Relevant bibliographies by topics / Common curriculum

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Common curriculum'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Common curriculum"

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Stabback, Philip. "Common curriculum, core curriculum or common curriculum standards—finding a solution for Bosnia and Herzegovina." PROSPECTS 37, no. 4 (December 2007): 449–67. http://dx.doi.org/10.1007/s11125-008-9049-y.

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Hodge, Emily M. "“Common” Instruction? Logics of Ability and Teacher Decision Making Across Tracks in the Era of Common Standards." American Educational Research Journal 56, no. 3 (October 20, 2018): 638–75. http://dx.doi.org/10.3102/0002831218803328.

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This article investigates the interaction between the Common Core State Standards and curricular tracking by examining instructional decision making across tracks in a large metropolitan district. This study draws on institutional logics as a framework to analyze 106 instructional decisions from 24 participants involved in middle school literacy instruction. In lower-track classes, participants often adapted the curriculum and adopted a more teacher-centered approach. About half of the rationales for those decisions reflected a logic of tracking, less than a fifth reflected a logic of differentiation, and almost a third reflected elements of both logics. These findings demonstrate that despite common standards, a tracked school structure continues to serve as a powerful signal about the curriculum and instruction seen as appropriate for different groups of students.
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Smith, Leslie. "Common‐core Curriculum: a Piagetian conceptualisation." British Educational Research Journal 12, no. 1 (March 1986): 55–71. http://dx.doi.org/10.1080/0141192860120105.

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Partington, Geoffrey. "Multiculturalism and the common curriculum debate." British Journal of Educational Studies 33, no. 1 (February 1985): 35–56. http://dx.doi.org/10.1080/00071005.1985.9973698.

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Roberts, Margaret. "Interpretations of the Geography National Curriculum: a common curriculum for all?" Journal of Curriculum Studies 27, no. 2 (March 1995): 187–205. http://dx.doi.org/10.1080/0022027950270204.

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Čuřín, Michal, and Michala Mikolášíková. "Teacher Preferences of Literature Curricula at Higher Secondary Schools in the Czech Republic." European Journal of Social & Behavioural Sciences 30, no. 3 (August 31, 2021): 306–16. http://dx.doi.org/10.15405/ejsbs.306.

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The current revision of national curricula documents in the Czech Republic is motivated by the increasing digitalization of society as well as the need to prepare students for future challenges linked with economic restructuring. The revision includes the reduction of teaching content as well as the establishment of a new range of student learning outcomes. This paper focuses on identifying teacher preferences with regard to the literature curriculum in terms of the curricular content and scope at higher secondary schools. Based on a thorough content analysis of current school curricula documents and textbooks, a so-called model maximum curriculum of literature was established as a basis for the construction of a questionnaire for teachers to express their preferred content. 20 secondary school teachers were selected according to their gender, type of school and duration of working experience as the sample for this study. The analysis found that teachers are satisfied with the current curriculum in terms of content and scope. However, two common tendencies were observed. Firstly, the majority of respondents agreed on the reduction of the curricular content devoted to older literature. Secondly, the reduction of curricular content was consistent in rejecting foreign thematic blocks and minor national literatures. The analysis also confirmed the teachers' lack of interest in including Asian, African, and Central and South American literature in the curriculum.
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O’Connor Jr., EdD, Michael J. "Curriculum-level goals in emergency-management education: Developing a common framework in an evolving field." Journal of Emergency Management 3, no. 6 (November 1, 2005): 32. http://dx.doi.org/10.5055/jem.2005.0062.

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Emergency management (EM) is a rapidly growing and evolving discipline. While only two degreelevel programs existed prior to 1995, they were joined by an additional 40 programs by 2005. These new programs contributed to a broad expansion of courses and instructional materials. However, none of this growth has been guided by a commonly agreed upon curricular framework. As a result, degree-level programs have varied widely in terms of what they consider an appropriate EM curriculum. The past several years have seen repeated efforts by a small group of academics and professionals to develop a standard curricular framework based on mutually agreed upon competencies, functions, and skills. This research project refines and builds upon these earlier efforts to create a unified list of broad curriculum-level goals. These goals were then qualitatively and quantitatively measured to identify specific themes that could be used to build an appropriate curriculum for EM bachelor’s and master’s degree-level programs.
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Marzooghi, Rahmatallah. "Curriculum Typology." International Journal of English Linguistics 6, no. 7 (December 1, 2016): 166. http://dx.doi.org/10.5539/ijel.v6n7p166.

