency curricula is not the novel idea it was fourteen years ago when the ACGME challenged program directors to teach and assess six core competencies. CC is recognized as a component of "patient care", "professionalism", and "interpersonal and communication skills." The results of five programs (2004-2012) with CC curricula were identified in a 2013 paper by Ly and Chun. The primary objective of this paper is to provide the current status of CC curricula in general surgery residency programs. Three sources were used for this study. First, a four question survey on the current status of CC education was sent to program directors of ACGME-accredited surgery residency programs. Second, the lead authors from five programs previously reported in the 2013 paper were interviewed. Third, the survey mentioned above was resent to 52 residency programs who implemented New York University's (NYU) SPICE program, which has a CC component. Participants for the survey consisted of program directors of ACGME-accredited surgery residency programs. The interviews were conducted with the corresponding authors from the previous study by Ly and Chun. Of the 256 surveyed, nine responded; seven stated that CC is not taught formally at their institution while four stated that they do not feel any part of CC curricula is missing from their program. Due to the low response rate, we identified and conducted interviews with general surgery residency programs with CC curricula. Of the five programs contacted, only three remain active and utilize Objective Structured Clinical Examinations (OSCEs) to teach cultural competency. One of the three, the SPICE program at NYU, has expanded to 52 other residency programs in the US. Although the importance of CC has been identified in general surgery, formal curricula and documentation of implementation remains elusive. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All

Premises for Structuring Ethnic Curricula.

ERIC Educational Resources Information Center

Rice, M. J.

The primary purpose of the Georgia Anthropology Curriculum Project is to present the organizing concepts of anthropology in curricula suitable for use in elementary and intermediate grades. The philosophic premise of the Project is that a conceptually structured curricula is the most effective means of helping students to acquire a base of…

Analyzing the Curricula of Doctor of Philosophy in Educational Technology-Related Programs in the United States

ERIC Educational Resources Information Center

Almaden, Abdullah; Ku, Heng-Yu

2017-01-01

The purpose of this study was to analyze on-campus and online PhD programs in educational technology-related fields in the United States. In particular, it sought to evaluate the most common program titles; core, elective, and research courses based on program curricula. The research design was quantitative content analysis and data were collected…

A national survey to define a new core curriculum to prepare physicians for managed care practice.

PubMed

Meyer, G S; Potter, A; Gary, N

1997-08-01

All levels of medical education will require modification to address the challenges in health care practice brought about by managed care. Because preparation for practice in a managed care environment has received insufficient attention, and because the need for change is so great, in 1995 the authors sought information from a variety of sources to serve as a basis for identifying the core curricular components and the staging of these components in the medical education process. This research effort consisted of a survey of 125 U.S. medical school curriculum deans (or equivalent school representatives); four focus groups of managed care practitioners, administrators, educators, and residents; and a survey of a national sample of physicians and medical directors. Findings indicate that almost all the 91 responding school representatives recognized the importance of revising their curricula to meet the managed care challenge and that the majority either had or were developing programs to train students for practice in managed care environments. The focus groups identified a core set of competencies for managed care practice, although numbers differed on whether the classroom or a managed care setting was the best place to teach the components of a new curriculum. Although medical directors and staff physicians differed with respect to the relative levels of importance of these competencies, the findings suggest that before medical school, training should focus on communication and interpersonal skills, information systems, and customer relations; during medical school, on clinical epidemiology, quality assurance, risk management, and decision analysis; during residency, on utilization management, managed care essentials, and multidisciplinary team building; and after residency, on a review of customer relations, communication skills, and utilization management. The authors conclude that a core curriculum and its sequencing can be identified, that the majority of

Development of new core competencies for Taiwanese Emergency Medical Technicians.

PubMed

Chang, Yu-Tung; Tsai, Kuang-Chau; Williams, Brett

2018-01-01

Core competencies are considered the foundation for establishing Emergency Medical Technician (EMT) and paramedic curricula, and for ensuring performance standards in the delivery of prehospital care. This study surveyed EMT instructors and medical directors to identify the most desirable core competencies for all levels of EMTs in Taiwan. A principal components analysis with Varimax rotation was conducted. An online questionnaire was distributed to obtain perspectives of EMT instructors and medical directors on the most desirable core competencies for EMTs. The target population was EMT training-course instructors and medical directors of fire departments in Taiwan. The questionnaire comprised 61 competency items, and multiple-choice and open-ended questions were used to obtain respondents' perspectives of the Taiwanese EMT training and education system. The results identified three factors at EMT-1 and EMT-2 levels and five factors at the EMT-Paramedic level. The factors for EMT-1 and EMT-2 were similar, and those for EMT-Paramedics identified further comprehensive competence perspectives. The key factors that appear to influence the development of the Taiwanese Emergency Medical Services (EMS) education system are the attitude of authorities, the licensure system, and legislation. The findings present new core competencies for the Taiwanese EMT system and provide capacity to redesign curricula and reconsider roles for EMT-1 and EMT-2 technicians. At the EMT-Paramedic level, the findings demonstrate the importance of incorporating competency standards in the current skills-based curriculum. Moreover, the core-competencies gap that exists between Taiwanese EMT-1s, EMT-2s, and EMT-Paramedics and internationally recognized core competencies needs to be addressed. By identifying the key factors that potentially impact the development of the EMS education system, such as the attitude of authorities, the licensure system, and legislation, these findings will inform

Development of new core competencies for Taiwanese Emergency Medical Technicians

PubMed Central

Chang, Yu-Tung; Tsai, Kuang-Chau; Williams, Brett

2018-01-01

Objectives Core competencies are considered the foundation for establishing Emergency Medical Technician (EMT) and paramedic curricula, and for ensuring performance standards in the delivery of prehospital care. This study surveyed EMT instructors and medical directors to identify the most desirable core competencies for all levels of EMTs in Taiwan. Methods A principal components analysis with Varimax rotation was conducted. An online questionnaire was distributed to obtain perspectives of EMT instructors and medical directors on the most desirable core competencies for EMTs. The target population was EMT training-course instructors and medical directors of fire departments in Taiwan. The questionnaire comprised 61 competency items, and multiple-choice and open-ended questions were used to obtain respondents’ perspectives of the Taiwanese EMT training and education system. Results The results identified three factors at EMT-1 and EMT-2 levels and five factors at the EMT-Paramedic level. The factors for EMT-1 and EMT-2 were similar, and those for EMT-Paramedics identified further comprehensive competence perspectives. The key factors that appear to influence the development of the Taiwanese Emergency Medical Services (EMS) education system are the attitude of authorities, the licensure system, and legislation. Conclusion The findings present new core competencies for the Taiwanese EMT system and provide capacity to redesign curricula and reconsider roles for EMT-1 and EMT-2 technicians. At the EMT-Paramedic level, the findings demonstrate the importance of incorporating competency standards in the current skills-based curriculum. Moreover, the core-competencies gap that exists between Taiwanese EMT-1s, EMT-2s, and EMT-Paramedics and internationally recognized core competencies needs to be addressed. By identifying the key factors that potentially impact the development of the EMS education system, such as the attitude of authorities, the licensure system, and

"Heart Bone"--The Case for the IHI Open School as Connector: A Model for Integrating Quality Improvement and Patient Safety into Health Professions Curricula.

PubMed

Miller, Ryan J; Hoffman, Wendell W

2015-06-01

The physician is guardian of the patient and obligated to both the "Science of Medicine" (SOM), defined by the randomized controlled trial, and the "Art of Medicine" (AOM), defined by patient safety (PS) and quality improvement (QI). Historically SOM knowledge has dominated AOM knowledge; however given the frequency of medical harm, a new paradigm is necessary. The Institute for Healthcare Improvement Open School (IHIOS) is accelerating AOM into medical curricula by connecting all stakeholders to the emerging PS and QI sciences, and doing so in an interprofessional manner. A South Dakota IHIOS chapter was established in 2011, connecting SOM to AOM knowledge for 600 students from eight schools and thirteen disciplines. Four specific foci included 1) interprofessional pilot project introducing PS and QI into first year curricula, 2) sessions for third-year medical students to assess Open School courses through faculty-facilitated small groups, 3) development of longitudinal quality and safety curricula, 4) integration of OS courses across South Dakota health professions schools. The interprofessional pilot project demonstrated significant learning in 16 of 16 and 13 of 16 (p = 0.05) teaching points. The third-year sessions showed that PS and QI topics are viewed as important especially with faculty-facilitated case studies. Subsequently a longitudinal PS and QI curriculum was implemented. This led to the incorporation of IHIOS courses as core curricula in four South Dakota colleges and eight health disciplines. Our work was one of the first large-scale efforts to measure learning via the IHIOS through the novel use of the chapter as connector. The model contributes to national efforts for paradigm change through interprofessional education.

The New National Core Arts Standards and World Music

ERIC Educational Resources Information Center

Beegle, Amy Christine

2017-01-01

Following an overview of the organization of the new National Core Arts Standards, this column provides a listing of the new standards that include terminology related to "world music": "world music," "culture," "cultural," "context," and "authentic." The term "world music" is…

Ethical Hacking in Information Security Curricula

ERIC Educational Resources Information Center

Trabelsi, Zouheir; McCoey, Margaret

2016-01-01

Teaching offensive security (ethical hacking) is becoming a necessary component of information security curricula with a goal of developing better security professionals. The offensive security components extend curricula beyond system defense strategies. This paper identifies and discusses the learning outcomes achieved as a result of hands-on…

Programs that Internationalize Nursing Curricula in Baccalaureate Schools of Nursing in the United States.

ERIC Educational Resources Information Center

Lindquist, Gay J.

1986-01-01

Results of a national survey of baccalaureate nursing programs are presented concerning programs for study abroad, international exchange programs, and other approaches to internationalizing nursing curricula, including courses dealing with health care and nursing in foreign countries. (Author/MSE)

The evolution of global health teaching in undergraduate medical curricula.

PubMed

Rowson, Mike; Smith, Abi; Hughes, Rob; Johnson, Oliver; Maini, Arti; Martin, Sophie; Martineau, Fred; Miranda, J Jaime; Pollit, Vicki; Wake, Rae; Willott, Chris; Yudkin, John S

2012-11-13

Since the early 1990s there has been a burgeoning interest in global health teaching in undergraduate medical curricula. In this article we trace the evolution of this teaching and present recommendations for how the discipline might develop in future years. Undergraduate global health teaching has seen a marked growth over the past ten years, partly as a response to student demand and partly due to increasing globalization, cross-border movement of pathogens and international migration of health care workers. This teaching has many different strands and types in terms of topic focus, disciplinary background, the point in medical studies in which it is taught and whether it is compulsory or optional. We carried out a survey of medical schools across the world in an effort to analyse their teaching of global health. Results indicate that this teaching is rising in prominence, particularly through global health elective/exchange programmes and increasing teaching of subjects such as globalization and health and international comparison of health systems. Our findings indicate that global health teaching is moving away from its previous focus on tropical medicine towards issues of more global relevance. We suggest that there are three types of doctor who may wish to work in global health - the 'globalised doctor', 'humanitarian doctor' and 'policy doctor' - and that each of these three types will require different teaching in order to meet the required competencies. This teaching needs to be inserted into medical curricula in different ways, notably into core curricula, a special overseas doctor track, optional student selected components, elective programmes, optional intercalated degrees and postgraduate study. We argue that teaching of global health in undergraduate medical curricula must respond to changing understandings of the term global health. In particular it must be taught from the perspective of more disciplines than just biomedicine, in order to reflect

Adapting bioinformatics curricula for big data

PubMed Central

Greene, Anna C.; Giffin, Kristine A.; Greene, Casey S.

2016-01-01

Modern technologies are capable of generating enormous amounts of data that measure complex biological systems. Computational biologists and bioinformatics scientists are increasingly being asked to use these data to reveal key systems-level properties. We review the extent to which curricula are changing in the era of big data. We identify key competencies that scientists dealing with big data are expected to possess across fields, and we use this information to propose courses to meet these growing needs. While bioinformatics programs have traditionally trained students in data-intensive science, we identify areas of particular biological, computational and statistical emphasis important for this era that can be incorporated into existing curricula. For each area, we propose a course structured around these topics, which can be adapted in whole or in parts into existing curricula. In summary, specific challenges associated with big data provide an important opportunity to update existing curricula, but we do not foresee a wholesale redesign of bioinformatics training programs. PMID:25829469

14 CFR 141.57 - Special curricula.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Special curricula. 141.57 Section 141.57... OTHER CERTIFICATED AGENCIES PILOT SCHOOLS Training Course Outline and Curriculum § 141.57 Special curricula. An applicant for a pilot school certificate or provisional pilot school certificate may apply for...

Early Childhood Curricula in Sweden from the 1850s to the Present

ERIC Educational Resources Information Center

Roth, Ann-Christine Vallberg

2006-01-01

This article introduces the curriculum history of early childhood education in Sweden. The study is based on curriculum theory and gender theory. A broad curricular concept is used. The period analysed ranges from approximately the 1850s to the present day. Examples of key-texts analysed are National curricula, Handbooks, one journal (The…

Review of Comprehensive Sex Education Curricula

ERIC Educational Resources Information Center

US Department of Health and Human Services, 2007

2007-01-01

This evaluation was undertaken by the Administration for Children and Families within the Department of Health and Human Services to inform federal policymakers of the content, medical accuracy, and effectiveness of comprehensive sex education (CSE) curricula currently in use. Nine curricula were chosen based on the frequency and strength of…

13. Bull Wheel Core Showing Name of Manufacturer (National Supply ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

13. Bull Wheel Core Showing Name of Manufacturer (National Supply Co.), Looking Southwest - David Renfrew Oil Rig, East side of Connoquenessing Creek, 0.4 mile North of confluence with Thorn Creek, Renfrew, Butler County, PA

Core competencies for emergency medicine clerkships: results of a Canadian consensus initiative.

PubMed

Penciner, Rick; Woods, Robert A; McEwen, Jill; Lee, Richard; Langhan, Trevor; Bandiera, Glen

2013-01-01

There is no consensus on what constitutes the core competencies for emergency medicine (EM) clerkship rotations in Canada. Existing EM curricula have been developed through informal consensus and often focus on EM content to be known at the end of training rather than what is an appropriate focus for a time-limited rotation in EM. We sought to define the core competencies for EM clerkship in Canada through consensus among an expert panel of Canadian EM educators. We used a modified Delphi method and the CanMEDS 2005 Physician Competency Framework to develop a consensus among expert EM educators from across Canada. Thirty experts from nine different medical schools across Canada participated on the panel. The initial list consisted of 152 competencies organized in the seven domains of the CanMEDS 2005 Physician Competency Framework. After the second round of the Delphi process, the list of competencies was reduced to 62 (59% reduction). A complete list of competencies is provided. This study established a national consensus defining the core competencies for EM clerkship in Canada.

Chronology from sediment cores collected in southwestern Everglades National Park, Florida

USGS Publications Warehouse

Bernhardt, C.E.; Wingard, G.L.; Willard, D.A.; Marot, M.E.; Landacre, B.; Holmes, C.W.

2013-01-01

Age model data are presented for 10 cores from the southwestern coastal mangrove zone of Everglades National Park, Florida, collected in Common Era (CE) 2004 and 2005 and used for paleoecological analysis. Carbon-14 (14C), lead-210 (210Pb), cesium-137 (137Cs), radium-226 (226Ra), and pollen biostratigraphic information is included, and age models were generated for 6 of the 10 cores. Age reversals and sediment disturbance prevented construction of age models on the remaining four cores. Four cores present a continuous record of the last 50 to 100 years, making them useful for analyzing the impacts caused by changes in water management in south Florida. These cores are Harney River 2A and Harney River 1A, Shark River 2A, and Roberts River.

Examination of core competencies of agricultural development professionals in Cambodia.

PubMed

Suvedi, Murari; Ghimire, Ramjee; Channa, Ty

2018-04-01

This cross-sectional study examined perceived level of importance, perceived level of competency in extension core competencies, and whether and how perceptions of competency vary by respondents' demographics; ascertained gaps in competency, if any; and identified ways for agricultural development professionals in Cambodia to acquire core competencies. Data were collected using a group-administered survey among 39 agricultural development professionals participating in a national workshop in December 2015. The survey consisted of 48 competencies representing eight core competencies, and each competency had level of importance and level of competency parts. The findings show that extension workers in Cambodia deemed all competencies highly or very highly important to their extension work; however, their perceived level of competency in those competencies appeared not to meet the expectations. The level of competency in all but communication skills and diversity significantly differed by gender but not by age and experience. Respondents indicated all four methods-preservice, in-service, basic induction training, and participation in seminars, workshops, and webinars-equally appropriate to acquire core competencies. The findings imply that the agricultural development authority in Cambodia should review, update, or design extension education curricula incorporating the competencies highlighted in this study and train its extension cadres on those competencies. Copyright © 2017 Elsevier Ltd. All rights reserved.

Using the SOLO Taxonomy to Analyze Competence Progression of University Science Curricula

ERIC Educational Resources Information Center

Brabrand, Claus; Dahl, Bettina

2009-01-01

During 2007 all Danish university curricula were reformulated to explicitly state course objectives due to the adoption of a new Danish national grading scale which stipulated that grades were to be given based on how well students meet explicit course objectives. The Faculties of Science at University of Aarhus and University of Southern Denmark…

Wind for Schools: A National Data and Curricula Development Activity for Schools (Poster)

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

Baring-Gould, I.

As the United States dramatically expands wind energy deployment, the industry is challenged with developing a skilled workforce and addressing public resistance. Wind Powering America?s Wind for Schools project addresses these issues by: 1) Developing Wind Application Centers (WACs) at universities; WAC students assist in implementing school wind turbines and participate in wind courses. 2) Installing small wind turbines at community 'host' schools. 3) Implementing teacher training with interactive curricula at each host school.

Can Law Become Curricula's Guidance Counselor?

ERIC Educational Resources Information Center

Goslin, Kimberly G.

2008-01-01

This article asserts that curricula, a living text, ought to take into consideration the virtues of fairness, justice, and integrity as found in law, in order to judge controversial issues of curriculum. This assertion is argued through a comparison of jurisprudence and pedagogy, as well as law and curricula. Dworkin's (1986) contention of "law as…

Adapting bioinformatics curricula for big data.

PubMed

Greene, Anna C; Giffin, Kristine A; Greene, Casey S; Moore, Jason H

2016-01-01

Modern technologies are capable of generating enormous amounts of data that measure complex biological systems. Computational biologists and bioinformatics scientists are increasingly being asked to use these data to reveal key systems-level properties. We review the extent to which curricula are changing in the era of big data. We identify key competencies that scientists dealing with big data are expected to possess across fields, and we use this information to propose courses to meet these growing needs. While bioinformatics programs have traditionally trained students in data-intensive science, we identify areas of particular biological, computational and statistical emphasis important for this era that can be incorporated into existing curricula. For each area, we propose a course structured around these topics, which can be adapted in whole or in parts into existing curricula. In summary, specific challenges associated with big data provide an important opportunity to update existing curricula, but we do not foresee a wholesale redesign of bioinformatics training programs. © The Author 2015. Published by Oxford University Press.

U.S. National Institutes of Health core consolidation-investing in greater efficiency.

PubMed

Chang, Michael C; Birken, Steven; Grieder, Franziska; Anderson, James

2015-04-01

The U.S. National Institutes of Health (NIH) invests substantial resources in core research facilities (cores) that support research by providing advanced technologies and scientific and technical expertise as a shared resource. In 2010, the NIH issued an initiative to consolidate multiple core facilities into a single, more efficient core. Twenty-six institutions were awarded supplements to consolidate a number of similar core facilities. Although this approach may not work for all core settings, this effort resulted in consolidated cores that were more efficient and of greater benefit to investigators. The improvements in core operations resulted in both increased services and more core users through installation of advanced instrumentation, access to higher levels of management expertise; integration of information management and data systems; and consolidation of billing; purchasing, scheduling, and tracking services. Cost recovery to support core operations also benefitted from the consolidation effort, in some cases severalfold. In conclusion, this program of core consolidation resulted in improvements in the effective operation of core facilities, benefiting both investigators and their supporting institutions.

Learning experiences in population education: proposed guidelines and core messages.

PubMed

1984-01-01

As a result of the 1984 Regional Workshop for the Development of Packages of Adequate Learning Requirements in Population Education, the participants tackled the problem of non-institutionalization of population education into the formal and non-formal educational curricula in their countries. Based on their deliberations, several sets of guidelines and core messages were formulated to provide countries with a more definite direction that will hopefully ensure the functional and effective integration of population education in their respective national school and out-of-school curriculum system. Useful packages of learning materials in population education should help realize the country's population policy and goals within the broader framework of socioeconomic development, and the content of the package should comprehensively cover the core messages of the country's Population Information, Education and Communication (IEC) Program. The population knowledge base of the package should be accurate and relevant; the package should provide for graphic and visual presentation and for assessment of effects on the target groups. Proposed core messages in population education discuss the advantages of small family size and delayed marriage, and aspects of responsible parenthood. Other messages discuss population resource development and population-related beliefs and values.

Identifying content for simulation-based curricula in urology: a national needs assessment.

PubMed

Nayahangan, Leizl Joy; Bølling Hansen, Rikke; Gilboe Lindorff-Larsen, Karen; Paltved, Charlotte; Nielsen, Bjørn Ulrik; Konge, Lars

2017-12-01

Simulation-based training is well recognized in the transforming field of urological surgery; however, integration into the curriculum is often unstructured. Development of simulation-based curricula should follow a stepwise approach starting with a needs assessment. This study aimed to identify technical procedures in urology that should be included in a simulation-based curriculum for residency training. A national needs assessment was performed using the Delphi method involving 56 experts with significant roles in the education of urologists. Round 1 identified technical procedures that newly qualified urologists should perform. Round 2 included a survey using an established needs assessment formula to explore: the frequency of procedures; the number of physicians who should be able to perform the procedure; the risk and/or discomfort to patients when a procedure is performed by an inexperienced physician; and the feasibility of simulation training. Round 3 involved elimination and reranking of procedures according to priority. The response rates for the three Delphi rounds were 70%, 55% and 67%, respectively. The 34 procedures identified in Round 1 were reduced to a final prioritized list of 18 technical procedures for simulation-based training. The five procedures that reached the highest prioritization were cystoscopy, transrectal ultrasound-guided biopsy of the prostate, placement of ureteral stent, insertion of urethral and suprapubic catheter, and transurethral resection of the bladder. The prioritized list of technical procedures in urology that were identified as highly suitable for simulation can be used as an aid in the planning and development of simulation-based training programs.

Fine Arts: Music Core Curriculum, Grades 7-12.

ERIC Educational Resources Information Center

Utah State Office of Education, Salt Lake City.

This guide delineates Utah's secondary school music course curricula. The introductory section, "Music Connections," contains a music achievement portfolio for a general music course. The guide explains that "Music Connections" is an extension of the K-6 music core and includes concepts and skills to integrate music into…

Updated procedures for using drill cores and cuttings at the Lithologic Core Storage Library, Idaho National Laboratory, Idaho

USGS Publications Warehouse

Hodges, Mary K.V.; Davis, Linda C.; Bartholomay, Roy C.

2018-01-30

In 1990, the U.S. Geological Survey, in cooperation with the U.S. Department of Energy Idaho Operations Office, established the Lithologic Core Storage Library at the Idaho National Laboratory (INL). The facility was established to consolidate, catalog, and permanently store nonradioactive drill cores and cuttings from subsurface investigations conducted at the INL, and to provide a location for researchers to examine, sample, and test these materials.The facility is open by appointment to researchers for examination, sampling, and testing of cores and cuttings. This report describes the facility and cores and cuttings stored at the facility. Descriptions of cores and cuttings include the corehole names, corehole locations, and depth intervals available.Most cores and cuttings stored at the facility were drilled at or near the INL, on the eastern Snake River Plain; however, two cores drilled on the western Snake River Plain are stored for comparative studies. Basalt, rhyolite, sedimentary interbeds, and surficial sediments compose most cores and cuttings, most of which are continuous from land surface to their total depth. The deepest continuously drilled core stored at the facility was drilled to 5,000 feet below land surface. This report describes procedures and researchers' responsibilities for access to the facility and for examination, sampling, and return of materials.

Palliative care nursing education features more prominently in 2015 than 2005: Results from a nationwide survey and qualitative analysis of curricula.

PubMed

Martins Pereira, Sandra; Hernández-Marrero, Pablo

2016-10-01

Making palliative care accessible to all citizens who are in need of this type of care requires effective policies and education. Moreover, healthcare professionals have an ethical and legal responsibility to ensure quality palliative care. Nevertheless, palliative care has had traditionally a limited emphasis in healthcare professionals' undergraduate education. To study the current status of palliative care education in nursing undergraduate curricula and compare 2005 and 2015 findings. An online survey was sent to all state schools providing nursing undergraduate education in Portugal (N = 21). The survey assessed if and how palliative care was included in the curricula, and whether or not national and international recommendations for palliative care nursing education were followed. Further analysis included the content of available curricula/syllabi. A total of 19 schools completed the survey (90% of response rate). These institutions are geographically dispersed and representative of state nursing educational institutions in Portugal. In 2015, all participant schools integrated palliative care in their curricula; nine schools had palliative care as an independent curricular unit (an 800% increase compared to 2005). While in 2005, only 14 out of 23 (61%) schools included palliative care explicitly in their curricula; in 2015, all 19 participant schools did so. National and international recommendations were followed. The inclusion of palliative care within nursing undergraduate curricula strongly increased from 2005 to 2015. Further research is needed to understand the contribution of education in the access, care provision, quality and development of palliative care in this country. © The Author(s) 2016.

Health Systems Science Curricula in Undergraduate Medical Education: Identifying and Defining a Potential Curricular Framework.

PubMed

Gonzalo, Jed D; Dekhtyar, Michael; Starr, Stephanie R; Borkan, Jeffrey; Brunett, Patrick; Fancher, Tonya; Green, Jennifer; Grethlein, Sara Jo; Lai, Cindy; Lawson, Luan; Monrad, Seetha; O'Sullivan, Patricia; Schwartz, Mark D; Skochelak, Susan

2017-01-01

The authors performed a review of 30 Accelerating Change in Medical Education full grant submissions and an analysis of the health systems science (HSS)-related curricula at the 11 grant recipient schools to develop a potential comprehensive HSS curricular framework with domains and subcategories. In phase 1, to identify domains, grant submissions were analyzed and coded using constant comparative analysis. In phase 2, a detailed review of all existing and planned syllabi and curriculum documents at the grantee schools was performed, and content in the core curricular domains was coded into subcategories. The lead investigators reviewed and discussed drafts of the categorization scheme, collapsed and combined domains and subcategories, and resolved disagreements via group discussion. Analysis yielded three types of domains: core, cross-cutting, and linking. Core domains included health care structures and processes; health care policy, economics, and management; clinical informatics and health information technology; population and public health; value-based care; and health system improvement. Cross-cutting domains included leadership and change agency; teamwork and interprofessional education; evidence-based medicine and practice; professionalism and ethics; and scholarship. One linking domain was identified: systems thinking. This broad framework aims to build on the traditional definition of systems-based practice and highlight the need for medical and other health professions schools to better align education programs with the anticipated needs of the systems in which students will practice. HSS will require a critical investigation into existing curricula to determine the most efficient methods for integration with the basic and clinical sciences.

Integrating Sustainability Education into International Marketing Curricula

ERIC Educational Resources Information Center

Perera, Chamila Roshani; Hewege, Chandana Rathnasiri

2016-01-01

Purpose: The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business and marketing curricula of the universities are widely debated in previous literature. Sustainability is a global phenomenon; however, curriculum development…

Comparison of Students' Understanding of Functions in Classes Following English and Israeli National Curricula

ERIC Educational Resources Information Center

Watson, Anne; Ayalon, Michal; Lerman, Stephen

2018-01-01

This paper arises from a study of how concepts related to understanding functions develop for students across the years of secondary/high school, using small samples from two different curricula systems: England and Israel. We used a survey consisting of function tasks developed in collaboration with teachers from both curriculum systems. We…

Upper Secondary School Physical Science Curricula in New Zealand after the National Qualifications Framework Reforms

ERIC Educational Resources Information Center

Vlaardingerbroek, Barend; Taylor, T. G. Neil

2007-01-01

The recent structural reforms in New Zealand education have given schools and teachers unprecedented freedom in curricular design and delivery. Using official educational award statistics for 2004 and data arising from a study of 23 schools' upper secondary science curricula in the same year, this study represents an early monitoring of the impact…

Gendered Distribution of 'Knowledge Required for Empowerment' in Swedish Vocational Education Curricula?

ERIC Educational Resources Information Center

Ledman, Kristina; Rosvall, Per-Åke; Nylund, Mattias

2018-01-01

Sweden is internationally commended for a high degree of gender equality, but many divisions in Swedish society, including the labour market, disadvantage women. This paper addresses gendered divisions of preparation for civic participation in the vocational upper secondary national curricula, which may participate in reproduction of the pattern.…

Science Process Skills in Science Curricula Applied in Turkey

ERIC Educational Resources Information Center

Yumusak, Güngör Keskinkiliç

2016-01-01

One of the most important objectives of the science curricula is to bring in science process skills. The science process skills are skills that lie under scientific thinking and decision-making. Thus it is important for a science curricula to be rationalized in such a way that it brings in science process skills. New science curricula were…

Core courses in public health laboratory science and practice: findings from 2006 and 2011 surveys.

PubMed

DeBoy, John M; Beck, Angela J; Boulton, Matthew L; Kim, Deborah H; Wichman, Michael D; Luedtke, Patrick F

2013-01-01

We identified academic training courses or topics most important to the careers of U.S. public health, environmental, and agricultural laboratory (PHEAL) scientist-managers and directors, and determined what portions of the national PHEAL workforce completed these courses. We conducted electronic national surveys in 2006 and 2011, and analyzed data using numerical ranking, Chi-square tests comparing rates, and Spearman's formula measuring rank correlation. In 2006, 40 of 50 PHEAL directors identified 56 course topics as either important, useful, or not needed for someone in their position. These course topics were then ranked to provide a list of 31 core courses. In 2011, 1,659 of approximately 5,555 PHEAL scientific and technical staff, using a subset of 25 core courses, evidenced higher core course completion rates associated with higher-level job classification, advanced academic degree, and age. The 2011 survey showed that 287 PHEAL scientist-managers and directors, on average, completed 37.7% (n=5/13) of leadership/managerial core courses and 51.7% (n=6/12) of scientific core courses. For 1,659 laboratorians in all scientific and technical classifications, core-subject completion rates were higher in local laboratories (42.8%, n=11/25) than in state (36.0%, n=9/25), federal (34.4%, n=9/25), and university (31.2%, n=8/25) laboratories. There is a definable range of scientific, leadership, and managerial core courses needed by PHEAL scientist-managers and directors to function effectively in their positions. Potential PHEAL scientist-managers and directors need greater and continuing access to these courses, and academic and practice entities supporting development of this workforce should adopt curricula and core competencies aligned with these course topics.

Teaching of ophthalmology in undergraduate curricula: a survey of Australasian and Asian medical schools.

PubMed

Fan, Jennifer C; Sherwin, Trevor; McGhee, Charles N J

2007-01-01

Despite established international guidelines on preferred teaching components for ophthalmology in undergraduate curricula, with increasingly less specialty-based undergraduate teaching within curricula, teaching of core ophthalmology knowledge and skills may become marginalized. This survey aims to evaluate the current state of undergraduate ophthalmology teaching in Australasia and proximate Asian medical schools. A questionnaire was developed to determine the content and extent of ophthalmology teaching in the undergraduate medical curriculum. The questionnaire was sent to 25 medical schools throughout Australasia and Asia. Nineteen of the 25 questionnaires were returned (76% response rate). Ophthalmology teaching programmes ranged from 2 to 20 days: five (26%) medical schools having one ophthalmology attachment; six schools (32%) two attachments; and the remainder three or more. Only seven of the schools taught all 13 ophthalmology topics recommended in current curriculum guidelines. Ocular examination (100%), lens and cataract (95%) and ocular manifestations of systemic disease (95%) were the most commonly taught topics, with intraocular tumours only covered by 10 schools (53%). Students in 14 schools (74%) attended ophthalmology operating theatre, but only two schools (11%) offered attendance at optometry clinics. Ten schools (53%) required a pass in ophthalmology to complete the academic year. Ophthalmology may increasingly be a small, or even absent, component of undergraduate medical curricula. Despite established international ophthalmology curriculum guidelines, this survey highlights significant lack of uniformity in their implementation.

EVALUATION OF THE HTA CORE MODEL FOR NATIONAL HEALTH TECHNOLOGY ASSESSMENT REPORTS: COMPARATIVE STUDY AND EXPERIENCES FROM EUROPEAN COUNTRIES.

PubMed

Kõrge, Kristina; Berndt, Nadine; Hohmann, Juergen; Romano, Florence; Hiligsmann, Mickael

2017-01-01

The health technology assessment (HTA) Core Model® is a tool for defining and standardizing the elements of HTA analyses within several domains for producing structured reports. This study explored the parallels between the Core Model and a national HTA report. Experiences from various European HTA agencies were also investigated to determine the Core Model's adaptability to national reports. A comparison between a national report on Genetic Counseling, produced by the Cellule d'expertise médicale Luxembourg, and the Core Model was performed to identify parallels in terms of relevant and comparable assessment elements (AEs). Semi-structured interviews with five representatives from European HTA agencies were performed to assess their user experiences with the Core Model. The comparative study revealed that 50 percent of the total number (n = 144) of AEs in the Core Model were relevant for the national report. Of these 144 AEs from the Core Model, 34 (24 percent) were covered in the national report. Some AEs were covered only partly. The interviewees emphasized flexibility in using the Core Model and stated that the most important aspects to be evaluated include characteristics of the disease and technology, clinical effectiveness, economic aspects, and safety. In the present study, the national report covered an acceptable number of AEs of the Core Model. These results need to be interpreted with caution because only one comparison was performed. The Core Model can be used in a flexible manner, applying only those elements that are relevant from the perspective of the technology assessment and specific country context.

Videoteleconferencing for administration of a multisite obstetrics and gynecology core clerkship.

PubMed

Browne, M W; Hines, J F; Satin, A J; Haffner, W H

2000-03-01

Recent changes and trends in health care delivery have required medical schools to use multiple sites to obtain adequate patient exposure for their students. Decentralization of clinical undergraduate medical education may lead to a lack of continuity in curricula, evaluation, and feedback. We describe the use of interactive videoteleconferencing as a tool to link and improve a multi-site undergraduate core clerkship in obstetrics and gynecology. The Uniformed Services University of the Health Sciences, Bethesda, Maryland, currently utilizes five geographically separate sites for its 6-week core clerkship in obstetrics and gynecology. The site coordinators, clerkship director, and administrative personnel from the parent institution meet approximately 3 weeks after the completion of each core clerkship for live, real-time, and interactive broadcast to complete student evaluations, review curricula, and discuss problems with current students and other pertinent educational issues. Videoteleconferencing provides a mechanism to ensure consistency in curriculum and student evaluations and provides administrative support to distant sites. Furthermore, it enables site coordinators to keep the clerkship director abreast of students and clerkship issues.

A Comprehensive Survey of Preclinical Microbiology Curricula Among US Medical Schools.

PubMed

Melber, Dora J; Teherani, Arianne; Schwartz, Brian S

2016-07-15

A strong foundational understanding of microbiology is crucial for the 21st century physician. Given recent major advances in medical microbiology, curricular changes will likely be needed. Before transforming curricula, we must first obtain a comprehensive understanding of contemporary medical student microbiology education. We disseminated a 38-question survey to microbiology course directors and curriculum deans at 142 US medical schools accredited by the Liason Committee on Medical Education. Survey questions focused on course leadership, curricular structure, course content, and educator perceptions about microbiology education locally and nationally. One hundred and four (73%) of 142 schools completed the survey. Ninety-four (90%) schools identified a course director. Of these, 48% were led by microbiologists alone, 23% co-led by a microbiologist and a clinician, 20% by a clinician alone, and 8% by a laboratory medicine physician with or without a co-director. At 55 (53%) schools, the curricula were organized in a single block or course and at 47 (45%) it was integrated into other curricula. Areas of emerging importance, such as antimicrobial stewardship, global health, infection control, and the microbiome, were addressed at 66%, 65%, 64%, and 47% of institutions, respectively. Respondents reported the following concerns: challenges integrating microbiology into other courses, reduced total teaching hours, and difficulty balancing basic and clinical science topics. Preclinical microbiology course directors report significant challenges in meeting the needs of changing curriculum structure and content. Enhanced local collaboration between microbiologists and clinicians, as well as national collaboration among relevant societies to design best practices and support research, may be strategies for future success. © The Author 2016. Published by Oxford University Press for the Infectious Diseases Society of America. All rights reserved. For permissions, e

How Reform Curricula in the USA and Korea Present Multiplication and Division of Fractions

ERIC Educational Resources Information Center

Son, Ji-Won; Senk, Sharon L.

2010-01-01

In order to give insights into cross-national differences in schooling, this study analyzed the development of multiplication and division of fractions in two curricula: "Everyday Mathematics" (EM) from the USA and the 7th Korean mathematics curriculum (KM). Analyses of both the content and problems in the textbooks indicate that…

Team Teaching with Academic Core Curricula Teachers: Using Aviation Concepts

ERIC Educational Resources Information Center

Berentsen, Lowell W.

2006-01-01

Technology education teachers today have at their disposal the skills, opportunity, experience, ingenuity, expertise, equipment, and environment to greatly improve students' ability to learn and apply the knowledge they have gained in their academic programs. When a technology education teacher joins forces with an academic core teacher, the…

Perspectives on Advertising Education: Curricula, Research--Descriptive, Research--Experimental, Industry/Educators' Cooperation, Special Interest Areas, and Instruction; Proceedings of the 1974 National Conference for University Professors of Advertising at the Univ. of Rhode Island.

ERIC Educational Resources Information Center

Zeigler, Sherilyn K., Ed.

This document contains all of the presentations given at the 1974 National American Academy of Advertising Conference in Newport, Rhode Island. The theme of the conference was "Perspectives on Advertising" and the areas of focus were curricula and instruction, descriptive and experimental research, cooperation between educators and the advertising…

Clinical Core Competency Training for NASA Flight Surgeons

NASA Technical Reports Server (NTRS)

Polk, J. D.; Schmid, Josef; Hurst, Victor, IV; Doerr, Harold K.; Doerr, Harold K.

