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Genovich-Richards, Joann. "Evolving Quality Management Through Curriculum Offerings." QRB - Quality Review Bulletin 15, no. 12 (December 1989): 366–68. http://dx.doi.org/10.1016/s0097-5990(16)30322-0.
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Masenya, Malesela J. "Toward a Relevant De-colonized Curriculum in South Africa: Suggestions for a Way Forward." SAGE Open 11, no. 4 (October 2021): 215824402110525. http://dx.doi.org/10.1177/21582440211052559.
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The debate on the de-colonization of universities in South African gained momentum after protests by students through the #FeesMustFall (FMF) and #RhodesMustFall (RMF) movements. At the center of these protests were issues like free access to education, accommodation, removal of apartheid and colonial statues, and the Africanization of the curriculum. Thus, revisiting and reimagining curricula offerings is an important aspect of the current debate on the de-colonization of education at South Africa’s educational sites. To add to the de-colonization debate, this article discusses the concept of relevance in (re)curriculation. The article will discuss the concepts of de-colonization and relevance, readiness in the implementation of new curricula offerings, challenges, and hurdles in curriculum change and important points of reference in achieving a de-colonized curriculum. Literature review and document analysis will be used to shed more light on this topic.
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Neidermeyer, Adolph A., and Presha E. Neidermeyer. "The Missing Curriculum Link: Personal Financial Planning." American Journal of Business Education (AJBE) 3, no. 4 (April 1, 2010): 79–82. http://dx.doi.org/10.19030/ajbe.v3i4.417.
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With increasing personal and business financial challenges facing today’s professionals, we, as business school faculty, have a responsibility to offer the educational background that should enable rising professionals to successfully manage finances. Unfortunately, the results of a recent analysis of curriculum offerings in Personal Financial Planning indicate that we, as faculty, have not fully accepted this responsibility. Only three out of the 131 four-year institutions reviewed have a required Personal Financial Planning course in their curriculums. Quite frankly, we’re permitting launching a generation of students who are unprepared to manage both their own and potentially others’ financial affairs. With that shortfall of a course offering as a backdrop, we suggest the following content for a required Personal Financial Planning course for all students majoring in Business Administration.
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Sullivan, Brianne J., Samantha Maliha, and Peter W. Henderson. "Microsurgery Fellows' Impression of Clinical and Educational Offerings during Fellowship Year." Journal of Reconstructive Microsurgery 36, no. 03 (October 16, 2019): 191–96. http://dx.doi.org/10.1055/s-0039-1698468.
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Abstract Background Acquisition of microsurgical skill and clinical knowledge is the primary goal of a microsurgery fellowship. There has yet to be any comprehensive reporting in the literature of how American microsurgery fellows viewed their curricula and training at the conclusion of their fellowship year. Methods An anonymous, electronic survey was developed and distributed to all 2016 to 2017 microsurgery fellows (n = 37) at the U.S.-based microsurgery fellowship programs (n = 23). Qualitative questions were assessed using either a Likert-type scale of 1 (not at all) to 5 (very), multiple choice, or free response. Results Twenty-six of 37 fellows (70%) responded to the survey. Respondents reported a mean of 14.4 lectures offered, with a range of 0 to 100. Dry laboratory simulation training was formally incorporated into 32% of microsurgery fellowships and live animal simulation training was formally incorporated into 12%. The median number of free deep inferior epigastric perforator flap cases performed was 112.5, ranging from 60 to 230. A majority felt that an organized microsurgical educational curriculum would be “beneficial,” with 42% reporting that an organized microsurgery curriculum would be “very beneficial.” Twenty-six of the respondents (100%) said that they would choose to do a microsurgery fellowship again if given the choice. Conclusion Respondent data show that microsurgery fellows are satisfied with training, clinical experience is variable but adequate, educational experiences and opportunities vary from program to program, simulation skills training are perceived to be underutilized, and a program-organized microsurgery curriculum is believed to be advantageous to optimize development of technical and clinical skills.
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Doud, Aspen K., Jerry K. Hoepner, and Audrey L. Holland. "A Survey of Counseling Curricula Among Accredited Communication Sciences and Disorders Graduate Student Programs." American Journal of Speech-Language Pathology 29, no. 2 (May 8, 2020): 789–803. http://dx.doi.org/10.1044/2020_ajslp-19-00042.