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<p>An abstract is a brief and comprehensive summary of the contents of the article. It allows readers to survey the various definitions that have been presented by scholars about the concept of curriculum as a “plan” or “product”, and due to the vast variation of definitions, many classifications have been made in regarding them. Since “the curriculum” is not a “type” but has “types” itself, it is not possible to present a comprehensive definition for all those curricula such as intended, implemented, learned, implicit, hidden, sterilized, omitted, neglected, empty, taught, not taught, existed, non-existed, and so on. Therefore each curriculum must be defined based on its own unique type. In this article by using a new and innovative approach, more than 200 types of curricula, based on their common traits, are classified into 16 categories. The analysis and classification which are unique and unexampled in its own nature in the curriculum literature explain some controversies about the definitions and types of curricula categorization.</p>
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Coutinho, Anastasia J., Bich-May Nguyen, Christina Kelly, Kenneth W. Lin, Alexandra Gits, Renee Crichlow, and Gerardo Moreno. "Formal Advocacy Curricula in Family Medicine Residencies:." Family Medicine 52, no. 4 (April 3, 2020): 255–61. http://dx.doi.org/10.22454/fammed.2020.591430.

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Background and Objectives: Health advocacy has been declared an essential physician skill in numerous professional physician charters. However, there is limited literature on whether, and how, family medicine residencies teach this skill. Our aim was to determine the prevalence of a formal mandatory advocacy curriculum among US family medicine residencies, barriers to implementation, and what characteristics might predict its presence. Methods: Questions about residency advocacy curricula, residency characteristics, and program director (PD) attitudes toward family medicine and advocacy were included in the 2017 Council of Academic Family Medicine Educational Research Alliance (CERA) survey of family medicine residency PDs. We used univariate and bivariate statistics to describe residency characteristics, PD attitudes, the presence of a formal advocacy curriculum, and the relationship between these. Results: Of 478 PDs, 261 (54.6%) responded to the survey and 236/261 (90.4%) completed the full advocacy module. Just over one-third (37.7%, (89/236)) of residencies reported the presence of a mandatory formal advocacy curriculum, of which 86.7% (78/89) focused on community advocacy. The most common barrier was curricular flexibility. Having an advocacy curriculum was positively associated with faculty experience and optimistic PD attitudes toward advocacy. Conclusions: In a national survey of family medicine PDs, only one-third of responding PDs reported a mandatory advocacy curriculum, most focusing on community advocacy. The largest barrier to implementation was curricular flexibility. More research is needed to explore the best strategies to implement these types of curricula and the long-term impacts of formal training.
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Schmoker, Mike, and Carol Jago. "Simplifying the ELA Common Core; Demystifying Curriculum." Kappa Delta Pi Record 49, no. 2 (April 2013): 59–63. http://dx.doi.org/10.1080/00228958.2013.786589.

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Dissertations / Theses on the topic "Common curriculum"

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Toavs, Karen Jaclyn. "How Rural Educators Implement Common Core State Standards." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3212.