2007-01-01

Introduction: The cohort of NASA flight surgeons (FS) is a very accomplished group with varied clinical backgrounds; however, the NASA Flight Surgeon Office has identified that the extremely demanding schedule of this cohort prevents many of these physicians from practicing clinical medicine on a regular basis. In an effort to improve clinical competency, the NASA FS Office has dedicated one day a week for the FS to receive clinical training. Each week, an FS is assigned to one of five clinical settings, one being medical patient simulation. The Medical Operations Support Team (MOST) was tasked to develop curricula using medical patient simulation that would meet the clinical and operational needs of the NASA FS Office. Methods: The MOST met with the Lead FS and Training Lead FS to identify those core competencies most important to the FS cohort. The MOST presented core competency standards from the American Colleges of Emergency Medicine and Internal Medicine as a basis for developing the training. Results: The MOST identified those clinical areas that could be best demonstrated and taught using medical patient simulation, in particular, using high fidelity human patient simulators. Curricula are currently being developed and additional classes will be implemented to instruct the FS cohort. The curricula will incorporate several environments for instruction, including lab-based and simulated microgravity-based environments. Discussion: The response from the NASA FS cohort to the initial introductory class has been positive. As a result of this effort, the MOST has identified three types of training to meet the clinical needs of the FS Office; clinical core competency training, individual clinical refresher training, and just-in-time training (specific for post-ISS Expedition landings). The MOST is continuing to work with the FS Office to augment the clinical training for the FS cohort, including the integration of Web-based learning.

Identification of Core Competencies for an Undergraduate Food Safety Curriculum Using a Modified Delphi Approach

ERIC Educational Resources Information Center

Johnston, Lynette M.; Wiedmann, Martin; Orta-Ramirez, Alicia; Oliver, Haley F.; Nightingale, Kendra K.; Moore, Christina M.; Stevenson, Clinton D.; Jaykus, Lee-Ann

2014-01-01

Identification of core competencies for undergraduates in food safety is critical to assure courses and curricula are appropriate in maintaining a well-qualified food safety workforce. The purpose of this study was to identify and refine core competencies relevant to postsecondary food safety education using a modified Delphi method. Twenty-nine…

Graduates from vertically integrated curricula.

PubMed

Wijnen-Meijer, Marjo; ten Cate, Olle; van der Schaaf, Marieke; Harendza, Sigrid

2013-06-01

  Vertical integration (VI) has been recommended as an undergraduate medical curriculum structure that fosters the transition to postgraduate training. Our definition of VI includes: (1) the provision of early clinical experience; (2) the integration of biomedical sciences with clinical cases; (3) long clerkships during the final year; and (4) increasing levels of clinical responsibility for students. The aim of the current study is to support the hypothesis that medical graduates from VI programmes meet the expectations of postgraduate supervisors better than those from non-VI curricula.   A questionnaire study was carried out among supervisors of postgraduate training programmes run at Utrecht (the Netherlands, VI; n = 128) and Hamburg (Germany, non-VI; n = 114). The supervisors were asked about their medical graduates' preparedness for work, knowledge and capabilities to manage some specific parts of the work as a doctor. They evaluated their performances on a five-point Likert scale.   The two groups of supervisors did not differ in their judgment of their graduates' preparedness for work and level of knowledge. However, supervisors in Utrecht evaluated their graduates higher with respect to capability to work independently, solving medical problems, managing unfamiliar medical situations, prioritising tasks, collaborating with other people, estimating when they need to consult their supervisors and reflecting on their activities.   Graduates from VI medical curricula appeared to be more capable in several facets of a doctor's job. Research into the actual performance of graduates from VI and non-VI curricula is needed to further support a firm recommendation for VI curricula. © 2013 John Wiley & Sons Ltd.

Secondary School Curricula Issues: Impact on Postsecondary Students with Disabilities.

ERIC Educational Resources Information Center

Stodden, Robert A.; Galloway, L. M.; Stodden, Norma Jean

2003-01-01

This article examines the complex needs of students with disabilities in learning rigorous standards-based curricula, the need of educators to teach this population standards-based curricula effectively, and the contextual factors that affect teaching and learning standards-based curricula in secondary schools. Exemplary and promising practices…

Development of national standardized all-hazard disaster core competencies for acute care physicians, nurses, and EMS professionals.

PubMed

Schultz, Carl H; Koenig, Kristi L; Whiteside, Mary; Murray, Rick

2012-03-01

The training of medical personnel to provide care for disaster victims is a priority for the physician community, the federal government, and society as a whole. Course development for such training guided by well-accepted standardized core competencies is lacking, however. This project identified a set of core competencies and performance objectives based on the knowledge, skills, and attitudes required by the specific target audience (emergency department nurses, emergency physicians, and out-of-hospital emergency medical services personnel) to ensure they can treat the injuries and illnesses experienced by victims of disasters regardless of cause. The core competencies provide a blueprint for the development or refinement of disaster training courses. This expert consensus project, supported by a grant from the Robert Wood Johnson Foundation, incorporated an all-hazard, comprehensive emergency management approach addressing every type of disaster to minimize the effect on the public's health. An instructional systems design process was used to guide the development of audience-appropriate competencies and performance objectives. Participants, representing multiple academic and provider organizations, used a modified Delphi approach to achieve consensus on recommendations. A framework of 19 content categories (domains), 19 core competencies, and more than 90 performance objectives was developed for acute medical care personnel to address the requirements of effective all-hazards disaster response. Creating disaster curricula and training based on the core competencies and performance objectives identified in this article will ensure that acute medical care personnel are prepared to treat patients and address associated ramifications/consequences during any catastrophic event. Copyright © 2012 American College of Emergency Physicians. Published by Mosby, Inc. All rights reserved.

Core Ideas and Topics: Building Up or Drilling Down?

ERIC Educational Resources Information Center

Cooper, Melanie M.; Posey, Lynmarie A.; Underwood, Sonia M.

2017-01-01

In this paper we discuss how and why core ideas can serve as the framework upon which chemistry curricula and assessment items are developed. While there are a number of projects that have specified "big ideas" or "anchoring concepts", the ways that these ideas are subsequently developed may inadvertently lead to fragmentation…

Review and Analysis of Curricula for Occupations in Food Processing and Distribution. Information Series No. 32.

ERIC Educational Resources Information Center

Lewis, Wiley B.

A review and analysis of Educational Resources Information Center (ERIC) publications and non-ERIC publications was made to assess availability and identify major findings, promising developments, strategies, and methodological strengths and weaknesses which exist in curricula designed for preparing food industry workers. Project national figures…

Information Systems Curricula: A Fifty Year Journey

ERIC Educational Resources Information Center

Longenecker, Herbert E., Jr.; Feinstein, David; Clark, Jon D.

2013-01-01

This article presents the results of research to explore the nature of changes in skills over a fifty year period spanning the life of Information Systems model curricula. Work begun in 1999 was expanded both backwards in time, as well as forwards to 2012 to define skills relevant to Information Systems curricula. The work in 1999 was based on job…

Experiencing the Implementation of New Inquiry Science Curricula

ERIC Educational Resources Information Center

Ower, Peter S.

2017-01-01

Using a phenomenological methodology, a cohort of four experienced science teachers was interviewed about their experience transitioning from traditional, teacher and fact-centered science curricula to inquiry-based curricula. Each teacher participated in two interviews that focused on their teaching backgrounds, their experience teaching the…

Nutrition in Nursing Curricula: Recent Developments and Recommendations.

ERIC Educational Resources Information Center

Morse, Winifred; Corcoran-Perry, Sheila

1993-01-01

Analyzes developments regarding nutrition content in nursing curricula before 1960, from 1960 to early 1980s, and currently. Describes nursing education, public policy decisions, and the evolution of the professions of nursing and dietetics. Specifies guidelines for essential content for undergraduate nursing curricula. (Author/JOW)

Information Architecture in Library and Information Science Curricula.

ERIC Educational Resources Information Center

Robins, David

2002-01-01

Discusses how information architecture is being handled in some library and information science (LIS) programs and suggests mappings between traditional LIS curricula and the marketplace for information architects. Topics include terminology used in LIS curricula; current job opportunities; and projections for the future. (LRW)

Core Courses in Public Health Laboratory Science and Practice: Findings from 2006 and 2011 Surveys

PubMed Central

Beck, Angela J.; Boulton, Matthew L.; Kim, Deborah H.; Wichman, Michael D.; Luedtke, Patrick F.

2013-01-01

Objectives We identified academic training courses or topics most important to the careers of U.S. public health, environmental, and agricultural laboratory (PHEAL) scientist-managers and directors, and determined what portions of the national PHEAL workforce completed these courses. Methods We conducted electronic national surveys in 2006 and 2011, and analyzed data using numerical ranking, Chi-square tests comparing rates, and Spearman's formula measuring rank correlation. Results In 2006, 40 of 50 PHEAL directors identified 56 course topics as either important, useful, or not needed for someone in their position. These course topics were then ranked to provide a list of 31 core courses. In 2011, 1,659 of approximately 5,555 PHEAL scientific and technical staff, using a subset of 25 core courses, evidenced higher core course completion rates associated with higher-level job classification, advanced academic degree, and age. The 2011 survey showed that 287 PHEAL scientist-managers and directors, on average, completed 37.7% (n=5/13) of leadership/managerial core courses and 51.7% (n=6/12) of scientific core courses. For 1,659 laboratorians in all scientific and technical classifications, core-subject completion rates were higher in local laboratories (42.8%, n=11/25) than in state (36.0%, n=9/25), federal (34.4%, n=9/25), and university (31.2%, n=8/25) laboratories. Conclusions There is a definable range of scientific, leadership, and managerial core courses needed by PHEAL scientist-managers and directors to function effectively in their positions. Potential PHEAL scientist-managers and directors need greater and continuing access to these courses, and academic and practice entities supporting development of this workforce should adopt curricula and core competencies aligned with these course topics. PMID:23997310

Genetic education and the challenge of genomic medicine: development of core competences to support preparation of health professionals in Europe

PubMed Central

Skirton, Heather; Lewis, Celine; Kent, Alastair; Coviello, Domenico A

2010-01-01

The use of genetics and genomics within a wide range of health-care settings requires health professionals to develop expertise to practise appropriately. There is a need for a common minimum standard of competence in genetics for health professionals in Europe but because of differences in professional education and regulation between European countries, setting curricula may not be practical. Core competences are used as a basis for health professional education in many fields and settings. An Expert Group working under the auspices of the EuroGentest project and European Society of Human Genetics Education Committee agreed that a pragmatic solution to the need to establish common standards for education and practice in genetic health care was to agree to a set of core competences that could apply across Europe. These were agreed through an exhaustive process of consultation with relevant health professionals and patient groups. Sets of competences for practitioners working in primary, secondary and tertiary care have been agreed and were approved by the European Society of Human Genetics. The competences provide an appropriate framework for genetics education of health professionals across national boundaries, and the suggested learning outcomes are available to guide development of curricula that are appropriate to the national context, educational system and health-care setting of the professional involved. Collaboration between individuals from many European countries and professions has resulted in an adaptable framework for both pre-registration and continuing professional education. This competence framework has the potential to improve the quality of genetic health care for patients globally. PMID:20442748

Genetic education and the challenge of genomic medicine: development of core competences to support preparation of health professionals in Europe.

PubMed

Skirton, Heather; Lewis, Celine; Kent, Alastair; Coviello, Domenico A

2010-09-01

The use of genetics and genomics within a wide range of health-care settings requires health professionals to develop expertise to practise appropriately. There is a need for a common minimum standard of competence in genetics for health professionals in Europe but because of differences in professional education and regulation between European countries, setting curricula may not be practical. Core competences are used as a basis for health professional education in many fields and settings. An Expert Group working under the auspices of the EuroGentest project and European Society of Human Genetics Education Committee agreed that a pragmatic solution to the need to establish common standards for education and practice in genetic health care was to agree to a set of core competences that could apply across Europe. These were agreed through an exhaustive process of consultation with relevant health professionals and patient groups. Sets of competences for practitioners working in primary, secondary and tertiary care have been agreed and were approved by the European Society of Human Genetics. The competences provide an appropriate framework for genetics education of health professionals across national boundaries, and the suggested learning outcomes are available to guide development of curricula that are appropriate to the national context, educational system and health-care setting of the professional involved. Collaboration between individuals from many European countries and professions has resulted in an adaptable framework for both pre-registration and continuing professional education. This competence framework has the potential to improve the quality of genetic health care for patients globally.

Educating Academic Staff to Reorient Curricula in ESD

ERIC Educational Resources Information Center

Biasutti, Michele; Makrakis, Vassilios; Concina, Eleonora; Frate, Sara

2018-01-01

Purpose: The purpose of this paper is to present a professional development experience for higher education academic staff within the framework of an international Tempus project focused on reorienting university curricula to address sustainability. The project included revising curricula to phase sustainable development principles into university…

A curricula-based comparison of biomedical and health informatics programs in the USA

PubMed Central

Hemminger, Bradley M

2011-01-01

Objective The field of Biomedical and Health Informatics (BMHI) continues to define itself, and there are many educational programs offering ‘informatics’ degrees with varied foci. The goal of this study was to develop a scheme for systematic comparison of programs across the entire BMHI spectrum and to identify commonalities among informatics curricula. Design Guided by several published competency sets, a grounded theory approach was used to develop a program/curricula categorization scheme based on the descriptions of 636 courses offered by 73 public health, nursing, health, medical, and bioinformatics programs in the USA. The scheme was then used to compare the programs in the aforementioned five informatics disciplines. Results The authors developed a Course-Based Informatics Program Categorization (CBIPC) scheme that can be used both to classify coursework for any BMHI educational program and to compare programs from the same or related disciplines. The application of CBIPC scheme to the analysis of public health, nursing, health, medical, and bioinformatics programs reveals distinct intradisciplinary curricular patterns and a common core of courses across the entire BMHI education domain. Limitations The study is based on descriptions of courses from the university's webpages. Thus, it is limited to sampling courses at one moment in time, and classification for the coding scheme is based primarily on course titles and course descriptions. Conclusion The CBIPC scheme combines empirical data about educational curricula from diverse informatics programs and several published competency sets. It also provides a foundation for discussion of BMHI education as a whole and can help define subdisciplinary competencies. PMID:21292707

Describing content in middle school science curricula

NASA Astrophysics Data System (ADS)

Schwarz-Ballard, Jennifer A.

As researchers and designers, we intuitively recognize differences between curricula and describe them in terms of design strategy: project-based, laboratory-based, modular, traditional, and textbook, among others. We assume that practitioners recognize the differences in how each requires that students use knowledge, however these intuitive differences have not been captured or systematically described by the existing languages for describing learning goals. In this dissertation I argue that we need new ways of capturing relationships among elements of content, and propose a theory that describes some of the important differences in how students reason in differently designed curricula and activities. Educational researchers and curriculum designers have taken a variety of approaches to laying out learning goals for science. Through an analysis of existing descriptions of learning goals I argue that to describe differences in the understanding students come away with, they need to (1) be specific about the form of knowledge, (2) incorporate both the processes through which knowledge is used and its form, and (3) capture content development across a curriculum. To show the value of inquiry curricula, learning goals need to incorporate distinctions among the variety of ways we ask students to use knowledge. Here I propose the Epistemic Structures Framework as one way to describe differences in students reasoning that are not captured by existing descriptions of learning goals. The usefulness of the Epistemic Structures framework is demonstrated in the four curriculum case study examples in Part II of this work. The curricula in the case studies represent a range of content coverage, curriculum structure, and design rationale. They serve both to illustrate the Epistemic Structures analysis process and make the case that it does in fact describe learning goals in a way that captures important differences in students reasoning in differently designed curricula

Through Another's Eyes: Engaging Students in Interdisciplinary Curricula

ERIC Educational Resources Information Center

Witte, Mary

2004-01-01

Curricula, whether presented in public schools, private schools, home schools, enrichment programs, after-school programs, classes for the gifted, or the regular classroom, must withstand the scrutiny of the community, parents, teachers, and the students. Curricula that are not interesting have the potential to consume precious learning time and…

Curricula without Boundaries: Developing an Ecological Connection for Higher Education Curricula

ERIC Educational Resources Information Center

Wang, Chia-Ling

2014-01-01

This study was conducted to address the concept of higher education curricula and its practice from an ecological perspective. First, the significance of ecology is investigated based on two streams of thought; the ecological concept of the university proposed by Ronald Barnett; and the text, "The Three Ecologies" authored by the Italian…

Practical Insights into Curricula Integration for Primary Science

ERIC Educational Resources Information Center

Hudson, Peter

2012-01-01

As indicated in a previous Teaching Science article, effective planning for curricula integration requires using standards from two (or more) subject areas (e.g., Science and English, Science and Art or Science and Mathematics), which also becomes the assessment foci for teaching and learning. Curricula integration of standards into an activity…

Common Core Math in the K-8 Classroom: Results from a National Teacher Survey

ERIC Educational Resources Information Center

Bay-Williams, Jennifer

2016-01-01

Successful implementation of the Common Core State Standards for Mathematics (CCSS-M) should result in noticeable differences in primary and middle school math classrooms across the United States. "Common Core Math in the K-8 Classroom: Results from a National Teacher Survey" takes a close look at how educators are implementing the…

Digital Curricula Evolving

ERIC Educational Resources Information Center

Education Week, 2013

2013-01-01

This special report is the latest installment in an ongoing series about how online education is changing teaching and learning and the development of curricula. It was produced with support from the Bill & Melinda Gates Foundation and the Carnegie Corporation of New York. This paper contains the following articles: (1) Changing the Role of K-12…

Analysing Student Performance Using Sparse Data of Core Bachelor Courses

ERIC Educational Resources Information Center

Saarela, Mirka; Karkkainen, Tommi

2015-01-01

Curricula for Computer Science (CS) degrees are characterized by the strong occupational orientation of the discipline. In the BSc degree structure, with clearly separate CS core studies, the learning skills for these and other required courses may vary a lot, which is shown in students' overall performance. To analyze this situation, we apply…

Mapping the Information Systems Curricula in UK Universities

ERIC Educational Resources Information Center

Stefanidis, Angelos; Fitzgerald, Guy

2010-01-01

Information Systems (IS) undergraduate student numbers in the UK have reduced by half in the last five years. An increasing number of researchers have been pondering the possible relationship between the modernity of IS curricula and its attractiveness to potential students. To support the debate about IS curricula in the UK and elsewhere, this…

Lifelong Learning in Swedish Curricula. Didakometry No. 48.

ERIC Educational Resources Information Center

Fredriksson, Lennart; Gestrelius, Kurt

An examination of the lifelong learning aspect of the central and nationwide curricula in Sweden has been made by the UNESCO Institute for Education. The concept of lifelong learning is defined and criteria for developing positive attitudes and opportunities for its development are discussed. The analysis of the curricula in the basic and upper…

Fifth graders' science inquiry abilities: A comparative study of students in hands-on and textbook curricula

NASA Astrophysics Data System (ADS)

Pine, Jerome; Aschbacher, Pamela; Roth, Ellen; Jones, Melanie; McPhee, Cameron; Martin, Catherine; Phelps, Scott; Kyle, Tara; Foley, Brian

2006-05-01

A large number of American elementary school students are now studying science using the hands-on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain abilities to do scientific inquiry and understanding about scientific inquiry. We have studied the degree to which students can do inquiries by using four hands-on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands-on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands-on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple-choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple-choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching.

Isolated core training improves sprint performance in national-level junior swimmers.

PubMed

Weston, Matthew; Hibbs, Angela E; Thompson, Kevin G; Spears, Iain R

2015-03-01

To quantify the effects of a 12-wk isolated core-training program on 50-m front-crawl swim time and measures of core musculature functionally relevant to swimming. Twenty national-level junior swimmers (10 male and 10 female, 16±1 y, 171±5 cm, 63±4 kg) participated in the study. Group allocation (intervention [n=10], control [n=10]) was based on 2 preexisting swim-training groups who were part of the same swimming club but trained in different groups. The intervention group completed the core training, incorporating exercises targeting the lumbopelvic complex and upper region extending to the scapula, 3 times/wk for 12 wk. While the training was performed in addition to the normal pool-based swimming program, the control group maintained their usual pool-based swimming program. The authors made probabilistic magnitude-based inferences about the effect of the core training on 50-m swim time and functionally relevant measures of core function. Compared with the control group, the core-training intervention group had a possibly large beneficial effect on 50-m swim time (-2.0%; 90% confidence interval -3.8 to -0.2%). Moreover, it showed small to moderate improvements on a timed prone-bridge test (9.0%; 2.1-16.4%) and asymmetric straight-arm pull-down test (23.1%; 13.7-33.4%), and there were moderate to large increases in peak EMG activity of core musculature during isolated tests of maximal voluntary contraction. This is the first study to demonstrate a clear beneficial effect of isolated core training on 50-m front-crawl swim performance.

Assessing the Infusion of Sustainability Principles into University Curricula

ERIC Educational Resources Information Center

Biasutti, Michele; De Baz, Theodora; Alshawa, Hala

2016-01-01

The current paper presents the assessment of the infusion of sustainability principles into university curricula at two Jordanian universities. The peer review process of revising the curricula infusing sustainability principles is also discussed. The research methodology involved quantitative methods to assess the revised courses. The results…

Curriculum Research: Toward a Framework for "Research-based Curricula"

ERIC Educational Resources Information Center

Clements, Douglas H.

2007-01-01

Government agencies and members of the educational research community have petitioned for research-based curricula. The ambiguity of the phrase "research-based", however, undermines attempts to create a shared research foundation for the development of, and informed choices about, classroom curricula. This article presents a framework…

Leadership: a central tenet for postgraduate dementia services curricula development in Australia.

PubMed

Angus, Jocelyn

2009-04-01

In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry. The Master of Health Science-Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes. Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision. In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.

Conceptual Elements: A Detailed Framework to Support and Assess Student Learning of Biology Core Concepts.

PubMed

Cary, Tawnya; Branchaw, Janet

2017-01-01

The Vision and Change in Undergraduate Biology Education: Call to Action report has inspired and supported a nationwide movement to restructure undergraduate biology curricula to address overarching disciplinary concepts and competencies. The report outlines the concepts and competencies generally but does not provide a detailed framework to guide the development of the learning outcomes, instructional materials, and assessment instruments needed to create a reformed biology curriculum. In this essay, we present a detailed Vision and Change core concept framework that articulates key components that transcend subdisciplines and scales for each overarching biological concept, the Conceptual Elements (CE) Framework. The CE Framework was developed using a grassroots approach of iterative revision and incorporates feedback from more than 60 biologists and undergraduate biology educators from across the United States. The final validation step resulted in strong national consensus, with greater than 92% of responders agreeing that each core concept list was ready for use by the biological sciences community, as determined by scientific accuracy and completeness. In addition, we describe in detail how educators and departments can use the CE Framework to guide and document reformation of individual courses as well as entire curricula. © 2017 T. Cary and J. Branchaw. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Searching for scientific literacy and critical pedagogy in socioscientific curricula: A critical discourse analysis

NASA Astrophysics Data System (ADS)

Cummings, Kristina M.

The omnipresence of science and technology in our society require the development of a critical and scientifically literate citizenry. However, the inclusion of socioscientific issues, which are open-ended controversial issues informed by both science and societal factors such as politics, economics, and ethics, do not guarantee the development of these skills. The purpose of this critical discourse analysis is to identify and analyze the discursive strategies used in intermediate science texts and curricula that address socioscientific topics and the extent to which the discourses are designed to promote or suppress the development of scientific literacy and a critical pedagogy. Three curricula that address the issue of energy and climate change were analyzed using Gee's (2011) building tasks and inquiry tools. The curricula were written by an education organization entitled PreSEES, a corporate-sponsored group called NEED, and a non-profit organization named Oxfam. The analysis found that the PreSEES and Oxfam curricula elevated the significance of climate change and the NEED curriculum deemphasized the issue. The PreSEES and Oxfam curricula promoted the development of scientific literacy while the NEED curricula suppressed its development. The PreSEES and Oxfam curricula both promoted the development of the critical pedagogy; however, only the Oxfam curricula provided authentic opportunities to enact sociopolitical change. The NEED curricula suppressed the development of critical pedagogy. From these findings, the following conclusions were drawn. When socioscientific issues are presented with the development of scientific literacy and critical pedagogy, the curricula allow students to develop fact-based opinions about the issue. However, curricula that address socioscientific issues without the inclusion of these skills minimize the significance of the issue and normalize the hegemonic worldview promoted by the curricula's authors. Based on these findings

Teachers' Reactions to Pre-Differentiated and Enriched Mathematics Curricula

ERIC Educational Resources Information Center

Rubenstein, Lisa DaVia; Gilson, Cindy M.; Bruce-Davis, Micah N.; Gubbins, E. Jean

2015-01-01

Modern classrooms are often comprised of a heterogeneous student population with varying abilities. To address this variance, third-grade teachers implemented researcher-designed, pre-differentiated, and enriched math curricula in algebra, geometry and measurement, and graphing and data analysis. The goal of the curricula was to provide academic…

A Model for Pedagogical and Curricula Transformation with Technology.

ERIC Educational Resources Information Center

Wetzel, David R.

The purpose of this study was to investigate the factors that influenced five middle school science teachers as they implemented and integrated instructional technology in their curricula, along with determining the effects that implementation and integration of instructional technology had on their pedagogy and curricula. The study involved…

Pediatric hospital medicine core competencies: development and methodology.

PubMed

Stucky, Erin R; Ottolini, Mary C; Maniscalco, Jennifer

2010-01-01

Pediatric hospital medicine is the most rapidly growing site-based pediatric specialty. There are over 2500 unique members in the three core societies in which pediatric hospitalists are members: the American Academy of Pediatrics (AAP), the Academic Pediatric Association (APA) and the Society of Hospital Medicine (SHM). Pediatric hospitalists are fulfilling both clinical and system improvement roles within varied hospital systems. Defined expectations and competencies for pediatric hospitalists are needed. In 2005, SHM's Pediatric Core Curriculum Task Force initiated the project and formed the editorial board. Over the subsequent four years, multiple pediatric hospitalists belonging to the AAP, APA, or SHM contributed to the content of and guided the development of the project. Editors and collaborators created a framework for identifying appropriate competency content areas. Content experts from both within and outside of pediatric hospital medicine participated as contributors. A number of selected national organizations and societies provided valuable feedback on chapters. The final product was validated by formal review from the AAP, APA, and SHM. The Pediatric Hospital Medicine Core Competencies were created. They include 54 chapters divided into four sections: Common Clinical Diagnoses and Conditions, Core Skills, Specialized Clinical Services, and Healthcare Systems: Supporting and Advancing Child Health. Each chapter can be used independently of the others. Chapters follow the knowledge, skills, and attitudes educational curriculum format, and have an additional section on systems organization and improvement to reflect the pediatric hospitalist's responsibility to advance systems of care. These competencies provide a foundation for the creation of pediatric hospital medicine curricula and serve to standardize and improve inpatient training practices. (c) 2010 Society of Hospital Medicine.

National Petroleum Reserve-Alaska (NPRA) core images and well data

USGS Publications Warehouse

Houseknecht, D. W.

2002-01-01

This report contains photographic images and data from petroleum exploration wells drilled within and near the National Petroleum Reserve-Alaska (NPRA). The volume is organized into six chapters, each of which contains images and well data (including a GIS project of public domain cores) pertinent to the geology and petroleum potential of NPRA. This product is a compilation of data not available elsewhere and contains limited interpretive material.

Promoting Science and Technology in Primary Education: A Review of Integrated Curricula

ERIC Educational Resources Information Center

Gresnigt, Rens; Taconis, Ruurd; van Keulen, Hanno; Gravemeijer, Koeno; Baartman, Liesbeth

2014-01-01

Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from 1994 to 2011. The integrated curricula were…

Evaluation of Selected Recycling Curricula: Educating the Green Citizen.

ERIC Educational Resources Information Center

Boerschig, Sally; De Young, Raymond

1993-01-01

Solid waste curricula from various programs around the country were reviewed using eight variables identified as predictors of conservation behavior. Scores demonstrated that solid waste curricula focus mainly on knowledge and include, to a lesser extent, attitude change and action strategies. Lists the 14 programs evaluated in the study. (MDH)

Common Core State Standards: An Example of Data-Less Decision Making

ERIC Educational Resources Information Center

Tienken, Christopher H., Ed.

2011-01-01

The Common Core State Standards (CCSS) initiative continues to move forward. As of October 2010, 37 states and territories made the CCSS the legal law of their land in terms of the mathematics and language arts curricula used in their public schools. Over 170 organizations, education-related and corporations alike, have pledged their support to…

Addressing the growing opioid and heroin abuse epidemic: a call for medical school curricula.

PubMed

Ratycz, Madison C; Papadimos, Thomas J; Vanderbilt, Allison A

2018-12-01

Substance abuse is a growing public health concern in the USA (US), especially now that the US faces a national drug overdose epidemic. Over the past decade, the number of drug overdose deaths has rapidly grown, largely driven by increases in prescription opioid-related overdoses. In recent years, increased heroin and illicitly manufactured fentanyl overdoses have substantially contributed to the rise of overdose deaths. Given the role of physicians in interacting with patients who are at risk for or currently abusing opioids and heroin, it is essential that physicians are aware of this issue and know how to respond. Unfortunately, medical school curricula do not devote substantial time to addiction education and many physicians lack knowledge regarding assessment and management of opioid addiction. While some schools have modified curricula to include content related to opioid prescription techniques and pain management, an added emphasis about the growing role of heroin and fentanyl is needed to adequately address the epidemic. By adapting curricula to address the rising opioid and heroin epidemic, medical schools have the potential to ensure that our future physicians can effectively recognize the signs, symptoms, and risks of opioid/heroin abuse and improve patient outcomes. This article proposes ways to include heroin and fentanyl education into medical school curricula and highlights the potential of simulation-based medical education to enable students to develop the skillset and emotional intelligence necessary to work with patients struggling with opioid and heroin addiction. This will result in future doctors who are better prepared to both prevent and recognize opioid and heroin addiction in patients, an important step in helping reduce the number of addicted patients and address the drug overdose epidemic.

One Health Core Competency Domains

PubMed Central

Frankson, Rebekah; Hueston, William; Christian, Kira; Olson, Debra; Lee, Mary; Valeri, Linda; Hyatt, Raymond; Annelli, Joseph; Rubin, Carol

2016-01-01

The emergence of complex global challenges at the convergence of human, animal, and environmental health has catalyzed a movement supporting “One Health” approaches. Despite recognition of the importance of One Health approaches to address these complex challenges, little effort has been directed at identifying the seminal knowledge, skills, and attitudes necessary for individuals to successfully contribute to One Health efforts. Between 2008 and 2011, three groups independently embarked on separate initiatives to identify core competencies for professionals involved with One Health approaches. Core competencies were considered critically important for guiding curriculum development and continuing professional education, as they describe the knowledge, skills, and attitudes required to be effective. A workshop was convened in 2012 to synthesize the various strands of work on One Health competencies. Despite having different mandates, participants, and approaches, all of these initiatives identified similar core competency domains: management; communication and informatics; values and ethics; leadership; teams and collaboration; roles and responsibilities; and systems thinking. These core competency domains have been used to develop new continuing professional education programs for One Health professionals and help university curricula prepare new graduates to be able to contribute more effectively to One Health approaches. PMID:27679794

One Health Core Competency Domains.

PubMed

Frankson, Rebekah; Hueston, William; Christian, Kira; Olson, Debra; Lee, Mary; Valeri, Linda; Hyatt, Raymond; Annelli, Joseph; Rubin, Carol

2016-01-01

The emergence of complex global challenges at the convergence of human, animal, and environmental health has catalyzed a movement supporting "One Health" approaches. Despite recognition of the importance of One Health approaches to address these complex challenges, little effort has been directed at identifying the seminal knowledge, skills, and attitudes necessary for individuals to successfully contribute to One Health efforts. Between 2008 and 2011, three groups independently embarked on separate initiatives to identify core competencies for professionals involved with One Health approaches. Core competencies were considered critically important for guiding curriculum development and continuing professional education, as they describe the knowledge, skills, and attitudes required to be effective. A workshop was convened in 2012 to synthesize the various strands of work on One Health competencies. Despite having different mandates, participants, and approaches, all of these initiatives identified similar core competency domains: management; communication and informatics; values and ethics; leadership; teams and collaboration; roles and responsibilities; and systems thinking. These core competency domains have been used to develop new continuing professional education programs for One Health professionals and help university curricula prepare new graduates to be able to contribute more effectively to One Health approaches.

Effects of Professional Development on Infusing Engineering Design into High School Science, Technology, Engineering, and Math (STEM) Curricula

ERIC Educational Resources Information Center

Avery, Zanj Kano

2010-01-01

The purpose of this study was to examine the effects of professional development (PD) on the infusion of engineering design into high school curricula. Four inservice teachers with backgrounds in physics, chemistry, industrial education, math, and electrical engineering participated in the 2006 National Center of Engineering and Technology…

Harmonizing General Education Programs in Career and Professional Curricula.

ERIC Educational Resources Information Center

Prager, Carolyn

The emergence of vocational curricula each with specific proficiencies has led to a new concept of the major dominated by technical rather than liberal learning. Although this has occurred at both two- and four-year institutions, applied curricula tend to disadvantage two-year students more than than their four-year counterparts because of less…

Using Teacher Evaluation Reform and Professional Development to Support Common Core Assessments

ERIC Educational Resources Information Center

Youngs, Peter

2013-01-01

The Common Core State Standards Initiative, in its aim to align diverse state curricula and improve educational outcomes, calls for K-12 teachers in the United States to engage all students in mathematical problem solving along with reading and writing complex text through the use of rigorous academic content. Until recently, most teacher…

Contextualized IT Education in Tanzania: Beyond Standard IT Curricula

ERIC Educational Resources Information Center

Tedre, Matti; Bangu, Nicholas; Nyagava, Seth I.

2009-01-01

Tumaini University at Iringa, Tanzania, started a new B.Sc. program in IT in 2007. In the course of planning and implementation of the program, we found out that standard ACM/IEEE IT curricula are not adequate for an IT program in a poor, developing country. The standard curricula describe, in detail, the competences that IT specialists in…

Principal and Parent Perceptions of How Implementing Common Core State Standards Affects Schools and Accountability

ERIC Educational Resources Information Center

Heil, Steven Michael

2012-01-01

From the inception of public education, the curricula of schools have been debated. As early as 1893, higher education and governmental committees sought to establish what, when, and how cognitive level curricula would be taught. In times of national need, as when the Soviet Union launched Sputnik, the educational system was called upon to help…

An Interprofessional Consensus of Core Competencies for Prelicensure Education in Pain Management: Curriculum Application for Nursing

PubMed Central

Herr, Keela; St. Marie, Barbara; Gordon, Debra B.; Paice, Judith A.; Watt-Watson, Judy; Stevens, Bonnie J.; Bakerjian, Debra; Young, Heather M.

2015-01-01

Background Ineffective assessment and management of pain is a significant problem. A gap in prelicensure health science program pain content has been identified for the improvement of pain care in the United States. Method Through consensus processes, an expert panel of nurses, who participated in the interdisciplinary development of core competencies in pain management for prelicensure health professional education, developed recommendations to address the gap in nursing curricula. Results Challenges and incentives for implementation of pain competencies in nursing education are discussed, and specific recommendations for how to incorporate the competencies into entry-level nursing curricula are provided. Conclusion Embedding pain management core competencies into prelicensure nursing education is crucial to ensure that nurses have the essential knowledge and skills to effectively manage pain and to serve as a foundation on which clinical practice skills can be later honed. PMID:26057425

Supporting Mathematics Teachers' Development through Higher Education

ERIC Educational Resources Information Center

Prendergast, Mark; Roche, Joseph

2017-01-01

Mathematics education, both nationally and internationally, is facing a number of challenges with significant on-going shifts in the structure, content, and core principles of mathematics curricula in countries around the world. For example, in Ireland there was an ambitious reform of the post-primary mathematics curricula in 2010 with further…

The Movement for National Academic Standards: A Comparison of the Common Core State Standards Initiative in the USA and the National Curriculum in Australia

ERIC Educational Resources Information Center

Watt, Michael

2009-01-01

The purpose of this study is to evaluate the nature of activities in the change process undertaken by two initiatives to produce national standards in academic disciplines, national assessments and accountability measures. The Common Core State Standards Initiative, a project coordinated by the National Governors Association and the Council of…

Characteristics of evidence-based medicine training in Royal College of Physicians and Surgeons of Canada emergency medicine residencies - a national survey of program directors.

PubMed

Bednarczyk, Joseph; Pauls, Merril; Fridfinnson, Jason; Weldon, Erin

2014-03-21

Recent surveys suggest few emergency medicine (EM) training programs have formal evidence-based medicine (EBM) or journal club curricula. Our primary objective was to describe the methods of EBM training in Royal College of Physicians and Surgeons of Canada (RCPSC) EM residencies. Secondary objectives were to explore attitudes regarding current educational practices including e-learning, investigate barriers to journal club and EBM education, and assess the desire for national collaboration. A 16-question survey containing binary, open-ended, and 5-pt Likert scale questions was distributed to the 14 RCPSC-EM program directors. Proportions of respondents (%), median, and IQR are reported. The response rate was 93% (13/14). Most programs (85%) had established EBM curricula. Curricula content was delivered most frequently via journal club, with 62% of programs having 10 or more sessions annually. Less than half of journal clubs (46%) were led consistently by EBM experts. Four programs did not use a critical appraisal tool in their sessions (31%). Additional teaching formats included didactic and small group sessions, self-directed e-learning, EBM workshops, and library tutorials. 54% of programs operated educational websites with EBM resources. Program directors attributed highest importance to two core goals in EBM training curricula: critical appraisal of medical literature, and application of literature to patient care (85% rating 5 - "most importance", respectively). Podcasts, blogs, and online journal clubs were valued for EBM teaching roles including creating exposure to literature (4, IQR 1.5) and linking literature to clinical practice experience (4, IQR 1.5) (1-no merit, 5-strong merit). Five of thirteen respondents rated lack of expert leadership and trained faculty educators as potential limitations to EBM education. The majority of respondents supported the creation of a national unified EBM educational resource (4, IQR 1) (1-no support, 5- strongly

Is Knowing Another Language as Important as Knowing "Core" Subjects Like Mathematics or Science

ERIC Educational Resources Information Center

Kouritzin, Sandra G.