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Purpose The purpose of this article is to examine the current state of counseling curriculum within the discipline. The last systematic survey of counseling curriculum within the disciplines of communication sciences and disorders was completed with data from 1983 (McCarthy et al., 1986). The Council on Academic Accreditation in Audiology and Speech-Language Pathology (2017) states that counseling should be included in accredited programs but does not specify to what extent. Currently, there are no standards to specify number of credits, need for a stand-alone course, or guidance regarding content delivered. Method The present investigation collected data on the status of counseling curricula in accredited communication sciences and disorders graduate programs. A Qualtrics survey was distributed to identify counseling curriculum practices across accredited programs. Quantitative data such as percentages and frequency counts were compiled to summarize program offerings. Qualitative analyses were used to characterize written responses. Survey responses were also cross-validated with a review of offerings listed on program websites. Results Of programs currently accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology, 42.4% responded to the current survey. Fifty-nine percent of programs offer a stand-alone course. Review of curricula from program websites indicated that only 40% of accredited programs offer a stand-alone counseling course. Quantitative details about requirements, number of credits, and embedding counseling within other courses were compared to data from the 1983 survey. Qualitative analyses identified common learner outcomes and the nature of course or curricular content. Conclusions Investigators found a lack of consistency in incorporating counseling across programs and discussed implications of this in speech-language pathology practice. A decrease in the number of programs that offer a stand-alone counseling course was identified as compared to offerings in 1983, as well as a disparity regarding how programs provide training in counseling. Furthermore, survey responses differed from curriculum listings on program websites. Information derived from this study may serve as a starting point for the development of flexible standards that provide direction for achieving consistent preparation of counseling skills. Supplemental Material https://doi.org/10.23641/asha.12149703
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Swart, Kamilla. "An assessment of sport tourism curriculum offerings at academic institutions." Journal of Sport & Tourism 6, no. 1 (January 2000): 5–9. http://dx.doi.org/10.1080/10295390008718683.
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Radwany, Steven M., Erica J. Stovsky, Dean M. Frate, Kevin Dieter, Sarah Friebert, Barbara Palmisano, and Margaret Sanders. "A 4-Year Integrated Curriculum in Palliative Care for Medical Undergraduates." American Journal of Hospice and Palliative Medicine® 28, no. 8 (April 25, 2011): 528–35. http://dx.doi.org/10.1177/1049909111406526.
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In order to graduate physicians prepared to effectively address clinical issues in palliative medicine and to comply with LCME requirements, the Northeastern Ohio Universities Colleges of Medicine and Pharmacy (NEOUCOM) integrated a coordinated four-year palliative care (PC) curriculum. This report describes the development of the longitudinal curriculum and provides helpful resources and strategies to guide clinicians and administrators undertaking similar efforts. This is a retrospective, descriptive report based on data collected throughout development of the new curriculum. A Palliative Care Advisory Committee initiated development of curricula in PC. An Office of Palliative Care was established to assess and coordinate offerings. Curriculum transformation was based on best practices. Two cornerstone pieces are highlighted: a mandatory hospice experience and a case based small group discussion prior to graduation.
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Veenendaal, B. "Development of a flexible higher education curriculum framework for geographic information science." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences II-4 (April 23, 2014): 77–82. http://dx.doi.org/10.5194/isprsannals-ii-4-77-2014.
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A wide range of geographic information science (GIScience) educational programs currently exist, the oldest now over 25 years. Offerings vary from those specifically focussed on geographic information science, to those that utilise geographic information systems in various applications and disciplines. Over the past two decades, there have been a number of initiatives to design curricula for GIScience, including the NCGIA Core Curriculum, GIS&T Body of Knowledge and the Geospatial Technology Competency Model developments. The rapid developments in geospatial technology, applications and organisations means that curricula need to constantly be updated and developed to maintain currency and relevance. This paper reviews the curriculum initiatives and outlines a new and flexible GIScience higher education curriculum framework which complements and utilises existing curricula. This new framework was applied to the GIScience programs at Curtin University in Perth, Australia which has surpassed 25 years of GIScience education. Some of the results of applying this framework are outlined and discussed.