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Implementation of the common core state standards began in 2010 for public school districts across the United States, and research about the impact of these standards on teaching and learning in smaller rural schools is limited. The purpose of this qualitative multiple case study was to describe how K-12 English language arts teachers in rural remote schools integrated the common core state standards into curriculum, as defined by Aoki's theory about planned and lived curriculums, which formed the conceptual framework for this research. Participants included 8 K-12 English language arts teachers from 2 rural remote public school districts located in a western state. Research questions addressed curricular and instructional alignment, and data were collected from individual teacher interviews and reflective journals, observations of instructional lessons, and curriculum documents. Data were coded and categorized to determine themes and discrepant data (Charmaz, Merriam, and Miles, Huberman, and Saldaña). A content analysis was used for documents. Results indicate that teachers aligned curriculum with common core state standards by using previously adopted textbooks, developing alignment documents to address standards, creating unit and lesson materials independently, and participating in limited collaborative planning with colleagues. Recommendations include continued investigation into rural teachers' professional development needs, collaborative planning practices, and use of curriculum materials within and across grade levels. This study contributes to positive social change because improved rural education impacts rural remote students, communities, and educators, who play a valuable role in developing a national curriculum.
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Swihart, Emily. "Integrated common core curriculum: environmental education through landscape architecture." Thesis, Kansas State University, 2014. http://hdl.handle.net/2097/17547.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
Recent development and adoption of Common Core State Standards has shifted academic emphasis within public and accredited schools. Consistent, national educational goals have standardized education and have resulted in a challenge to educators to assist all students in achieving maximum test scores. The curricular subjects of math, science, and literacy are the primary emphasis of instruction and achievement. Standardized testing is the dominant means to determine whether students are reaching acceptable achievement. “Integrated Common Core Curriculum: Environmental Education Through Landscape Architecture” explores the potential of incorporating basic landscape architectural knowledge into a fourth-grade curriculum while striving to achieve learning standards as determined by the Common Core and the Iowa Core Curriculum. Exploring the application of current educational criteria, the researcher developed an educational unit that utilizes the process of park design as a simplified version of a landscape architect’s approach in order to emphasize math, literature, science, creative thinking, and teamwork. Implementing environmental education through place-based education theory enhances unit strength by providing enhanced emotional, mental, and physical health benefits to children. Created during this study, an instructional unit was evaluated by a convenience sample of educators. Through the use of an open-ended questionnaire, preliminary review results indicate a strong potential for the unit to successfully demonstrate the basic process of landscape architecture design through the use of the local place simultaneously achieving academic standards. Review results identify a variety of limitations and challenges the unit would encounter for implementation including a current subject focused instructional philosophy within the school district verse the thematic focus of the unit. Additionally, ever-evolving standards would require regular unit updates, although school districts face perennial budget challenges and educators are limited on time. As a student of landscape architecture, I recognize that the profession offers a unique opportunity to model place-based, multi-subject practices realized in the practice of landscape architecture. Promoting the profession of landscape architecture through a curricular unit provides an environmental education tool and provides the opportunity for students to explore a career option within the classroom setting.
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Toavs, Karen Jaclyn. "How Rural Educators Implement Common Core State Standards." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251816.

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Implementation of the common core state standards began in 2010 for public school districts across the United States, and research about the impact of these standards on teaching and learning in smaller rural schools is limited. The purpose of this qualitative multiple case study was to describe how K-12 English language arts teachers in rural remote schools integrated the common core state standards into curriculum, as defined by Aoki’s theory about planned and lived curriculums, which formed the conceptual framework for this research. Participants included 8 K-12 English language arts teachers from 2 rural remote public school districts located in a western state. Research questions addressed curricular and instructional alignment, and data were collected from individual teacher interviews and reflective journals, observations of instructional lessons, and curriculum documents. Data were coded and categorized to determine themes and discrepant data (Charmaz, Merriam, and Miles, Huberman, and Saldaña). A content analysis was used for documents. Results indicate that teachers aligned curriculum with common core state standards by using previously adopted textbooks, developing alignment documents to address standards, creating unit and lesson materials independently, and participating in limited collaborative planning with colleagues. Recommendations include continued investigation into rural teachers’ professional development needs, collaborative planning practices, and use of curriculum materials within and across grade levels. This study contributes to positive social change because improved rural education impacts rural remote students, communities, and educators, who play a valuable role in developing a national curriculum.

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Keith, Karin J., and Renee Rice Moran. "Integrating Text Sets and Common Core." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3612.

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Hockaday, Lisa Marie. "Teacher Perceptions of their Common Core Professional Development." Thesis, Piedmont College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729969.