2012-01-01

This article explores, through interview data with 125 respondents in Canada, whether the study of foreign languages can be considered as important as the study of the "core" STEMM (science, technology, engineering, mathematics, medicine) subjects in school and university curricula. Five categories of interviewees, including those…

The University of Utah's Integrated Core: A Case Study from a "Commuter Campus"

ERIC Educational Resources Information Center

Paisley, Karen; Spencer, Callie; Wells, Mary Sarah; Schwab, Keri

2013-01-01

This paper describes the Integrated Core (IC), the University of Utah's version of integrated curricula. We begin with a rationale for the IC, providing a background on the unique student demographics, and University-wide requirements that propelled our design. Our IC focuses specifically on active living, sustainability, and social justice as…

Effectiveness of school-based smoking prevention curricula: systematic review and meta-analysis

PubMed Central

Thomas, Roger E; McLellan, Julie; Perera, Rafael

2015-01-01

Objective To assess effectiveness of school-based smoking prevention curricula keeping children never-smokers. Design Systematic review, meta-analysis. Data: MEDLINE (1966+), EMBASE (1974+), Cinahl, PsycINFO (1967+), ERIC (1982+), Cochrane CENTRAL, Health Star, Dissertation Abstracts, conference proceedings. Data synthesis: pooled analyses, fixed-effects models, adjusted ORs. Risk of bias assessed with Cochrane Risk of Bias tool. Setting 50 randomised controlled trials (RCTs) of school-based smoking curricula. Participants Never-smokers age 5–18 (n=143 495); follow-up ≥6 months; all countries; no date/language limitations. Interventions Information, social influences, social competence, combined social influences/competence and multimodal curricula. Outcome measure Remaining a never-smoker at follow-up. Results Pooling all curricula, trials with follow-up ≤1 year showed no statistically significant differences compared with controls (OR 0.91 (0.82 to 1.01)), though trials of combined social competence/social influences curricula had a significant effect on smoking prevention (7 trials, OR 0.59 (95% CI 0.41 to 0.85)). Pooling all trials with longest follow-up showed an overall significant effect in favour of the interventions (OR 0.88 (0.82 to 0.95)), as did the social competence (OR 0.65 (0.43 to 0.96)) and combined social competence/social influences curricula (OR 0.60 (0.43 to 0.83)). No effect for information, social influences or multimodal curricula. Principal findings were not sensitive to inclusion of booster sessions in curricula or to whether they were peer-led or adult-led. Differentiation into tobacco-only or multifocal curricula had a similar effect on the primary findings. Few trials assessed outcomes by gender: there were significant effects for females at both follow-up periods, but not for males. Conclusions RCTs of baseline never-smokers at longest follow-up found an overall significant effect with average 12% reduction in starting

Applied Ethics and the Humanistic Tradition: A Comparative Curricula Approach.

ERIC Educational Resources Information Center

Deonanan, Carlton R.; Deonanan, Venus E.

This research work investigates the problem of "Leadership, and the Ethical Dimension: A Comparative Curricula Approach." The research problem is investigated from the academic areas of (1) philosophy; (2) comparative curricula; (3) subject matter areas of English literature and intellectual history; (4) religion; and (5) psychology. Different…

Defining and Developing Curricula in the Context of Cooperative Extension

ERIC Educational Resources Information Center

Smith, Martin H.; Worker, Steven M.; Meehan, Cheryl L.; Schmitt-McQuitty, Lynn; Ambrose, Andrea; Brian, Kelley; Schoenfelder, Emily

2017-01-01

Effective curricula are considered to be the cornerstone of successful programming in Extension. However, there is no universal operationalized definition of the term "curriculum" as it applies to Extension. Additionally, the development of curricula requires a systematic process that takes into account numerous factors. We provide an…

Recommendations and Guidelines, The Incorporation of Results of Current Crustal Evolution Studies into K-12 Curricula. A Report of the National Association of Geology Teachers Conference on K-12 Crustal Evolution Education (Western Hills State Lodge, Oklahoma, September 16-18, 1974).

ERIC Educational Resources Information Center

Stoever, Edward C., Jr.

The National Association of Geology Teachers (NAGT) conducted an assessment of the implications of current studies encompassing the theories of continental drift, polar wandering, sea-floor spreading, and plate tectonics to K-12 education, and presented in this document recommendations for the incorporation of these concepts into school curricula.…

Cosmopolitanism versus Nationalism in Israeli Education

ERIC Educational Resources Information Center

Yemini, Miri; Bar-Nissan, Hed; Yossi, Shavit

2014-01-01

Education systems worldwide have served as a nation-building apparatus and national consciousness facilitators since the appearance of the modern nation-state. With the emergence of globalization in recent decades, however, a growing presence of cosmopolitanism and internationalization can be traced in education policy and school curricula.…

Changes in medicine course curricula in Brazil encouraged by the Program for the Promotion of Medical School Curricula (PROMED)

PubMed Central

Souza, Patrícia Alves de; Zeferino, Angélica Maria Bicudo; Ros, Marco Da Aurélio

2008-01-01

Background The Program for the Promotion of Changes in Medical School Curricula (PROMED) was developed by the Brazilian Ministries of Health and Education. The objective of this program was to finance the implementation of changes to the curricula of medical schools directed towards the Brazilian national healthcare system (SUS). This paper reports research carried out together with the coordinators responsible for the PROMED of each medical school approved, in which interviews were used to evaluate whether this financial support succeeded in stimulating changes. The aim of this study was to evaluate the impact of this program three years after implementation in the universities that received funding. Methods The 19 course coordinators of the medical schools in which the PROMED project was implemented were interviewed using a questionnaire containing 12 questions for qualitative analysis. This paper focuses partially on the reports of the results of this qualitative analysis. Laurence Bardin's. Results The universities interviewed were found to have some common concerns: the decoupling of basic and professional training difficulties in achieving proximity to the network of services; insufficient funding; and the emphasis of most teachers being on teaching hospitals and specialization. These findings indicate that the direction of curriculum reform (PROMED) is toward providing a targeted training for this system. Conclusion The interviewees were aware that this program would trigger future changes in all aspects of healthcare and represents an ongoing challenge to the academic field. PROMED provided the momentum for change in the nature of medical training in Brazil and was seen as powerful enough to override other processes and as a basis for guidance regarding the methodology, pedagogical approach and scenarios of practical experience. PMID:19038043

An evaluation of fitness for practice curricula: self-efficacy, support and self-reported competence in preregistration student nurses and midwives.

PubMed

Lauder, William; Watson, Roger; Topping, Keith; Holland, Karen; Johnson, Martin; Porter, Mary; Roxburgh, Michelle; Behr, Aga

2008-07-01

This element of the larger Scottish evaluation aimed to explore differences between access routes, cohorts and higher education institutes (HEI) (universities and colleges) in levels of self-efficacy, student support and self-reported competence in a nationally representative sample of student nurses and midwives. This paper reports findings from the National Review of Pre-Registration Nursing and Midwifery Programmes in Scotland. Fitness for practice curricula have been the heart of many recent developments in nurse and midwifery education. Fitness for practice set out to map out the future direction of preregistration nursing and midwifery education with the aim of ensuring fitness for practice based on healthcare need. There have been no national evaluations of the effectiveness of this strategic objective. Previous major evaluations in the 1990s suggested that students may not have had the skills needed to be fit for practice. The study design was a cross-sectional survey of a stratified random sample of student nurses and midwives (n = 777). Data collected included demographic information, generalised perceived self-efficacy, student support and self-reported competency. Students reported high levels of self-reported competency. There were no significant differences between two cohorts or between students with different access routes. Students rated support from family and friends highest and support from HEI lowest. There was a significant difference in support levels between HEI. Self-efficacy scores were similar to other population means and showed small-moderate correlations with self-report competence. Similarly, self-reported competency appears to be at the higher end of the spectrum, although older students may have a more realistic perception of their competence. However, support from HEI was seen as less satisfactory and varied from one institution to another. This study portrays a relatively positive picture of preregistration fitness for practice

Indigenous knowledge in Canadian science curricula: cases from Western Canada

NASA Astrophysics Data System (ADS)

Kim, Mijung

2017-09-01

To enhance Aboriginal students' educational opportunities in sciences, culturally relevant science curriculum has been examined and practiced in Western Canadian science classrooms. This article shares some examples of inclusion of indigenous knowledge in science curricula and discusses the improvement and challenges of culturally relevant science curricula in Canadian contexts.

Getting It Right the First Time: Defining Regionally Relevant Training Curricula and Provider Core Competencies for Point-of-Care Ultrasound Education on the African Continent.

PubMed

Salmon, Margaret; Landes, Megan; Hunchak, Cheryl; Paluku, Justin; Malemo Kalisya, Luc; Salmon, Christian; Muller, Mundenga Mutendi; Wachira, Benjamin; Mangan, James; Chhaganlal, Kajal; Kalanzi, Joseph; Azazh, Aklilu; Berman, Sara; Zied, El-Sayed; Lamprecht, Hein

2017-02-01

Significant evidence identifies point-of-care ultrasound (PoCUS) as an important diagnostic and therapeutic tool in resource-limited settings. Despite this evidence, local health care providers on the African continent continue to have limited access to and use of ultrasound, even in potentially high-impact fields such as obstetrics and trauma. Dedicated postgraduate emergency medicine residency training programs now exist in 8 countries, yet no current consensus exists in regard to core PoCUS competencies. The current practice of transferring resource-rich PoCUS curricula and delivery methods to resource-limited health systems fails to acknowledge the unique challenges, needs, and disease burdens of recipient systems. As emergency medicine leaders from 8 African countries, we introduce a practical algorithmic approach, based on the local epidemiology and resource constraints, to curriculum development and implementation. We describe an organizational structure composed of nexus learning centers for PoCUS learners and champions on the continent to keep credentialing rigorous and standardized. Finally, we put forth 5 key strategic considerations: to link training programs to hospital systems, to prioritize longitudinal learning models, to share resources to promote health equity, to maximize access, and to develop a regional consensus on training standards and credentialing. Copyright © 2016 American College of Emergency Physicians. Published by Elsevier Inc. All rights reserved.

Mathematical Content of Curricula and Beginning Salaries of Graduating Students

ERIC Educational Resources Information Center

Lee, B. Brian; Lee, Jungsun

2009-01-01

The authors examined an association between mathematical content in college-level curricula and beginning salaries of graduating students on the basis of data collected from a public university in the southern region of the United States. The authors classified the mathematical content requirements of the curricula into the following 5 groups…

An interprofessional consensus of core competencies for prelicensure education in pain management: curriculum application for nursing.

PubMed

Herr, Keela; Marie, Barbara St; Gordon, Debra B; Paice, Judith A; Watt-Watson, Judy; Stevens, Bonnie J; Bakerjian, Debra; Young, Heather M

2015-06-01

Ineffective assessment and management of pain is a significant problem. A gap in prelicensure health science program pain content has been identified for the improvement of pain care in the United States. Through consensus processes, an expert panel of nurses, who participated in the interdisciplinary development of core competencies in pain management for prelicensure health professional education, developed recommendations to address the gap in nursing curricula. Challenges and incentives for implementation of pain competencies in nursing education are discussed, and specific recommendations for how to incorporate the competencies into entry-level nursing curricula are provided. Embedding pain management core competencies into prelicensure nursing education is crucial to ensure that nurses have the essential knowledge and skills to effectively manage pain and to serve as a foundation on which clinical practice skills can be later honed. [J Nurs Educ. 2015;54(6):317-327.]. Copyright 2015, SLACK Incorporated.

A Deeper Glimpse into the National Core Arts Standards for General Music

ERIC Educational Resources Information Center

Zaffini, Erin Dineen

2018-01-01

The National Core Arts Standards in general music provide some exciting possibilities for music growth and understanding among our students. For those of us who are still unsure of how to read the standards or implement them in our classrooms, the standards also present some challenges for music educators. This article provides a deeper look into…

The Use and Misuse of Pleasure in Sex Education Curricula

ERIC Educational Resources Information Center

Lamb, Sharon; Lustig, Kara; Graling, Kelly

2013-01-01

Since Michelle Fine's writing on the missing discourse of desire in sex education, there has been considerable prompting among sexuality educators and feminist scholars to incorporate talk of pleasure into sex education curricula. While the calls for inclusion continue, few have actually examined the curricula for a pleasure discourse or…

Graduate Periodontics Programs' Integration of Implant Provisionalization in Core Curricula: Implementation of CODA Standard 4-10.2.d.

PubMed

Barwacz, Christopher A; Pantzlaff, Ed; Allareddy, Veerasathpurush; Avila-Ortiz, Gustavo

2017-06-01

The aim of this descriptive study was to provide an overview of the status of implementation of Commission on Dental Accreditation (CODA) Standard 4-10.2.d (Provisionalization of Dental Implants) by U.S. graduate periodontics programs since its introduction in 2013. Surveys were sent in May 2015 to 56 accredited postdoctoral periodontics program directors to ascertain program director characteristics; status of planning, implementation, and curriculum resulting from adoption of Standard 4-10.2.d; preferred clinical protocols for implant provisionalization; interdisciplinary educational collaborators; and competency assessment mechanisms. The survey response rate was 52% (N=29); the majority were male, aged 55 or older, and had held their position for less than ten years. Among the responding programs, 93% had formal educational curricula established in implant provisionalization. Graduate periodontics (96%) and prosthodontics (63%) faculty members were predominantly involved with curriculum planning. Of these programs, 96% used immediate implant provisionalization, with direct (chairside) provisionalization protocols (86%) being preferred over indirect protocols (14%) and polyethylethylketone provisional abutments (75%) being preferred to titanium (25%) provisional abutments. Straight and concave transmucosal emergence profile designs (46% each) were preferred in teaching, with only 8% of programs favoring convex transmucosal profiles. A majority of responding programs (67%) lacked protocols for communicating to the restorative referral a mechanism to duplicate the mature peri-implant mucosal architecture. Regional location did not play a significant role in any educational component related to implant provisionalization for these graduate periodontal programs. Overall, this study found that a clear majority of graduate periodontics programs had established formal curricula related to implant provisionalization, with substantial clinical and philosophical consensus

Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

NASA Astrophysics Data System (ADS)

Pinter, S.; Carlson, S. J.

2017-12-01

The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

Trends in violence education in family medicine residency curricula.

PubMed

Cronholm, Peter F; Singh, Vijay; Fogarty, Colleen T; Ambuel, Bruce

2014-09-01

Violence is a significant public health issue with far-reaching implications for the health of individuals and their communities. Our objective was to describe trends in violence-related training in family medicine residency programs since the last national survey was conducted in 1997. Surveys were sent to 337 US family medicine residency programs with the program director having active Society of Teachers of Family Medicine (STFM) membership. Measures included residency setting and characteristics, violence-related curricular content, teaching techniques and personnel, timing of content, and impact of changes in Residency Review Committee (RRC) and Accreditation Council for Graduate Medical Education (ACGME) requirements. Descriptive statistics and bivariate analyses comparing measures across time were used. A total of 201 (60%) surveys were completed. The most common violence curricula was child (83%) and elder abuse (76%), and the most common teachers of violence-related content were family physicians, psychologists, and social workers. The most common teaching methods were clinical precepting (94%), lectures (90%), case vignettes (71%), and intimate partner violence (IPV) shelter experiences (67%). ACGME and RRC changes were not reflected in self-reported measures of curricular emphasis or time. Violence curricular content and number of hours has been constant in family medicine residencies over time. An increase in the reported use of active learning strategies was identified as a trend across surveys. Next steps for violence curricula involve assessment of residents' competency to identify and intervene in violence.

Making Plant Biology Curricula Relevant.

ERIC Educational Resources Information Center

Hershey, David R.

1992-01-01

Reviews rationale, purposes, challenges, and relevance of hands-on, plant biology curricula that have been developed in response to the limited use of plants in biology education. Discusses methods to maintain both instructional rigor and student interest in the following topics: cut flowers, container-growing media, fertilizers, hydroponics,…

Developmentally Appropriate Peace Education Curricula

ERIC Educational Resources Information Center

Lewsader, Joellen; Myers-Walls, Judith A.

2017-01-01

Peace education has been offered to children for decades, but those curricula have been only minimally guided by children's developmental stages and needs. In this article, the authors apply their research on children's developmental understanding of peace along with peace education principles and Vygotsky's sociocultural theory to present…

Embedding Concepts of Sex and Gender Health Differences into Medical Curricula

PubMed Central

Rice, Morrisa; Schiebinger, Londa; Jenkins, Marjorie R.; Werbinski, Janice; Núñez, Ana; Wood, Susan; Viggiano, Thomas R.; Shuster, Lynne T.

2013-01-01

Abstract Sex, a biological variable, and gender, a cultural variable, define the individual and affect all aspects of disease prevention, development, diagnosis, progression, and treatment. Sex and gender are essential elements of individualized medicine. However, medical education rarely considers such topics beyond the physiology of reproduction. To reduce health care disparities and to provide optimal, cost-effective medical care for individuals, concepts of sex and gender health need to become embedded into education and training of health professionals. In September 2012, Mayo Clinic hosted a 2-day workshop bringing together leading experts from 13 U.S. schools of medicine and schools of public health, Health Resources and Services Administration Office of Women's Health (HRSA OWH), the National Institutes of Health (NIH) Office of Research on Women's Health (ORWH), and the Canadian Institute of Health and Gender. The purpose of this workshop was to articulate the need to integrate sex- and gender-based content into medical education and training, to identify gaps in current medical curricula, to consider strategies to embed concepts of sex and gender health into health professional curricula, and to identify existing resources to facilitate and implement change. This report summarizes these proceedings, recommendations, and action items from the workshop. PMID:23414074

Experts' Meeting on Teacher Training and New Contents in Teacher Training Curricula. Final Report (Paris, France, September 16-18, 1991).

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France). Dept. of Higher Education and Training of Educational Personnel.

The objectives of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) meeting described in this document were: to provide a forum for the exchange of information on the introduction of new contents into teacher training curricula and on innovative experiments undertaken in the European region; to make recommendations…

Current robotic curricula for surgery residents: A need for additional cognitive and psychomotor focus.

PubMed

Green, Courtney A; Chern, Hueylan; O'Sullivan, Patricia S

2018-02-01

Current robot surgery curricula developed by industry were designed for expert surgeons. We sought to identify the robotic curricula that currently exist in general surgery residencies and describe their components. We identified 12 residency programs with robotic curricula. Using a structured coding form to identify themes including sequence, duration, emphasis and assessment, we generated a descriptive summary. Curricula followed a similar sequence: learners started with online modules and simulation exercises, followed by bedside experience during R2-R3 training years, and then operative opportunities on the console in the final years of training. Consistent portions of the curricula reflect a device-dependent training paradigm; they defined the sequence of instruction. Most curricula lacked specifics on duration and content of training activities. None clearly described cognitive or psychomotor skills needed by residents and none required a proficiency assessment before graduation. Resident-specific robotic curricula remain grounded in initial industrial efforts to train experienced surgeons, are non-specific regarding the type and nature of hands on experience, and do not include discussion of operative technique and surgical concepts. Copyright © 2017 Elsevier Inc. All rights reserved.

Learning of Core Disciplinary Ideas: Efficacy Comparison of Two Contrasting Modes of Science Instruction

ERIC Educational Resources Information Center

Schuster, David; Cobern, William W.; Adams, Betty A. J.; Undreiu, Adriana; Pleasants, Brandy

2018-01-01

Science curricula and teaching methods vary greatly, depending in part on which facets of science are emphasized, e.g., core disciplinary ideas or science practices and process skills, and perspectives differ considerably on desirable pedagogies. Given the multi-faceted nature of science and the variety of teaching methods found in practice, it is…

Uncommonly Engaging? A Review of the EngageNY English Language Arts Common Core Curriculum

ERIC Educational Resources Information Center

Haydel, Elizabeth; Carmichael, Sheila Byrd

2015-01-01

The need for standards-aligned curricula is the most cited Common Core challenge for states, districts, and schools. Yet five years into that implementation, teachers still report scrambling to find high-quality instructional materials. Despite publishers' claims, there is a dearth of programs that are truly aligned to the demands of the Common…

A Comparison of Perceptions of Career and Technical Education Curriculum and Academic Core Curriculum

ERIC Educational Resources Information Center

Handy, Kimberly

2012-01-01

This study focused on identifying and categorizing the perceptions of teachers, counselors, and administrators related to career and technical education (CTE) and academic core (AC) curricula in a large school district. Control group actions' perceptual control theory (PCT) was used as the conceptual framework for the study. PCT is a model of…

Teachers' Perceptions of Preparedness Related to National Common Core State Standards for Mathematics

ERIC Educational Resources Information Center

Brown, Tykier

2016-01-01

With the adoption of the National Common Core State Standards in Mathematics (CCSSM) in many states and the lack of understanding and strategies to implement the new standards by classroom teachers, implementing effective professional development is vital. The focus of this qualitative case study was to provide insight into elementary school…

Gender differences in undergraduate medicine in Galway: a tale of two curricula.

PubMed

McVeigh, T P; Dunne, F P

2014-03-01

Medical teaching in the National University of Ireland Galway (NUIG) has undergone a shift from subject- to system-based learning. Our aims were to examine differences between genders in academic performance in medicine across two different curricula. Results of each student graduating between 2007 and 2012 for each subject undertaken over the medical degree were obtained from the Medical School. Data were collected with respect to gender, nationality and mode of entry, and analysis completed using SPSS. The cohort included 360 females and 249 males. 396 students read from a subject-based curriculum and 213 a system-based course. Females outperformed males in 19/24 (79 %) subjects in the subject-based curriculum, and in 9/38 (24 %) in the system-based course. Males were more likely to fail and less likely to achieve an honours degree. Multivariate analysis showed nationality and gender to be significant predictive factors. Females outperformed males overall. Differences were most pronounced in a subject-based curriculum. Nationality and gender were found to be significant factors in determining overall results.

Algebra for All: California's Eighth-Grade Algebra Initiative as Constrained Curricula

ERIC Educational Resources Information Center

Domina, Thurston; Penner, Andrew M.; Penner, Emily K.; Conley, AnneMarie

2014-01-01

Background/Context: Across the United States, secondary school curricula are intensifying as a growing proportion of students enroll in high-level academic math courses. In many districts, this intensification process occurs as early as eighth grade, where schools are effectively constraining their mathematics curricula by restricting course…

46 CFR 28.275 - Acceptance criteria for instructors and course curricula.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 46 Shipping 1 2011-10-01 2011-10-01 false Acceptance criteria for instructors and course curricula... the Aleutian Trade § 28.275 Acceptance criteria for instructors and course curricula. (a) A Fishing Vessel Safety Instructor shall submit a detailed course curriculum that relates directly to the...

46 CFR 28.275 - Acceptance criteria for instructors and course curricula.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 46 Shipping 1 2010-10-01 2010-10-01 false Acceptance criteria for instructors and course curricula... the Aleutian Trade § 28.275 Acceptance criteria for instructors and course curricula. (a) A Fishing Vessel Safety Instructor shall submit a detailed course curriculum that relates directly to the...

Sustainbility and Undergraduate Management Curricula: Changes over a 5-Year Period

ERIC Educational Resources Information Center

Fisher, Josie; Bonn, Ingrid

2017-01-01

Global initiatives and a rapidly expanding academic literature identify the responsibility that universities have to incorporate sustainability education into their curricula. This study had two aims: first, to investigate the extent to which Australian undergraduate management curricula explicitly identified a focus on sustainability and, second,…

Early Childhood Curricula. ERIC/EECE Report.

ERIC Educational Resources Information Center

Cesarone, Bernard

2003-01-01

Summarizes recent ERIC documents and journal articles, and highlights some World Wide Web resources that describe, evaluate, or compare various curricula or instructional methods, such as Creative Curriculum, High/Scope, the Montessori Method, Waldorf Schools, and Direct Instruction. (Author)

Values in the Curricula of Religious Education and Social Studies in Primary Schools in the Context of Local-Universal Dilemma

ERIC Educational Resources Information Center

Kaymakcan, Recep; Meydan, Hasan

2012-01-01

This study aims to identify the approach of teaching curricula of primary courses of religious education and social studies values and to determine the weight of values found in these programs with regard to various aspects such as being open to novelty-conservatism, individualism-being social, nationalism-universalism, self-expansion-self…

Digital Curation as a Core Competency in Current Learning and Literacy: A Higher Education Perspective

ERIC Educational Resources Information Center

Ungerer, Leona M.

2016-01-01

Digital curation may be regarded as a core competency in higher education since it contributes to establishing a sense of metaliteracy (an essential requirement for optimally functioning in a modern media environment) among students. Digital curation is gradually finding its way into higher education curricula aimed at fostering social media…

Physician Opinions about an Anatomy Core Curriculum: A Case for Medical Imaging and Vertical Integration

ERIC Educational Resources Information Center

Orsbon, Courtney P.; Kaiser, Rebecca S.; Ross, Callum F.

2014-01-01

Pre-clinical anatomy curricula must provide medical students with the knowledge needed in a variety of medical and surgical specialties. But do physicians within specialties agree about what anatomical knowledge is most important in their practices? And, what is the common core of anatomical knowledge deemed essential by physicians in different…

Simulation in Occupational Therapy Curricula: A literature review.

PubMed

Bennett, Sally; Rodger, Sylvia; Fitzgerald, Cate; Gibson, Libby

2017-08-01

Simulated learning experiences are increasingly being used in health-care education to enhance student engagement and provide experiences that reflect clinical practice; however, simulation has not been widely investigated in occupational therapy curricula. The aim of this paper was to: (i) describe the existing research about the use and evaluation of simulation over the last three decades in occupational therapy curricula and (ii) consider how simulation has been used to develop competence in students. A literature review was undertaken with searches of MEDLINE, CINAHL and ERIC to locate articles that described or evaluated the use of simulation in occupational therapy curricula. Fifty-seven papers were identified. Occupational therapy educators have used the full scope of simulation modalities, including written case studies (22), standardised patients (13), video case studies (15), computer-based and virtual reality cases (7), role-play (8) and mannequins and part-task trainers (4). Ten studies used combinations of these modalities and two papers compared modalities. Most papers described the use of simulation for foundational courses, as for preparation for fieldwork, and to address competencies necessary for newly graduating therapists. The majority of studies were descriptive, used pre-post design, or were student's perceptions of the value of simulation. Simulation-based education has been used for a wide range of purposes in occupational therapy curricula and appears to be well received. Randomised controlled trials are needed to more accurately understand the effects of simulation not just for occupational therapy students but for longer term outcomes in clinical practice. © 2017 Occupational Therapy Australia.

Evaluation of Curricula Content Based on Thai Pharmacy Competency Standards

PubMed Central

Maitreemit, Pagamas; Pongcharoensuk, Petcharat; Armstrong, Edward P.

2008-01-01

Objective To evaluate the curricula content of Thai pharmacy schools based on the Thai pharmacy competency standards. Methods Course syllabi were collected from 11 pharmacy schools. A questionnaire was developed based on the Thai pharmacy competency standards. Course coordinators completed the questionnaire assessing the curricula content. Results The curricula for both the bachelor of science in pharmacy degree (BS Pharm) and doctor of pharmacy (PharmD) degree programs included the minimum content required by the 8 competency domains. The dominant content area in BS Pharm degree programs was product-oriented material. The content ratio of patient to product to social and administrative pharmacy in the BS Pharm degree programs was 2:3:1, respectively. However, the content ratio suggested by the Thai Pharmacy Council was 3:2:1, respectively. For the PharmD programs, the largest content area was patient-oriented material, which was in agreement with the framework suggested by the Thai Pharmacy Council. Conclusions The curricula of all Thai pharmacy schools met the competency standards; however, some patient-oriented material should be expanded and some product-oriented content deleted in order to meet the recommended content ratio. PMID:18322571

From Prescribed Curriculum to Classroom Practice: An Examination of the Implementation of the New York State Earth Science Standards

ERIC Educational Resources Information Center

Contino, Julie; Anderson, O. Roger

2013-01-01

In New York State (NYS), Earth science teachers use the "National Science Education Standards" (NSES), the NYS "Learning Standards for Mathematics, Science and Technology" (NYS Standards), and the "Physical Setting/Earth Science Core Curriculum" (Core Curriculum) to create local curricula and daily lessons. In this…

Multi-Cultural Competency-Based Vocational Curricula. Fiberglass Technician. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

ERIC Educational Resources Information Center

Hepburn, Larry; Shin, Masako

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on fiberglass technician. This program covers 12 instructional areas: orientation, safety, introduction to fiberglass-reinforced plastics, hand lay-up, introduction to equipment operation, chopper operation, gel-coat equipment, finish and…

Carnegie Learning Curricula and Cognitive Tutor™. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"Carnegie Learning Curricula and Cognitive Tutor"®, published by Carnegie Learning, is a secondary math curricula that offers textbooks and interactive software to provide individualized, self-paced instruction based on student needs. The program includes pre-Algebra, Algebra I, Algebra II, and Geometry, as well as a three-course series…

Development of a Core Competency Model for the Master of Public Health Degree

PubMed Central

Calhoun, Judith G.; Ramiah, Kalpana; Weist, Elizabeth McGean; Shortell, Stephen M.

2008-01-01

Core competencies have been used to redefine curricula across the major health professions in recent decades. In 2006, the Association of Schools of Public Health identified core competencies for the master of public health degree in graduate schools and programs of public health. We provide an overview of the model development process and a listing of 12 core domains and 119 competencies that can serve as a resource for faculty and students for enhancing the quality and accountability of graduate public health education and training. The primary vision for the initiative is the graduation of professionals who are more fully prepared for the many challenges and opportunities in public health in the forthcoming decade. PMID:18633093

Development of a core competency model for the master of public health degree.

PubMed

Calhoun, Judith G; Ramiah, Kalpana; Weist, Elizabeth McGean; Shortell, Stephen M

2008-09-01

Core competencies have been used to redefine curricula across the major health professions in recent decades. In 2006, the Association of Schools of Public Health identified core competencies for the master of public health degree in graduate schools and programs of public health. We provide an overview of the model development process and a listing of 12 core domains and 119 competencies that can serve as a resource for faculty and students for enhancing the quality and accountability of graduate public health education and training. The primary vision for the initiative is the graduation of professionals who are more fully prepared for the many challenges and opportunities in public health in the forthcoming decade.

Water Education Curricula: A Compendium.

ERIC Educational Resources Information Center

Tucker, Carolyn; Dillard, Rebecca

This compendium of water education curricula describes a variety of instructional materials stressing California water conservation which are available upon request. The individual materials are suggested for use by the following grade levels: K-3; 2-4; 3-6; 6-9; 9-12; and K-12. Partial segments of each of the 23 brochures are illustrated along…

The Curriculum Gap

ERIC Educational Resources Information Center

Carroll, Kathleen

2015-01-01

The challenge of updating curriculum to align with Common Core State Standards is a national one felt by states, districts, and teachers alike. Teachers generally express enthusiasm for the Common Core, but consistently cite a lack of high-quality curricula as an impediment to teaching them. The demand for core-aligned quality materials has far…

Anchoring interprofessional education in undergraduate curricula: The Heidelberg story.

PubMed

Berger, Sarah; Goetz, Katja; Leowardi-Bauer, Christina; Schultz, Jobst-Hendrik; Szecsenyi, Joachim; Mahler, Cornelia

2017-03-01

The ability of health professionals to collaborate effectively has significant potential impact on patient safety and quality-care outcomes, especially given the increasingly complex and dynamic clinical practice environments of today. Educators of the health professions are faced with an immediate challenge to adapt curricula and traditional teaching methods to ensure graduates are equipped with the necessary interprofessional competencies and (inter)professional values for their future practice. The World Health Organization's "Framework for action in interprofessional education (IPE) and collaborative practice" promotes IPE as a key strategy to enhance patient outcomes by preparing a "collaborative practice-ready health workforce." Logistical and attitudinal barriers can hinder integration of IPE into curricula. Lessons learned through the implementation of a planned change to establish four interprofessional seminars (team communication, medical error communication, healthcare English, and small business management) at Heidelberg University Medical Faculty, Germany, are described. A key factor in successfully anchoring IPE seminars in the undergraduate curricula was the structured approach drawing on change management concepts.

Ideas, Institutions, and School Curricula: Explaining Variation between England and France

ERIC Educational Resources Information Center

Haus, Leah

2015-01-01

This study raises the question of why the French secondary school history curricula introduced in the late 2000s prescribed more extensive coverage of plural histories than did secondary school history curricula for English schools introduced in the same time period. Both countries share similar societal diversity. To explain the variation in…

Multi-Cultural Competency-Based Vocational Curricula. Food Service. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

ERIC Educational Resources Information Center

Hepburn, Larry; Shin, Masako

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on food service. This program is designed to run 24 weeks and cover 15 instructional areas: orientation, sanitation, management/planning, preparing food for cooking, preparing beverages, cooking eggs, cooking meat, cooking vegetables,…

Multi-Cultural Competency-Based Vocational Curricula. Clerical Clusters. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

ERIC Educational Resources Information Center

Hepburn, Larry; Shin, Masako

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on clerical occupations. This program is designed to run 36 weeks and cover 10 instructional areas: beginning typing, typing I, typing II, duplicating, receptionist activities, general office procedures, operation of electronic calculator,…

At the Crossroads: The Impact of New Irish Science Curricula on First Year Post-Primary Students

NASA Astrophysics Data System (ADS)

Varley, Janet Penelope; Murphy, Clíona; Veale, Órlaith

2013-02-01

In Ireland, new science curricula were introduced at primary and early post-primary levels in 2003, in an effort to reverse declining interest and enrolment in science. This paper reports on a national study that explored first year post-primary students' experiences of and attitudes towards school science under these new curricula. Data were gathered from 366 pupils using survey and case study approaches. Findings revealed broadly positive attitudes towards post-primary school science, especially the experimental work that is at the heart of the new curriculum. However, it would appear that students were not conducting open-ended investigations or using information and communications technology [ICT] to any great extent; moreover, there was some evidence of traditional teaching methods being utilised. Pupils were highly critical of previous primary school science experiences, reporting a lack of `hands-on' activities, didactic methodologies and, for a significant minority, a paucity of any memorable primary science at all. Improvements in curricular implementation are proposed.

Conflicts of Interest in Medicine. A Systematic Review of Published and Scientifically evaluated Curricula.

PubMed

Weißkircher, Janosch; Koch, Cora; Dreimüller, Nadine; Lieb, Klaus

2017-01-01

Objective: Conflicts of interests resulting from interactions with pharmaceutical companies are pervasive in medicine and can result in an undue influence on physicians' decision-making. The objective of this systematic review is to analyze published and scientifically evaluated curricula for medical students and residents regarding such conflicts of interest. We begin by describing the covered topics and teaching methods; afterwards we analyze the quality of the curricula using the published data on their evaluations and comparing the content with content recommended for such curricula. Methods: We searched Pubmed, PsycInfo, EMBASE, OECD, WISO, SOWI and googlescholar up to and including the 5th of September 2016. Publications describing curricula for residents or medical students on the topic of conflicts of interest in medicine and evaluating them for their effects on the participants' learning were included. We analyzed the covered topics and the teaching methods used and compared them with recommendations by the American Medical Students' Association (AMSA) and Health Action International (HAI). Results: The literature search resulted in 20 publications that fulfilled our search criteria. In five trials, a control group was used, in no trial the participants were randomized to intervention or control group. 16/20 published curricula primarily covered marketing strategies by pharmaceutical companies, especially the interaction with pharmaceutical sales representatives (PSRs). Most curricula only covered a limited number of topics recommended by AMSA/HAI. The most frequent teaching method was a group discussion, which was used in 18/20 curricula; all curricula used at least one interactive teaching method. The evaluation of the curricula was heterogeneous in results as well as design. Some publications described a change of attitudes toward a stronger skepticism regarding interactions with pharmaceutical companies. Four publications described improved knowledge

Doing the Project and Learning the Content: Designing Project-Based Science Curricula for Meaningful Understanding

ERIC Educational Resources Information Center

Kanter, David E.

2010-01-01

Project-based science curricula can improve students' usable or meaningful understanding of the science content underlying a project. However, such curricula designed around "performances" wherein students design or make something do not always do this. We researched ways to design performance project-based science curricula (pPBSc) to better…

California's Transition to the Common Core State Standards: The State's Role in Local Capacity Building

ERIC Educational Resources Information Center

Warren, Paul; Murphy, Patrick

2014-01-01

The Common Core State Standards (CCSS) and the Local Control Funding Formula are introducing major changes to California's K-12 system. Implementation of new curricula and instruction is under way at the district level, but California started its transition relatively late and it has taken a more decentralized approach than most other states.…

Telehealth Education in Nursing Curricula.

PubMed

Ali, Nagia S; Carlton, Kay Hodson; Ali, Omar S

2015-01-01

Telehealth care is a fast-growing avenue of providing health care services at a distance. A descriptive study was conducted to identify trends of telehealth education in 43 schools of nursing. Findings reflected inadequate integration of telehealth in classroom content, simulation, and clinical experiences. Interviews with 4 nursing leaders of telehealth provided some recommendations on how to integrate telehealth education in nursing curricula.

Developing Core Competencies for the Prevention and Management of Prescription Drug Misuse: A Medical Education Collaboration in Massachusetts.

PubMed

Antman, Karen H; Berman, Harris A; Flotte, Terence R; Flier, Jeffrey; Dimitri, Dennis M; Bharel, Monica

2016-10-01

Drug overdose has become the leading cause of injury death in the United States. More than half of those deaths involve prescription drugs, specifically opioids. A key component of addressing this national epidemic is improving prescriber practices.A review of the curricula at the four medical schools in Massachusetts revealed that, although they taught components of addiction medicine, no uniform standard existed to ensure that all students were taught prevention and management strategies for prescription drug misuse. To fill this gap, the governor and the secretary of health and human services invited the deans of the state's four medical schools to convene to develop a common educational strategy for teaching safe and effective opioid-prescribing practices. With leadership from the Department of Public Health and Massachusetts Medical Society, the deans formed the Medical Education Working Group in 2015. This group reviewed the relevant literature and current standards for treating substance use disorders and defined 10 core competencies for the prevention and management of prescription drug misuse.The medical schools have incorporated these competencies into their curricula and have committed to assessing students' competence in these areas. The members of the Medical Education Working Group have agreed to continue to work together on key next steps, including connecting these competencies to those for residents, equipping interprofessional teams to address prescription drug misuse, and developing materials in pain management and opioid misuse for practicing physicians. This first-in-the-nation partnership has yielded cross-institutional competencies that aim to address a public health emergency in real time.

Integration of Occupational and Humanities Curricula.