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Smith, Bret P., James P. Mick, and Michael L. Alexander. "The Status of Strings and Orchestra Programs in U.S. Schools." String Research Journal 8, no. 1 (July 2018): 15–31. http://dx.doi.org/10.1177/1948499218769607.
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The purpose of this study was to monitor the status of school string and orchestra programs in the United States and to gather descriptive information in the areas of program characteristics, curriculum, support, and student/teacher demographics. A second purpose was to document trends observed when compared with results of previous studies. Based on the review of literature, specific variables were identified as potential for trends: string student enrollment, symphonic orchestra offerings, enhancement offerings, private lesson enrollment, string teacher shortages, and student/teacher demographic information. All members of the American String Teachers Association indicating K-12 string teaching as part of their duties were contacted to complete a web-based survey ( N = 2,232). After follow-up contact, 369 respondents participated (16.5%). Although teachers indicated growth in both number and size of programs, increased utilization of approved curricula, and representative racial demographics among students, analysis revealed the following concerns: a decline in the offering of symphonic orchestra and other enhancements, a decline in student participation in private instruction, unrepresentative gender and racial demographics of string teachers, and factors that indicate a continuing string teacher shortage.
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Ross, Saul. "Humanizing the Undergraduate Physical Education Curriculum." Journal of Teaching in Physical Education 7, no. 1 (October 1987): 46–60. http://dx.doi.org/10.1123/jtpe.7.1.46.
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Institutions have an impact on the value systems of their inhabitants. A university, as an institution, exerts its influence on the undergraduates’ values, in large measure through the curriculum, which has as one of its functions teaching specific ways of looking at the world. Based on these insights, certain philosophical issues are raised regarding the impact the undergraduate curriculum is likely to have on our students with regard to their understanding and appreciation of persons. Once acquired, this understanding has considerable import for their professional practice. A survey of the undergraduate curricula in Canadian universities was conducted, and the results showed the sparse offerings in the humanities when compared to the biophysical and social sciences. The branch of learning that is most concerned with a humanistic orientation is the humanities and, at times, psychology and sociology. Recommendations are made to reorder the curriculum to provide better balance.
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Zimmerman, Jonathan. "Storm over the Schoolhouse: Exploring Popular Influences upon the American Curriculum, 1890–1941." Teachers College Record: The Voice of Scholarship in Education 100, no. 3 (February 1999): 602–26. http://dx.doi.org/10.1177/016146819910000305.
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Recent histories of the American curriculum have shown how citizen groups influenced local course offerings and state requirements during the early twentieth century. Using case studies of three subject areas—history, military training, and foreign languages— this article demonstrates that lay activists also affected the content and even the enrollment of these courses. The article illustrates the enormous range of citizens who entered curricular disputes, the diversity of strategies they employed, and the disparate results of their efforts. It also suggests a new explanation for the decline of the traditional “3 R's” and the rise of a more “practical,” differentiated curriculum between the turn of the century and World War Two. Hardly the pawns of school officials, laypeople had their own “practical” reasons for embracing this trend: it opened the door to whatever new agendas they hoped to inject. Across the ideological spectrum, then, citizen groups joined hands to condemn old-fashioned, academic curricula. Not until the late 1940s would conservative activists rally around the 3 R's, sparking a new school war that still rages today.
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Walden, Joseph L. "Sun Tzu: The Art of War and 21st Century Curriculum Development – What can the early Asian philosopher tell us about developing curriculums in the 21st Century?" Advances in Social Sciences Research Journal 7, no. 10 (November 3, 2020): 330–39. http://dx.doi.org/10.14738/assrj.710.9217.
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The Art of War was written by Sun Tzu around 512 BC. Sun Tzu’s book focused on military strategy. However, looking the guidance from Sun Tzu can be adapted to curriculum development. This paper uses the words of Sun Tzu from a curriculum development perspective. With a curriculum development perspective, Sun Tzu provides some good guidance on preparing for, conducting and implementing curriculum reviews in order to keep the offerings to the students current and relevant.