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Over several decades, school reform efforts have been mounted in order to improve student learning and to prepare students for a global community. In 2010, governors from the fifty states met and supported the establishment of national standards, the Common Core State Standards, to prepare students for college and careers. Georgia adopted the Common Core State Standards, and as with any new curriculum adoption, professional development is usually provided. During the 2011–2012 school year, school systems across Georgia provided various professional development opportunities for teachers to learn about the Common Core State Standards. The purpose of this study was to examine teachers’ perceptions of their Common Core professional development and utilized a survey consisting of multiple choice and open-ended questions. Three hundred seventy-two educators from sixteen school districts across the state of Georgia participated in this study. Three main themes emerged: Teachers prefer working in smaller, collaborative groups in professional development; teachers were satisfied with their school and school district’s training but did not receive consistent follow-up, modeling, or coaching afterwards; teachers utilized websites developed to support the Common Core State Standards and relied on their colleagues in order to learn more about the curriculum and to implement the standards.

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Lovett, Susan Burroughs. "Family and consumer sciences in higher education common elements in undergraduate curriculum /." Lynchburg, Va. : Liberty University, 2005. http://digitalcommons.liberty.edu.

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Morton, Christopher. "Judging Alignment of Curriculum-Based Measures in Mathematics and Common Core Standards." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/17879.

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Measurement literature supports the utility of alignment models for application with state standards and large-scale assessments. However, the literature is lacking in the application of these models to curriculum-based measures (CBMs) and common core standards. In this study, I investigate the alignment of CBMs and standards, with specific reference to methodologies historically applied to large-scale assessments and state standards: expertise of judgments, specific training, and rating values. The data are from items developed for the new easyCBM middle school math measures at 6th grade and the 6th grade math portion of the Common Core State Standards (CCSS). Analyses document the degree of reliability between judges. Interclass correlation coefficients reflect moderate reliability and an adequate Index of Agreement with 72% of the items rated as aligned to CCSSs by all judges and 92% by at least two-thirds of the judges. Furthermore, 13 of 15 math items not aligned to CCSSs by at least two judges nevertheless reflect requisite skills required by the standards. Finally, using a two-way ANOVA on two individual judge triads indicate differences in harshness. Future research addresses practical implications regarding the role of CBMs in a comprehensive assessment plan.
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Loedding, Nancy Beth Thompson. "Effects of Common Core Curriculum Standards on High School Students with Disabilities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1543.

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This case study examined the effect of implementing the Common Core Curriculum Standards (CCCS) on students with disabilities (SWD) in a county in northeast Georgia. The study investigated teachers' perceptions regarding the effect of implementing the CCCS in high school English language arts and mathematics classes on the academic success of SWD and their ability to graduate from high school with a regular diploma. Information was also gathered to determine if teachers offered additional supports to SWD as part of the increased academic expectations of the CCCS. In addition, teachers were asked about the preparation they received prior to teaching the CCCS. The conceptual framework that drove this study was based on Fullan's theory of educational change. The study was conducted using a qualitative case study design. A total of 8 teacher participants were included through a combination of individual interviews and emailed responses to the interview questions. Data were analyzed for common themes using key words generated during the initial round of coding. Findings indicated that these 8 teachers were offering increased accommodations and seeing less academic success among SWD than they had observed prior to CCCS implementation. Teachers also reported feeling inadequately prepared to teach the increased academic expectations associated with the CCCS, especially to SWD. The findings from the study support the need for increased, ongoing, sustainable professional learning related to teaching the CCCS to SWD.
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Lyons, Reneé C., and Deborah Parrott. "Embracing Our Common Goal: School and Public Library Collaborations." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2416.

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Diletti, Jeri S. "Teacher Concerns and the Enacted Curriculum of the Common Core State Standards in High School Mathematics." Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10604664.