ERIC Educational Resources Information Center

Doggrell, Joan; And Others

At Clark County Community College, efforts to integrate occupational and humanities curricula have focused on introducing humanities materials directly into selected vocational courses, which are required for program majors. In fall 1982, philosophy was introduced to students in a "Fundamentals of Nursing" course through a module…

Multi-Cultural Competency-Based Vocational Curricula. Maintenance Mechanics. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

ERIC Educational Resources Information Center

Hepburn, Larry; Shin, Masako

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on maintenance mechanics. This program is designed to run 40 weeks and cover 5 instructional areas: basic electricity (14 weeks); maintenance and repair of heating (4 weeks); maintenance and repair of air conditioning (12 weeks); maintenance…

The Restaurant Manager/Headwaiter--A Professional Profile. Food and Beverage Service Level 2 Research Survey. A Report to the Curricula Advisory Committee

ERIC Educational Resources Information Center

National Craft Curricula and Certification Board for the Hotel, Catering and Tourism Industry, Dublin (Ireland).

This report profiles the activities and responsibilities of senior restaurant personnel (managers and headwaiters) in three industry sectors--hotels, upmarket restaurants, and popular/fast food outlets--in Ireland. It was commissioned by the National Craft Curricula and Certification Board in order to gather information that could be used for…

The Merits and Challenges of Three-Year Medical School Curricula: Time for an Evidence-Based Discussion

PubMed Central

Raymond, John R.; Kerschner, Joseph E.; Hueston, William J.

2015-01-01

The debate about three-year medical school curricula has resurfaced recently, driven by rising education debt burden and a predicted physician shortage. In this Perspective, the authors call for an evidence-based discussion of the merits and challenges of three-year curricula. They examine published evidence that suggests that three-year curricula are viable, including studies on three-year curricula in (1) U.S. medical schools in the 1970s and 1980s, (2) two Canadian medical schools with more than four decades of experience with such curricula, and (3) accelerated family medicine and internal medicine programs. They also briefly describe the new three-year programs that are being implemented at eight U.S. medical schools, including their own. Finally, they offer suggestions regarding how to enhance the discussion between the proponents of and those with concerns about three-year curricula. PMID:26266464

Engineering Education: Environmental and Chemical Engineering or Technology Curricula--A European Perspective

ERIC Educational Resources Information Center

Glavic, Peter; Lukman, Rebeka; Lozano, Rodrigo

2009-01-01

Over recent years, universities have been incorporating sustainable development (SD) into their systems, including their curricula. This article analyses the incorporation of SD into the curricula of chemical and environmental engineering or technology bachelor degrees at universities in the European Union (EU) and European Free Trade Association…

Updating of the Curricula for Office Administration and Secretarial Science. Final Report.

ERIC Educational Resources Information Center

Devin, Carl

Changes are proposed for updating the curricula for office administration and secretarial science, the first being a name change for the department to Information/Word Processing or Administrative Sciences. Curricula (required courses and electives) are suggested for information/word processing--keyboarding specialist (one year certificate),…

Mathematics Reform Curricula and Special Education: Identifying Intersections and Implications for Practice

ERIC Educational Resources Information Center

Sayeski, Kristin L.; Paulsen, Kim J.

2010-01-01

In many general education classrooms today, teachers are using "reform" mathematics curricula. These curricula emphasize the application of mathematics in real-life contexts and include such practices as collaborative, group problem solving and student-generated algorithms. Students with learning disabilities in the area of mathematics can…

Endeavoring to Contextualize Curricula Within an EBP Framework: A Grounded Theory Study.

PubMed

Malik, Gulzar; McKenna, Lisa; Griffiths, Debra

2018-01-01

Adopting evidence-based practice (EBP) principles in undergraduate education can facilitate nursing students' appreciation of EBP. Using grounded theory method, this study aimed to explore processes used by nurse academics while integrating EBP concepts in undergraduate nursing curricula across Australian universities. Twenty-three nurse academics were interviewed and nine were observed during teaching of undergraduate students. In addition, 20 unit/subject guides were analyzed using grounded theory approach of data analysis. The theory " On a path to success: Endeavoring to contextualize curricula within an EBP framework" reflects academics' endeavors toward linking EBP concepts to practice, aiming to contextualize curricula in a manner that engages students within an EBP framework. However, academics' journeys were influenced by several contextual factors which require strategies to accomplish their endeavors. In conclusion, initiatives to minimize barriers, faculty development, and provision of resources across educational and clinical settings are fundamental to achieving undergraduate curricula underpinned by EBP concepts.

Embedding Multiple Literacies into STEM Curricula

ERIC Educational Resources Information Center

Soules, Aline; Nielsen, Sarah; LeDuc, Danika; Inouye, Caron; Singley, Jason; Wildy, Erica; Seitz, Jeff

2014-01-01

In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and…

Individualizing Science Curricula for the Gifted.

ERIC Educational Resources Information Center

Cohn, Sanford J.

Reported are methods of accelerating and individualizing science and mathematics curricula for extremely gifted junior high school students as developed by the Study of Mathematically Precocious Youth (SMPY) and the Intellectually Gifted Child Study Group. Given are examples of acceleration such as allowing the student to take more advanced…

Multi-Cultural Competency-Based Vocational Curricula. Machine Trades. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

ERIC Educational Resources Information Center

Hepburn, Larry; Shin, Masako

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on machine trades. This program is designed to run 36 weeks and cover 6 instructional areas: use of measuring tools; benchwork/tool bit grinding; lathe work; milling work; precision grinding; and combination machine work. A duty-task index…

On the Making and Faking of Knowledge Value in Higher Education Curricula

ERIC Educational Resources Information Center

Hordern, Jim

2016-01-01

This paper uses Bernstein's sociology of knowledge and studies of professional knowledge and expertise to identify how knowledge value is constituted in higher education curricula. It is argued that different knowledge structures and forms of disciplinary community influence how curricula are determined, and lead to distinctive types of knowledge…

Capacity building of skilled birth attendants: a review of pre-service education curricula.

PubMed

Adegoke, Adetoro A; Mani, Safiyanu; Abubakar, Aisha; van den Broek, Nynke

2013-07-01

to assess the level, type and content of pre-service education curricula of health workers providing maternity services against the ICM global standards for Midwifery Education and Essential competencies for midwifery practice. We reviewed the quality and relevance of pre-service education curricula of four cadres of health-care providers of maternity care in Northern Nigeria. we adapted and used the ICM global standards for Midwifery Education and Essential competencies for midwifery practice to design a framework of criteria against which we assessed curricula for pre-service training. We reviewed the pre-service curricula for Nurses, Midwives, Community Health Extension Workers (CHEW) and Junior Community Health Extension Workers (JCHEW) in three states. Criteria against which the curricula were evaluated include: minimum entry requirement, the length of the programme, theory: practice ratio, curriculum model, minimum number of births conducted during training, clinical experience, competencies, maximum number of students allowable and proportion of Maternal, Newborn and Child Health components (MNCH) as part of the total curriculum. four pre-service education programmes were reviewed; the 3 year basic midwifery, 3 year basic nursing, 3 year Community Health Extension Worker (CHEW) and 2 year Junior Community Health Extension Worker (JCHEW) programme. Findings showed that, none of these four training curricula met all the standards. The basic midwifery curriculum most closely met the standards and competencies set out. The nursing curriculum showed a strong focus on foundations of nursing practice, theories of nursing, public health and maternal newborn and child health. This includes well-defined modules on family health which are undertaken from the first year to the third year of the programme. The CHEW and JCHEW curricula are currently inadequate with regard to training health-care workers to be skilled birth attendants. although the midwifery curriculum

Cultural Intelligence (CQ) in MBA Curricula

ERIC Educational Resources Information Center

Ahn, Mark J.; Ettner, Larry

2013-01-01

Purpose: The purpose of this paper is to investigate the role of cultural intelligence in MBA curricula. Shaping global corporate culture that manifests itself in powerful-shared values, group behavior, and persists despite changes in-group membership is decisive to organizational performance. In turn, cultural intelligence (CQ), defined, as an…

14 CFR 141.57 - Special curricula.

Code of Federal Regulations, 2010 CFR

2010-01-01

... a level of pilot proficiency equivalent to that achieved by a training course prescribed in the... curricula. An applicant for a pilot school certificate or provisional pilot school certificate may apply for approval to conduct a special course of airman training for which a curriculum is not prescribed in the...

A Historical Analysis of Primary Mathematics Curricula in Terms of Teaching Principles

ERIC Educational Resources Information Center

Ozmantar, Mehmet Fatih

2017-01-01

This study carries out a comparative analysis of primary mathematics curricula put into practice during Turkish Republican period. The data for this study are composed of official curricula documents which are examined in terms of teaching principles. The study adopts a qualitative approach and employs document analysis method. The official…

Sexuality and Family Life Education: An Annotated Bibliography of Curricula for Sale.

ERIC Educational Resources Information Center

Hallingby, Leigh

1985-01-01

This document contains an annotated bibliography of sexuality and family life education curricula which are available for sale. The curricula are listed without evaluation and, because of topic overlap, specific content areas covered in each curriculum are not listed in the annotations. It is noted, however, that topics often covered include…

Teacher Education Curricula after the Bologna Process--A Comparative Analysis of Written Curricula in Finland and Estonia

ERIC Educational Resources Information Center

Jakku-Sihvonen, Ritva; Tissari, Varpu; Ots, Aivar; Uusiautti, Satu

2012-01-01

During the Bologna process, from 2003 to 2006, degree programmes, including teacher education curricula, were developed in line with the two-tier system--the European Credit Transfer and Accumulation System (ECTS) and modularization. The purpose of the present study is to contribute to the development of teacher education profiling measures by…

Introducing Cloud Computing Topics in Curricula

ERIC Educational Resources Information Center

Chen, Ling; Liu, Yang; Gallagher, Marcus; Pailthorpe, Bernard; Sadiq, Shazia; Shen, Heng Tao; Li, Xue

2012-01-01

The demand for graduates with exposure in Cloud Computing is on the rise. For many educational institutions, the challenge is to decide on how to incorporate appropriate cloud-based technologies into their curricula. In this paper, we describe our design and experiences of integrating Cloud Computing components into seven third/fourth-year…

Rich Literacy Curricula: Undocumented and Unstandardized.

ERIC Educational Resources Information Center

Seda, Ileana

A study was conducted concerning the reduced and limited curricula which tests may represent. Observations were made at 18 different elementary and middle school classrooms in four school districts in central Pennsylvania during the language arts instructional period. All of the teachers were involved in promoting a holistic approach to literacy.…

"National Education" through Mutually Supportive Devices: A Case Study of Zionist Education

ERIC Educational Resources Information Center

Dror, Yuval

2007-01-01

This book fills in the gaps in the research of nationality, regarding "national education" in its double meaning: compulsory national education for all and creating opportunities for fostering national consciousness. Studies in the field have emphasized the importance of a national language, compulsory education, curricula of the…

Nuclear cardiology core syllabus of the European Association of Cardiovascular Imaging (EACVI).

PubMed

Gimelli, Alessia; Neglia, Danilo; Schindler, Thomas H; Cosyns, Bernard; Lancellotti, Patrizio; Kitsiou, Anastasia

2015-04-01

The European Association of Cardiovascular Imaging (EACVI) Core Syllabus for Nuclear Cardiology is now available online. The syllabus lists key elements of knowledge in nuclear cardiology. It represents a framework for the development of training curricula and provides expected knowledge-based learning outcomes to the nuclear cardiology trainees. Published on behalf of the European Society of Cardiology. All rights reserved. © The Author 2015. For permissions please email: journals.permissions@oup.com.

An over-view of robot assisted surgery curricula and the status of their validation.

PubMed

Fisher, Rebecca A; Dasgupta, Prokar; Mottrie, Alex; Volpe, Alessandro; Khan, Mohammed S; Challacombe, Ben; Ahmed, Kamran

2015-01-01

Robotic surgery is a rapidly expanding field. Thus far training for robotic techniques has been unstructured and the requirements are variable across various regions. Several projects are currently underway to develop a robotic surgery curriculum and are in various stages of validation. We aimed to outline the structures of available curricula, their process of development, validation status and current utilization. We undertook a literature review of papers including the MeSH terms "Robotics" and "Education". When we had an overview of curricula in development, we searched recent conference abstracts to gain up to date information. The main curricula are the FRS, the FSRS, the Canadian BSTC and the ERUS initiative. They are in various stages of validation and offer a mixture of theoretical and practical training, using both physical and simulated models. Whilst the FSRS is based on tasks on the RoSS virtual reality simulator, FRS and BSTC are designed for use on simulators and the robot itself. The ERUS curricula benefits from a combination of dry lab, wet lab and virtual reality components, which may allow skills to be more transferable to the OR as tasks are completed in several formats. Finally, the ERUS curricula includes the OR modular training programme as table assistant and console surgeon. Curricula are a crucial step in global standardisation of training and certification of surgeons for robotic surgical procedures. Many curricula are in early stages of development and more work is needed in development and validation of these programmes before training can be standardised. Copyright © 2014 Surgical Associates Ltd. Published by Elsevier Ltd. All rights reserved.

High School Mathematics Curricula, University Mathematics Placement Recommendations, and Student University Mathematics Performance

ERIC Educational Resources Information Center

Norman, Ke Wu; Medhanie, Amanuel G.; Harwell, Michael R.; Anderson, Edwin; Post, Thomas R.

2011-01-01

Recent "math wars" have drawn attention to how well various high school mathematics curricula prepare students for college-level mathematics. The purpose of this study was to investigate the relationship between the high school mathematics curricula and students' post-secondary mathematics placement recommendation, specifically how…

How Is Gender Integrated in the Curricula of Dutch Medical Schools? A Quick-Scan on Gender Issues as an Instrument for Change

ERIC Educational Resources Information Center

Verdonk, Petra; Mans, Linda J. L.; Lagro-Janssen, Toine L. M.

2006-01-01

Medical education has not taken on board the growing awareness of sex and gender differences. A nation-wide project to incorporate sex and gender in medical education aims to establish longitudinal gender and sex specific curricula in all Dutch medical schools that move beyond sex and gender differences in reproduction. A baseline assessment was…

The Four Curricula of the Gifted and Talented: Toward a Total Learning Environment.

ERIC Educational Resources Information Center

Passow, A. Harry

1981-01-01

The author reviews varied concepts of differentiated curricula for gifted students and identified four curricula which must be considered: the general education curriculum, the specialized curriculum, the subliminal/covert curriculum (including affective factors), and the curriculum of nonschool educative settings. Factors involved in each of the…

Integration of Research Into Grade Nine-Graduate Level Curricula

NASA Astrophysics Data System (ADS)

Bonner, J.; Callicott, K.; Page, C.

2004-05-01

Research on the Kolb Learning Cycle, engineering education, and recent cognitive learning research indicates that learning occurs through knowledge application. Moreover, experts in a given discipline will differ from novices with regard to their ability to transfer their knowledge by application to new contexts. We have developed a suite of educational opportunities to bridge the gap between research and the classroom, with activities spanning the educational spectrum from high school through graduate school. One mechanism for transferring of research into undergraduate/graduate curricula is through our National Science Foundation (NSF) funded Combined Research-Curriculum Development (CRCD) project ("Environmental Informatics in Coastal Margins"). This project modifies engineering curricula to provide the nation with the next generation of engineers who can utilize the latest environmental modeling tools. The project revises/creates three undergraduate courses forming the environmental informatics (EI) track of the civil engineering curriculum and two graduate courses integrating GIS and environmental measurements. Curriculum development efforts are guided by an expert team drawn from nearby campuses and both regional and national industry, and includes an expert in assessing the pedagogical value of the curriculum and developing suitable metrics to evaluate student learning experiences. Another NSF-funded project integrating research into an undergraduate educational setting is our Research Experience for Undergraduates (REU) project ("Undergraduate Research in Biodiversity and Ecological Processes in Fluctuating Environments"). Research includes overlapping topics in environmental engineering and life sciences. The summer research experience provides students an opportunity to integrate engineering and life science technologies and to the study of ecological processes associated with biodiversity and environmental quality. Students orally present their project

Quantitative Evaluation of Flexibility in Undergraduate Engineering Curricula in the United Arab Emirates

ERIC Educational Resources Information Center

Darwish, Naif A.; Qasim, Muhammad

2016-01-01

In academia, smooth progression of students significantly depends on the way curricula are developed and organized. Curricula or study plans with high degree of interconnectivity between courses, multiple prerequisites, and hierarchically structured courses tend to complicate the smooth progress of the enrolled students. In this work, a rigorous…

A suggested core content for education scholarship fellowships in emergency medicine.

PubMed

Yarris, Lalena M; Coates, Wendy C; Lin, Michelle; Lind, Karen; Jordan, Jaime; Clarke, Sam; Guth, Todd A; Santen, Sally A; Hamstra, Stanley J

2012-12-01

A working group at the 2012 Academic Emergency Medicine consensus conference on education research in emergency medicine (EM) convened to develop a curriculum for dedicated postgraduate fellowships in EM education scholarship. This fellowship is intended to create future education scholars, equipped with the skills to thrive in academic careers. This proceedings article reports on the consensus of a breakout session subgroup tasked with defining a common core content for education scholarship fellowships. The authors propose that the core content of an EM education scholarship fellowship can be categorized in four distinct areas: career development, theories of learning and teaching methods, education research methods, and educational program administration. This core content can be incorporated into curricula for education scholarship fellowships in EM or other fields and can also be adapted for use in general medical education fellowships. © 2012 by the Society for Academic Emergency Medicine.

Evaluation of Laparoscopic Curricula in American Urology Residency Training: A 5-Year Update.

PubMed

Clements, Matthew B; Morrison, Kasey Y; Schenkman, Noah S

2016-03-01

Medical simulation offers the advantage of improving resident skill and comfort without impacting patient care. Five years ago, we identified trends in the use of robotic and laparoscopic simulation in 2008 and 2009 at American urology residency training programs. We seek to identify the changes in the use of simulators and the presence of formal curricula in the wake of technological advances and changes in graduate medical education. Attendees of the American Urological Association (AUA) Basic Sciences Course, mostly in their second or third year of residency, were surveyed on the availability and use of laparoscopic/robotic simulators at their program, the presence of a formal curriculum, and a Likert scale questionnaire regarding face and content validity. Over a 5-year period, the availability of virtual reality robotic simulators substantially increased from 14% to nearly 60% availability in 2013. Despite this increase, the frequency of simulator use remained unchanged (p = 0.40) and the reported presence of formal curricula decreased from 41% to 34.8%. There was no significant difference in simulator use between residents in programs with or without laparoscopic/robotic curricula (p = 0.95). There was also a decrease in the percentage of residents who felt official laparoscopic curricula (93%-81%) and simulators (82%-74%) should be involved in resident education. In the past 5 years, despite evidence supporting benefits from simulator use and increasing availability, self-reported resident use has remained unchanged and the reporting of presence of laparoscopic/robotic curricula has decreased. With more dedicated investment in formal curricula, residency training programs may receive greater returns on their simulator investments, improve resident skills and comfort, and ultimately improve the quality of patient care.

Developing a Capacity to Make "English for Everyone" Worthwhile: Reconsidering Outcomes and How to Start Achieving Them

ERIC Educational Resources Information Center

Wedell, Martin

2008-01-01

Past decades have seen a growing assumption worldwide that national governments should provide "English for Everyone" (EFE) as a core component of their school curricula. Personal and national benefits expected from such English provision are generally expressed in terms of developing learners' abilities to communicate in English. Despite enormous…

A Holistic Approach to Develop IS Curricula: Focusing on Accreditation and IT Certification

ERIC Educational Resources Information Center

Al-Rawi, Akram; Lansari, Azzedine; Bouslama, Faouzi

2005-01-01

Academic institutions worldwide are constantly trying to refine or even reinvent their Information Systems (IS) curricula to address the needs of industry and government. As many IS curricula emerge, a number of them do not satisfy well recognized standards and even lack critical components. Furthermore, a highly competitive Information Technology…

From Adoption to Practice: Teacher Perspectives on the Common Core. Findings from a National Survey

ERIC Educational Resources Information Center

Editorial Projects in Education, 2014

2014-01-01

The Common Core State Standards Initiative will enter a critical period during the 2014-15 school year. Several states have recently reversed course on adoption of the mathematics and English/language arts standards, as vocal opposition gains prominence elsewhere. Despite fraying of the two national consortia developing assessments tied to the new…

Independent Evaluation of Middle School-Based Drug Prevention Curricula: A Systematic Review.

PubMed

Flynn, Anna B; Falco, Mathea; Hocini, Sophia

2015-11-01

Lack of robust program evaluation has hindered the effectiveness of school-based drug abuse prevention curricula overall. Independently evaluated randomized controlled trials (RCTs) of universal, middle school-based drug abuse prevention curricula are the most useful indicators of whether such programs are effective or ineffective. To conduct a systematic review identifying independently evaluated RCTs of universal, middle school-based drug abuse prevention curricula; extract data on study quality and substance use outcomes; and assess evidence of program effectiveness. PsycInfo, Educational Resources Information Center, Science Citation Index, Social Science Citation Index, Cumulative Index to Nursing and Allied Health Literature, MEDLINE, EMBASE, and the Cochrane Database of Systematic Reviews were searched between January 1, 1984, and March 15, 2015. Search terms included variations of drug, alcohol, tobacco, and marijuana use, as well as school, prevention, and effectiveness. Studies included in the review were RCTs carried out by independent evaluators of universal school-based drug prevention curricula available for dissemination in the United States that reported alcohol, tobacco, marijuana, or other drug use outcomes. Two researchers extracted data on study quality and outcomes independently using a data extraction form and met to resolve disagreements. A total of 5071 publications were reviewed, with 13 articles meeting final inclusion criteria. Of the 13 articles, 6 RCTs of 4 distinct school-based curricula were identified for inclusion. Outcomes were reported for 42 single-drug measures in the independent RCTs, with just 3 presenting statistically significant (P < .05) differences between the intervention group and the control group. One program revealed statistically significant positive effects at final follow-up (Lions-Quest Skills for Adolescence). The results of our review demonstrate the dearth of independent research that appropriately

Do occupational therapy and physical therapy curricula teach critical thinking skills?

PubMed

Vogel, Kimberly A; Geelhoed, Michael; Grice, Kimatha O; Murphy, Douglas

2009-01-01

This study evaluated whether critical thinking ability can be improved through participation in occupational therapy (OT) and physical therapy (PT) curricula. The researchers compared levels of the critical thinking skills of OT and PT students at the beginning and end of their programs to determine whether changes occurred and to examine facets of the curricula that may have caused the differences. The curricula include teaching strategies of problem-based learning modules, small group discussion and problem-solving, case studies, clinical observation, and evidence-based practice assignments, as well as teaching about critical thinking as a process in itself. Fifty OT and PT students completed the Watson-Glaser Critical Thinking Appraisal at the beginning and end of 20 mos of the academic phase of their master's degree programs. Researchers analyzed the data using a one-way repeated-measures ANOVA. Results showed no differences between OT and PT students on the pretest or post-test and no differences for PT students between the pretest and post-test. OT students' scores increased significantly from pretest to post-test. The influence of the timing of teaching critical thinking skills in the resulting differences between the two curricula, as well as the validity of the Watson-Glaser Critical Thinking Appraisal is a valid measure of critical thinking changes in allied health students are discussed.

Recruitment of Hispanic Students into MIS Curricula

ERIC Educational Resources Information Center

McHaney, Roger; Martin, Dawne

2007-01-01

This paper provides several suggestions Hispanic student recruitment and retention in MIS or other business curricula. Cultural considerations like allocentrism and familialism are discussed along with the situation at K-State. It is believed that the recruitment and retention of Hispanic students can be influenced positively by considering…

Initiating Tobacco Curricula in Dental Hygiene Education

ERIC Educational Resources Information Center

Boyd, Linda D.; Fun, Kay; Madden, Theresa E.

2006-01-01

Two hours of tobacco instructions were incorporated into the baccalaureate dental hygiene curricula in a university in the Northwestern United States. Prior to graduation, all senior students were invited to complete anonymously a questionnaire surveying attitudes and clinical skills in providing tobacco services to their clinic patients. Twenty…

Comparative Examination of the Primary School Science Curricula in Turkey (Curricula of 1992, 2001, 2005, 2013 and 2017)

ERIC Educational Resources Information Center

Hamurcu, Hülya

2018-01-01

In the present study, the science course curricula of 1992, 2001, 2005, 2013 and 2017 taught at the primary school level in Turkey have been examined comparatively in terms of four main elements (Target, Content, Educational Status, and Measurement and Evaluation). The reason for investigating the science curriculum at five key years was to…

India and the USA: A Comparison through the Lens of Model IT Curricula

ERIC Educational Resources Information Center

Ezer, Jonathan

2006-01-01

This study compares two model curricula--one from India and one from the USA. These two countries have played a starring role in the development of information technology (IT). Model curricula are useful tools for comparison of how different countries perceive and perpetuate ideas surrounding IT. Firstly, it was found that the Indian curriculum…

National Unity in Cultural Diversity: How National and Linguistic Identities Affected Swiss Language Curricula (1914-1961)

ERIC Educational Resources Information Center

Giudici, Anja; Grizelj, Sandra

2017-01-01

By the end of the nineteenth century, the relationship between the state, language and schooling had become extremely close: a state was supposed to be "national," and a real nation was supposed to be monolingual. Following the literature on nation-building, it is because schooling was charged with the task of forming such nations that…

Perceptions, Attitudes and Institutional Factors That Influence Academic Performance of Visual Arts Students in Ghana's Senior High School Core Curriculum Subjects

ERIC Educational Resources Information Center

Opoku-Asare, Nana Afia; Tachie-Menson, Akosua; Essel, Harry Barton

2015-01-01

Senior High School (SHS) students in Ghana are required to pass all core and elective curricula subjects in the West Africa Senior School Certificate Examination (WASSCE) to qualify for higher education. Unfortunately, many Visual Arts students perform poorly or fail in English, Mathematics, Integrated Science and Social Studies, which constitute…

Moral philosophy and nursing curricula: indoctrination of the new breed.

PubMed

Cartwright, T; Davson-Galle, P; Holden, R J

1992-05-01

A sizable proportion of nursing curricula subtly indoctrinate students with a particular normative ethic. Seldom is there adequate philosophical justification for the ethic, and students are rarely invited to subject that ethic to a rigorous philosophical analysis. Nursing curricula are replete with philosophical positions treated as moral imperatives to which all, students and faculty, owe their allegiance. This unsatisfactory situation warrants urgent attention. One problem is that of failing to justify the school's moral philosophy; another is the question of philosophically indoctrinating students to adhere to an ethic that advocates the individual's freedom and responsibility, a practice inconsistent with the predominant proposition advanced by the ethic.

Shared Canadian Curriculum in Family Medicine (SHARC-FM): Creating a national consensus on relevant and practical training for medical students.

PubMed

Keegan, David A; Scott, Ian; Sylvester, Michael; Tan, Amy; Horrey, Kathleen; Weston, W Wayne

2017-04-01

In 2006, leaders of undergraduate family medicine education programs faced a series of increasing curriculum mandates in the context of limited time and financial resources. Additionally, it became apparent that a hidden curriculum against family medicine as a career choice was active in medical schools. The Shared Canadian Curriculum in Family Medicine was developed by the Canadian Undergraduate Family Medicine Education Directors and supported by the College of Family Physicians of Canada as a national collaborative project to support medical student training in family medicine clerkship. Its key objective is to enable education leaders to meet their educational mandates, while at the same time countering the hidden curriculum and providing a route to scholarship. The Shared Canadian Curriculum in Family Medicine is an open-access, shared, national curriculum ( www.sharcfm.ca ). It contains 23 core clinical topics (determined through a modified Delphi process) with demonstrable objectives for each. It also includes low- and medium-fidelity virtual patient cases, point-of-care learning resources (clinical cards), and assessment tools, all aligned with the core topics. French translation of the resources is ongoing. The core topics, objectives, and educational resources have been adopted by medical schools across Canada, according to their needs. The lessons learned from mounting this multi-institutional collaborative project will help others develop their own collaborative curricula. Copyright© the College of Family Physicians of Canada.

Diagnostic and procedural imaging curricula in physical therapist professional degree programs.

PubMed

Boissonnault, William G; White, Douglas M; Carney, Sara; Malin, Brittany; Smith, Wayne

2014-08-01

Descriptive survey. To describe the status of diagnostic and procedural imaging curricula within United States physical therapist professional degree programs. As patient direct access to physical therapy services increases, the ability to refer patients directly for diagnostic imaging could promote more efficient delivery of care. Appropriate patient referral is contingent on physical therapists having the requisite knowledge base and skills. While evidence describing imaging competence of physical therapists with advanced training in military institutions exists, evidence is lacking for other physical therapists, including new graduates of physical therapist professional degree programs. Faculty members teaching imaging at 206 United States physical therapist professional degree programs recognized by the Commission on Accreditation in Physical Therapy Education were recruited via e-mail correspondence. An e-mail attachment included the survey on which faculty reported imaging curricula and faculty qualifications, attitudes, and experiences. Faculty from 155 (75.2%) programs responded to the survey, with imaging being included in the curriculum of 152 programs. Content was integrated by required standalone courses or clinical science track courses, and/or through elective courses. The average reported estimate of imaging contact hours was 24.4 hours (range, 2-75 hours). Emphasis was on the musculoskeletal system, including 76.3% of the required standalone course content. Student competence was assessed in 147 (96.7%) programs, primarily by written (66.7%) and practical (19.7%) examinations. Faculty rated student competence on a scale of 1 (not competent) to 5 (competent), with ratings ranging from a high of 4.0 (identifying normal anatomy on plain-film radiography) to a low of 1.9 (identifying common tissue pathological processes/injuries on ultrasound). While a majority of programs reported including imaging curricula, variability was noted in all curricular

Palliative Oncologic Care Curricula for Providers in Resource-Limited and Underserved Communities: a Systematic Review.

PubMed

Xu, Melody J; Su, David; Deboer, Rebecca; Garcia, Michael; Tahir, Peggy; Anderson, Wendy; Kinderman, Anne; Braunstein, Steve; Sherertz, Tracy

2017-12-20

Familiarity with principles of palliative care, supportive care, and palliative oncological treatment is essential for providers caring for cancer patients, though this may be challenging in global communities where resources are limited. Herein, we describe the scope of literature on palliative oncological care curricula for providers in resource-limited settings. A systematic literature review was conducted using PubMed, Embase, Cochrane Library, Web of Science, Cumulative Index to Nursing and Allied Health Literature, Med Ed Portal databases, and gray literature. All available prospective cohort studies, case reports, and narratives published up to July 2017 were eligible for review. Fourteen articles were identified and referenced palliative care education programs in Argentina, Uganda, Kenya, Australia, Germany, the USA, or multiple countries. The most common teaching strategy was lecture-based, followed by mentorship and experiential learning involving role play and simulation. Education topics included core principles of palliative care, pain and symptom management, and communication skills. Two programs included additional topics specific to the underserved or American Indian/Alaskan Native community. Only one program discussed supportive cancer care, and no program reported educational content on resource-stratified decision-making for palliative oncological treatment. Five programs reported positive participant satisfaction, and three programs described objective metrics of increased educational or research activity. There is scant literature on effective curricula for providers treating cancer patients in resource-limited settings. Emphasizing supportive cancer care and palliative oncologic treatments may help address gaps in education; increased outcome reporting may help define the impact of palliative care curriculum within resource-limited communities.

Social Studies Curricula in Turkey: Historical Evolution

ERIC Educational Resources Information Center

Sahin, Mustafa

2017-01-01

Social studies course is a pivotal course offered in the first three years of students' primary education. Since the foundation of the Turkish Republic to the present, there have been changes in the curricula of the social studies course in accordance with the needs and expectations of the related period in Turkish Republic history. Whether these…

Preschool Music Curricula: Children's Music Development Program.

ERIC Educational Resources Information Center

Levinowitz, Lili Muhler; Gordon, Edwin Elias

These developmental music curricula for preschool children 18 months to 3 years old, 3-year-olds, 4-year-olds, and 5- to 6-year-olds are specifically designed to meet perceptual-motor, cognitive-linguistic, social-emotional, and music needs of children of different ages. Materials provided in this paper include: (1) a rationale for early music…

Female Intense Curricula: Fashion Merchandising in Home Economics and Associated Programs in Higher Education.

ERIC Educational Resources Information Center

Mikitka, Kathleen Faith; Van Camp, Mary Lou

A study was done of higher education curricula with substantial enrollment by women (such as fashion merchandising and home economics) to examine the context and substance of the curricula, to identify infrastructures that have supported these programs, and to probe issues that face administrators, faculty and students engaged in such programs.…

What Works in Gifted Education Mathematics Study: Impact of Pre-Differentiated and Enriched Curricula on General Education Teachers and Their Students. Research Monograph Series. RM13242

ERIC Educational Resources Information Center

Gubbins, E. Jean; McCoach, D. Betsy; Foreman, Jennifer L.; Gilson, Cindy M.; Bruce-Davis, Micah N.; Rubenstein, Lisa DaVia; Savino, Jennifer; Rambo, Karen; Waterman, Craig

2013-01-01

The present study seeks to determine how exposure to pre-differentiated and enriched curricula incorporating educative curriculum materials affects students' achievement as well as teacher and administrator responses to the intervention. A 2-year multi-site cluster randomized control trial study recruited a national sample of 4,530 grade 3…

Global and public health core competencies for nursing education: A systematic review of essential competencies.

PubMed

Clark, Megan; Raffray, Marie; Hendricks, Kristin; Gagnon, Anita J

2016-05-01

Nurses are learning and practicing in an increasingly global world. Both nursing schools and nursing students are seeking guidance as they integrate global health into their learning and teaching. This systematic review is intended to identify the most common global and public health core competencies found in the literature and better inform schools of nursing wishing to include global health content in their curricula. Systematic review. An online search of CINAHL and Medline databases, as well as, inclusion of pertinent gray literature was conducted for articles published before 2013. Relevant literature for global health (GH) and public and community health (PH/CH) competencies was reviewed to determine recommendations of both competencies using a combination of search terms. Studies must have addressed competencies as defined in the literature and must have been pertinent to GH or PH/CH. The databases were systematically searched and after reading the full content of the included studies, key concepts were extracted and synthesized. Twenty-five studies were identified and resulted in a list of 14 global health core competencies. These competencies are applicable to a variety of health disciplines, but particularly can inform the efforts of nursing schools to integrate global health concepts into their curricula. Copyright © 2016 Elsevier Ltd. All rights reserved.

Descriptions and preliminary report on sediment cores from the southwest coastal area, Everglades National Park, Florida

USGS Publications Warehouse

Wingard, G. Lynn; Cronin, Thomas M.; Holmes, Charles W.; Willard, Debra A.; Budet, Carlos A.; Ortiz, Ruth E.

2005-01-01

Sediment cores were collected from five locations in the southwest coastal area of Everglades National Park, Florida, in May 2004 for the purpose of determining the ecosystem history of the area and the impacts of changes in flow through the Shark River Slough. An understanding of natural cycles of change prior to significant human disturbance allows land managers to set realistic performance measures and targets for salinity and other water quality and quantity quality measures. Preliminary examination of the cores indicates significant changes have taken place over the last 1000-2000 years. The cores collected from the inner bays - the most landward bays - are distinctly different from other estuarine sediment cores examined in Florida Bay and Biscayne Bay. Peats in the inner-bay cores from Big Lostmans Bay, Broad River Bay, and Tarpon Bay were deposited at least 1000 years before present (BP) based on radiocarbon analyses. The peats are overlain by poorly sorted organic muds and sands containing species indicative of deposition in a freshwater to very low salinity environment. The Alligator Bay core, the most northern inner-bay core, is almost entirely sand; no detailed faunal analyses or radiometric dating has been completed on this core. The Roberts River core, taken from the mouth of the River where it empties into Whitewater Bay, is lithologically and faunally similar to previously examined cores from Biscayne and Florida Bays; however, the basal unit was deposited ~2000 years before the present based on radiocarbon analyses. A definite trend of increasing salinity over time is seen in the Roberts River core, from sediments representing a terrestrially dominated freshwater environment at the bottom of the core to those representing an estuarine environment with a strong freshwater influence at the top. The changes seen at Roberts River could represent a combination of factors including rising sea-level and changes in freshwater supply, but the timing and

National Sexuality Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. Special Report

ERIC Educational Resources Information Center

American School Health Association (NJ1), 2012

2012-01-01

The goal of this paper, "National Sexuality Education Standards: Core Content and Skills, K-12," is to provide clear, consistent and straightforward guidance on the "essential minimum, core content" for sexuality education that is developmentally and age-appropriate for students in grades K-12. The development of these standards is a result of an…

New directions in medical e-curricula and the use of digital repositories.

PubMed

Fleiszer, David M; Posel, Nancy H; Steacy, Sean P

2004-03-01

Medical educators involved in the growth of multimedia-enhanced e-curricula are increasingly aware of the need for digital repositories to catalogue, store and ensure access to learning objects that are integrated within their online material. The experience at the Faculty of Medicine at McGill University during initial development of a mainstream electronic curriculum reflects this growing recognition that repositories can facilitate the development of a more comprehensive as well as effective electronic curricula. Also, digital repositories can help to ensure efficient utilization of resources through the use, re-use, and reprocessing of multimedia learning, addressing the potential for collaboration among repositories and increasing available material exponentially. The authors review different approaches to the development of a digital repository application, as well as global and specific issues that should be examined in the initial requirements definition and development phase, to ensure current initiatives meet long-term requirements. Often, decisions regarding creation of e-curricula and associated digital repositories are left to interested faculty and their individual development teams. However, the development of an e-curricula and digital repository is not predominantly a technical exercise, but rather one that affects global pedagogical strategies and curricular content and involves a commitment of large-scale resources. Outcomes of these decisions can have long-term consequences and as such, should involve faculty at the highest levels including the dean.

Research Ethics Education in Post-Graduate Medical Curricula in I.R. Iran.

PubMed

Nikravanfard, Nazila; Khorasanizadeh, Faezeh; Zendehdel, Kazem

2017-08-01

Research ethics training during post-graduate education is necessary to improve ethical standards in the design and conduct of biomedical research. We studied quality and quantity of research ethics training in the curricula of post-graduate programs in the medical science in I.R. Iran. We evaluated curricula of 125 post-graduate programs in medical sciences in I.R. Iran. We qualitatively studied the curricula by education level, including the Master and PhD degrees and analyzed the contents and the amount of teaching allocated for ethics training in each curriculum. We found no research ethics training in 72 (58%) of the programs. Among the 53 (42%) programs that considered research ethics training, only 17 programs had specific courses for research ethics and eight of them had detailed topics on their courses. The research ethics training was optional in 25% and mandatory in 76% of the programs. Post-graduate studies that were approved in the more recent years had more attention to the research ethics training. Research ethics training was neglected in most of the medical post-graduate programs. We suggest including sufficient amount of mandatory research ethics training in Master and PhD programs in I.R. Iran. Further research about quality of research ethics training and implementation of curricula in the biomedical institutions is warranted. © 2016 John Wiley & Sons Ltd.