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Chang, Ya-Ching, and Hsing-Lung Lien. "Mapping Course Sustainability by Embedding the SDGs Inventory into the University Curriculum: A Case Study from National University of Kaohsiung in Taiwan." Sustainability 12, no. 10 (May 22, 2020): 4274. http://dx.doi.org/10.3390/su12104274.
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A course inventory module, based on the Curriculum Framework for the Sustainable Development Goals (SDGs) published by the Commonwealth Secretariat, has been embedded into the online curriculum system at the National University of Kaohsiung (NUK) since 2018. The primary aim of this study is to explore the sustainability status of the course offerings and to understand the interdisciplinary capacity in pursuing the SDGs at NUK. At the university level, a total of 1200–1300 courses (approximately 57% of courses) were reported to be related to SDGs, where the curriculum of NUK mainly emphasized SDGs 3, 4, 8, 9 and 16. However, our study indicates that many SDGs are still not focused in the curriculum of all colleges. Two patterns of the SDGs-related course framework were observed at the college level: One is the college course offerings linked to a wide variety of SDG content; while the second pattern is the college course offerings linked only to specific SDG content, mainly dependent on the subject areas of colleges. Our study suggests that the number of SDGs covered by a course reflects the diversity of the sustainability topics covered in the course. The metric gives an indication of the areas covered and, thus, also points to blind spots (i.e., insufficiencies). Moreover, it can also give an indication of the diversity within colleges, which could suggest future paths for transdisciplinary development. An understanding of the baseline status of sustainability in the university curriculum provides opportunities for universities to plan their strategies for sustainability and prioritize the allocation of resources accordingly.
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Watson, Albert L. "Importance of Cross-Cultural Counseling in Rehabilitation Counseling Curricula." Journal of Applied Rehabilitation Counseling 19, no. 4 (December 1, 1988): 55–61. http://dx.doi.org/10.1891/0047-2220.19.4.55.
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A current trend in counselor education programs is crosscultural counseling courses designed to develop culturally competent counselors. This study sought to determine the level of importance placed on cross-cultural content in the rehabilitation counselor education (RCE) curricula. A national sample representing 50 per cent of the National Council on Rehabilitation Education (NCRE) professional membership was surveyed. Respondents rated twenty-seven curriculum offerings as important in the preparation of professional rehabilitation counselors.
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Shechtman, Nicole, Jeremy Roschelle, Mingyu Feng, and Corinne Singleton. "An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics." AERA Open 5, no. 2 (April 2019): 233285841985048. http://dx.doi.org/10.1177/2332858419850482.
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The Math Curriculum Impact Study was a large-scale randomized controlled trial (RCT) to test the efficacy of a digital core curriculum for Grade 5 mathematics. Reasoning Mind’s Grade 5 Common Core Curriculum was a comprehensive, adaptive, blended learning approach that schools in the treatment group implemented for an entire school year. Schools in the control group implemented their business-as-usual mathematics curriculum. The study was completed in 46 schools throughout West Virginia, resulting in achievement data from 1,919 students. It also included exploratory investigations of teacher practice and student engagement. The main experimental finding was a null result; achievement was similar in both experimental groups. The exploratory investigations help clarify interpretation of this result. As educational leaders throughout the United States adopt digital mathematics curricula and adaptive, blended approaches, our findings provide a relevant caution. However, our findings are not generalizable to all digital offerings, and there is a continuing need for refined theory, study of implementation, and rigorous experimentation to advise schools.
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Ruppel, Antonia. "Ātman Returns. (Re)introducing Sanskrit Into UK Schools." Journal of Classics Teaching 16, no. 32 (2015): 40–42. http://dx.doi.org/10.1017/s2058631015000197.
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At a time when the Classics offerings across the country are forced to dwindle, when many schools are unable to offer Greek or even Latin, one school has bucked the trend by offering a classical language new to the UK curriculum. Since their foundation 40 years ago, St James' Independent Schools have pioneered the teaching of Sanskrit in a Western environment. Sanskrit has been developed as an academic subject with resources that take complete beginners to IGCSE and beyond to AS and A level.
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McCaskey, Patrick H., and Donald L. Brady. "The current status of course offerings in pricing in the business curriculum." Journal of Product & Brand Management 16, no. 5 (August 28, 2007): 358–61. http://dx.doi.org/10.1108/10610420710779654.