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The Common Core State Standards for Mathematics (CCSSM) highlight the importance of students? conceptual understanding, mathematical reasoning, and problem solving in order to prepare students for college and careers. However, the success of this reform effort largely depends on how teachers actually design and implement instruction based on the goals of the new standards. In particular, teachers? concerns about the reform have a significant effect on this change and the implementation of reform curricula. While there exists an increasing amount of research on reform efforts, many questions still remain regarding the implementation of the CCSSM and teachers? concerns. The purpose of this qualitative dissertation study is to investigate the concerns teachers have regarding the implementation of the CCSSM and how those concerns relate to the enactment of their curricula. This study also explores how teachers address the mathematical shift of rigor defined in the CCSSM in connection with the tasks they use and types of questions they pose to their students. This research involved case studies of three Algebra 1 teachers. Each teacher was observed during three different lessons on linear/non-linear functions. Pre- and post-observation interviews were conducted both before and after each lesson was taught. In order to determine how teachers addressed the mathematical shift of rigor, three different analyses were conducted. Mathematical tasks in the teacher guided notes and lesson enactment were explored in conjunction with teacher questions and the use of the eight mathematical practices. Observations and interviews were used to examine how teacher concerns connect to their implementation of the CCSSM. In particular, cases based on the teacher interviews and videos were compared to one another to explore possible reasons why the teachers address the mathematical shift of rigor differently. Findings suggest a complicated relationship exists between teacher concerns and their intended and enacted curriculum. The results of this study showed that teachers at all stages of concern are not providing cognitively demanding lessons nor are they addressing the mathematical shift of rigor. Only during review lessons did two of the three teachers increase the cognitive demand of the tasks and questions they posed during the enactment of their curriculum. Regarding teacher concerns, different factors seem to take account for the complicated relationship between teacher concerns and their enacted curricula. First, the teacher with self concerns had a lack of content knowledge. This teacher was not able to adjust her intended curriculum, followed the textbook closely and had a difficult time addressing student misconceptions. The teacher with management concerns tended to express her students? low abilities in doing mathematics. This teacher thus focused on student ability, only slightly modified the intended curriculum and provided only low cognitive demand tasks and questions. Finally, the teacher with impact concerns had a high interest in student learning. This teacher was able to alter her intended curriculum based on student questions and misconceptions. However, her tasks and questions remained at a low cognitive demand for two of the three lessons. This study has implications for curriculum developers and professional development providers, as well as teachers and school administrators to help ensure the success of reform curriculum.

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Books on the topic "Common curriculum"

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McAteer, Maire S. The Common Curriculum: A confining curriculum. [s.l: The Author], 1999.

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University of London. Institute of Education., ed. A core curriculum for the common school. 2nd ed. London: University of London, Institute of Education, 1985.

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Black, P. J. Assessment and the common curriculum. Belfast: NICER, 1989.

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Education, Ontario Ministry of. The Common curriculum: Policies and outcomes, grades 1-9. Toronto: Ministry of Education, 1995.

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Education, Ontario Ministry of. The common curriculum: Policies and outcomes, grades 1-9. [Toronto]: The Ministry, 1995.

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Education, Ontario Ministry of. The common curriculum: Policies and outcomes, grades 1-9, 1995. Toronto, Ont: Ministry of Education and Training, 1995.

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Ontario Public School Boards' Association. Curriculum Committee. OPSBA's School Boards implement the common curriculum. [Toronto, Ont.]: OPSBA, 1995.

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Aligning your curriculum to the common core state standards. Thousand Oaks: Corwin Press, 2012.

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Building a common core-based curriculum: Mapping with focus and fidelity. Bloomington, IN: Solution Tree Press, 2014.

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Education, Ontario Ministry of. The common curriculum, grades 1-9: Working document. Toronto: The Ministry, 1993.

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Book chapters on the topic "Common curriculum"

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Baker, Bernadette, and Liang Wang. "Common and Divided School Curriculum." In Springer International Handbooks of Education, 453–73. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_28.

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Baker, Bernadette, and Liang Wang. "Common and Divided School Curriculum." In Springer International Handbooks of Education, 1–21. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_28-1.

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Shore, Rebecca A., David M. Dunaway, and Gloria D. Campbell-Whatley. "Differentiating the Common Core Curriculum." In A School Leader’s Guide to Implementing the Common Core, 137–58. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315769868-9.