Integrating Climate Change Into Nursing Curricula.

PubMed

McDermott-Levy, Ruth; Jackman-Murphy, Kathryn P; Leffers, Jeanne M; Jordan, Lisa

2018-03-28

Climate change is a significant threat to human health across the life cycle. Nurses play an important role in mitigation, adaptation, and resilience to climate change. The use of health care resources, air quality and extreme heat, mental health, and natural disasters are major content areas across undergraduate nursing curricula that influence or are influenced by climate change. Teaching strategies and resources are offered to prepare nursing students to address climate change and human health.

The Struggle for Early Childhood Curricula: A Comparison of the English Foundation Stage Curriculum, "Te Whariki" and Reggio Emilia.

ERIC Educational Resources Information Center

Soler, Janet; Miller, Linda

2003-01-01

Focuses upon the way visions for early childhood are expressed through curricula in England, New Zealand, and Reggio Emilia in Italy. Includes curricular examples illustrating how growing pressure from vocational and instrumental influences affect progressive and socioculturally inspired early childhood curricula. Reveals how curricula and…

Towards an Ecology of Participation: Process Philosophy and Co-Creation of Higher Education Curricula

ERIC Educational Resources Information Center

Taylor, Carol A.; Bovill, Catherine

2018-01-01

This article brings together the authors' previous work on co-created curricula (Bovill, 2013a, 2014; Bovill et al., 2011) and on partnership and ethics (Taylor, 2015; Taylor and Robinson, 2014), to develop the concept of co-created curricula as an ecology of participation. In doing so, it deploys Alfred North Whitehead's process philosophy to…

Adaptation of Vocational Curricula for Industrial Business Clerks from Germany to the Russian Federation.

ERIC Educational Resources Information Center

Solomakhin, D.

A pilot center was established in Yaroslavl, Russia, to train business clerks using German curricula and training that could be applied to Russian conditions. Choice of Germany as a model was due to increasingly developing cooperation with that country in the field of vocational education. The Russians analyzed German curricula and worked out the…

A Limited Assessment of the Curricula of Selected Information System Technology Associate Degree Programs

ERIC Educational Resources Information Center

Stange, Melissa

2012-01-01

Previous studies have examined the curricula of information systems technology (IST) programs, and some have noted a discrepancy between the stated needs of industry and the skills and attributes of graduates of 4-year programs. In addition, gaps between the 2-year curricula and the perceived needs of employers have been noted. The purpose of this…

A competency-based longitudinal core curriculum in medical neuroscience.

PubMed

Merlin, Lisa R; Horak, Holli A; Milligan, Tracey A; Kraakevik, Jeff A; Ali, Imran I

2014-07-29

Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study. © 2014 American Academy

Including Emotional Intelligence in Pharmacy Curricula to Help Achieve CAPE Outcomes

PubMed Central

Fierke, Kerry K.; Sucher, Brandon J.; Janke, Kristin K.

2015-01-01

The importance of emotional intelligence (EI) for effective teamwork and leadership within the workplace is increasingly apparent. As suggested by the 2013 CAPE Outcomes, we recommend that colleges and schools of pharmacy consider EI-related competencies to build self-awareness and professionalism among students. In this Statement, we provide two examples of the introduction of EI into pharmacy curricula. In addition, we provide a 4-phase process based on recommendations developed by EI experts for structuring and planning EI development. Finally, we make 9 recommendations’ to inform the process of including EI in pharmacy curricula. PMID:26089557

77 FR 34973 - Announcement of Funding Awards for HUD's Fiscal Year 2011-2012 Technical Assistance and Capacity...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-12

... Transformation Initiative (OneCPD TA and Core Curricula) AGENCY: Office of the Assistant Secretary for Community... Transformation Initiative (OneCPD TA and Core Curricula) program. This announcement contains the names of the... Capacity Building under the Transformation Initiative (OneCPD TA and Core Curricula) was designed to...

It's All in the Delivery! An Analysis of Instructional Strategies from Effective Health Education Curricula

ERIC Educational Resources Information Center

Herbert, Patrick C.; Lohrmann, David K.

2011-01-01

Background: This study explores the relationship between instructional strategies and effective health education curricula. Methods: A content analysis of 10 health education curricula was conducted to determine if they include common instructional strategies for actively engaging students in acquisition of health skills. To be included, the…

The Status of Fluid Mechanics in Bioengineering Curricula.

ERIC Educational Resources Information Center

Miller, Gerald E.; Hyman, William A.

1981-01-01

Describes the status of fluid mechanics courses in bioengineering curricula. A survey of institutions offering bioengineering degrees indicates that over half do not require fluid mechanics courses. Suggests increasing number of mechanics courses to increase the quality of bioengineering students and to prepare students for graduate work and more…

An IPA-Embedded Model for Evaluating Creativity Curricula

ERIC Educational Resources Information Center

Chang, Chi-Cheng

2014-01-01

How to diagnose the effectiveness of creativity-related curricula is a crucial concern in the pursuit of educational excellence. This paper introduces an importance-performance analysis (IPA)-embedded model for curriculum evaluation, using the example of an IT project implementation course to assess the creativity performance deduced from student…

Developing Holocaust Curricula: The Content Decision-Making Process

ERIC Educational Resources Information Center

Lindquist, David H.

2008-01-01

The content decision-making process involved in developing Holocaust curricula is unusually complex and problematic. Educators must consider factors such as historical accuracy, selection of topics covered, potential teaching materials (such as textbooks and literary texts), and graphic materials (such as films and photographs) as they plan their…

A core syllabus for the teaching of neuroanatomy to medical students.

PubMed

Moxham, Bernard; McHanwell, Stephen; Plaisant, Odile; Pais, Diogo

2015-09-01

There is increasingly a call for clinical relevance in the teaching of biomedical sciences within all health care courses. However, this presupposes that there is a clear understanding of what can be considered core material within the curricula. To date, the anatomical sciences have been relatively poorly served by the development of core syllabuses, particularly for specialized core syllabuses such as neuroanatomy. One of the aims of the International Federation of Associations of Anatomists (IFAA) and of the European Federation for Experimental Morphology (EFEM) is to formulate, on an international scale, core syllabuses for all branches of the anatomical sciences using Delphi Panels consisting of anatomists, scientists, and clinicians to initially evaluate syllabus content. In this article, the findings of a Delphi Panel for neuroanatomy are provided. These findings will subsequently be published on the IFAA website to enable anatomical (and other cognate learned) societies and individual anatomists, clinicians, and students to freely comment upon, and elaborate and amend, the syllabuses. The aim is to set internationally recognized standards and thus to provide guidelines concerning neuroanatomical knowledge when engaged in course development. © 2015 Wiley Periodicals, Inc.

Dysfunctional problem-based learning curricula: resolving the problem

PubMed Central

2012-01-01

Background Problem-based learning (PBL) has become the most significant innovation in medical education of the past 40 years. In contrast to exam-centered, lecture-based conventional curricula, PBL is a comprehensive curricular strategy that fosters student-centred learning and the skills desired in physicians. The rapid spread of PBL has produced many variants. One of the most common is 'hybrid PBL' where conventional teaching methods are implemented alongside PBL. This paper contends that the mixing of these two opposing educational philosophies can undermine PBL and nullify its positive benefits. Schools using hybrid PBL and lacking medical education expertise may end up with a dysfunctional curriculum worse off than the traditional approach. Discussion For hybrid PBL schools with a dysfunctional curriculum, standard PBL is a cost-feasible option that confers the benefits of the PBL approach. This paper describes the signs of a dysfunctional PBL curriculum to aid hybrid PBL schools in recognising curricular breakdown. Next it discusses alternative curricular strategies and costs associated with PBL. It then details the four critical factors for successful conversion to standard PBL: dealing with staff resistance, understanding the role of lectures, adequate time for preparation and support from the administrative leadership. Summary Hybrid PBL curricula without oversight by staff with medical education expertise can degenerate into dysfunctional curricula inferior even to the traditional approach from which PBL emerged. Such schools should inspect their curriculum periodically for signs of dysfunction to enable timely corrective action. A decision to convert fully to standard PBL is cost feasible but will require time, expertise and commitment which is only sustainable with supportive leadership. PMID:23009729

[Curricula oriented inclusion of children and adolescents with haemophilia in school sports--a new approach within the project "fit for life"].

PubMed

Joeres, J; Seuser, A; Kurme, A; Trunz-Carlisi, E; Ochs, S; Böhm, P

2012-01-01

Inclusive paedagogic thinking and acting is a modern and increasingly important topic in school sports. It will affect teachers as well as parents and students. The new international guidelines and national curricula enable new ways of inclusion especially for students with chronic illnesses like haemophilia. Special help from the sport teachers is of vital importance. In our project "fit for life" where we advice children and young adults with haemophilia to find their appropriate sport, we developed a new approach for an optimised inclusion of children with haemophilia into sport lessons. The whole project is running in corporation with the German Sport Teachers Association/Hessen. We analysed and rated the actual curricula of the different school years and looked at the specific needs, risks and necessary abilities for persons with haemophilia. By this means we gathered about 600 typical movements and/or exercises for school sports and developed individual advice and adapted exercise solutions for sport lessons.

Nanoscience and Nanotechnology Concepts for Enriching High School Curricula

NASA Astrophysics Data System (ADS)

Sanders, Charlotte; Marshall, Jill

2010-03-01

High school science teachers seeking to enhance student enthusiasm for science and to enrich their curricula with ``real world'' examples might be interested in drawing on nanoscience, which is currently a major branch of study in biology, chemistry, and physics---key high school curriculum areas---and is also a subject much reported upon by the news media. However, presenting nanoscience and nanotechnology in the classroom presents key challenges: the subject matter must be successfully integrated into the core curriculum so as to enhance the students' educational experience; it must support the aims of Texas Essential Knowledge and Skills for Science (TEKC), or equivalent systems in other states; it must be made accessible to students; and it must be presentable with the use of equipment or supplies that are neither too expensive nor too rare to be obtainable by school districts. These last two requirements are particularly difficult, because it is the nature of nanoscale research that complex fabrication processes and expensive characterization methods are typically required. This talk will discuss the authors' experience leading a teachers' workshop session in 2009 to address the issue of introducing nanoscience into the high school science classroom. The workshop is funded by the NSF through the UT-IGERT program, and brings together teachers from across Texas annually for discussion, curriculum-building, and training in concepts related to nanoscience and nanotechnology.

Development of the Learning Health System Researcher Core Competencies.

PubMed

Forrest, Christopher B; Chesley, Francis D; Tregear, Michelle L; Mistry, Kamila B

2017-08-04

To develop core competencies for learning health system (LHS) researchers to guide the development of training programs. Data were obtained from literature review, expert interviews, a modified Delphi process, and consensus development meetings. The competencies were developed from August to December 2016 using qualitative methods. The literature review formed the basis for the initial draft of a competency domain framework. Key informant semi-structured interviews, a modified Delphi survey, and three expert panel (n = 19 members) consensus development meetings produced the final set of competencies. The iterative development process yielded seven competency domains: (1) systems science; (2) research questions and standards of scientific evidence; (3) research methods; (4) informatics; (5) ethics of research and implementation in health systems; (6) improvement and implementation science; and (7) engagement, leadership, and research management. A total of 33 core competencies were prioritized across these seven domains. The real-world milieu of LHS research, the embeddedness of the researcher within the health system, and engagement of stakeholders are distinguishing characteristics of this emerging field. The LHS researcher core competencies can be used to guide the development of learning objectives, evaluation methods, and curricula for training programs. © Health Research and Educational Trust.

Teaching Cultural Competence to Psychiatry Residents: Seven Core Concepts and Their Implications for Therapeutic Technique.

PubMed

Pena, Jose M; Manguno-Mire, Gina; Kinzie, Erik; Johnson, Janet E

2016-04-01

The authors describe the Tulane Model for teaching cultural competence to psychiatry residents in order to outline an innovative approach to curricula development in academic psychiatry. The authors focus on the didactic experience that takes place during the first and second postgraduate years and present seven core concepts that should inform the emerging clinician's thinking in the formulation of every clinical case. The authors discuss the correspondence between each core concept and the Outline for Cultural Formulation, introduced in Diagnostic and Statistical Manual of Mental Disorders (DSM)-IV and updated in DSM-5. The authors illustrate how each of the core concepts is utilized as a guideline for teaching residents a process for eliciting culturally relevant information from their patients and their personal histories and how to apply that knowledge in the assessment and treatment of patients in clinical settings.

The Chip That Roared: Of Micros and Men.

ERIC Educational Resources Information Center

Licata, Christine M.; Inzinga, Joan M.

1981-01-01

The curriculum revision of accounting and office practice programs at the National Technical Institute for the Deaf at Rochester Institute of Technology through infusion of data processing skills is described. Discusses the first-year core curriculum, and second- and third-year curricula. (CT)

Campus Sustainability: Emerging Curricula Models in Higher Education

ERIC Educational Resources Information Center

Savelyeva, Tamara; McKenna, James R.

2011-01-01

Purpose: The purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on-the-ground participatory practices in America, Europe, Africa, Asia, and Australia. Design/methodology/approach: Within a qualitative research design framework, the authors interviewed 20 faculty members from the…

The Minority Honors Program in Energy-Related Curricula.

ERIC Educational Resources Information Center

Kish, Evelyn Rubio; Santa Rita, Emilio

In 1984, Bronx Community College (BCC) established the Minority Honors Program in Energy Related Curricula, a partnership between their academic honors program and the U.S. Department of Energy. The program's goal is to increase the participation of minorities in the fields of Computer Science, Electrical Technology, Engineering Science, Data…

Using Student Feedback in Designing Student-Focused Curricula

ERIC Educational Resources Information Center

McCuddy, Michael K.; Pinar, Musa; Gingerich, Elizabeth F. R.

2008-01-01

Purpose: The whole process of reviewing and redesigning curricula is an exercise in managing change. Given the multiple stakeholders in the educational enterprise, the many forces that impact upon those enterprises, and the organized and complicated activities in which those enterprises engage, the management of curricular change can be a daunting…

Assessment of Competencies for Computer Information Systems Curricula.

ERIC Educational Resources Information Center

Womble, Myra N.

1993-01-01

In a survey of 80 managerial and 130 entry-level computer professionals, most entry workers believed they possessed competencies identified in Association for Computing Machinery (ACM) curricula; most managers did not agree. Most managers rated 28% of ACM competencies moderately to not important; 63% were so rated by entry workers. (SK)

Auditing and Mapping Key Skills within University Curricula

ERIC Educational Resources Information Center

Tariq, Vicki N.; Scott, Eileen M.; Cochrane, A. Clive; Lee, Maria; Ryles, Linda

2004-01-01

Universities are encouraged to embed key skills in their undergraduate curricula, yet there is often little support on how to identify skills development and progression. This paper describes a tool that facilitates colleagues in auditing key skills and career/employability skills within individual modules and mapping these skills across degree…

In Search of Design-Focus in IS Curricula

ERIC Educational Resources Information Center

Babb, Jeffry S.; Waguespack, Leslie J.

2014-01-01

Curricula in information systems embrace a broad range of topics that leave the identity of information systems as a discipline somewhat in flux. In the spirit of "the first among equals," we posit that design should have preeminence in the education of information systems professionals. Design frames problem understanding and defines…

Algebraic Concepts: What's Really New in New Curricula?

ERIC Educational Resources Information Center

Star, Jon R.; Herbel-Eisenmann, Beth A.; Smith, John P., III

2000-01-01

Examines 8th grade units from the Connected Mathematics Project (CMP). Identifies differences in older and newer conceptions, fundamental objects of study, typical problems, and typical solution methods in algebra. Also discusses where the issue of what is new in algebra is relevant to many other innovative middle school curricula. (KHR)

Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma

ERIC Educational Resources Information Center

Bottema-Beutel, Kristen; Park, Haerin; Kim, So Yoon

2018-01-01

By teaching social rules thought to be necessary for social competence, social skills training (SST) curricula aim to improve indicators of well-being for individuals with autism spectrum disorder (ASD), such as the attainment of meaningful friendships. However, several recent meta-analyses indicate that SST curricula may fall short of these…

A Study of Certain Characteristics of Students and Graduates of Occupation-Centered Curricula. Supplemental Report.

ERIC Educational Resources Information Center

Stewart, Lawrence H.

This document supplements ED 025 264, a study of 2,459 individuals enrolled in one of 43 occupation-centered curricula in 20 California junior colleges. The parent study compared students' questionnaire responses about home and educational backgrounds, and about attitudes presumably related to both vocational choice and choice of curricula leading…

A Study of the Programming Languages Used in Information Systems and in Computer Science Curricula

ERIC Educational Resources Information Center

Russell, Jack; Russell, Barbara; Pollacia, Lissa F.; Tastle, William J.

2010-01-01

This paper researches the computer languages taught in the first, second and third programming courses in Computer Information Systems (CIS), Management Information Systems (MIS or IS) curricula as well as in Computer Science (CS) and Information Technology (IT) curricula. Instructors teaching the first course in programming within a four year…

AAVP Recommendations for Core Competency Standards Relating to Parasitological Knowledge and Skills.

PubMed

Snowden, Karen F; Krecek, Rosina C; Bowman, Dwight D

As part of the accreditation process, the American Veterinary Medical Association Council on Education has defined nine broad areas of core competencies that must be met by graduating students earning a Doctor of Veterinary Medicine degree. To define competencies in veterinary parasitology, the American Association of Veterinary Parasitologists (AAVP) has developed a detailed list of knowledge and skills that are recommended for inclusion in professional curricula. These recommendations were developed by instructors from colleges/schools of veterinary medicine in the US, Canada, and the Caribbean, and were reviewed and endorsed following AAVP guidelines.

Alignment of Teacher-Developed Curricula and National Standards in Qatar's National Education Reform

ERIC Educational Resources Information Center

Nasser, Ramzi; Zaki, Eman; Allen, Nancy; Al Mula, Badria; Al Mutawaha, Fatma; Al Bin Ali, Hessa; Kerr, Tricia

2014-01-01

This study investigated the degree to which teacher developed curriculum was aligned with the national standards in Qatar. Three sources of data included teacher response to a questionnaire, teacher interviews and expert rating of the alignment of teacher-developed materials with curriculum standards. A survey and interview questions measured…

A model for the development of university curricula in nanoelectronics

NASA Astrophysics Data System (ADS)

Bruun, E.; Nielsen, I.

2010-12-01

Nanotechnology is having an increasing impact on university curricula in electrical engineering and in physics. Major influencers affecting developments in university programmes related to nanoelectronics are discussed and a model for university programme development is described. The model takes into account that nanotechnology affects not only physics but also electrical engineering and computer engineering because of the advent of new nanoelectronics devices. The model suggests that curriculum development tends to follow one of three major tracks: physics; electrical engineering; computer engineering. Examples of European curricula following this framework are identified and described. These examples may serve as sources of inspiration for future developments and the model presented may provide guidelines for a systematic selection of topics in the university programmes.

The Professionalization of Human Resource Management: Examining Undergraduate Curricula and the Influence of Professional Organizations

ERIC Educational Resources Information Center

Parks-Leduc, Laura; Rutherford, Matthew A.; Becker, Karen L.; Shahzad, Ali M.

2018-01-01

This study explores the state of undergraduate human resource management (HRM) curricula worldwide in an effort to understand the extent to which there is an agreed-upon body of knowledge underpinning the field of HRM. We reviewed the undergraduate curricula for all business schools that were accredited by either the Association to Advance…

Hidden in plain sight: the formal, informal, and hidden curricula of a psychiatry clerkship.

PubMed

Wear, Delese; Skillicorn, Jodie

2009-04-01

To examine perceptions of the formal, informal, and hidden curricula in psychiatry as they are observed and experienced by (1) attending physicians who have teaching responsibilities for residents and medical students, (2) residents who are taught by those same physicians and who have teaching responsibilities for medical students, and (3) medical students who are taught by attendings and residents during their psychiatry rotation. From June to November 2007, the authors conducted focus groups with attendings, residents, and students in one midwestern academic setting. The sessions were audiotaped, transcribed, and analyzed for themes surrounding the formal, informal, and hidden curricula. All three groups offered a similar belief that the knowledge, skills, and values of the formal curriculum focused on building relationships. Similarly, all three suggested that elements of the informal and hidden curricula were expressed primarily as the values arising from attendings' role modeling, as the nature and amount of time attendings spend with patients, and as attendings' advice arising from experience and intuition versus "textbook learning." Whereas students and residents offered negative values arising from the informal and hidden curricula, attendings did not, offering instead the more positive values they intended to encourage through the informal and hidden curricula. The process described here has great potential in local settings across all disciplines. Asking teachers and learners in any setting to think about how they experience the educational environment and what sense they make of all curricular efforts can provide a reality check for educators and a values check for learners as they critically reflect on the meanings of what they are learning.

A Comparative Survey of the Incorporation of Environmental Education into School Curricula. Environmental Educational Series 17.

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Paris (France). Div. of Science, Technical and Vocational Education.

The UNESCO International Environmental Education Programme has undertaken a comparative study of the incorporation of environmental education into elementary and secondary school curricula. A survey was designed to investigate how environmental education has been introduced into school curricula in different educational systems in various…

Instrumentation to Improve Chemistry and Environmental Science Laboratory Curricula

DTIC Science & Technology

1999-09-01

Introduction of modem chemical instrumentation in the chemistry, biology, and environmental science curricula provides a valuable experience for students and...stimulation for the faculty. The major concern now facing the chemistry, biology, and environmental science faculty at PCUPR is the inability to

It's all in the delivery! An analysis of instructional strategies from effective health education curricula.

PubMed

Herbert, Patrick C; Lohrmann, David K

2011-05-01

This study explores the relationship between instructional strategies and effective health education curricula. A content analysis of 10 health education curricula was conducted to determine if they include common instructional strategies for actively engaging students in acquisition of health skills. To be included, the curricula had to (1) be research-based and proven via empirical testing to positively influence the health behaviors and (2) address 1 of Centers for Disease Control and Prevention's 6 priority health risk behaviors. Content analysis revealed 5 active learning strategies incorporated to involve students in acquiring health skills. Role play, group cooperation, and small group discussion were found in all 10 curricula. To a lesser extent, interactive technology and team games were also included. When combined with previous research regarding the characteristics of effective teachers, it becomes clear that effective health education is delivered by teachers who employ a wide repertoire of active learning strategies while devoting substantial instructional time to those specific strategies that involve students in skills practice. © 2011, American School Health Association.

An evaluation of pharmacology curricula in Australian science and health-related degree programs.

PubMed

Lloyd, Hilary; Hinton, Tina; Bullock, Shane; Babey, Anna-Marie; Davis, Elizabeth; Fernandes, Lynette; Hart, Joanne; Musgrave, Ian; Ziogas, James

2013-11-19

Pharmacology is a biomedical discipline taught in basic science and professional degree programs. In order to provide information that would facilitate pharmacology curricula to be refined and developed, and approaches to teaching to be updated, a national survey was undertaken in Australia that investigated pharmacology course content, teaching and summative assessment methods. Twenty-two institutions participated in a purpose-built online questionnaire, which enabled an evaluation of 147 courses taught in 10 different degrees. To enable comparison, degrees were grouped into four major degree programs, namely science, pharmacy, medicine and nursing. The pharmacology content was then classified into 16 lecture themes, with 2-21 lecture topics identified per theme. The resultant data were analysed for similarities and differences in pharmacology curricula across the degree programs. While all lecture themes were taught across degree programs, curriculum content differed with respect to the breadth and hours of coverage. Overall, lecture themes were taught most broadly in medicine and with greatest coverage in pharmacy. Reflecting a more traditional approach, lectures were a dominant teaching method (at least 90% of courses). Sixty-three percent of science courses provided practical classes but such sessions occurred much less frequently in other degree programs, while tutorials were much more common in pharmacy degree programs (70%). Notably, problem-based learning was common across medical programs. Considerable diversity was found in the types of summative assessment tasks employed. In science courses the most common form of in-semester assessment was practical reports, whereas in other programs pen-and-paper quizzes predominated. End-of-semester assessment contributed 50-80% to overall assessment across degree programs. The similarity in lecture themes taught across the four different degree programs shows that common knowledge- and competency-based learning

Preliminary paleontologic report on cores 19A and 19B, from Russell Bank, Everglades National Park, Florida Bay

USGS Publications Warehouse

Brewster-Wingard, G. L.; Ishman, S.E.; Willard, D.A.; Edwards, L.E.; Holmes, C.W.

1997-01-01

The fauna and flora preserved in two cores, 19A and 19B, from the south side of Russell Bank (N 25 03.831', W 80 37.486') in north-central Florida Bay, Everglades National Park, Florida, record a history of environmental change over the last century. The benthic foraminifera and molluscs indicate fluctuating salinities with increasing average salinity upcore in core 19B. Shifts from low salinity (12-15 ppt) to higher average salinity (30 ppt) occurred at 70-66 cm and 24-18 cm in core 19B (approximately 1937-1940 and 1975-1980). The inverse, shifts from periods of higher average salinity to periods of lower salinity, occurred at 140 cm, 90 cm, and 42 cm (approximately 1880, 1921, and 1960). Significant changes in the molluscan fauna indicative of specific substrate types occur at 88 cm, 68 cm, and 22 cm. The lower portion of the core is dominated by a mixture of sediment and grass dwellers, the middle portion by sediment dwellers, and the upper portion of the core by grass and finally grass and algae dwellers. Changes occur in the floral assemblages in core 19A, but the significance of these changes is unclear. Three subtle shifts occur in the pollen assemblages indicating the onshore vegetation was responding to some environmental factor. Two peaks in dinocyst abundance occur in core 19A, but the composition of dinocyst assemblages remains relatively stable throughout the core. Correspondence between changes in salinity and onshore vegetation changes is consistent with results from previous cores. The pattern of increased salinity upcore is consistent with patterns seen in core T24 from the mouth of Taylor Creek and in core 6A from Bob Allen mudbank.

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.

The Traditional in Contemporary Curricula of Preschool Education

ERIC Educational Resources Information Center

Kopas-Vukašinovic, Emina; Savovic, Margit

2016-01-01

Contemporary curricula of preschool education are the result of the improvement of pedagogical and didactic theories. They imply a technical plan with which it is possible to achieve measurable objectives of preschool education. The curriculum is also defined as a tool for quality and equal education for all. It represents a reflection of the…

Comparative Study of the academic performance between different curricula in Agricultural Engineering

NASA Astrophysics Data System (ADS)

Vazquez, J. L.; Serrano, A.; Caniego, J.

2012-04-01

Due to the introduction of new degrees on the College of Agricultural Engineering of the Technical University of Madrid adapted to the European Space for Higher Education (Bologna), we have made a comparative study of academic achievement obtained by the students during their first year at the Centre according to different curricula. We used data from 2 curricula leading to the degree in Agricultural Engineering, Curriculumn 74 (6 years and annual structure) and Curriculum 96 modified in 2006 (5 years with quarterly structure) and the new curriculum in grades (4 years semi-structured). It has been used as a data source, the qualifications of new students during the last three years prior to the extinction of the curriculum.The study shows that current rates of academic success or failure and dropout during the first year of college are very similar to those happening 12 years ago, when it was assumed that the preparation of students from high school was much higher than today. Keywords: Academic performance, curricula, Bologna.

A High School Statistics Class Investigates the Death Penalty

ERIC Educational Resources Information Center

Brelias, Anastasia

2015-01-01

Recommendations for reforming high school mathematics curricula emphasize the importance of engaging students in mathematical investigations of societal issues (CCSSI [Common Core State Standards Initiative] 2010; NCTM [National Council of Teachers of Mathematics] 2000). Proponents argue that these investigations can positively influence students'…

Comparison of Elementary Social Studies Curricula of Turkey and the United States on Values Education

ERIC Educational Resources Information Center

Merey, Zihni; Kus, Zafer; Karatekin, Kadir

2012-01-01

The purpose of this study is to compare the social studies teaching curricula of Turkey and the United States in terms of values education. The study is a model case study that relies upon one of the qualitative research methods. The data come from the elementary social studies curricula of both countries through the documents analysis method. The…

Stars By Which to Navigate? Scanning National and International Education Standards in 2009. An Interim Report on Common Core, NAEP, TIMSS and PISA

ERIC Educational Resources Information Center

Carmichael, Sheila Byrd; Wilson, W. Stephen; Finn, Chester E., Jr.; Winkler, Amber M.; Palmieri, Stafford

2009-01-01

Subject-matter experts reviewed the content, rigor, and clarity of the first public drafts of the "Common Core" standards released in September 2009 by the Common Core State Standards Initiative (CCSSI) of the National Governors Association and Council of Chief State School Officers. Using the same criteria, the same experts also…

A review of the available urology skills training curricula and their validation.

PubMed

Shepherd, William; Arora, Karan Singh; Abboudi, Hamid; Shamim Khan, Mohammed; Dasgupta, Prokar; Ahmed, Kamran

2014-01-01

The transforming field of urological surgery continues to demand development of novel training devices and curricula for its trainees. Contemporary trainees have to balance workplace demands while overcoming the cognitive barriers of acquiring skills in rapidly multiplying and advancing surgical techniques. This article provides a brief review of the process involved in developing a surgical curriculum and the current status of real and simulation-based curricula in the 4 subgroups of urological surgical practice: open, laparoscopic, endoscopic, and robotic. An informal literature review was conducted to provide a snapshot into the variety of simulation training tools available for technical and nontechnical urological surgical skills within all subgroups of urological surgery using the following keywords: "urology, surgery, training, curriculum, validation, non-technical skills, technical skills, LESS, robotic, laparoscopy, animal models." Validated training tools explored in research were tabulated and summarized. A total of 20 studies exploring validated training tools were identified. Huge variation was noticed in the types of validity sought by researchers and suboptimal incorporation of these tools into curricula was noted across the subgroups of urological surgery. The following key recommendations emerge from the review: adoption of simulation-based curricula in training; better integration of dedicated training time in simulated environments within a trainee's working hours; better incentivization for educators and assessors to improvise, research, and deliver teaching using the technologies available; and continued emphasis on developing nontechnical skills in tandem with technical operative skills. © 2013 Published by Association of Program Directors in Surgery on behalf of Association of Program Directors in Surgery.

Pain management content in curricula of U.S. schools of pharmacy.

PubMed

Singh, Rubina M; Wyant, Susan L

2003-01-01

To identify individuals in schools of pharmacy in the United States who are responsible for covering the topic of pain management in courses for doctor of pharmacy students and to describe how and at what depth pain management is covered in pharmacy school curricula. One-time qualitative assessment. Schools of pharmacy in the United States. PARTICIPANTS Twenty-eight faculty members with the rank of professor, associate professor, or assistant professor who had been employed in their current positions for at least 2 years and who were directly involved in preparing and teaching didactic courses that address pain management. In-depth telephone interviews. Qualitative responses to open-ended interview questions. While pain management was included in the curricula of all 28 schools of pharmacy, it was generally covered in a fragmented way, usually as part of presentations on diseases with pain as a prominent feature (e.g., cancer pain addressed during oncology lectures) or as part of discussions of analgesics. Only two schools offered stand-alone courses in pain management, and both of those courses were electives that were taken by an average of 15 students per year. Three-fourths of respondents believed that pain was being given too little emphasis in their schools' curricula. Palliative care and the use of medications in the treatment of cancer pain was not presented in a standardized manner, and respondents were unsure of how the subject was covered in pharmacy law classes. Instruction about the diagnosis of pain, patient assessment, and physical examination was reported as "minimal" by most respondents. Respondents perceived a need for a single, complete reference and teaching resource that would address the entire spectrum of pain management as it applies to pharmacy. The topic of pain management is poorly presented and inadequately developed in the curricula of many U.S. schools of pharmacy.

Comprehensive Training Curricula for Minimally Invasive Surgery

PubMed Central

Palter, Vanessa N

2011-01-01

Background The unique skill set required for minimally invasive surgery has in part contributed to a certain portion of surgical residency training transitioning from the operating room to the surgical skills laboratory. Simulation lends itself well as a method to shorten the learning curve for minimally invasive surgery by allowing trainees to practice the unique motor skills required for this type of surgery in a safe, structured environment. Although a significant amount of important work has been done to validate simulators as viable systems for teaching technical skills outside the operating room, the next step is to integrate simulation training into a comprehensive curriculum. Objectives This narrative review aims to synthesize the evidence and educational theories underlining curricula development for technical skills both in a broad context and specifically as it pertains to minimally invasive surgery. Findings The review highlights the critical aspects of simulation training, such as the effective provision of feedback, deliberate practice, training to proficiency, the opportunity to practice at varying levels of difficulty, and the inclusion of both cognitive teaching and hands-on training. In addition, frameworks for integrating simulation training into a comprehensive curriculum are described. Finally, existing curricula on both laparoscopic box trainers and virtual reality simulators are critically evaluated. PMID:22942951

China's New National Curriculum Reform: Innovation, Challenges and Strategies

ERIC Educational Resources Information Center

Guan, Qun; Meng, Wanjin

2007-01-01

This paper presents systematically China's New National Curriculum Reform (CNNCR). It covers the background, origin, essence, goals, features, evolvement, schedule, implementation, the alignment in primary, secondary and middle schools' curricula and inter-subjects, the outcomes and the challenges and strategies of CNNCR.

A Toolkit to Implement Graduate Attributes in Geography Curricula

ERIC Educational Resources Information Center

Spronken-Smith, Rachel; McLean, Angela; Smith, Nell; Bond, Carol; Jenkins, Martin; Marshall, Stephen; Frielick, Stanley

2016-01-01

This article uses findings from a project on engagement with graduate outcomes across higher education institutions in New Zealand to produce a toolkit for implementing graduate attributes in geography curricula. Key facets include strong leadership; academic developers to facilitate conversations about graduate attributes and teaching towards…

What To Do, Instead of Counterproductive, Standardized Curricula and Testing.

ERIC Educational Resources Information Center

Keegan, Mark

1993-01-01

Presents evidence against the use of standardized curricula and testing and in favor of discovery-based instruction. Describes a successful experience with a relatively new form of discovery-based instruction, the scenario educational computer software. (AEF)

The Need and Curricula for Health Professions Education Graduate Programs

ERIC Educational Resources Information Center

Cervero, Ronald M.; Daley, Barbara J.

2018-01-01

This chapter provides an overview of the emerging social and organizational contexts for health professions education and the rationale for foundational adult and continuing education concepts to be included in the curricula of HPE graduate programs.

The future of pediatric dentistry education and curricula: a Chilean perspective.

PubMed

Mariño, Rodrigo; Ramos-Gómez, Francisco; Manton, David John; Onetto, Juan Eduardo; Hugo, Fernando; Feldens, Carlos Alberto; Bedi, Raman; Uribe, Sergio; Zillmann, Gisela

2016-07-18

A meeting was organised to consolidate a network of researchers and academics from Australia, Brazil, Chile, the UK and the USA, relating to Early Childhood Caries (ECC) and Dental Trauma (DT). As part of this meeting, a dedicated session was held on the future of paediatric dental education and curricula. Twenty-four paediatric dentistry (PD) academics, representing eight Chilean dental schools, and three international specialists (from Brazil and Latvia) participated in group discussions facilitated by five members of the ECC/DT International Collaborative Network. Data were collected from group discussions which followed themes developed as guides to identify key issues associated with paediatric dentistry education, training and research. Participants discussed current PD dental curricula in Chile, experiences in educating new cohorts of oral health care providers, and the outcomes of existing efforts in education and research in PD. They also, identified challenges, opportunities and areas in need of further development. This paper provides an introspective analysis of the education and training of PD in Chile; describes the input provided by participants into pediatric dentistry education and curricula; and sets out some key priorities for action with suggested directions to best prepare the future dental workforce to maximise oral health outcomes for children. Immediate priorities for action in paediatric dentistry in Chile were proposed.

Culturally Inclusive Curriculum in Higher Education

ERIC Educational Resources Information Center

Pridham, Bruce; Martin, Dona; Walker, Kym; Rosengren, Rosie; Wadley, Danielle

2015-01-01

The Australian National Program Standards for Teacher Education prioritises knowledge of culturally inclusive practices and challenges the educational community to present research on well-structured, inclusive, cross-curricula education partnerships. This article meets this challenge as it explores a core unit of work for undergraduate teachers…

The National Riparian Core Protocol: A riparian vegetation monitoring protocol for wadeable streams of the conterminous United States

Treesearch

David M. Merritt; Mary E. Manning; Nate Hough-Snee

2017-01-01

Riparian areas are hotspots of biological diversity that may serve as high quality habitat for fish and wildlife. The National Riparian Core Protocol (NRCP) provides tools and methods to assist natural resource professionals in sampling riparian vegetation and physical characteristics along wadeable streams. Guidance is provided for collecting basic information on...

Engagement in Science and Engineering through Animal-Based Curricula

ERIC Educational Resources Information Center

Mueller, Megan Kiely; Byrnes, Elizabeth M.; Buczek, Danielle; Linder, Deborah E.; Freeman, Lisa M.; Webster, Cynthia R. L.

2018-01-01

One of the persistent challenges in science, technology, engineering, and math (STEM) education is increasing interest, learning, and retention, particularly with regard to girls and students in underserved areas. Educational curricula that promote process and content knowledge development as well as interest and engagement in STEM are critical in…

Reshaping Curricula: Revitalization Programs at Three Land Grant Universities.

ERIC Educational Resources Information Center

Lunde, Joyce Povlacs; And Others

This volume contains 25 papers describing large curriculum revitalization projects from 1986 through 1991 at the University of Wisconsin-Madison, the University of Minnesota, and the University of Nebraska-Lincoln. The papers are: "A Theoretical Context for Designing Curricula in the Agricultural and Life Sciences" (Robert G. Kranz,…

Assessment of a Bioinformatics across Life Science Curricula Initiative

ERIC Educational Resources Information Center

Howard, David R.; Miskowski, Jennifer A.; Grunwald, Sandra K.; Abler, Michael L.

2007-01-01

At the University of Wisconsin-La Crosse, we have undertaken a program to integrate the study of bioinformatics across the undergraduate life science curricula. Our efforts have included incorporating bioinformatics exercises into courses in the biology, microbiology, and chemistry departments, as well as coordinating the efforts of faculty within…

Conceptual Demand of Practical Work in Science Curricula

ERIC Educational Resources Information Center

Ferreira, Sílvia; Morais, Ana M.

2014-01-01

This article addresses the issue of the level of complexity of practical work in science curricula and is focused on the discipline of Biology and Geology at high school. The level of complexity is seen in terms of the emphasis on and types of practical work and, most importantly, in terms of its level of conceptual demand as given by the…

Using the National Survey of Student Engagement for Accreditation: The National Council for Accreditation of Teacher Education as an Example

ERIC Educational Resources Information Center

McKitrick, Sean A.