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Sprouse III, Charles E., Maximilian Davy, Anna Doyle, and Grace Rembold. "A Critical Survey of Environmental Content in United States Undergraduate Mechanical Engineering Curricula." Sustainability 13, no. 12 (June 21, 2021): 6961. http://dx.doi.org/10.3390/su13126961.
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This survey examines how mechanical engineers are being prepared to be responsible stewards of the environment by offering a multi-channeled look at a diverse collection of twelve US colleges and universities, with connections to the larger global context. This study enumerates the external influences of professional organizations, those responsible for program accreditation (Accreditation Board for Engineering and Technology (ABET)), professional conduct (American Society of Mechanical Engineers), and licensure (National Council of Examiners for Engineering and Surveying, National Society of Professional Engineers). At the curricular level, this study presents current mechanical engineering curricula via core courses (required at most institutions) and non-core courses (required at a minority of institutions or elective courses). The curriculum study identifies fifteen core courses and uses the Open Syllabus Project and online bookstores to identify a representative textbook and classify the environmental content therein. Immediate results show the environment receiving sparse treatment in core course textbooks, institutions having zero environment-focused degree requirements, and a tendency towards offering electives that are narrowly focused on green technologies. Elective offerings mirror ABET’s recent move away from emphasizing the “broad education necessary to understand the impact” of engineering solutions to instead “consider the impact of” engineering solutions in an environmental context. Overall, the environmental education mechanical engineers are receiving is insufficient in amount and lacking in scientific and ethical foundation. Ideally, every mechanical engineering program should include coordinated environmental content throughout the curriculum and require at least one course that teaches both environmental design principles and the importance of environmental stewardship. A novel approach eschews the typical artes mechanicae course structure to teach environmental stewardship in the artes liberales educational tradition, emphasizing multi-dimensional thinking by employing great books style discussions of seminal scientific, ethical, and technological works.
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Baker, Anne. "Error analysis and language comparison as teaching strategies for German as a foreign language in a South African context." Problemy Wczesnej Edukacji 37, no. 2 (March 30, 2017): 103–10. http://dx.doi.org/10.5604/01.3001.0010.5582.
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Since 2015 there has been increased protest action by students at South African universities. One of the issues is decolonizing the curriculum. Academics have been re-thinking the curricula of various academic offerings. Recognizing the African heritage of students studying German could be in the form of comparing the first language (L1) of black African learners with German in order to facilitate learning the target language (TL). Specific examples of similarities and differences between German and Zulu are addressed in this article.
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Jones, C. Jessie, and Roberta E. Rikli. "The Revolution in Aging: Implications for Curriculum Development and Professional Preparation in Physical Education." Journal of Aging and Physical Activity 2, no. 3 (July 1994): 261–72. http://dx.doi.org/10.1123/japa.2.3.261.
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Despite dramatic increases in the older adult population, curriculum development in the area of physical activity and aging has been minimal or nonexistent in most physical education departments in higher education. As a consequence, many practitioners leading programs for older adults have had to rely primarily on self-study and on-the-job training for the knowledge and skills they need. The purpose of this paper is to suggest minimum competencies for preparing specialists in the field of physical activity and aging and to recommend corresponding curriculum development. Suggested core offerings for a concentration in physical activity and aging are presented, including specific course content for three specialty courses: physical activity and aging, physical assessment and exercise programming for older adults, and therapeutic exercise for age related chronic conditions. In view of the fact that many departments are faced with declining budgets and program cutbacks, alternative strategies for curricular revision and for integrating gerontological content into the existing physical education curriculum are discussed.
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Daaleman, Timothy P., Mindy Storrie, Gary Beck Dallaghan, Sarah Smithson, Kurt O. Gilliland, and Julie S. Byerley. "Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110104. http://dx.doi.org/10.1177/23821205211010479.
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Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.
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Mohan, V., D. Doctor, W. Hersh, and J. Valerius. "Collaboration Leads to Enhanced Curriculum." Applied Clinical Informatics 06, no. 01 (2015): 200–209. http://dx.doi.org/10.4338/aci-2014-10-cr-0086.