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Quinzio-Zafran, Anna M., and Elizabeth A. Wilkins. "Curriculum and Instruction." In The New Teacher's Guide to Overcoming Common Challenges, 51–70. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003105008-4.

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Wu, Hung-Hsi. "Potential Impact of the Common Core Mathematics Standards on the American Curriculum." In Mathematics Curriculum in School Education, 119–42. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_7.

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Reys, Barbara J. "Mathematics Curriculum Policies and Practices in the U.S.: The Common Core State Standards Initiative." In Mathematics Curriculum in School Education, 35–48. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_3.

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Tucker, Kay. "Curriculum Flexibility and Breadth Personalization With the Common Core." In The Take-Action Guide to World Class Learners Book 1: How to Make Personalization and Student Autonomy Happen, 79–104. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2016. http://dx.doi.org/10.4135/9781483394589.n5.

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Gundara, Jagdish. "Complex Societies, Common Schools and Curriculum: Separate is not Equal." In Living Together, 51–66. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-9816-1_4.

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Bunn, James H. "Introduction: Balance at the Core." In Balancing the Common Core Curriculum in Middle School Education, 1–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46106-9_1.

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Bunn, James H. "Archimedes’ Lever." In Balancing the Common Core Curriculum in Middle School Education, 35–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46106-9_2.

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Conference papers on the topic "Common curriculum"

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Gonzàlez Mediel, Olga, and Esther Luna González. "The intercultural curriculum: an educational need." In The 3rd Human and Social Sciences at the Common Conference. Publishing Society, 2015. http://dx.doi.org/10.18638/hassacc.2015.3.1.162.

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Moder García, Maximiliano. "CURRICULUM DESIGNS IN BRAZIL: CONFLICTED VIEWS AT THE DAWN OF THE NATIONAL CURRICULAR COMMON BASE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0520.

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Wadekar, Adway S., and Swapna S. Gokhale. "Common Core: Challenges and opportunities to incorporate nonfiction into K-12 curriculum." In 2017 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2017. http://dx.doi.org/10.1109/isecon.2017.7910222.

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Tseng, Pei-Yu, and Su-Fang Lee. "Instructional Effectiveness of Design Aesthetics: Common Curriculum in the College of Design." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0109.

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Hai-yan, Lv, Lv Hong, Zhou Lijun, and Zhang Jie. "Research and design of the common curriculum online examination system that used in military academies." In 2014 2nd International Conference on Information Technology and Electronic Commerce (ICITEC). IEEE, 2014. http://dx.doi.org/10.1109/icitec.2014.7105585.

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Mountain, Jeffrey R. "The Decline of Design Across the Curriculum." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49806.

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Design across the curriculum has been a cornerstone of mechanical engineering education for well over a decade. The movement was an attempt to balance the tendency of most programs to over-emphasize engineering science. Over the course of that decade, many public universities have undergone a 7%–10% reduction in the number of credits required for graduation; usually in response to legislative pressure or competitive market conditions. In some instances, these reductions were not reflected in the general education content. Although the number of technical electives within the curriculum may have been reduced, seldom have they been completely omitted. Engineering science is considered the analytical foundation upon which new knowledge and engineering design are based. In addition, new frontiers in mechatronics, nanotechnology and alternative energy sources are becoming “must teach” subjects so that the discipline can evolve. The indication is that the “Design Across the Curriculum” concept either is, or will soon be in decline. This paper will present some historical perspective, a small sample of both common “solutions,” and a few unique approaches for maintaining design across the curriculum. The primary objective, however, is to initiate a dialog among engineering educators to begin to address the balance between engineering science and engineering design.
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Young, Jennifer. "Glimpsing into the Future: Using the Curriculum Process System for Collection Development." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317178.