2005-01-01

The National Council for Accreditation of Teacher Education (NCATE) accredits more than half of the colleges of education in the United States. Several of its standards require teacher preparation programs to emphasize diversity in their curricula and to demonstrate that they are developing a professional environment wherein acceptance of varying…

After Two Years, Three Elementary Math Curricula Outperform a Fourth. NCEE Evaluation Brief. NCEE 2013-4019

ERIC Educational Resources Information Center

Agodini, Roberto; Harris, Barbara; Seftor, Neil; Remillard, Janine; Thomas, Melissa

2013-01-01

This brief aims to help educators understand the implications of math curriculum choice in the early elementary grades by presenting new findings from a study that examined how four math curricula affect students' achievement across two years--from 1st through 2nd grades. The four curricula were (1) Investigations in Number, Data, and Space…

Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum—Part Two: Translation of MPH Core Competencies into an Integrated Theory-Based Core Curriculum

PubMed Central

Corvin, Jaime A.; DeBate, Rita; Wolfe-Quintero, Kate; Petersen, Donna J.

2017-01-01

In the twenty-first century, the dynamics of health and health care are changing, necessitating a commitment to revising traditional public health curricula to better meet present day challenges. This article describes how the College of Public Health at the University of South Florida utilized the Intervention Mapping framework to translate revised core competencies into an integrated, theory-driven core curriculum to meet the training needs of the twenty-first century public health scholar and practitioner. This process resulted in the development of four sequenced courses: History and Systems of Public Health and Population Assessment I delivered in the first semester and Population Assessment II and Translation to Practice delivered in the second semester. While the transformation process, moving from traditional public health core content to an integrated and innovative curriculum, is a challenging and daunting task, Intervention Mapping provides the ideal framework for guiding this process. Intervention mapping walks the curriculum developers from the broad goals and objectives to the finite details of a lesson plan. Throughout this process, critical lessons were learned, including the importance of being open to new ideologies and frameworks and the critical need to involve key-stakeholders in every step of the decision-making process to ensure the sustainability of the resulting integrated and theory-based curriculum. Ultimately, as a stronger curriculum emerged, the developers and instructors themselves were changed, fostering a stronger public health workforce from within. PMID:29164094

Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum-Part Two: Translation of MPH Core Competencies into an Integrated Theory-Based Core Curriculum.

PubMed

Corvin, Jaime A; DeBate, Rita; Wolfe-Quintero, Kate; Petersen, Donna J

2017-01-01

In the twenty-first century, the dynamics of health and health care are changing, necessitating a commitment to revising traditional public health curricula to better meet present day challenges. This article describes how the College of Public Health at the University of South Florida utilized the Intervention Mapping framework to translate revised core competencies into an integrated, theory-driven core curriculum to meet the training needs of the twenty-first century public health scholar and practitioner. This process resulted in the development of four sequenced courses: History and Systems of Public Health and Population Assessment I delivered in the first semester and Population Assessment II and Translation to Practice delivered in the second semester. While the transformation process, moving from traditional public health core content to an integrated and innovative curriculum, is a challenging and daunting task, Intervention Mapping provides the ideal framework for guiding this process. Intervention mapping walks the curriculum developers from the broad goals and objectives to the finite details of a lesson plan. Throughout this process, critical lessons were learned, including the importance of being open to new ideologies and frameworks and the critical need to involve key-stakeholders in every step of the decision-making process to ensure the sustainability of the resulting integrated and theory-based curriculum. Ultimately, as a stronger curriculum emerged, the developers and instructors themselves were changed, fostering a stronger public health workforce from within.

Turmoil, Tirades and Transformation: The Wars for the National History Standards 1991-2004

ERIC Educational Resources Information Center

Henry, Phyllis Margaret

2010-01-01

This qualitative research study, in the format of an historical narrative, chronicles the issues, process of consensus, and the impact of the National History Standards Project (NHSP) on local policies and curricula in history education. The "culture wars" for the "National Standards for History" of 1994-1996 and quest for a…

Updating the Framework Geology of Padre Island National Seashore: Validation of Geophysical Surveys through Sediment Cores

NASA Astrophysics Data System (ADS)

Tuttle, L. F., II; Wernette, P. A.; Houser, C.

2016-12-01

Framework geology has been demonstrated to influence the geomorphology and affect the response of barrier islands to extreme storm events. Therefore, it is vital that we understand the framework geology before we can accurately assess the vulnerability and resiliency of the coast. Geophysical surveys consisting of ground-penetrating radar (GPR) and electromagnetic inductance (EMI) were collected along the length of Padre Island National Seashore (PAIS) to map subsurface infilled paleochannels identified in previous research. The most extensive published survey of PAIS framework geology was conducted in the 1950s as part of dredging the Intracoastal Waterway through Laguna Madre. Using cores and seismic surveys the previous study identified a series of relict infilled paleochannels in dissecting PAIS. The sediment cores presented in our poster were collected in Fall 2016 with a Geoprobe 6712DT. Cores were stored and processed using an X-ray fluorescence (XRF) scanner at the International Ocean Discovery Program repository in College Station, Texas. The XRF data was used to examine mineralogical differences that provide valuable insight into the evolutionary history of the island. This poster presents results from sediment cores collected to validate the geophysical survey data. The broader purpose of this research is to validate the subsurface framework geology features (i.e. infilled paleochannels) in order to more accurately predict future changes to the environmental and economic longevity of PAIS.

The Use of Virtual Patients in Medical School Curricula

ERIC Educational Resources Information Center

Cendan, Juan; Lok, Benjamin

2012-01-01

The demonstration of patient-based cases using automated technology [virtual patients (VPs)] has been available to health science educators for a number of decades. Despite the promise of VPs as an easily accessible and moldable platform, their widespread acceptance and integration into medical curricula have been slow. Here, the authors review…

Homeschooling Education: Longitudinal Study of Methods, Materials, and Curricula

ERIC Educational Resources Information Center

Hanna, Linda G.

2012-01-01

In a comprehensive study of two-hundred fifty homeschooling families in urban, rural and suburban areas of the Commonwealth of Pennsylvania, the researcher examined all aspects of the instruction, materials and curricula employed by the families in a ten-year longitudinal study from 1998 through 2008. The researcher conducted interviews and…

Unexpected Attitudinal Growth in a Course Combining Reformed Curricula

ERIC Educational Resources Information Center

Hull, Michael M.; Lindsey, Beth A.; Archambault, Matthew; Davey, Kathleen; Liu, Amy Y.

2016-01-01

In this paper, we show data from the Colorado Learning Attitudes about Science Survey that suggests that Georgetown physics majors become increasingly expert in their attitudes towards physics learning and knowing after taking a course that combines two reformed curricula, Matter and Interactions (M&I) and Tutorials in Introductory Physics…

Talking about Teaching: Curricula for Improving Instructors' Classroom Performance

ERIC Educational Resources Information Center

Strom-Gottfried, Kimberly; Dunlap, Katherine M.

2004-01-01

Although teaching is a primary function of social work educators, most instructors receive little training in teaching methods and, once engaged in teaching, have few opportunities to hone their craft and engage in dialogue about their classroom experiences. Teaching Circles are an example of ongoing curricula designed to improve classroom…

Classification and Attention Training Curricula for Head Start Children.

ERIC Educational Resources Information Center

Earhart, Eileen M.

The needs and capabilities of 4-year-old Head Start children were considered in development of classification and attention training curricula, including: (1) sensory exploration through object manipulation, (2) variety of high-interest materials, (3) change of pace during the lesson, (4) presentation of learning activities as games, (5) relating…

Strategies for Leading Academics to Rethink Humanities and Social Sciences Curricula in the Context of Discipline Standards

ERIC Educational Resources Information Center

Thomas, Theda; Wallace, Joy; Allen, Pamela; Clark, Jennifer; Jones, Adrian; Lawrence, Jill; Cole, Bronwyn; Sheridan Burns, Lynette

2017-01-01

The introduction of discipline standards in Australia has required a comprehensive rethinking of humanities and social science curricula from first year through to graduation. This paper proposes a model to facilitate academics' engagement with discipline standards and their implication for first-year curricula. The model supports…

Skills in Social Studies Curricula in Turkey: An Examination in the Context of Socio-Cultural Interaction

ERIC Educational Resources Information Center

Ibrahimoglu, Zafer; San, Selda

2017-01-01

The aim of this study was to chronologically examine the contents of the social studies curricula implemented in Turkey in terms of skills teaching in the context of socio-cultural interaction. In the study, the social studies curricula used since 1967 were subjected to content analysis, and the skills aimed to be taught to students in the…

Core Today! Rationale and Implications. Revised Edition.

ERIC Educational Resources Information Center

Vars, Gordon, Ed.; Larson, Craig, Ed.

This pamphlet is designed to help educators apply the core concept to current problems and situations in educational settings. The preface establishes the position of the National Association for Core Curriculum. A definition of the core curriculum concept is stated in the introduction. Ten assumptions and beliefs on which the core concept is…

An evaluation of physical activity training in Australian medical school curricula.

PubMed

Strong, Abigail; Stoutenberg, Mark; Hobson-Powell, Anita; Hargreaves, Mark; Beeler, Halle; Stamatakis, Emmanuel

2017-06-01

To evaluate the current level of physical activity (PA) training provided to Australian medical students. Individual interviews were completed via phone interview or online survey from June-October 2015. Program leaders from Australian medical schools, who were knowledgeable about their curriculum content, were invited to participate in the study. The number of programs, hours of PA training instruction, institutional attitude towards offering PA, barriers experienced, and content areas in which PA training was offered, were explored. Seventeen of the 19 (89%) Australian medical schools participated in the study. Among the responding schools, 15 (88.2%) reported providing specific PA training to medical students. Thirteen of these 15 schools (86.7%) taught the national aerobic guidelines while only seven (46.7%) taught the national strength training recommendations. Four, five, and six year programs reported providing an average of 6.6, 5.0, and 12.3h of PA training, respectively, across their entire curriculum. Only 42.9% of the schools that had PA training reported that it was sufficient for their medical students. Nearly half (41.2%) of the respondents reported no barriers to implementing PA training into their medical curricula. Most Australian medical schools reported including some PA training in their medical curriculum. Key topics, such as the national strength recommendations, however, were not taught by most schools. Given the importance of PA for the prevention and treatment of numerous mental and physical health outcomes, it is unlikely that the attention it currently receives adequately prepares medical students to treat patients. Copyright © 2016. Published by Elsevier Ltd.

A Culture of (In)Equality?: A Cross-National Study of Gender Parity and Gender Segregation in National School Systems

ERIC Educational Resources Information Center

Wiseman, Alexander W.

2008-01-01

Recent international education reports have highlighted some of the progress (as well as remaining disparity) in gendered education enrollment rates. But, the problem of gender segregation is still a very real issue even in some nations where girls are enrolled at levels on par with boys. Separate classes, curricula, and in many countries separate…

Multi-Source, Multi-Level Articulation in the Era of Health Reform: Articulating the Health Sciences to Health Services Administration Baccalaureate Programs.

ERIC Educational Resources Information Center

Prager, Carolyn; And Others

The education and reeducation of health care professionals remain essential, if somewhat neglected, elements in reforming the nation's health care system. The Pew Health Professions Commission (PHPC) has made the reform of health care contingent upon the reform of education, urging educational institutions to design core curricula with…

The String Task: Not Just for High School

ERIC Educational Resources Information Center

Isler, Isil; Marum, Tim; Stephens, Ana; Blanton, Maria; Knuth, Eric; Gardiner, Angela Murphy

2014-01-01

The study of functions has traditionally received the most attention at the secondary level, both in curricula and in standards documents--for example, the Common Core State Standards for Mathematics (CCSSI 2010) and "Principles and Standards for School Mathematics" (National Council of Teachers of Mathematics [NCTM] 2000). However, the…

Can summits lead to curricula change? An evaluation of emergency preparedness summits for schools of nursing in Georgia.

PubMed

Buyum, Arielle; Dubruiel, Nicole; Torghele, Karen; Alperin, Melissa; Miner, Kathleen R

2009-05-01

The Emory University Center for Public Health Preparedness held two summits for nurses that were evaluated by survey. Participants cited multiple deficiencies and challenges with integrating emergency preparedness into nursing curricula. The summits and the related materials were reported as highly useful by survey respondents. More than three fourths of respondents reported incorporating emergency preparedness education into their curricula after summit attendance. Nursing professionals could use summits to encourage active practitioners to pursue continuing education and to initiate efforts to incorporate emergency preparedness and related health care issues into the curricula of schools of nursing.

Can You Teach in a Normal Way? Examining Chinese and US Curricula's Approach to Teaching Fraction Divisions

ERIC Educational Resources Information Center

Feil, YingYing Crystal

2010-01-01

This dissertation presents two studies designed to examine the topic of fraction division in selected Chinese and US curricula. By comparing the structure and content of the Chinese and "Everyday Mathematics" textbooks and teacher's guides, Study 1 revealed many different features presented in the selected curricula. Major differences…

Visual and Plastic Arts in Teaching Literacy: Null Curricula?

ERIC Educational Resources Information Center

Wakeland, Robin Gay

2010-01-01

Visual and plastic arts in contemporary literacy instruction equal null curricula. Studies show that painting and sculpture facilitate teaching reading and writing (literacy), yet such pedagogy has not been formally adopted into USA curriculum. An example of null curriculum can be found in late 19th - early 20th century education the USA…

Comparing Students' Attitudes in Problem-Based and Conventional Curricula.

ERIC Educational Resources Information Center

Kaufman, David M.; Mann, Karen V.

1996-01-01

A survey of 2 medical school classes at Dalhousie University (Canada) compared student attitudes toward the conventional (n=57 students) and problem-based (n=73) curricula. Students in the problem-based group had more positive attitudes toward the learning environment and curriculum, but were less positive on a student-interaction scale. No…

From Too Much Freedom to Too Much Restriction: The Case of Teacher Autonomy from National Curriculum Statement (NCS) to Curriculum and Assessment Statement (CAPS)

ERIC Educational Resources Information Center

Ramatlapana, K.; Makonye, J. P.

2012-01-01

The major curricula revisions in South Africa in the last two decades or so have changed the curriculum landscape. These revisions are meant to effect among other issues, the socio-economic development for all through quality education. The latest curricula transition from National Curriculum Statement (NCS) to Curriculum and Assessment Policy…

Core competencies for pain management: results of an interprofessional consensus summit.

PubMed

Fishman, Scott M; Young, Heather M; Lucas Arwood, Ellyn; Chou, Roger; Herr, Keela; Murinson, Beth B; Watt-Watson, Judy; Carr, Daniel B; Gordon, Debra B; Stevens, Bonnie J; Bakerjian, Debra; Ballantyne, Jane C; Courtenay, Molly; Djukic, Maja; Koebner, Ian J; Mongoven, Jennifer M; Paice, Judith A; Prasad, Ravi; Singh, Naileshni; Sluka, Kathleen A; St Marie, Barbara; Strassels, Scott A

2013-07-01

The objective of this project was to develop core competencies in pain assessment and management for prelicensure health professional education. Such core pain competencies common to all prelicensure health professionals have not been previously reported. An interprofessional executive committee led a consensus-building process to develop the core competencies. An in-depth literature review was conducted followed by engagement of an interprofessional Competency Advisory Committee to critique competencies through an iterative process. A 2-day summit was held so that consensus could be reached. The consensus-derived competencies were categorized within four domains: multidimensional nature of pain, pain assessment and measurement, management of pain, and context of pain management. These domains address the fundamental concepts and complexity of pain; how pain is observed and assessed; collaborative approaches to treatment options; and application of competencies across the life span in the context of various settings, populations, and care team models. A set of values and guiding principles are embedded within each domain. These competencies can serve as a foundation for developing, defining, and revising curricula and as a resource for the creation of learning activities across health professions designed to advance care that effectively responds to pain. Wiley Periodicals, Inc.

Holocene Core Logs and Site Statistics for Modern Patch-Reef Cores: Biscayne National Park, Florida

USGS Publications Warehouse

Reich, Christopher D.; Hickey, T. Don; DeLong, Kristine L.; Poore, Richard Z.; Brock, John C.

2009-01-01

The bedrock in Biscayne National Park (BNP), a 1,730-square kilometer (km2) region off southeast Florida, consists of Pleistocene (1.8 million years ago (Ma) to 10,000 years ago (ka)) and Holocene (10 ka to present) carbonate rocks (Enos and Perkins, 1977; Halley and others, 1997; Multer and others, 2002). Most of the surficial limestone in BNP, including the islands of the Florida Keys, was formed at ~125 ka during the highstand of marine oxygen-isotope substage 5e, when sea level was approximately 6 meters (m) higher than today (Chappell and Shackleton, 1986; Multer and others, 2002; Lidz and others, 2003; Siddall and others, 2003; Balsillie and Donoghue, 2004). During the substage-5e regression, the entire Florida Platform became exposed. Subaerial exposure lasted for approximately 115,000 years (kyr), which resulted in erosion and enhancement of karst-like features (Lidz and others, 2006). As the Holocene transgression began to flood the Florida shelf ~7 to 6 ka, the bedrock depression under Biscayne Bay began to flood, and Holocene coral and reef debris laid the foundation for the present reef system (Enos and Perkins, 1977; Lighty and others, 1982; Toscano and Macintyre, 2003; Lidz and others, 2006). More than 3,000 patch reefs exist within the BNP boundary. Most contain hermatypic corals of various species such as those belonging to Montastrea, Diploria, Siderastrea, Porites, Acropora, and Agaricia. Patch reefs within BNP have two morphologies: pinnacle and flat top. Experimental Advanced Airborne Research Lidar (EAARL) data collected along the offshore BNP coral reef tract show that these two morphologies are clearly defined both in the high-resolution bathymetry maps produced by the Lidar data and by statistical analyses of the Lidar dataset (Brock and others, 2008). Brock and others (2008) also show that the pinnacle patch reefs are deeper than the more shallow, broad, and flat patch reefs. The control for these two patch-reef morphologies is unclear

Citizenship Education in Latin America: Priorities of School Curricula. IBE Working Papers on Curriculum Issues No. 14

ERIC Educational Resources Information Center

Cox, Cristián; Bascopé, Martín; Castillo, Juan Carlos; Miranda, Daniel; Bonhomme, Macarena

2015-01-01

What are the key contents related to democratic life in the curricula of civic and citizenship education in Latin American countries? What values and dimensions are most emphasized? This document summarizes the results of a comparative analysis of civic/citizenship curricula for primary and secondary education in six Latin American countries…

Mathematics Curricula and Age Cohort Participation: A Six Nation Comparison.

ERIC Educational Resources Information Center

Natsoulas, Anthula

Secondary level mathematics programs of England, Finland, France, Israel, Japan and Swaziland are compared using data from the Second International Mathematics Study and United Nations sources. Within a clearly defined school structure, the number of mathematics course options, age cohort enrollments and male/female ratios are considered with an…

Pain management content in curricula of u.s. Schools of pharmacy.

PubMed

Singh, Rubina M; Wyant, Susan L

2003-01-01

OBJECTIVES To identify individuals in schools of pharmacy in the United States who are responsible for covering the topic of pain management in courses for doctor of pharmacy students and to describe how and at what depth pain management is covered in pharmacy school curricula. DESIGN One-time qualitative assessment. SETTING Schools of pharmacy in the United States. PARTICIPANTS Twenty-eight faculty members with the rank of professor, associate professor, or assistant professor who had been employed in their current positions for at least 2 years and who were directly involved in preparing and teaching didactic courses that address pain management. INTERVENTION In-depth telephone interviews. MAIN OUTCOME MEASURES Qualitative responses to open-ended interview questions. RESULTS While pain management was included in the curricula of all 28 schools of pharmacy, it was generally covered in a fragmented way, usually as part of presentations on diseases with pain as a prominent feature (e.g., cancer pain addressed during oncology lectures) or as part of discussions of analgesics. Only two schools offered stand-alone courses in pain management, and both of those courses were electives that were taken by an average of 15 students per year. Three-fourths of respondents believed that pain was being given too little emphasis in their schools' curricula. Palliative care and the use of medications in the treatment of cancer pain was not presented in a standardized manner, and respondents were unsure of how the subject was covered in pharmacy law classes. Instruction about the diagnosis of pain, patient assessment, and physical examination was reported as "minimal" by most respondents. Respondents perceived a need for a single, complete reference and teaching resource that would address the entire spectrum of pain management as it applies to pharmacy. CONCLUSION The topic of pain management is poorly presented and inadequately developed in the curricula of many U.S. schools of

Integrated Curricula and Cultural Change: A Question of Why?

ERIC Educational Resources Information Center

Blenkinsop, Sean

2011-01-01

The purpose of this paper is twofold: first, to describe a large research project, which has integrated curricula and is currently emerging as a publicly funded K-7 place-based, imaginative, and ecological learning centre in Maple Ridge, British Columbia; second, to spend some time exploring more deeply the theoretical implications of the project…

Using constructive alignment theory to develop nursing skills curricula.

PubMed

Joseph, Sundari; Juwah, Charles

2012-01-01

Constructive alignment theory has been used to underpin the development of curricula in higher education for some time (Biggs and Tang, 2007), however, its use to inform and determine skills curricula in nursing is less well documented. This paper explores the use of constructive alignment theory within a study of undergraduate student nurses undertaking clinical skill acquisition in the final year of a BSc (Hons) Nursing course. Students were followed up as newly qualified nurses (NQN) (n = 58) to ascertain the impact of skill acquisition in this way. Comparisons were made with newly qualified nurses who did not participate in a constructively aligned curriculum. This mixed methods study reported skill identification within the immediate post-registration period and evaluated the constructively aligned curriculum as having positive benefits for NQNs in terms of confidence to practice. This was supported by preceptors' views. The study recommends two process models for nursing skills curriculum development and reports that constructive alignment is a useful theoretical framework for nurse educators. Copyright © 2011 Elsevier Ltd. All rights reserved.

Using Reanalysis to Provide Circulation Context for Ice Cores Recovered from Mt. Hunter Plateau in Denali National Park

NASA Astrophysics Data System (ADS)

Osterberg, E. C.; Birkel, S. D.; Kreutz, K. J.; Wake, C. P.; Campbell, S. W.; Winski, D.

2015-12-01

Researchers from the University of Maine, University of New Hampshire, and Dartmouth College supported by NSF recently recovered two ice cores from the Mt. Hunter Plateau in the Alaska Range of Denali National Park. Ongoing analyses of snow accumulation, snowmelt, stable isotopes, and chemistry within the core are providing proxy information for ~1000 years of regional climate variability. Broader context to link circulation across the North Pacific and western North America can be obtained by using climate reanalysis. In this vein, we are using monthly, daily, and sub-daily meteorological fields from the NCEP Climate Forecasting System Reanalysis (CFSR) to characterize large-scale circulation associated with notable events in the ice core record onward from 1979. One goal is to assess the relationship between annual snow accumulation spikes and storm frequency and magnitude. A second goal is to relate these observations to events during the Little Ice Age and Medieval Warm Period. Work is in progress, and results will be presented at the fall meeting.

Implementation in Practice: Adaptations to Sexuality Education Curricula in California

ERIC Educational Resources Information Center

Arons, Abigail; Decker, Mara; Yarger, Jennifer; Malvin, Jan; Brindis, Claire D.

2016-01-01

Background: Local implementation of evidence-based curricula, including sex education, has received increasing attention. Although there are expectations that practitioners will implement evidence-based programs with fidelity, little is known regarding the experiences of instructors in meeting such standards. During 2005 to 2009, the California…

Indigenous Knowledge in Canadian Science Curricula: Cases from Western Canada

ERIC Educational Resources Information Center

Kim, Mijung

2017-01-01

To enhance Aboriginal students' educational opportunities in sciences, culturally relevant science curriculum has been examined and practiced in Western Canadian science classrooms. This article shares some examples of inclusion of indigenous knowledge in science curricula and discusses the improvement and challenges of culturally relevant science…

Ideal Knowing: Logics of Knowledge in Primary School Curricula

ERIC Educational Resources Information Center

Macknight, Vicki

2011-01-01

This paper is written to draw attention to the ideal knower and the logic of knowledge embedded in curricula. New logics and new knowers, I argue, are conjured with the hope they will be capable of succeeding in curriculum designers' imagined future. I frame this discussion in terms of debates about the place of knowledge in the sociology of…

Measuring the Impact of Termite Prevention Curricula in Hawaii Public Schools in an Area-Wide Extension Program

ERIC Educational Resources Information Center

Mason, Makena; Aihara-Sasaki, Maria; Grace, J. Kenneth

2013-01-01

The efficacy of Educate to Eradicate, a K-12 service-learning science curricula developed as part of a statewide, community-based Extension effort for termite prevention, was evaluated. The curricula use termite biology and control as the basis for science education and have been implemented in over 350 Hawaii public school classrooms with more…

9/11 and the War on Terror in Curricula and in State Standards Documents. CIRCLE Fact Sheet

ERIC Educational Resources Information Center

Stoddard, Jeremy; Hess, Diana

2011-01-01

This Fact Sheet reports findings from an ongoing study of the representation of 9/11 and terrorism in curricula, textbooks, and state standards documents. The study was conducted in three stages. The first two stages focused on how supplemental curricula and best-selling social studies textbooks published between 2002-2010 present the events of…

Collection methods and descriptions of coral cores extracted from massive corals in Dry Tortugas National Park, Florida, U.S.A.

USGS Publications Warehouse

Weinzierl, Michael S.; Reich, Christopher D.; Hickey, T. Donald; Bartlett, Lucy A.; Kuffner, Ilsa B.

2016-11-29

Cores from living coral colonies were collected from Dry Tortugas National Park, Florida, U.S.A., to obtain skeletal records of past coral growth and allow geochemical reconstruction of environmental variables during the corals’ centuries-long lifespans. The samples were collected as part of the U.S. Geological Survey Coral Reef Ecosystems Studies project (http:/coastal.er.usgs.gov/crest) that provides science to assist resource managers tasked with the stewardship of coral reef resources. Three colonies each of the coral species Orbicella faveolata and Siderastrea siderea were collected in May 2012 using the methods described herein and as approved under National Park Service scientific collecting permit number DRTO-2012-SCI-0001 and are cataloged under accession number DRTO-353. These coral samples can be used to retroactively construct environmental parameters, including sea-surface temperature, by measuring the elemental composition of the coral skeleton. The cores described here, and others (see http://olga.er.usgs.gov/coreviewer/), can be requested, on loan, for scientific study. Photographic images for each coral in its ocean environment, the coral cores as curated and slabbed, and the X-rays of the slabs can be found in an associated U.S. Geological Survey Data Release.

Preparing Teachers for the Common Core: Aligning Preparation Program Curricula. Ask the Team

ERIC Educational Resources Information Center

Paliokas, Kathleen

2014-01-01

Implementing new college and career readiness standards, along with readying teachers and students for new assessments, is a monumental undertaking by multiple national, state, and local education leaders and organizations. One critical policy area for states to consider is supports for educator preparation programs to ensure that new teachers…

A Model for the Development of University Curricula in Nanoelectronics

ERIC Educational Resources Information Center

Bruun, E.; Nielsen, I.

2010-01-01

Nanotechnology is having an increasing impact on university curricula in electrical engineering and in physics. Major influencers affecting developments in university programmes related to nanoelectronics are discussed and a model for university programme development is described. The model takes into account that nanotechnology affects not only…

Minority Politics and Group-Differentiated Curricula at Minority-Serving Colleges

ERIC Educational Resources Information Center

Cole, Wade M.

2011-01-01

This paper analyzes whether ethnocentric curricula, defined as courses that focus exclusively on particular racial/ethnic groups, are more prevalent at minority-serving colleges than at mainstream institutions. Using original curricular data for a sample of tribal, Black, Hispanic, and mainstream colleges, the author found that ethnocentric…

Feeling Abstinent? Feeling Comprehensive? Touching the Affects of Sexuality Curricula

ERIC Educational Resources Information Center

Lesko, Nancy

2010-01-01

This interpretive study draws on interdisciplinary scholarship on affect and knowledge to ask: toward what feelings do abstinence-only and comprehensive sexuality education curricula direct us? A methodology that is attuned to double exposures is discussed, and one abstinence-only sexuality education curriculum and one comprehensive sexuality…

An Apprenticeship Rotation Teaches Chief Residents Nontechnical Skills and ACGME Core Competencies.

PubMed

Kwakye, Gifty; Chen, Xiaodong Phoenix; Havens, Joaquim M; Irani, Jennifer L; Yule, Steven; Smink, Douglas S

2015-01-01

Traditionally, surgical training has used an apprenticeship model but has more recently moved to a service-based model, with groups of residents working with groups of attending surgeons. We developed an apprenticeship rotation to enhance one-on-one interaction between chief residents and selected faculty. We hypothesized that the apprenticeship rotation would be effective for teaching nontechnical skills (NTS) and core competencies. An apprenticeship rotation was created at a university-based surgery residency in which each chief resident selected a single attending surgeon with whom to work exclusively with for a 4-week period. Emphasis was placed on teaching intraoperative NTS as well as the 4 difficult-to-teach Accreditation Council for Graduate Medical Education core competencies (DCC): Interpersonal and Communication Skills, Practice-Based Learning and Improvement, Professionalism, and Systems-Based Practice. Participants were surveyed afterwards about their rotation using a 5-point Likert scale. A Wilcoxon signed rank test was used to compare differences depending on data distribution. All (13/13) the chief residents and 67% (8/12) faculty completed the survey. Overall, 85% of residents and 87.5% of faculty would recommend the rotation to other residents/faculty members. Both residents and faculty reported improvement in trainees' technical skills and NTS. Residents reported improvement in all 4 DCC, particularly, Practice-Based Learning and Improvement, Professionalism, and Interpersonal and Communication Skills. The apprenticeship rotation is an effective means of teaching residents both NTS and DCC essential for independent practice. Consideration should be given to introducing this program into surgical curricula nationally. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

HIDDEN DISPARITIES: HOW COURSES AND CURRICULA SHAPE OPPORTUNITIES IN MATHEMATICS DURING HIGH SCHOOL1

PubMed Central

Schiller, Kathryn S.; Schmidt, William H.; Muller, Chandra; Houang, Richard

2011-01-01

Efforts to promote academic achievement by increasing access to courses, especially in mathematics, may mask educational disparities if variations in curriculum are not also monitored. A multi-dimensional description of students’ mathematics curricula during high school was obtained from analyses of surveys, transcripts, and textbooks collected for a nationally representative study of adolescents during the mid-1990s. Few gaps in the number of years or credits in mathematics coursework were found. However, the quantity and cognitive challenge of instructional materials in textbooks adopted for those courses differed significantly both across and within mathematics tracks. Differences in the quality of curriculum accumulating during high school were also related to parents’ education level. Reducing such gaps in learning opportunities would require teachers to supplement adopted instructional materials to ensure that all students receive a high quality mathematics curriculum. PMID:23554547

Core Journal Lists: Classic Tool, New Relevance

ERIC Educational Resources Information Center

Paynter, Robin A.; Jackson, Rose M.; Mullen, Laura Bowering

2010-01-01

Reviews the historical context of core journal lists, current uses in collection assessment, and existing methodologies for creating lists. Outlines two next generation core list projects developing new methodologies and integrating novel information/data sources to improve precision: a national-level core psychology list and the other a local…

Soil hydrophobicity - relating effects at atomic, molecular, core and national scales

NASA Astrophysics Data System (ADS)

Matthews, Peter; Doerr, Stefan; Van Keulen, Geertje; Dudley, Ed; Francis, Lewis; Whalley, Richard; Gazze, Andrea; Hallin, Ingrid; Quinn, Gerry; Sinclair, Kat; Ashton, Rhys

2016-04-01

The detrimental impacts of soil hydrophobicity include increased runoff, erosion and flooding, reduced biomass production, inefficient use of irrigation water and preferential leaching of pollutants. Its impacts may exacerbate flood risk associated with more extreme drought and precipitation events predicted with UK climate change scenarios. The UK's Natural Environment Research Council (NERC) has therefore funded a major research programme to investigate soil hydrophobicity over length scales ranging from atomic through molecular, core and landscape scale. This presentation gives an overview of the findings to date. The programme is predicated on the hypothesis that changes in soil protein abundance and localization, induced by variations in soil moisture and temperature, are crucial driving forces for transitions between hydrophobic and hydrophilic conditions at soil particle surfaces. Three soils were chosen based on the severity of hydrophobicity that can be achieved in the field: severe to extreme (Cefn Bryn, Gower, Wales), intermediate to severe (National Botanical Garden, Wales), and subcritical (Park Grass, Rothamsted Research near London). The latter is already highly characterised so was also used as a control. Hydrophobic/ hydrophilic transitions were measured from water droplet penetration times. Scientific advances in the following five areas will be described: (i) the identification of these soil proteins by proteomic methods, using a novel separation method which reduces interference by humic acids, and allows identification by ESI and MALDI TOF mass spectrometry and database searches, (ii) the examination of such proteins, which form ordered hydrophobic ridges, and measurement of their elasticity, stickiness and hydrophobicity at nano- to microscale using atomic force microscopy adapted for the rough surfaces of soil particles, (iii) the novel use of a picoliter goniometer to show hydrophobic effects at a 1 micron diameter droplet level, which

76 FR 79703 - Notice of Submission of Proposed Information Collection to OMB; Emergency Comment Request...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-22

... Building Under the Transformation Initiative (OneCPD and Core Curricula) AGENCY: Office of the Chief... Transformation Initiative (OneCPD and Core Curricula). Description of Information Collection: The Narratives...

Advanced Algebra and Calculus. High School Mathematics Curricula. Instructor's Guide.

ERIC Educational Resources Information Center

Natour, Denise M.

This manual is an instructor's guide for the utilization of the "CCA High School Mathematics Curricula: Advanced Algebra and Calculus" courseware developed by the Computer-based Education Research Laboratory (CERL). The curriculum comprises 34 algebra lessons within 12 units and 15 calculus lessons that are computer-based and require…

Holistic Development of Computer Engineering Curricula Using Y-Chart Methodology

ERIC Educational Resources Information Center

Rashid, Muhammad; Tasadduq, Imran A.

2014-01-01

The exponential growth of advancing technologies is pushing curriculum designers in computer engineering (CpE) education to compress more and more content into the typical 4-year program, without necessarily paying much attention to the cohesiveness of those contents. The result has been highly fragmented curricula consisting of various…

The advantages of problem-based curricula.

PubMed Central

Dolmans, D.; Schmidt, H.

1996-01-01

Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of basic science concepts into clinical problems, the development of self-directed learning skills, and the enhancement of students' intrinsic interest in the subject matter. In this paper a number of studies will be reviewed that provide empirical evidence for these premises. PMID:8949589

Creating Next Generation Teacher Preparation Programs to Support Implementation of the Next Generation Science Standards and Common Core State Standards in K-12 Schools: An Opportunity for the Earth and Space Sciences

NASA Astrophysics Data System (ADS)

Geary, E. E.; Egger, A. E.; Julin, S.; Ronca, R.; Vokos, S.; Ebert, E.; Clark-Blickenstaff, J.; Nollmeyer, G.

2015-12-01

A consortium of two and four year Washington State Colleges and Universities in partnership with Washington's Office of the Superintendent of Public Instruction (OSPI), the Teachers of Teachers of Science, and Teachers of Teachers of Mathematics, and other key stakeholders, is currently working to improve science and mathematics learning for all Washington State students by creating a new vision for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) in Mathematics and Language Arts. Specific objectives include: (1) strengthening elementary and secondary STEM Teacher Preparation courses and curricula, (2) alignment of STEM teacher preparation programs across Washington State with the NGSS and CCSS, (3) development of action plans to support implementation of STEM Teacher Preparation program improvement at Higher Education Institutions (HEIs) across the state, (4) stronger collaborations between HEIs, K-12 schools, government agencies, Non-Governmental Organizations, and STEM businesses, involved in the preparation of preservice STEM teachers, (5) new teacher endorsements in Computer Science and Engineering, and (6) development of a proto-type model for rapid, adaptable, and continuous improvement of STEM teacher preparation programs. A 2015 NGSS gap analysis of teacher preparation programs across Washington State indicates relatively good alignment of courses and curricula with NGSS Disciplinary Core Ideas and Scientific practices, but minimal alignment with NGSS Engineering practices and Cross Cutting Concepts. Likewise, Computer Science and Sustainability ideas and practices are not well represented in current courses and curricula. During the coming year teams of STEM faculty, education faculty and administrators will work collaboratively to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.

The Current Landscape of the School Librarianship Curricula in USA

ERIC Educational Resources Information Center

Yi, Kwan; Turner, Ralph

2014-01-01

The current landscape of the School Librarianship educational programs and curricula of master's degrees in the USA has been explored. The master's programs are currently offered in the following four venues: (1) programs that are American Library Association (ALA) accredited but not American Association of School Librarians (AASL) recognized,…

Matrices to Revise Crop, Soil, and Environmental Sciences Undergraduate Curricula

ERIC Educational Resources Information Center

Savin, Mary C.; Longer, David; Miller, David M.

2005-01-01

Undergraduate curricula for natural resource and agronomic programs have been introduced and revised during the past several decades with a desire to stay current with emerging issues and technologies relevant to constituents. For the past decade, the Department of Crop, Soil, and Environmental Sciences (CSES) faculty at the University of Arkansas…

Curricula and Organization of Primary Care Residencies in Internal Medicine.

ERIC Educational Resources Information Center

Eisenberg, John M.

1980-01-01

The organization and curricula of internal medicine residencies programs that emphasize primary care are described and compared with traditional residencies in internal medicine. It is noted that primary care residents spend more time in ambulatory care and are allowed more electives in specialties outside of internal medicine. Out-of-hospital…

Wisconsin Integrated and Applied Curricula Project. Year One: 1993-1994.

ERIC Educational Resources Information Center

Gilbertson, Alan; And Others

These materials were developed as part of Wisconsin's tech prep initiative. The 25-page report describes how approximately 500 secondary and postsecondary educators who would be responsible for the initial development, implementation, and assessment of the state's grade 11-14 integrated/applied curricula attended a 2-day training workshop in…

The prevalence of evidence-based substance use prevention curricula in the nation’s elementary schools1

PubMed Central

Hanley, Sean; Ringwalt, Chris; Ennett, Susan T.; Vincus, Amy A.; Bowling, J. Michael; Haws, Susan W.; Rohrbach, Louise A.