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Summary Background: In 2007, we initiated a health information management (HIM) track of our biomedical informatics graduate program, and subsequent ongoing program assessment revealed a confluence of topics and courses within HIM and clinical informatics (CI) tracks. We completed a thorough comparative analysis of competencies derived from AMIA, AHIMA, and CAHIIM. Coupled with the need to streamline course offerings, the process, described in this paper allowed new opportunities for faculty collaboration, resulted in the creation of a model assessment for best practice in courses, and led to new avenues of growth within the program. Objective: The objective of the case study is to provide others in the informatics educational community with a model for analysis of curriculum in order to improve quality of student learning. Methods: We describe a case study where an academic informatics program realigned its course offerings to better reflect the HIM of today, and prepare for challenges of the future. Visionary leadership, intra-departmental self-analysis and alignment of the curriculum through defined mapping process reduced overlap within the CI and HIM tracks. Teaching within courses was optimized through the work of core faculty collaboration. Results: The analysis of curriculum resulted in reduction of overlap within course curriculum. This allowed for additional and new course content to be added to existing courses. Conclusions: Leadership fostered an environment where top-down as well as bottom-up collaborative assessment activities resulted in a model to consolidate learning and reduce unnecessary duplication within courses. A focus on curriculum integration, emphasis on course alignment and strategic consolidation of course content raised the quality of informatics education provided to students. Faculty synergy was an essential component of this redesign process. Continuous quality improvement strategy included an ongoing alignment of curriculum and competencies through a comparative analysis approach. Through these efforts, new innovation was possible. Citation: Valerius J, Mohan V, Doctor D, Hersh W. Collaboration leads to enhanced curriculum. Appl Clin Inf 2015; 6: 200–209http://dx.doi.org/10.4338/ACI-2014-10-CR-0086
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Ayalon, Hanna. "Nonhierarchical Curriculum Differentiation and Inequality in Achievement: A Different Story or More of the Same?" Teachers College Record: The Voice of Scholarship in Education 108, no. 6 (June 2006): 1186–213. http://dx.doi.org/10.1177/016146810610800604.
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Although the ideology behind curriculum differentiation presents it as a strategy for reducing educational inequalities, the research shows that, contrary to expectations, differentiation enhances inequalities. This may be a result of the stratified nature of most forms of curriculum differentiation that have been analyzed in existing research. Previous research has not looked into the implications of nonstratified curriculum differentiation on educational inequalities. This article attempts to fill this void by examining the effect of variations in subject offerings on gender and socioeconomic inequality in course taking and achievement in Israeli secondary education, where students can choose from among advanced courses that yield similar educational opportunities. Multilevel analysis was performed on 18,704 academic track students, distributed among 198 schools, who graduated in 1992. The main findings are as follows: Curricular differentiation is associated with increasing gender and socioeconomic inequality in course taking. When students can choose alternative subjects, boys and socially privileged students increase their concentration in advanced sciences courses. That concentration is accompanied by increasing inequality in achievement. The findings are interpreted, taking into account the constraints that ascriptive characteristics of the students pose on making curricular choices.
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Barrett, Janet Revell. "Policy at the Intersection of Curriculum and Music Teacher Agency." Music Educators Journal 107, no. 1 (September 2020): 37–42. http://dx.doi.org/10.1177/0027432120939646.
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Music teachers seek imaginative openings to expand the reach and scope of the music curriculum, particularly by engaging more students in creative production and culturally relevant offerings. This article describes the work of a high school choral music educator who implemented new courses in Hip Hop Production by strategically navigating the policy process for course approval in his school district, informing the proposal with readily available data, consulting with colleagues, and aligning the purposes of the courses with district initiatives. As a case of music teachers’ curricular agency, this story illustrates valuable orientations and principles of change that open up avenues for the expansion of music programs in the context of district-level policy environments.
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Bhavani, M. Ganga, and Anupam Mehta. "Forensic Accounting Education in the UAE." Accounting and Finance Research 7, no. 1 (January 4, 2018): 214. http://dx.doi.org/10.5430/afr.v7n1p214.