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One common problem facing academic libraries is the art of materials selection that ensures users have what they need when they need it, or at least the majority of the time. Methods frequently used are librarian selectors, faculty selectors, approval plans, and demand-driven acquisitions. Having close relationships with teaching faculty is pertinent when acquiring monographs to support the courses currently offered as well as those upcoming. However, when that relationship is not strong, libraries must find other methods to gather that valuable insight. This paper will cover how East Tennessee State University’s library uses the curriculum process system to inform collection development to support future curriculum needs.
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Nagel, Robert L., Kerry Poppa, and Robert B. Stone. "Teaching Multiple Approaches to Engineering Design Within a Unified Curriculum." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-29050.

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This paper presents a comparison on four different, yet complimentary, design methods: (1) Pahl and Beitz’s Systematic Approach to Design, (2) Suh’s Axiomatic Design, (3) Altshuller’s Theory of Inventive Problem Solving and (4) Ulwick’s Outcome-Driven Method. To compare these approaches to design, a general definition and process for design is first derived from common engineering design texts. After a general description of each of these design approaches is presented, a comparison is made between each design approach and the general design method. The paper is concluded with the proposal of an integrated curriculum for teaching the methods within the scope of a single design course.
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Nagel, Robert L., and Matt R. Bohm. "On Teaching Functionality and Functional Modeling in an Engineering Curriculum." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-47852.

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This paper reviews functional representation and modeling across multiple domains of engineering as well as function recognition and modeling in the engineering design field. Various modeling techniques are presented along with approaches to model realization published in common engineering design text books. Specifically, within the field of engineering design, seven published approaches for modeling function are presented: 1.) Glass Box Method; 2.) Function Analysis System Technique; 3.) Systematic Processes; 4.) Enumeration; 5.) Zen Approach; 6.) Reverse Engineering; and 7.) Function-Means Trees. Through discussion of the modeling approaches the authors pose questions on how function should be taught in undergraduate engineering curriculum. Finally, the potential benefits of function-based design approaches are reviewed and discussed.
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Li, Timothy, Nilanjan Raghunath, Katja Hölttä-Otto, Asli Arpak, Suranga Nanayakkara, and Cassandra Telenko. "Teaching Interdisciplinary Design Between Architecture and Engineering: Finding Common Ground While Retaining Disciplinary Expertise." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46873.

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Many educators agree that developing an interdisciplinary design curriculum is critical in creating the next generation of design professionals. However, literature surrounding the pedagogical challenges to undergraduate interdisciplinary design courses is limited. In this paper we study the initial challenges in developing and delivering an interdisciplinary design course. We observe from the perspective of the educators and the students in a newly synthesized co-taught design course that combines both architecture and engineering disciplines. Through exploratory observations and analysis of student and instructor feedback throughout the semester, our findings suggest that disciplinary boundaries often influence pedagogical styles despite a concerted effort to create an interdisciplinary course that focuses on design. Despite agreement to interdisciplinary design teaching through shared lectures and activities, individual teaching methods varied, impacted by pedagogical norms from their respective disciplines. In response, students had mixed reactions to the varying presentation methods and critique feedback. This study, while preliminary in assessment, raises many questions about the challenges of teaching interdisciplinary design courses.
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Reports on the topic "Common curriculum"

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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Hwa, Yue-Yi, Michelle Kaffenberger, and Jason Silberstein. Aligning Levels of Instruction with Goals and the Needs of Students (ALIGNS): Varied Approaches, Common Principles. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/022.

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In this Insight Note, we present a set of principles shared by varied approaches that have all succeeded in improving foundational learning in developing countries. These approaches were not explicitly designed with this list of principles in mind; rather, the principles emerged through analysis and synthesis of successful approaches. We call such efforts ALIGNS approaches, which stands for Aligning Levels of Instruction with Goals and the Needs of Students. ALIGNS approaches take many forms, ranging from large-scale policy and curricular reforms to in-school or after-school remedial programmes. In this note, we describe the principles that ALIGNS approaches have in common (Section I); review interdisciplinary evidence on why aligning instruction with children’s learning levels improves learning (Section II); present three cases from across the spectrum of approaches and illustrate how each embodies the ALIGNS principles (Section III); and provide a longer (though not exhaustive) table of programmes that illustrates the range of possible approaches to implementing ALIGNS principles and describes the design features across which they vary (Table 1).
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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