2010-01-01

Current guidelines for school-based substance use prevention suggest that prevention efforts should begin in elementary grades, before students begin using substances. Previous research suggests, however, that the use of evidence-based curricula in these grades may be low. Using a 2005 survey of public school districts in the U.S. that include elementary grades (n=1563), we assessed the prevalence of elementary curricula use, particularly those designated as evidence-based. We found that although 72% of districts administer a substance use prevention curriculum to their elementary students, only about 35% are using one that is evidence-based and only about 14% are using an evidence-based curriculum more so than any other prevention curriculum. We present prevalence estimates for specific evidence-based curricula and conclude by discussing possible reasons for and implications of our findings. PMID:21038763

Quality Teaching in Addressing Student Achievement: A Comparative Study between National Board Certified Teachers and Other Teachers on the Kentucky Core Content Test Results

ERIC Educational Resources Information Center

Buecker, Harrie Lynne

2010-01-01

This dissertation focused on the link between quality teaching and its potential impact on student achievement. National Board Certification is used to represent quality teaching and student achievement is measured by the Kentucky Core Content Test. Data were gathered on the reading and mathematics scores of students of National Board Teachers who…

Bioinformatics core competencies for undergraduate life sciences education.

PubMed

Wilson Sayres, Melissa A; Hauser, Charles; Sierk, Michael; Robic, Srebrenka; Rosenwald, Anne G; Smith, Todd M; Triplett, Eric W; Williams, Jason J; Dinsdale, Elizabeth; Morgan, William R; Burnette, James M; Donovan, Samuel S; Drew, Jennifer C; Elgin, Sarah C R; Fowlks, Edison R; Galindo-Gonzalez, Sebastian; Goodman, Anya L; Grandgenett, Nealy F; Goller, Carlos C; Jungck, John R; Newman, Jeffrey D; Pearson, William; Ryder, Elizabeth F; Tosado-Acevedo, Rafael; Tapprich, William; Tobin, Tammy C; Toro-Martínez, Arlín; Welch, Lonnie R; Wright, Robin; Barone, Lindsay; Ebenbach, David; McWilliams, Mindy; Olney, Kimberly C; Pauley, Mark A

2018-01-01

Although bioinformatics is becoming increasingly central to research in the life sciences, bioinformatics skills and knowledge are not well integrated into undergraduate biology education. This curricular gap prevents biology students from harnessing the full potential of their education, limiting their career opportunities and slowing research innovation. To advance the integration of bioinformatics into life sciences education, a framework of core bioinformatics competencies is needed. To that end, we here report the results of a survey of biology faculty in the United States about teaching bioinformatics to undergraduate life scientists. Responses were received from 1,260 faculty representing institutions in all fifty states with a combined capacity to educate hundreds of thousands of students every year. Results indicate strong, widespread agreement that bioinformatics knowledge and skills are critical for undergraduate life scientists as well as considerable agreement about which skills are necessary. Perceptions of the importance of some skills varied with the respondent's degree of training, time since degree earned, and/or the Carnegie Classification of the respondent's institution. To assess which skills are currently being taught, we analyzed syllabi of courses with bioinformatics content submitted by survey respondents. Finally, we used the survey results, the analysis of the syllabi, and our collective research and teaching expertise to develop a set of bioinformatics core competencies for undergraduate biology students. These core competencies are intended to serve as a guide for institutions as they work to integrate bioinformatics into their life sciences curricula.

Bioinformatics core competencies for undergraduate life sciences education

PubMed Central

Wilson Sayres, Melissa A.; Hauser, Charles; Sierk, Michael; Robic, Srebrenka; Rosenwald, Anne G.; Smith, Todd M.; Triplett, Eric W.; Williams, Jason J.; Dinsdale, Elizabeth; Morgan, William R.; Burnette, James M.; Donovan, Samuel S.; Drew, Jennifer C.; Elgin, Sarah C. R.; Fowlks, Edison R.; Galindo-Gonzalez, Sebastian; Goodman, Anya L.; Grandgenett, Nealy F.; Goller, Carlos C.; Jungck, John R.; Newman, Jeffrey D.; Pearson, William; Ryder, Elizabeth F.; Tosado-Acevedo, Rafael; Tapprich, William; Tobin, Tammy C.; Toro-Martínez, Arlín; Welch, Lonnie R.; Wright, Robin; Ebenbach, David; McWilliams, Mindy; Olney, Kimberly C.

2018-01-01

Although bioinformatics is becoming increasingly central to research in the life sciences, bioinformatics skills and knowledge are not well integrated into undergraduate biology education. This curricular gap prevents biology students from harnessing the full potential of their education, limiting their career opportunities and slowing research innovation. To advance the integration of bioinformatics into life sciences education, a framework of core bioinformatics competencies is needed. To that end, we here report the results of a survey of biology faculty in the United States about teaching bioinformatics to undergraduate life scientists. Responses were received from 1,260 faculty representing institutions in all fifty states with a combined capacity to educate hundreds of thousands of students every year. Results indicate strong, widespread agreement that bioinformatics knowledge and skills are critical for undergraduate life scientists as well as considerable agreement about which skills are necessary. Perceptions of the importance of some skills varied with the respondent’s degree of training, time since degree earned, and/or the Carnegie Classification of the respondent’s institution. To assess which skills are currently being taught, we analyzed syllabi of courses with bioinformatics content submitted by survey respondents. Finally, we used the survey results, the analysis of the syllabi, and our collective research and teaching expertise to develop a set of bioinformatics core competencies for undergraduate biology students. These core competencies are intended to serve as a guide for institutions as they work to integrate bioinformatics into their life sciences curricula. PMID:29870542

Engineering Faculty Attitudes to General Chemistry Courses in Engineering Curricula

ERIC Educational Resources Information Center

Garip, Mehmet; Erdil, Erzat; Bilsel, Ayhan

2006-01-01

A survey on the attitudes of engineering faculty to chemistry, physics, and mathematics was conducted with the aim of clarifying the attitudes of engineering faculty to chemistry courses in relation to engineering education or curricula and assessing their expectations. The results confirm that on the whole chemistry is perceived as having a…

Survival Mode: The Stresses and Strains of Computing Curricula Review

ERIC Educational Resources Information Center

Tan, Grace; Venables, Anne

2008-01-01

In an ideal world, review and changes to computing curricula should be driven solely by academic concerns for the needs of students. The process should be informed by industry accreditation processes and international best practice (Hurst et al., 2001). However, Australian computing curricular review is often driven by the need for financial…

Sustainability Champions? Academic Identities and Sustainability Curricula in Higher Education

ERIC Educational Resources Information Center

Wood, Bronwyn E.; Cornforth, Sue; Beals, Fiona; Taylor, Mike; Tallon, Rachel

2016-01-01

Purpose: The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy. Design/Methodology/Approach: The focus of this paper is on a New Zealand university. A survey of staff was undertaken and in-depth interviews conducted with 11 sustainability…

How Could It Be? Calling for Science Curricula That Cultivate Morals and Values towards Other Animals and Nature

ERIC Educational Resources Information Center

Logan, Marianne R.; Russell, Joshua J.

2016-01-01

Can science curricula truly cultivate morals and values towards nature? This is the question that is raised by Carolina Castano Rodriguez in her critique of the new Australian Science curriculum. In this response to Castano Rodriguez's paper we ask two questions relating to: the influence of curricula on the relationships of children and other…

[Infant feeding: a reflection regarding the nursing curricula in Mexico City].

PubMed

Salas Valenzuela, Monserrat; Torre Medina-Mora, Pilar; Meza Segura, Citlal

2014-08-01

Given the key position of the nursing profession in primary health care, in this article we examine the nursing degree curricula in public institutions in Mexico City to establish whether these programs of study include the topics necessary to implement the current recommendations regarding infant feeding. We perform a documentary analysis that compares the nursing curricula to the two official regulations existing on the subject. In a total of eleven locations, nine public institutions offer undergraduate degrees in nursing. There are seven programs of study in existence, with different structures, course names, and thematic contents among them and all with insufficient and outdated bibliography. We recommend that the programs be made more equivalent, that the bibliography be updated, and that the relevant official standards and international literature be included, so as to better meet the challenges of modernity and globalization in the subject of infant feeding.

Making and Defending Scientific Arguments

ERIC Educational Resources Information Center

Llewellyn, Douglas

2013-01-01

Since 1996, science education has been guided by the National Science Education Standards (NRC 1996). But now there's a "new sheriff in town" as the "Common Core State Standards" and "A Framework for K-12 Science Education" together become the 21st century's torch bearer for curricula reform in science and…

Impact Vaporization of Planetesimal Cores

NASA Astrophysics Data System (ADS)

Kraus, R. G.; Root, S.; Lemke, R. W.; Stewart, S. T.; Jacobsen, S. B.; Mattsson, T. R.

2013-12-01

The degree of mixing and chemical equilibration between the iron cores of planetesimals and the mantle of the growing Earth has important consequences for understanding the end stages of Earth's formation and planet formation in general. At the Sandia Z machine, we developed a new shock-and-release technique to determine the density on the liquid-vapor dome of iron, the entropy on the iron shock Hugoniot, and the criteria for shock-induced vaporization of iron. We find that the critical shock pressure to vaporize iron is 507(+65,-85) GPa and show that decompression from a 15 km/s impact will initiate vaporization of iron cores, which is a velocity that is readily achieved at the end stages of planet formation. Vaporization of the iron cores increases dispersal of planetesimal cores, enables more complete chemical equilibration of the planetesimal cores with Earth's mantle, and reduces the highly siderophile element abundance on the Moon relative to Earth due to the expanding iron vapor exceeding the Moon's escape velocity. Sandia National Laboratories is a multiprogram laboratory managed and operated by Sandia Corporation, a wholly owned subsidiary of Lockheed Martin Corporation, for the U.S. Department of Energy's National Nuclear Securities Administration under Contract No. DE-AC04-94AL85000.

Twelve tips for implementing whole-task curricula: how to make it work.

PubMed

Dolmans, Diana H J M; Wolfhagen, Ineke H A P; Van Merriënboer, Jeroen J G

2013-10-01

Whole-task models of learning and instructional design, such as problem-based learning, are nowadays very popular. Schools regularly encounter large problems when they implement whole-task curricula. The main aim of this article is to provide 12 tips that may help to make the implementation of a whole-task curriculum successful. Implementing whole-task curricula fails when the implementation is not well prepared. Requirements that must be met to make the implementation of whole task models into a success are described as twelve tips. The tips are organized in four clusters and refer to (1) the infrastructure, (2) the teachers, (3) the students, and (4) the management of the educational organization. Finally, the presented framework will be critically discussed and the importance of shared values and a change of culture is emphasized.

Core Competencies for Pain Management: Results of an Interprofessional Consensus Summit

PubMed Central

Fishman, Scott M; Young, Heather M; Lucas Arwood, Ellyn; Chou, Roger; Herr, Keela; Murinson, Beth B; Watt-Watson, Judy; Carr, Daniel B; Gordon, Debra B; Stevens, Bonnie J; Bakerjian, Debra; Ballantyne, Jane C; Courtenay, Molly; Djukic, Maja; Koebner, Ian J; Mongoven, Jennifer M; Paice, Judith A; Prasad, Ravi; Singh, Naileshni; Sluka, Kathleen A; St Marie, Barbara; Strassels, Scott A

2013-01-01

Objective The objective of this project was to develop core competencies in pain assessment and management for prelicensure health professional education. Such core pain competencies common to all prelicensure health professionals have not been previously reported. Methods An interprofessional executive committee led a consensus-building process to develop the core competencies. An in-depth literature review was conducted followed by engagement of an interprofessional Competency Advisory Committee to critique competencies through an iterative process. A 2-day summit was held so that consensus could be reached. Results The consensus-derived competencies were categorized within four domains: multidimensional nature of pain, pain assessment and measurement, management of pain, and context of pain management. These domains address the fundamental concepts and complexity of pain; how pain is observed and assessed; collaborative approaches to treatment options; and application of competencies across the life span in the context of various settings, populations, and care team models. A set of values and guiding principles are embedded within each domain. Conclusions These competencies can serve as a foundation for developing, defining, and revising curricula and as a resource for the creation of learning activities across health professions designed to advance care that effectively responds to pain. PMID:23577878

Who is teaching what, when? An evolving online tool to manage dental curricula.

PubMed

Walton, Joanne N

2014-03-01

There are numerous issues in the documentation and ongoing development of health professions curricula. It seems that curriculum information falls quickly out of date between accreditation cycles, while students and faculty members struggle in the meantime with the "hidden curriculum" and unintended redundancies and gaps. Beyond knowing what is in the curriculum lies the frustration of timetabling learning in a transparent way while allowing for on-the-fly changes and improvements. The University of British Columbia Faculty of Dentistry set out to develop a curriculum database to answer the simple but challenging question "who is teaching what, when?" That tool, dubbed "OSCAR," has evolved to not only document the dental curriculum, but as a shared instrument that also holds the curricula and scheduling detail of the dental hygiene degree and clinical graduate programs. In addition to providing documentation ranging from reports for accreditation to daily information critical to faculty administrators and staff, OSCAR provides faculty and students with individual timetables and pushes updates via text, email, and calendar changes. It incorporates reminders and session resources for students and can be updated by both faculty members and staff. OSCAR has evolved into an essential tool for tracking, scheduling, and improving the school's curricula.

High Thinking Processes (HTP): Elements of Curricula and Teaching Able-Learners.

ERIC Educational Resources Information Center

Kaniel, Shlomo

2002-01-01

This article discusses preparing able learners for the technologically dynamic future by teaching High Thinking Processes (HTP). It describes components of HTP and four main elements for developing HTP: well organized and justified curricula with appropriate tasks; metacognitive teaching; learning communities and challenging environments; and…

Chinese Curricula of Medical Science in the Context of Globalization

ERIC Educational Resources Information Center

Zeng, Jinyuan

2018-01-01

As China runs towards the forefront of global economic power, people begin to pay growing attention to the quality of life and medical education that play a significant role in sustaining the development by providing healthier labor force. It is evident that in the process of globalization new curricula in line with international standards top…

A core syllabus for the teaching of embryology and teratology to medical students.

PubMed

Fakoya, Francis A; Emmanouil-Nikoloussi, Elpida; Sharma, Deepak; Moxham, Bernard J

2017-03-01

Clinical relevance in the teaching of biomedical sciences within health care courses presupposes that there is internationally agreed core material within the curricula. However, with the exception of a syllabus for neuroanatomy and gross anatomy of the head and neck for medical students, core syllabuses within many of the specialized anatomical sciences have yet to be developed. The International Federation of Associations of Anatomists aims to formulate internationally accepted core syllabuses for all anatomical sciences disciplines initially using Delphi Panels that comprise anatomists, scientists, and clinicians who evaluate syllabus content. Here, the suggestions of a Delphi Panel for embryology and teratology are presented prior to their publication on the website of the International Federation of Associations of Anatomists. Hence, to obtain a more definitive syllabus, it is required that anatomical and embryological/teratological societies, as well as individual anatomists, embryologists and clinicians, freely comment upon, elaborate and amend, this draft syllabus. The goal is to set internationally recognized standards and thereby provide guidelines concerning embryological and teratological knowledge when involved with course development. Clin. Anat. 30:159-167, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Depression and suicidal ideation in medical students in China: a call for wellness curricula

PubMed Central

Sobowale, Kunmi; Zhou, A. Ning; Liu, Ni; Sherer, Renslow

2014-01-01

Objectives To investigate rates of depression and suicidal ideation in medical students in mainland China and to explore wellness curricula and mental health services available to students. Methods Second and third year medical students (N=348) at one medical school in mainland China completed the Patient Health Questionnaire-9 (PHQ-9). Based on responses to the PHQ-9, students were labeled as depressed, with suicidal ideation, and/or impaired. Additionally, students’ feedback from a focus group (N=30) evaluating the current state of the school’s wellness curricula and mental health services was thematically analyzed. Results A total of 348 students responded (response rate = 99%) to the survey. Forty-seven of 348 (13.5%) students had moderate-severe depression. The mean PHQ-9 score was 6.02 (SD=3.44). Seven and a half percent of students reported suicidal ideation. The frequency of depression and suicidal ideation did not differ between second and third year medical students (p = 0.52). Nearly 30% of depressed students reported suicidal ideation. Depression and suicidal ideation were strongly correlated (r = 0.42, p < 0.001). Students with depression (p < 0.0001) or suicidal ideation (p = 0.004) were more likely to be impaired compared to students who were not. Focus group participants reported only off-campus student counseling services available to medical students in distress. No wellness curricula were established. Conclusions Rates of depression and suicidal ideation are high in medical students in mainland China. Mental health services are deficient and unlikely to address distress in students. Chinese medical schools should offer mental health support and treatment at an early stage, such as wellness curricula and proactive student counseling. PMID:25341209

Surgical skills curricula in American College of Surgeons Accredited Education Institutes: An international survey.

PubMed

Ghaderi, Iman; Fitzgibbons, Shimae; Watanabe, Yusuke; Lachapelle, Alexander; Paige, John

2017-04-01

A clear understanding of simulation-based curricula in use at American College of Surgeons Accredited Education Institutes (ACS-AEIs) is lacking. A 25-question online survey was sent to ACS-AEIs. The response rate approached 60%. The most frequent specialties to use the ACS-AEIs are general surgery and obstetrics/gynecology (94%). Residents are the main target population for programming/training (96%). Elements of the ACS/Association of Program Directors in Surgery Surgical Skills Curriculum are used by 77% of responding ACS-AEIs. Only 49% of ACS-AEIs implement the entire curriculum and 96% have independently developed their own surgical skills curricula. "Home-grown" simulators have been designed at 71% of ACS-AEIs. Feasibility (80%), evidence of effectiveness (67%), and cost (60%) were reasons for curriculum adoption. All programs use operative assessment tools for resident performance, and 53% use Messick's unitary framework of validity. Most programs (88%) have financial support from their academic institute. Majority of ACS-AEIs had trainees evaluate their faculty instructors (90%), and the main form of such faculty evaluation was postcourse surveys (97%). This study provides specific information regarding simulation-based curricula at ACS-AEIs. Copyright © 2016 Elsevier Inc. All rights reserved.

The Internationalization of the Business Administration Curricula in Arab Universities

ERIC Educational Resources Information Center

Ahmed, Ahmed Abdel-Rahman

2006-01-01

This is a study of the extent of the internationalization of the business administration curricula in Arab universities. It is based on a survey of 110 Arab colleges of business that comprise more than half of the overall population, 35% of whom responded. The study found that Arab colleges of business appear to be only moderately…

Where Are We?: The Place of Women in History Curricula

ERIC Educational Resources Information Center

Pearson, Joanne

2012-01-01

Joanne Pearson reflects on her experiences as a history teacher and teacher educator, considering the ways in which she has seen women represented in the history curricula of different schools in England. She makes the case that greater attention needs to be paid by history teachers to the criteria against which they make decisions about the…

Teachers' Perceptions of State Decision-Making Processes for Mathematics Curricula

ERIC Educational Resources Information Center

Bothwell, Brett

2012-01-01

The purpose of this qualitative case study was to explore teachers' knowledge and professional opinions concerning state policy changes for college and workplace preparation, state curricula requirements and standards, student tracking, graduation rates, and the implication these elements have in the mathematics classroom. A qualitative…

New undergraduate curricula in the UK and Australia.

PubMed

Lumsden, M A; Symonds, I M

2010-12-01

There are many challenges facing undergraduate education in the smaller specialities such as obstetrics and gynaecology (O&G). These are similar throughout the world, although the emphasis may vary according to geography and the approach of those involved in medical education in general. The number of medical students has increased because of the greater number of doctors required, the gender balance and also because it provides revenue for the universities. This means that strategies must be developed to include more teaching units in both primary and secondary care as well as those at a distance from the main teaching provider. Australia and the UK both have this problem but, obviously, the distances involved in Australia are much greater. One of the drivers for the change in undergraduate medical education in the UK was factual overload and the need to teach basic competencies to the students. National curricula that take this into account are being developed and that in the UK has been taken up by a majority of the medical schools. The opportunities offered by O&G to provide basic skills and competencies difficult to find elsewhere in the curriculum are unparalleled. These include issues such as communication in situations where great sensitivity is required and also the impact of cultural beliefs and ethnicity on clinical practice. However, factual knowledge of medical science is also essential and ways of achieving a balance are discussed. Crown Copyright © 2010. Published by Elsevier Ltd. All rights reserved.

Integrating Social Determinants of Health into Dental Curricula: An Interprofessional Approach.

PubMed

Sabato, Emily; Owens, Jessica; Mauro, Ann Marie; Findley, Patricia; Lamba, Sangeeta; Fenesy, Kim

2018-03-01

Approaching patient care from a holistic perspective, incorporating not only the patient's medical and dental history but also psychosocial history, improves patient outcomes. Practitioners should be trained to provide this style of care through inclusive education, including training working on interprofessional teams. A component of this education must incorporate social determinants of health into the treatment plan. Social determinants of health include income, race/ethnicity, education level, work opportunities, living conditions, and access to health care. Education regarding social determinants of health should be woven throughout dental curricula, including hands-on application opportunities. This education must extend to patient care situations rather than be limited to didactic settings. This article explains the need to incorporate social determinants of health into dental education and illustrates how social determinants education is being addressed in two U.S. dental schools' curricula, including how to weave social determinants of health into interprofessional education. These descriptions may serve as a model for curricular innovation and faculty development across the dental education community.

Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula.

PubMed

Schlett, Christopher L; Doll, Hinnerk; Dahmen, Janosch; Polacsek, Ole; Federkeil, Gero; Fischer, Martin R; Bamberg, Fabian; Butzlaff, Martin

2010-01-14

Problem-based Learning (PBL) has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke) and conventional curricula. Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female) and the conventional curricula (n = 4720, 49% female) were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p < 0.001), except for "Medical knowledge" and "Research competence". Comparing competencies required at work and taught in medical school, PBL was associated with benefits in "Interdisciplinary thinking" (Delta + 0.88), "Independent learning/working" (Delta + 0.57), "Psycho-social competence" (Delta + 0.56), "Teamwork" (Delta + 0.39) and "Problem-solving skills" (Delta + 0.36), whereas "Research competence" (Delta--1.23) and "Business competence" (Delta--1.44) in the PBL-based curriculum needed improvement. Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development.

Creating a New Model Curriculum: A Rationale for "Computing Curricula 1990".

ERIC Educational Resources Information Center

Bruce, Kim B.

1991-01-01

Describes a model for the design of undergraduate curricula in the discipline of computing that was developed by the ACM/IEEE (Association for Computing Machinery/Institute of Electrical and Electronics Engineers) Computer Society Joint Curriculum Task Force. Institutional settings and structures in which computing degrees are awarded are…

The New Curricula: How Media Literacy Education Transforms Teaching and Learning

ERIC Educational Resources Information Center

Jolls, Tessa

2015-01-01

As new online and cellular technologies advance, the implications for the traditional textbook model of curricular instruction are profound. The ability to construct, share, collaborate on and publish new instructional materials marks the beginning of a global revolution in curricula development. Research-based media literacy frameworks can be…

How innovative and conventional curricula prepare medical students for practice in Sub-Saharan Africa: A comparative study from Mozambique.

PubMed

Frambach, Janneke M; Manuel, Beatriz A F; Fumo, Afonso M T; Groosjohan, Bernard; Van Der Vleuten, Cees P M; Driessen, Erik W

2017-01-01

Medical education in Sub-Saharan Africa is in need of reform to promote the number and quality of physicians trained. Curriculum change and innovation in this region, however, face a challenging context that may affect curriculum outcomes. Research on outcomes of curriculum innovation in Sub-Saharan Africa is scarce. We investigated curriculum outcomes in a Sub-Saharan African context by comparing students' perceived preparedness for practice within three curricula in Mozambique: a conventional curriculum and two innovative curricula. Both innovative curricula used problem-based learning and community-based education. We conducted a comparative mixed methods study. We adapted a validated questionnaire on perceived professional competencies and administered it to 5th year students of the three curricula (n = 140). We conducted semi-structured interviews with 5th year students from these curricula (n = 12). Additional contextual information was collected. Statistical and thematic analyses were conducted. Perceived preparedness for practice of students from the conventional curriculum was significantly lower than for students from one innovative curriculum, but significantly higher than for students from the other innovative curriculum. Major human and material resource issues and disorganization impeded the latter's sense of preparedness. Both innovative curricula, however, stimulated a more holistic approach among students toward patients, as well an inquiring and independent attitude, which is valuable preparation for Sub-Saharan African healthcare. In Sub-Saharan Africa, risks and benefits of curriculum innovation are high. Positive outcomes add value to local healthcare in terms of doctors' meaningful preparedness for practice, but instead outcomes can be negative due to the implementation challenges sometimes found in Sub-Saharan African contexts. Before embarking on innovative curriculum reform, medical schools need to assess their capability and motivation for

National Undergraduate Medical Core Curriculum in Turkey: Evaluation of Residents

PubMed Central

Budakoğlu, Işıl İrem; Coşkun, Özlem; Ergün, Mehmet Ali

2014-01-01

Background: There is very little information available on self-perceived competence levels of junior medical doctors with regard to definitions by the National Core Curriculum (NCC) for Undergraduate Medical Education. Aims: This study aims to determine the perceived level of competence of residents during undergraduate medical education within the context of the NCC. Study Design: Descriptive study. Methods: The survey was conducted between February 2010 and December 2011; the study population comprised 450 residents. Of this group, 318 (71%) participated in the study. Self-assessment questionnaires on competencies were distributed and residents were asked to assess their own competence in different domains by scoring them on a scale of 1 to 10. Results: Nearly half of the residents reported insufficient experience of putting clinical skills into practice when they graduated. In the theoretical part of NCC, the lowest competency score was reported for health-care administration, while the determination of level of chlorine in water, delivering babies, and conducting forensic examinations had the lowest perceived levels of competency in the clinical skills domain. Conclusion: Residents reported low levels of perceived competency in skills they rarely performed outside the university hospital. They were much more confident in skills they performed during their medical education. PMID:25207163

Experiencing the Implementation of New Inquiry Science Curricula

NASA Astrophysics Data System (ADS)

Ower, Peter S.

Using a phenomenological methodology, a cohort of four experienced science teachers was interviewed about their experience transitioning from traditional, teacher and fact-centered science curricula to inquiry-based curricula. Each teacher participated in two interviews that focused on their teaching backgrounds, their experience teaching the prior traditional curriculum, and their experience teaching the new inquiry-based curriculum. The findings are presented as a narrative of each teachers' experience with the new curriculum implementation. Analyzing the data revealed four key themes. 1) The teachers felt trapped by the old curriculum as it did not align with their positive views of teaching science through inquiry. 2) The teachers found a way to fit their beliefs and values into the old and new curriculum. This required changes to the curriculum. 3) The teachers attempted to make the science curriculum as meaningful as possible for their students. 4) The teachers experienced a balancing act between their beliefs and values and the various aspects of the curriculum. The revealed essence of the curriculum transition is one of freedom and reconciliation of their beliefs. The teachers experienced the implementation of the new curriculum as a way to ensure their values and beliefs of science education were embedded therein. They treated the new curriculum as a malleable structure to impart their grander ideas of science education (e.g. providing important skills for future careers, creating a sense of wonder, future problem solving) to the students. Their changes were aligned with the philosophy of the curriculum kits they were implementing. Thus, the fidelity of the curriculum's philosophy was not at risk even though the curriculum kits were not taught as written. This study showed that phenomenological methods are able to reveal the relationship between a teacher's prior experiences, values and beliefs and their current instructional philosophy in science

"MyTeachingPartner--Math/Science" Pre-Kindergarten Curricula and Teacher Supports: Associations with Children's Mathematics and Science Learning

ERIC Educational Resources Information Center

Kinzie, Mable B.; Whittaker, Jessica Vick; Williford, Amanda P.; DeCoster, Jamie; McGuire, Patrick; Lee, Youngju; Kilday, Carolyn R.

2014-01-01

"MyTeachingPartner--Math/Science" ("MTP-MS") is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science. The program includes year-long curricula in these…

The Role of Comparative Religion Curricula in Intra-Inter Civilizational Dialogue

ERIC Educational Resources Information Center

Ibrahim, Haslina; Khambali @ Hambali, Khadijah Mohd; Sintang, Suraya; Senin, Nurhanisah; Shaharud-din, Suhaida; Ahmad, Mahmud; Nor, Mohd Roslan Mohd; Kadir, Nor Adina Abdul

2013-01-01

Comparative Religion is seen as an important curricula because it could serve as a mechanism for enhancing cross-cultural religious communication. The authors seek to examine the role of Comparative Religion as an important science for enhancing dialogue skills. Such a communication skill, however, must be developed from both intra- and…

Representation of the Ethiopian Multicultural Society in Secondary Teacher Education Curricula

ERIC Educational Resources Information Center

Egne, Robsan Margo

2014-01-01

The purpose of this paper is to investigate how the multi-ethnic and multicultural characteristics of the diverse Ethiopian society are incorporated into the current secondary teacher education curricula of the country. To that end, both qualitative and quantitative content analyses were used as tools for data collection. The Ethiopian general…

Training Program for Teachers of Technical Mathematics in Two-Year Curricula.

ERIC Educational Resources Information Center

Queensborough Community Coll., Bayside, NY.

This handbook is designed to assist teachers of technical mathematics in developing practically-oriented curricula for their students. The underlying assumption is that, while technology students are not a breed apart, their needs and orientation are to the concrete, rather than the abstract. It describes the nature, scope, and content of…

Introduction of Sustainable Development in Engineers' Curricula: Problematic and Evaluation Methods

ERIC Educational Resources Information Center

Lourdel, N.; Gondran, N.; Laforest, V.; Brodhag, C.

2005-01-01

Purpose: Owing to its complexity, sustainable development cannot be simply integrated as a supplementary course within the engineers' curricula. The first point of this paper aims to focalise on how to reflect pedagogically. After dealing with these questions, a tool that can evaluate the student's understanding of sustainable development concepts…

Preparations to ship the TMI-2 damaged reactor core

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

Schmitt, R.C.; Quinn, G.J.

1985-11-01

The March 1979 accident at Three Mile Island Unit 2 (TMI-2) resulted in a severely damaged core. Entries into that core using various tools and inspection devices have shown a significant void, large amounts of rubble, partially intact fuel assemblies, and some resolidified molten materials. The removal and disposition of that core has been of considerable public, regulatory, and governmental interest for some time. In a contractual agreement between General Public Utility Nuclear (GPUN) and the US Department of Energy (DOE), DOE has agreed to accept the TMI-2 core for interim storage at the Idaho National Engineering Laboratory (INEL), conductmore » research on fuel and materials of the core, and eventually dispose of the core either by processing or internment at the national repository. GPUN has removed various samples of material from the core and was scheduled to begin extensive defueling operations in September 1985. EG and G Idaho, Inc. (EG and G), acting on behalf of DOE, is responsible for transporting, receiving, examining, and storing the TMI-2 core. This paper addresses the preparations to ship the core to INEL, which is scheduled to commence in March 1986.« less

Electronic health record training in undergraduate medical education: bridging theory to practice with curricula for empowering patient- and relationship-centered care in the computerized setting.

PubMed

Wald, Hedy S; George, Paul; Reis, Shmuel P; Taylor, Julie Scott

2014-03-01

While electronic health record (EHR) use is becoming state-of-the-art, deliberate teaching of health care information technology (HCIT) competencies is not keeping pace with burgeoning use. Medical students require training to become skilled users of HCIT, but formal pedagogy within undergraduate medical education (UME) is sparse. How can medical educators best meet the needs of learners while integrating EHRs into medical education and practice? How can they help learners preserve and foster effective communication skills within the computerized setting? In general, how can UME curricula be devised for skilled use of EHRs to enhance rather than hinder provision of effective, humanistic health care?Within this Perspective, the authors build on recent publications that "set the stage" for next steps: EHR curricula innovation and implementation as concrete embodiments of theoretical underpinnings. They elaborate on previous calls for maximizing benefits and minimizing risks of EHR use with sufficient focus on physician-patient communication skills and for developing core competencies within medical education. The authors describe bridging theory into practice with systematic longitudinal curriculum development for EHR training in UME at their institution, informed by Kern and colleagues' curriculum development framework, narrative medicine, and reflective practice. They consider this innovation within a broader perspective-the overarching goal of empowering undergraduate medical students' patient- and relationship-centered skills while effectively demonstrating HCIT-related skills.

Core Noise Reduction

NASA Technical Reports Server (NTRS)

Hultgren, Lennart S.

2011-01-01

This presentation is a technical summary of and outlook for NASA-internal and NASA-sponsored external research on core (combustor and turbine) noise funded by the Fundamental Aeronautics Program Subsonic Fixed Wing (SFW) Project. Sections of the presentation cover: the SFW system-level noise metrics for the 2015, 2020, and 2025 timeframes; turbofan design trends and their aeroacoustic implications; the emerging importance of core noise and its relevance to the SFW Reduce-Perceived-Noise Technical Challenge; and the current research activities in the core noise area. Recent work1 on the turbine-transmission loss of combustor noise is briefly described, two2,3 new NRA efforts in the core-noise area are outlined, and an effort to develop CMC-based acoustic liners for broadband noise reduction suitable for turbofan-core application is delineated. The NASA Fundamental Aeronautics Program has the principal objective of overcoming today's national challenges in air transportation. The reduction of aircraft noise is critical to enabling the anticipated large increase in future air traffic. The Subsonic Fixed Wing Project's Reduce-Perceived-Noise Technical Challenge aims to develop concepts and technologies to dramatically reduce the perceived aircraft noise outside of airport boundaries.

A critical review of the core medical training curriculum in the UK: A medical education perspective.

PubMed

Laskaratos, Faidon-Marios; Gkotsi, Despoina; Panteliou, Eleftheria

2014-01-01

This paper represents a systematic evaluation of the Core Medical Training Curriculum in the UK. The authors critically review the curriculum from a medical education perspective based mainly on the medical education literature as well as their personal experience of this curriculum. They conclude in practical recommendations and suggestions which, if adopted, could improve the design and implementation of this postgraduate curriculum. The systematic evaluation approach described in this paper is transferable to the evaluation of other undergraduate or postgraduate curricula, and could be a helpful guide for medical teachers involved in the delivery and evaluation of any medical curriculum.

Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula

PubMed Central

2010-01-01

Background Problem-based Learning (PBL) has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Methods Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke) and conventional curricula. Results Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female) and the conventional curricula (n = 4720, 49% female) were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p < 0.001), except for "Medical knowledge" and "Research competence". Comparing competencies required at work and taught in medical school, PBL was associated with benefits in "Interdisciplinary thinking" (Δ + 0.88), "Independent learning/working" (Δ + 0.57), "Psycho-social competence" (Δ + 0.56), "Teamwork" (Δ + 0.39) and "Problem-solving skills" (Δ + 0.36), whereas "Research competence" (Δ - 1.23) and "Business competence" (Δ - 1.44) in the PBL-based curriculum needed improvement. Conclusion Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development. PMID:20074350

A review of cost-effectiveness, cost-containment and economics curricula in graduate medical education.

PubMed

Varkey, Prathibha; Murad, Mohammad H; Braun, Chad; Grall, Kristi J H; Saoji, Vivek

2010-12-01

Numerous studies performed over the last 30 years suggest that doctors have poor knowledge of the costs of medical care. In most graduate medical education programmes, trainees do not receive formal training in cost-effective medical practice. Comprehensive literature search of electronic bibliographic databases for articles that describe health economics, cost-containment and cost-effectiveness curricula in graduate medical education. Critical appraisal of the literature and qualitative description is presented. Heterogeneity of curricula precluded quantitative summary of data. We identified 40 articles that met the inclusion criteria for this review. Internal medicine residents were the targeted learners in 27 studies (68%); Family Medicine and Surgery residents were each targeted in five studies (13%); Rehabilitation, Paediatrics and Emergency Medicine residents were each targeted in one study. In general, the methodological quality of the included studies was poor to moderate and mostly targeted knowledge of health economics or cost-containment as opposed to targeting cost-effectiveness. In terms of describing the standard curricular components, studies sufficiently described the different educational strategies (e.g. didactics, interactive, experiential, self-directed) and the component of learner assessment, but lacked the description of other elements such as needs assessment and curriculum evaluation. Cost-effectiveness curricula in graduate medical education are lacking and clearly needed. © 2010 Blackwell Publishing Ltd.

Students' Perspectives on Worldwide ``Greening'' of Tertiary Education Curricula

NASA Astrophysics Data System (ADS)

Aighewi, Isoken T.; Osaigbovo, Ulamen A.

2010-11-01

Several scholars have suggested the introduction of an environmental literacy requirement into the curricula of Non-Environmental Science disciplines in tertiary institutions of the world as a “greening” strategy for fostering global environmental stewardship necessary for enhancing understanding and collaboration in tackling the major environmental risks facing our global village today. However, there is no study on students’ opinion on this issue. This study was therefore initiated to 1) evaluate the opinion of undergraduate students on the introduction of a worldwide environmental literacy into the curricula of Non-Environmental science majors as a graduation requirement; and 2) identify any possible demographic differences in opinions among the student subjects polled. We sought the opinion of 800 undergraduates from African, North American and European universities on the subject and 99% responded. The result showed that a majority (67%) of them supported the worldwide environmental literacy requirement and those already trained were significantly ( P < 0.0001) more likely to support it than those untrained. Students from developing countries were significantly ( P < 0.0001) more likely to support it than those from developed countries; similarly students in the Arts’ disciplines were more likely to support it than Non-Arts’ students as a group. However, no significant differences were observed between students from Francophone versus Anglophone countries; Social Sciences versus Non-Social Sciences majors and between Education versus Non-Education majors. Some similarities were observed between the opinion of university-age students in this study and 15-year old secondary school students from two major international surveys (Research on Science Education-ROSE, and Program for International Student Assessment-PISA) on science education; further studies comparing these two categories of students is suggested. The need for all professionals to be

Comparing large lecture mechanics curricula using the Force Concept Inventory: A five thousand student study

NASA Astrophysics Data System (ADS)

Caballero, Marcos D.; Greco, Edwin F.; Murray, Eric R.; Bujak, Keith R.; Jackson Marr, M.; Catrambone, Richard; Kohlmyer, Matthew A.; Schatz, Michael F.

2012-07-01

The performance of over 5000 students in introductory calculus-based mechanics courses at the Georgia Institute of Technology was assessed using the Force Concept Inventory (FCI). Results from two different curricula were compared: a traditional mechanics curriculum and the Matter & Interactions (M&I) curriculum. Both were taught with similar interactive pedagogy. Post-instruction FCI averages were significantly higher for the traditional curriculum than for the M&I curriculum; the differences between curricula persist after accounting for factors such as pre-instruction FCI scores, grade point averages, and SAT scores. FCI performance on categories of items organized by concepts was also compared; traditional averages were significantly higher in each concept. We examined differences in student preparation between the curricula and found that the relative fraction of homework and lecture topics devoted to FCI force and motion concepts correlated with the observed performance differences. Concept inventories, as instruments for evaluating curricular reforms, are generally limited to the particular choice of content and goals of the instrument. Moreover, concept inventories fail to measure what are perhaps the most interesting aspects of reform: the non-overlapping content and goals that are not present in courses without reform.

The Core Curricula of Information Systems Undergraduate Programs: A Survey of AACSB-Accredited Colleges in the United States

ERIC Educational Resources Information Center

Yang, Samuel C.

2016-01-01

The author examines the present state of information systems undergraduate programs in the United States. He reviewed 516 institutions and collected data on 234 institutions offering information systems (IS) undergraduate programs. Of seven core courses required by the IS 2010 curriculum model, four are required by more than 50% of the programs,…

Integrating Computer Content into Social Work Curricula: A Model for Planning

ERIC Educational Resources Information Center

Beaulaurier, Richard L.

2005-01-01

While recent CSWE standards focus on the need for including more relevant technological content in social work curricula, they do not offer guidance regarding how it is to be assessed and selected. Social work educators are in need of an analytic model of computerization to help them understand which technologies are most appropriate and relevant…

Core-Noise

NASA Technical Reports Server (NTRS)

Hultgren, Lennart S.

2010-01-01

This presentation is a technical progress report and near-term outlook for NASA-internal and NASA-sponsored external work on core (combustor and turbine) noise funded by the Fundamental Aeronautics Program Subsonic Fixed Wing (SFW) Project. Sections of the presentation cover: the SFW system level noise metrics for the 2015, 2020, and 2025 timeframes; the emerging importance of core noise and its relevance to the SFW Reduced-Noise-Aircraft Technical Challenge; the current research activities in the core-noise area, with some additional details given about the development of a high-fidelity combustion-noise prediction capability; the need for a core-noise diagnostic capability to generate benchmark data for validation of both high-fidelity work and improved models, as well as testing of future noise-reduction technologies; relevant existing core-noise tests using real engines and auxiliary power units; and examples of possible scenarios for a future diagnostic facility. The NASA Fundamental Aeronautics Program has the principal objective of overcoming today's national challenges in air transportation. The SFW Reduced-Noise-Aircraft Technical Challenge aims to enable concepts and technologies to dramatically reduce the perceived aircraft noise outside of airport boundaries. This reduction of aircraft noise is critical for enabling the anticipated large increase in future air traffic. Noise generated in the jet engine core, by sources such as the compressor, combustor, and turbine, can be a significant contribution to the overall noise signature at low-power conditions, typical of approach flight. At high engine power during takeoff, jet and fan noise have traditionally dominated over core noise. However, current design trends and expected technological advances in engine-cycle design as well as noise-reduction methods are likely to reduce non-core noise even at engine-power points higher than approach. In addition, future low-emission combustor designs could increase

An international survey of medical ethics curricula in Asia.

PubMed

Miyasaka, M; Akabayashi, A; Kai, I; Ohi, G

1999-12-01

Medical ethics education has become common, and the integrated ethics curriculum has been recommended in Western countries. It should be questioned whether there is one, universal method of teaching ethics applicable worldwide to medical schools, especially those in non-Western developing countries. To characterise the medical ethics curricula at Asian medical schools. Mailed survey of 206 medical schools in China, Hong Kong, Taiwan, Korea, Mongolia, Philippines, Thailand, Malaysia, Singapore, Indonesia, Sri Lanka, Australia and New Zealand. A total of 100 medical schools responded, a response rate of 49%, ranging from 23%-100% by country. The degree of integration of the ethics programme into the formal medical curriculum was measured by lecture time; whether compulsory or elective; whether separate courses or unit of other courses; number of courses; schedule; total length, and diversity of teachers' specialties. A total of 89 medical schools (89%) reported offering some courses in which ethical topics were taught. Separate medical ethics courses were mostly offered in all countries, and the structure of vertical integration was divided into four patterns. Most deans reported that physicians' obligations and patients' rights were the most important topics for their students. However, the evaluation was diverse for more concrete topics. Offering formal medical ethics education is a widespread feature of medical curricula throughout the study area. However, the kinds of programmes, especially with regard to integration into clinical teaching, were greatly diverse.

The National Education Goals Report. Volume One: National Data.

ERIC Educational Resources Information Center

National Education Goals Panel, Washington, DC.

The "1994 National Education Goals Report" consists of three documents, a central report focusing on core indicators, a volume of state data, and this volume of national data about the educational progress the nation and states are making. This volume contains comprehensive sets of measures to describe national progress toward the eight…

Paradigms in Swedish as a Second Language--Curricula for Primary School and Secondary School in Swedish as a Second Language

ERIC Educational Resources Information Center

Magnusson, Ulrika

2013-01-01

This article analyzes and compares the curricula of Swedish and Swedish as a second language for primary and secondary school. The school subject of Swedish as a second language is young, and its ideological foundation has not been debated to any large extent, in contrast to Swedish. This article analyzes the curricula of both subjects in terms of…

Curricula Alignment and Its Impact on End of Course Assessment Scores

ERIC Educational Resources Information Center

Burti, Neil, Jr.

2011-01-01

The purpose of this mixed methods study was to examine the alignment of the written, enacted, and tested Algebra I curricula in the Cherry Hill (NJ) Public School District. Furthermore, this QUAN-QUAL study sought to determine the impact of course selection (Algebra I, Enriched Algebra) on achievement as measured by the Algebra I End of Course…

A Review of 21 Curricula for Abstinence-Only-until-Marriage Programs.

ERIC Educational Resources Information Center

Wilson, Kelly L.; Goodson, Patricia; Pruitt, B.E.; Buhi, Eric; Davis-Gunnels, Emily

2005-01-01

The authors reviewed the content, methods, and overall quality of 21 curricula used in abstinence-only-until-marriage programs. Only materials designed for use in middle school grades (fifth to eighth) or with middle school-aged audiences (9-13 years of age), which presented the abstinence message in at least 40% of their content, were included. A…

A Comparison of Argentinean and Turkish English Language Teacher Education Curricula

ERIC Educational Resources Information Center

Diaz, Andrea Paola; Arikan, Arda

2016-01-01

In this study, we look at the education of English language teachers in two countries, namely, Argentina and Turkey. We specifically discuss the curricula of the teacher education programs by focusing on the specific courses taken by prospective teachers of English in each country and the steps they have to take to start teaching officially.…

Diatom paleoecology Pass Key core 37, Everglades National Park, Florida Bay

USGS Publications Warehouse

Pyle, Laura; Cooper, S.R.; Huvane, J.K.

1998-01-01

During the 20th century, there have been large-scale anthropogenic modifications to the South Florida ecosystem. The effects of these changes on Florida Bay and its biological communities are currently of political and scientific interest. This study is part of a larger effort to reconstruct the history of environmental changes in the bay, using paleoecological techniques. We are using diatom indicators preserved in Florida Bay sediments to infer long-term water quality, productivity, nutrient, and salinity changes. We are also obtaining information concerning the natural variability of the ecosystem. Diatoms are microscopic algae, the remains of which are generally well preserved in sediments, and their distributions are closely linked to water quality. Diatoms were extracted from a 70-cm sediment core collected from the Pass Key mudbank of Florida Bay by the U.S. Geological Survey. Between 300-500 diatom valves from each of 15 core samples were identified and counted. Estimates of absolute abundance, species richness, Shannon-Wiener diversity, and centric:pennate ratios were calculated for each sample that was counted. Information on the ecology of the diatom species is presented, and changes in diatom community composition are evaluated. Samples contained an average of four million diatom valves per gram of sediment. Major changes in the diatom community are evident down core. These include increases in the percent abundance of marine diatoms in the time period represented by the core, probably the result of increasing salinity at Pass Key. Benthic diatoms become less abundant in the top half of the core. This may be related to a number of factors including the die-off of sea grass beds or increased turbidity of the water column. Once the chronology of the Pass Key core 37 is established, these down-core changes can be related to historical events and compared with other indicators in the sedimentary record that are currently being investigated by U.S Geological

Reaching national consensus on the core clinical skill outcomes for family medicine postgraduate training programmes in South Africa.

PubMed

Akoojee, Yusuf; Mash, Robert

2017-05-26

Family physicians play a significant role in the district health system and need to be equipped with a broad range of clinical skills in order to meet the needs and expectations of the communities they serve. A previous study in 2007 reached national consensus on the clinical skills that should be taught in postgraduate family medicine training prior to the introduction of the new speciality. Since then, family physicians have been trained, employed and have gained experience of working in the district health services. The national Education and Training Committee of the South African Academy of Family Physicians, therefore, requested a review of the national consensus on clinical skills for family medicine training. A Delphi technique was used to reach national consensus in a panel of 17 experts: family physicians responsible for training, experienced family physicians in practice and managers responsible for employing family physicians. Consensus was reached on 242 skills from which the panel decided on 211 core skills, 28 elective skills and 3 skills to be deleted from the previous list. The panel was unable to reach consensus on 11 skills. The findings will guide training programmes on the skills to be addressed and ensure consistency across training programmes nationally. The consensus will also guide formative assessment as documented in the national portfolio of learning and summative assessment in the national exit examination. The consensus will be of interest to other countries in the region where training programmes in family medicine are developing.

Thoughts About Nursing Curricula: Dark Clouds and Bright Lights.

PubMed

Turkel, Marian C; Fawcett, Jacqueline; Amankwaa, Linda; Clarke, Pamela N; Dee, Vivien; Eustace, Rosemary; Hansell, Phyllis Shanley; Jones, Dorothy A; Smith, Marlaine C; Zahourek, Rothlyn

2018-04-01

In this essay, several nurse scholars who are particularly concerned about the contemporary state of nursing science present their concerns about the inclusion of nursing conceptual models and theories in the curricula of nursing programs (dark clouds) and ways in which the concerns have been addressed (bright lights). This essay is the second of two essays that were catalyzed by Barrett's paper, "Again, What Is Nursing Science?" The first essay was published in the previous issue of Nursing Science Quarterly.

Core-Noise Research

NASA Technical Reports Server (NTRS)

Hultgren, Lennart S.

2012-01-01

This presentation is a technical summary of and outlook for NASA-internal and NASA-sponsored external research on core noise funded by the Fundamental Aeronautics Program Subsonic Fixed Wing (SFW) Project. Sections of the presentation cover: the SFW system-level noise metrics for the 2015 (N+1), 2020 (N+2), and 2025 (N+3) timeframes; SFW strategic thrusts and technical challenges; SFW advanced subsystems that are broadly applicable to N+3 vehicle concepts, with an indication where further noise research is needed; the components of core noise (compressor, combustor and turbine noise) and a rationale for NASA's current emphasis on the combustor-noise component; the increase in the relative importance of core noise due to turbofan design trends; the need to understand and mitigate core-noise sources for high-efficiency small gas generators; and the current research activities in the core-noise area, with additional details given about forthcoming updates to NASA's Aircraft Noise Prediction Program (ANOPP) core-noise prediction capabilities, two NRA efforts (Honeywell International, Phoenix, AZ and University of Illinois at Urbana-Champaign, respectively) to improve the understanding of core-noise sources and noise propagation through the engine core, and an effort to develop oxide/oxide ceramic-matrix-composite (CMC) liners for broadband noise attenuation suitable for turbofan-core application. Core noise must be addressed to ensure that the N+3 noise goals are met. Focused, but long-term, core-noise research is carried out to enable the advanced high-efficiency small gas-generator subsystem, common to several N+3 conceptual designs, needed to meet NASA's technical challenges. Intermediate updates to prediction tools are implemented as the understanding of the source structure and engine-internal propagation effects is improved. The NASA Fundamental Aeronautics Program has the principal objective of overcoming today's national challenges in air transportation. The

Bullying and Victimization among Students in Special Education and General Education Curricula

ERIC Educational Resources Information Center

Rose, Chad A.; Espelage, Dorothy L.; Aragon, Steven R.; Elliott, John

2011-01-01

International research established over a decade ago that students who are enrolled in special education curricula are victimized and perpetrate more bullying than their general education peers. However, few empirical studies have examined bullying rates among American schoolchildren who receive special education services. In the current study, a…

Tale of Two Curricula: The Performance of 2000 Students in Introductory Electromagnetism

ERIC Educational Resources Information Center

Kohlmyer, Matthew A.; Caballero, Marcos D.; Catrambone, Richard; Chabay, Ruth W.; Ding, Lin; Haugan, Mark P.; Marr, M. Jackson; Sherwood, Bruce A.; Schatz, Michael F.

2009-01-01

The performance of over 2000 students in introductory calculus-based electromagnetism (E&M) courses at four large research universities was measured using the Brief Electricity and Magnetism Assessment (BEMA). Two different curricula were used at these universities: a traditional E&M curriculum and the Matter & Interactions (M&I)…

New Principles and Basic Approaches for the Curricula of Engineering Degree Courses.

ERIC Educational Resources Information Center

Gargione, Luiz Antonio

This paper presents new principles and basic approaches for the curricula of engineering degree courses. The accentuated evolution of engineering, the fast technological transformations and, still, the impact provoked by government regulations in the field of education in Brazil have called attention to these issues. Following these changes, it…

Seeing the Forest and the Trees: Mapping Curricula to Enhance Student Success

ERIC Educational Resources Information Center

Parks, Rodney; Parrish, Jesse; Whitesell, Blake

2017-01-01

For today's registrar, disentangling the institutional curriculum can be a daunting task. The complex and interconnected learning that higher education institutions now strive for is highly desirable among millennial students, but even the most articulate curricula sometimes fail to represent it clearly. Whether navigating the registration system,…

Historical deposition of mercury and selected trace elements to high-elevation National Parks in the Western U.S. inferred from lake-sediment cores

USGS Publications Warehouse

Mast, M. Alisa; Manthorne, David J.; Roth, David A.

2010-01-01

Atmospheric deposition of Hg and selected trace elements was reconstructed over the past 150 years using sediment cores collected from nine remote, high-elevation lakes in Rocky Mountain National Park in Colorado and Glacier National Park in Montana. Cores were age dated by 210Pb, and sedimentation rates were determined using the constant rate of supply model. Hg concentrations in most of the cores began to increase around 1900, reaching a peak sometime after 1980. Other trace elements, particularly Pb and Cd, showed similar post-industrial increases in lake sediments, confirming that anthropogenic contaminants are reaching remote areas of the Rocky Mountains via atmospheric transport and deposition. Preindustrial (pre-1875) Hg fluxes in the sediment ranged from 5.7 to 42 μg m−2 yr−1 and modern (post-1985) fluxes ranged from 17.7 to 141 μg m−2 yr−1. The average ratio of modern to preindustrial fluxes was 3.2, which is similar to remote lakes elsewhere in North America. Estimates of net atmospheric deposition based on the cores were 3.1 μg m−2 yr−1 for preindustrial and 11.7 μg m−2 yr−1for modern times. Current-day measurements of wet deposition range from 5.0 to 8.6 μg m−2 yr−1, which are lower than the modern sediment-based estimate of 11.7 μg m−2 yr−1, perhaps owing to inputs of dry-deposited Hg to the lakes.

Effect of storms on Barrier Island dynamics, Core Banks, Cape Lookout National Seashore, North Carolina, 1960-2001

USGS Publications Warehouse

Riggs, Stanley R.; Ames, Dorothea V.

2007-01-01

The effect of storms on long-term dynamics of barrier islands was evaluated on Core Banks, a series of barrier islands that extend from Cape Lookout to Okracoke Inlet in the Cape Lookout National Seashore, North Carolina. Shoreline and elevation changes were determined by comparing 77 profiles and associated reference markers established by the U.S. Army Corps of Engineers (USACE) on Core Banks from June 1960 to July 1962 to a follow-up survey by Godfrey and Godfrey (G&G) in 1971 and a survey by the Department of Geology at East Carolina University (ECU) in 2001, in which 57 of the original 77 profiles were located. Evaluation of the baseline data associated with the USACE study supplies an important record of barrier island response to two specific storm events—Hurricane Donna in September 1960 and the Ash Wednesday extra-tropical cyclone in March 1962. The 1962 USACE survey was followed by 9 years characterized by no major storms; this low-energy period was captured by the G&G survey in 1971. The G&G survey was followed by 22 years characterized by occasional small to moderate storms. Starting in 1993, however, and continuing through 1999, the North Carolina coast experienced a major increase in storm activity, with seven major hurricanes impacting Core Banks. Both the USACE 1960–1962 and G&G 1962–1971 surveys produced short-term data sets that reflected very different sets of weather conditions. The ECU 2001 survey data were then compared with the USACE 1960 survey data to develop a long-term (41 years) data set for shoreline erosion on Core Banks. Those resulting long-term data were compared with the long-term (52 years) data sets by the North Carolina Division of Coastal Management (NCDCM) from 1940–1992 and 1946–1998; a strong positive correlation and very similar rates of average annual erosion resulted. However, the ECU and NCDCM long-term data sets did not correlate with either of the USACE and G&G short-term survey data and had very different

[caCORE: core architecture of bioinformation on cancer research in America].

PubMed

Gao, Qin; Zhang, Yan-lei; Xie, Zhi-yun; Zhang, Qi-peng; Hu, Zhang-zhi

2006-04-18

A critical factor in the advancement of biomedical research is the ease with which data can be integrated, redistributed and analyzed both within and across domains. This paper summarizes the Biomedical Information Core Infrastructure built by National Cancer Institute Center for Bioinformatics in America (NCICB). The main product from the Core Infrastructure is caCORE--cancer Common Ontologic Reference Environment, which is the infrastructure backbone supporting data management and application development at NCICB. The paper explains the structure and function of caCORE: (1) Enterprise Vocabulary Services (EVS). They provide controlled vocabulary, dictionary and thesaurus services, and EVS produces the NCI Thesaurus and the NCI Metathesaurus; (2) The Cancer Data Standards Repository (caDSR). It provides a metadata registry for common data elements. (3) Cancer Bioinformatics Infrastructure Objects (caBIO). They provide Java, Simple Object Access Protocol and HTTP-XML application programming interfaces. The vision for caCORE is to provide a common data management framework that will support the consistency, clarity, and comparability of biomedical research data and information. In addition to providing facilities for data management and redistribution, caCORE helps solve problems of data integration. All NCICB-developed caCORE components are distributed under open-source licenses that support unrestricted usage by both non-profit and commercial entities, and caCORE has laid the foundation for a number of scientific and clinical applications. Based on it, the paper expounds caCORE-base applications simply in several NCI projects, of which one is CMAP (Cancer Molecular Analysis Project), and the other is caBIG (Cancer Biomedical Informatics Grid). In the end, the paper also gives good prospects of caCORE, and while caCORE was born out of the needs of the cancer research community, it is intended to serve as a general resource. Cancer research has historically

Viral Evolution Core | FNLCR Staging

Cancer.gov

Brandon F. Keele, Ph.D. PI/Senior Principal Investigator, Retroviral Evolution Section Head, Viral Evolution Core Leidos Biomedical Research, Inc. Frederick National Laboratory for Cancer Research Frederick, MD 21702-1201 Tel: 301-846-173

A survey of anthropometry and physical accommodation in ergonomics curricula.

PubMed

Garneau, Christopher J; Parkinson, Matthew B

2016-01-01

The size and shape of users are an important consideration for many products and environments. Designers and engineers in many disciplines must often accommodate these attributes to meet objectives such as fit and safety. When practitioners have academic training in addressing these issues, it is typically through courses in Human Factors/Ergonomics (HF/E). This paper investigates education related to physical accommodation and offers suggestions for improvement. A survey was conducted wherein 21 instructors at 18 universities in the United States provided syllabi for 29 courses, which were analysed to determine topics related to anthropometry and resources used for the courses. The results show that within the U.S., anthropometry is covered in the majority of courses discussing physical ergonomics, but important related concepts were often omitted (e.g., digital human modelling, multivariate accommodation and variability across global populations). Curricula could be improved by incorporating more accurate anthropometry, multivariate problems and interactive online tools. This paper describes a study investigating collegiate ergonomics courses within the U.S. in the area of physical accommodation. Course schedules and texts were studied for their treatment of several topics related to accommodating the spatial requirements (anthropometry) of users. Recommendations are made for improving course curricula.

Changing to Concept-Based Curricula: The Process for Nurse Educators.

PubMed

Baron, Kristy A

2017-01-01

The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations-requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application. The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs. The sample included eight educators from two institutions in one Western state using a grounded theory design. The themes that emerged from participants' experiences consisted of the overarching concept, support for change, and central concept, finding meaning in the change. Finding meaning is supported by three main themes : preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process. Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching.

Changing to Concept-Based Curricula: The Process for Nurse Educators

PubMed Central

Baron, Kristy A.

2017-01-01

Background: The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations—requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application. Objective: The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs. Methods: The sample included eight educators from two institutions in one Western state using a grounded theory design. Results: The themes that emerged from participants’ experiences consisted of the overarching concept, support for change, and central concept, finding meaning in the change. Finding meaning is supported by three main themes: preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process. Conclusion: Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching. PMID:29399236

Geological Assessment of Cores from the Great Bay National Wildlife Refuge, New Hampshire

USGS Publications Warehouse

Foley, Nora K.; Ayuso, Robert A.; Ayotte, Joseph D.; Montgomery, Denise L.; Robinson, Gilpin R.

2007-01-01

Geological sources of metals (especially arsenic and zinc) in aquifer bedrock were evaluated for their potential to contribute elevated values of metals to ground and surface waters in and around Rockingham County, New Hampshire. Ayotte and others (1999, 2003) had proposed that arsenic concentrations in ground water flowing through bedrock aquifers in eastern New England were elevated as a result of interaction with rocks. Specifically in southeastern New Hampshire, Montgomery and others (2003) established that nearly one-fifth of private bedrock wells had arsenic concentrations that exceed the U.S. Environmental Protection Agency (EPA) maximum contamination level for public water supplies. Two wells drilled in coastal New Hampshire were sited to intersect metasedimentary and metavolcanic rocks in the Great Bay National Wildlife Refuge. Bulk chemistry, mineralogy, and mineral chemistry data were obtained on representative samples of cores extracted from the two boreholes in the Kittery and Eliot Formations. The results of this study have established that the primary geologic source of arsenic in ground waters sampled from the two well sites was iron-sulfide minerals, predominantly arsenic-bearing pyrite and lesser amounts of base-metal-sulfide and sulfosalt minerals that contain appreciable arsenic, including arsenopyrite, tetrahedrite, and cobaltite. Secondary minerals containing arsenic are apparently limited to iron-oxyhydroxide minerals. The geologic source of zinc was sphalerite, typically cadmium-bearing, which occurs with pyrite in core samples. Zinc also occurred as a secondary mineral in carbonate form. Oxidation of sulfides leading to the liberation of acid, iron, arsenic, zinc, and other metals was most prevalent in open fractures and vuggy zones in core intervals containing zones of high transmissivity in the two units. The presence of significant calcite and lesser amounts of other acid-neutralizing carbonate and silicate minerals, acting as a natural

Introduction of Life Cycle Assessment and Sustainability Concepts in Chemical Engineering Curricula

ERIC Educational Resources Information Center

Gallego-Schmid, Alejandro; Schmidt Rivera, Ximena C.; Stamford, Laurence

2018-01-01

Purpose: The implementation of life cycle assessment (LCA) and carbon footprinting represents an important professional and research opportunity for chemical engineers, but this is not broadly reflected in chemical engineering curricula worldwide. This paper aims to present the implementation of a coursework that is easy to apply, free of cost,…

Practical Pedagogy for Embedding ESD in Science, Technology, Engineering and Mathematics Curricula

ERIC Educational Resources Information Center

Hopkinson, Peter; James, Peter

2010-01-01

Purpose--The purpose of this paper is to review and highlight some recent examples of embedding education for sustainable development (ESD), within science and related curricula in ways that are meaningful and relevant to staff and students and reflect on different embedding strategies and discourses. Design/methodology/approach--A review of…

Linking Proportionality across the Science and Mathematics Curricula through Science Literacy Maps

ERIC Educational Resources Information Center

Richardson, Kerri; Matthews, Catherine; Thompson, Catherine

2008-01-01

Proportionality should be a central focus of the middle-grades science and mathematics curricula and concepts such as density can be introduced and taught in both disciplines, highlighting for students the connections between science and mathematics. This month's column describes how teachers can utilize the "The Atlas of Science Literacy" and…

Strong Vocational Interest Blank Scores for Junior College Students in Five Curricula.

ERIC Educational Resources Information Center

Smith, Stuart E.

An investigation was conducted to determine if students in five junior college curricula could be differentiated by the Strong Vocational Interest Blank (SVIB) scores and if such differentiation could be improved by using several scores in combination rather than single scores separately. The SVIB was administered to 130 students at Alfred…

Just the Facts: Common Core State Standards

ERIC Educational Resources Information Center

Williams, Cheryl Scott

2012-01-01

In this article, the author talks about the Common Core State Standards and what they mean to teachers and their students. The Common Core State Standards Initiative provides an opportunity for classroom practitioners across the nation to hone their skills, focus on student learning, and ensure that all the students they serve will be working…

Diversity captured in the USDA-ARS National Plant Germplasm System apple core collection

USDA-ARS?s Scientific Manuscript database

Core collections have been used widely in genetic resources to provide a representative and compact sample to use in breeding evaluation. In the 1990s a core set was developed by the USDA-ARS Plant Genetic Resources Unit (PGRU) in Geneva, NY. Using data available at the time, a core set was develo...

Use of Simulation Learning Experiences in Physical Therapy Entry-to-Practice Curricula: A Systematic Review

PubMed Central

Carnahan, Heather; Herold, Jodi

2015-01-01

ABSTRACT Purpose: To review the literature on simulation-based learning experiences and to examine their potential to have a positive impact on physiotherapy (PT) learners' knowledge, skills, and attitudes in entry-to-practice curricula. Method: A systematic literature search was conducted in the MEDLINE, CINAHL, Embase Classic+Embase, Scopus, and Web of Science databases, using keywords such as physical therapy, simulation, education, and students. Results: A total of 820 abstracts were screened, and 23 articles were included in the systematic review. While there were few randomized controlled trials with validated outcome measures, some discoveries about simulation can positively affect the design of the PT entry-to-practice curricula. Using simulators to provide specific output feedback can help students learn specific skills. Computer simulations can also augment students' learning experience. Human simulation experiences in managing the acute patient in the ICU are well received by students, positively influence their confidence, and decrease their anxiety. There is evidence that simulated learning environments can replace a portion of a full-time 4-week clinical rotation without impairing learning. Conclusions: Simulation-based learning activities are being effectively incorporated into PT curricula. More rigorously designed experimental studies that include a cost–benefit analysis are necessary to help curriculum developers make informed choices in curriculum design. PMID:25931672

The use of virtual patients in medical school curricula

PubMed Central

Lok, Benjamin

2012-01-01

The demonstration of patient-based cases using automated technology [virtual patients (VPs)] has been available to health science educators for a number of decades. Despite the promise of VPs as an easily accessible and moldable platform, their widespread acceptance and integration into medical curricula have been slow. Here, the authors review the technological underpinnings of VPs, summarize the literature regarding the use and limitations of VPs in the healthcare curriculum, describe novel possible applications of the technology, and propose possible directions for future work. PMID:22383412

Inclusion of oral-systemic health in predoctoral/undergraduate curricula of pharmacy, nursing, and medical schools around the world: a preliminary study.

PubMed

Hein, Casey; Schönwetter, Dieter J; Iacopino, Anthony M

2011-09-01

There is increasing evidence that oral health is a critical component of overall health and that poor oral health may lead to initiation or exacerbation of chronic inflammatory diseases/conditions and adverse pregnancy outcomes. Added to this is an increasing awareness that among non-dental health care professions curricula (e.g., medicine, nursing, pharmacy, and allied health) there is an apparent lack of information regarding the interrelationships between oral health and overall health or recognition of the significance of oral health in achieving and sustaining general health outcomes. This study explored the amount of information related to oral-systemic science currently being taught in the predoctoral/undergraduate professional curricula of pharmacy, nursing, and medical schools in English-speaking universities around the world. The Oral-Systemic Health Educational Curriculum Survey was circulated online to associate or academic deans at medical, nursing, and pharmacy schools in universities across Canada, the United States, Europe, Asia, Australia, and New Zealand. The survey found that 53.7 percent of the respondents ranked the inclusion of oral-systemic science as somewhat important, 51.2 percent reported no or limited requirements to incorporate oral health education within their curricula, and 59.6 percent rated their current curricula in oral-systemic health as inadequate. The majority of students in these programs are not being instructed to examine the mouth, nor are they being taught how to perform an oral examination. Despite growing awareness of emerging evidence of oral-systemic relationships and recommendations that all health care providers should contribute to enhancing oral health, this knowledge base appears to be substantially deficient in the curricula of pharmacy, nursing, and medical students in many universities. This study provides the first formal documentation that the curricula of non-dental health care professions, specifically in

An International Study of the Changing Nature and Role of School Curricula: From Transmitting Content Knowledge to Developing Students' Key Competencies

ERIC Educational Resources Information Center

Hong, Won-Pyo

2012-01-01

The primary purpose of this study is to investigate how key competencies can be incorporated into school curricula, what relevant instructional methods are needed and what institutional support is required to make school curricula based more on key competencies. For this, the study uses qualitative data from three schools (one each in South Korea,…

Evolution of Canadian nursing curricula: a critical retrospective analysis of power and caring.

PubMed

Anthony, Susan E; Landeen, Janet

2009-01-01

The evolution of Canadian nursing curricula has mutually influenced and reflected nursing's historical course: nursing practice and education are inextricably linked. This paper is a critical retrospective analysis of the evolution of nursing curricula in Canada from the 20th century to the present. Falk Rafael's (1996) dialectic exploration of power and caring in nursing guides the analysis. An ordered, assimilated, and empowered curriculum development framework results. Foucault's (1980) work in the sociology of knowledge and Belenky, Clinchy, Goldberger, and Tarule's (1986) epistemological conceptualization of women's knowledge development are incorporated. The intricacies of the relationship between nursing curriculum development and Canadian history, the navigation of societal paradoxes that mutually drive and inform education and practice, and the instrumental need for nursing education research are considered. A fourth and new dialectic layer is suggested that places nursing on the inter-professional team of architects of a co-constructed emancipatory curriculum.

Gross anatomy curricula and pedagogical approaches for undergraduate physiotherapy students: a scoping review protocol.

PubMed

Shead, Dorothy; Roos, Ronel; Olivier, Benita; Ihunwo, Amadi O

2016-10-01

This scoping review seeks to collate and describe the body of existing literature pertaining to curricula and pedagogies used in the gross anatomy education of undergraduate physiotherapy students.Specifically, the review questions are as follows.

Benefits of a High School Core Curriculum

ERIC Educational Resources Information Center

ACT, Inc., 2006

2006-01-01

Since the publication of "A Nation at Risk", ACT has recommended that students take a core curriculum in high school in order to be prepared for college-level work. ACT's recommended core curriculum consists of four years of English and three years each of mathematics, science, and social studies. The benefits to students of taking the right…

Retaking the NTE Core Battery: What Helps?

ERIC Educational Resources Information Center

Alcorn, Bruce K.

An examination of the National Teacher Examinations (NTE) database was conducted at Ball State University in Muncie (Indiana) to identify students and alumni who had to retake at least one part of the NTE Core Battery. The study, which was limited to subjects who eventually passed all three parts of the NTE Core Battery, focused on test-related…

Core-core and core-valence correlation

NASA Technical Reports Server (NTRS)

Bauschlicher, Charles W., Jr.; Langhoff, Stephen R.; Taylor, Peter R.

1988-01-01

The effect of (1s) core correlation on properties and energy separations was analyzed using full configuration-interaction (FCI) calculations. The Be 1 S - 1 P, the C 3 P - 5 S and CH+ 1 Sigma + or - 1 Pi separations, and CH+ spectroscopic constants, dipole moment and 1 Sigma + - 1 Pi transition dipole moment were studied. The results of the FCI calculations are compared to those obtained using approximate methods. In addition, the generation of atomic natural orbital (ANO) basis sets, as a method for contracting a primitive basis set for both valence and core correlation, is discussed. When both core-core and core-valence correlation are included in the calculation, no suitable truncated CI approach consistently reproduces the FCI, and contraction of the basis set is very difficult. If the (nearly constant) core-core correlation is eliminated, and only the core-valence correlation is included, CASSCF/MRCI approached reproduce the FCI results and basis set contraction is significantly easier.

A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students.

PubMed

Zimbardi, Kirsten; Bugarcic, Andrea; Colthorpe, Kay; Good, Jonathan P; Lluka, Lesley J

2013-12-01

Science graduates require critical thinking skills to deal with the complex problems they will face in their 21st century workplaces. Inquiry-based curricula can provide students with the opportunities to develop such critical thinking skills; however, evidence suggests that an inappropriate level of autonomy provided to underprepared students may not only be daunting to students but also detrimental to their learning. After a major review of the Bachelor of Science, we developed, implemented, and evaluated a series of three vertically integrated courses with inquiry-style laboratory practicals for early-stage undergraduate students in biomedical science. These practical curricula were designed so that students would work with increasing autonomy and ownership of their research projects to develop increasingly advanced scientific thinking and communication skills. Students undertaking the first iteration of these three vertically integrated courses reported learning gains in course content as well as skills in scientific writing, hypothesis construction, experimental design, data analysis, and interpreting results. Students also demonstrated increasing skills in both hypothesis formulation and communication of findings as a result of participating in the inquiry-based curricula and completing the associated practical assessment tasks. Here, we report the specific aspects of the curricula that students reported as having the greatest impact on their learning and the particular elements of hypothesis formulation and communication of findings that were more challenging for students to master. These findings provide important implications for science educators concerned with designing curricula to promote scientific thinking and communication skills alongside content acquisition.

Benefits of Including a Capstone Simulation Course in Community College Business Curricula.

ERIC Educational Resources Information Center

Black, William L.

This article makes an argument for including a capstone, or end-of-term, business simulation course in community college business curricula. The International Business Practice Firm (IBPF), a worldwide virtual business network, is proposed as a foundation for such a course. The author argues that, in general, graduates of college business programs…

Future Directions of Management Science and Operations Management in Business School Curricula

ERIC Educational Resources Information Center

Fuller, Jack A.; Denton, James W.

2006-01-01

The fields of Management Science (MS) and Operations Management (OM) have co-existed in business school curricula for over a half century. This paper examines five trends that point toward a bright future for Operations Management in the business curriculum. These trends include an increasing emphasis on global competition, the growth of the…

An Evaluation of Health and Sexuality Education in Turkish Elementary School Curricula

ERIC Educational Resources Information Center

Bikmaz, Fatma Hazir; Guler, Duygu S.

2007-01-01

Research was undertaken to evaluate whether and to what extent the health-related domains, including sexuality education, specified by the Development of Health Awareness in Adolescent Project Science Committee overlapped with the goals and objectives of the 2002/03 elementary school curricula (grades one to eight; ages 7-14 years) in Turkey. For…

Evaluating Teacher Education Curricula's Facilitation of the Development of Critical Thinking Skills

ERIC Educational Resources Information Center

Tanriverdi, Belgin; Öztan Ulusoy, Yildiz; Turan, Hakan

2012-01-01

Problem Statement: The economic and social changes in the 21st century have wide-ranging consequences for education systems. To acquire necessary competencies, what learners need most is to learn to learn by reflecting critically on their learning aims. To provide this kind of learning experience, teacher education curricula should be revised to…

The Higher Education Qualifications Framework: A Review of Its Implications for Curricula

ERIC Educational Resources Information Center

van Koller, J. F.

2010-01-01

This article reports on the findings of a research project which aimed at determining what the key implications of the Higher Education Qualifications Framework would be for the curricula of Universities of Technology. The key problems which were investigated were the seeming lack of understanding of the exact implications of the Higher Education…

A Review of the School Science Curricula in Eleven High Achieving Jurisdictions

ERIC Educational Resources Information Center

Hollins, Martin; Reiss, Michael J.

2016-01-01

The last two decades have seen unprecedented interest in science curricula, with many governments seeing improvements in the performance of their school students in science as key to future economic prosperity. We present the results of an analysis of the curriculum documents for primary and secondary science in Australia (New South Wales and…

Conceptual Demand of Science Curricula: A Study at the Middle School Level

ERIC Educational Resources Information Center

Calado, Sílvia; Neves, Isabel P.; Morais, Ana M.

2013-01-01

This article addresses the issue of the level of conceptual demand of science curricula by analysing the case of the current Portuguese Natural Sciences curriculum for middle school. Conceptual demand is seen in terms of the complexity of cognitive skills, the complexity of scientific knowledge and the intra-disciplinary relations between distinct…

The Nature of Science in Science Curricula: Methods and Concepts of Analysis

ERIC Educational Resources Information Center

Ferreira, Sílvia; Morais, Ana M.

2013-01-01

The article shows methods and concepts of analysis of the nature of science in science curricula through an exemplary study made in Portugal. The study analyses the extent to which the message transmitted by the Natural Science curriculum for Portuguese middle school considers the nature of science. It is epistemologically and sociologically…

Development of a Pedagogical Model to Help Engineering Faculty Design Interdisciplinary Curricula

ERIC Educational Resources Information Center

Navarro, Maria; Foutz, Timothy; Thompson, Sidney; Singer, Kerri Patrick

2016-01-01

The purpose of this study was to develop a model to help engineering faculty overcome the challenges they face when asked to design and implement interdisciplinary curricula. Researchers at a U.S. University worked with an Interdisciplinary Consultant Team and prepared a steering document with Guiding Principles and Essential Elements for the…

Bioinformatics in Middle East Program Curricula--A Focus on the Arabian Gulf

ERIC Educational Resources Information Center

Loucif, Samia

2014-01-01

The purpose of this paper is to investigate the inclusion of bioinformatics in program curricula in the Middle East, focusing on educational institutions in the Arabian Gulf. Bioinformatics is a multidisciplinary field which has emerged in response to the need for efficient data storage and retrieval, and accurate and fast computational and…

Specializing in Telecommunications: Networking Curricula of IS Programs in the United States

ERIC Educational Resources Information Center

Hawk, Stephen

2005-01-01

Preparation for employment in the telecommunications area is not a major emphasis in most information system (IS) programs. The curricula of most programs include only one or two courses related to telecommunications. As a result, most do not provide much preparation for employment in this area. There may be, however, increasing employment…