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This paper presents the current scenario of offerings and availability of forensic accounting education in universities in the UAE. This study is useful in gaining a complete understanding of available courses on forensic accounting at the graduate and postgraduate level, especially in accounting specialization. The results will help provide an insight into the direction of forensic accounting education in the UAE, where developing and improving forensic accounting education offerings has created serious buzz across the globe. Because of the increasing number of various corporate scandals all over the world, forensic accounting education has become the order of the day, and every accounting student needs to be trained in this field and every university has to offer it as part of the curriculum. The results of this study show that very few universities in the UAE offer and focus on this course as part of their curriculum in graduate and postgraduate levels. This study takes into consideration the current scenario of this course’s offerings among UAE universities, and the second outcome of this paper provides a comparison of course contents with the recommendations of the National Institute of Justice (NIJ) in the USA.
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Veenendaal, B. "Addressing the Challenges of a Quarter Century of Giscience Education: A Flexible Higher Education Curriculum Framework." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-6 (April 23, 2014): 107–12. http://dx.doi.org/10.5194/isprsarchives-xl-6-107-2014.
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A wide range of geographic information science (GIScience) educational programs currently exist, the oldest now over 25 years. Offerings vary from those specifically focussed on geographic information science, to those that utilise geographic information systems in various applications and disciplines. Over the past two decades, there have been a number of initiatives to design curricula for GIScience, including the NCGIA Core Curriculum, GIS&T Body of Knowledge and the Geospatial Technology Competency Model developments. The rapid developments in geospatial technology, applications and organisations have added to the challenges that higher educational institutions face in order to ensure that GIScience education is relevant and responsive to the changing needs of students and industry. This paper discusses some of the challenges being faced in higher education in general, and GIScience education in particular, and outlines a flexible higher education curriculum framework for GIScience.
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Maceli, Monica Grace. "Making the future makers." Library Hi Tech 37, no. 4 (November 18, 2019): 781–93. http://dx.doi.org/10.1108/lht-01-2019-0005.
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Purpose The purpose of this paper is to identify and explore curriculum related to makerspaces and making within library and information science graduate programs and continuing education opportunities available to librarians. These findings are compared against prior assessments of makerspace-related educational offerings, as well as contrasted with recent practitioner survey results indicating the number of library practitioners involved in makerspace work and their needs. Design/methodology/approach This paper employs content analysis to assess makerspace topics within American Library Association (ALA)-accredited library and information science Masters programs’ course catalogs and in continuing education opportunities for librarians. Findings This work identified a total of eight courses from seven ALA-accredited Masters of Library Science programs relating to makerspace and making topics. A series of past and current makerspace-related continuing education opportunities were noted, with a variety of durations and structures, all offered in online format. As compared to prior research, these findings describe a notable increase in training and curriculum relating to library makerspaces. Research limitations/implications A limitation of this work is the difficulty in assessing frequency of course offerings, details regarding special topics courses and the potential continuing education materials that may have been removed from the internet since their offering. Originality/value Although significant research efforts have focused on makerspaces, little work has directly assessed the ongoing impact of the makerspace trend on library and information science graduate programs and continuing education opportunities.
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Dickinson, George E., Paul D. Roof, and Karin W. Roof. "End-of-Life Issues in United States Veterinary Medicine Schools." Society & Animals 18, no. 2 (2010): 152–62. http://dx.doi.org/10.1163/156853010x492006.
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AbstractThe purpose of this research endeavor was to determine the status of dying, death, and bereavement as topics within the curricula of the 28 veterinary medicine schools in the United States. Data were obtained via a mailed questionnaire (100% return rate). Results revealed that over 96% of the schools have offerings related to end-of-life issues, with 80% of students exposed to these offerings. The average number of hours students devote to end-of-life issues is 14.64, about the same as for U.S. medical and baccalaureate nursing schools. Topics covered most often are “euthanasia” and “communication with owners of dying animals.” Veterinary schools over-whelmingly note that dying, death, and bereavement are important topics. It might be helpful to veterinary medicine students if their own feelings regarding dying and death were addressed early in the curriculum and throughout class activities and clinical work. Veterinarians would likely relate better to animal guardians and to nonhuman animals themselves if they felt more comfortable with dying and death.
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Superio, Rizzamila R. "Extensive curriculum assessment as the basis for a proposed Augustinian K to 12 curriculum in selected Philippines educational institutions." International Journal of ADVANCED AND APPLIED SCIENCES 9, no. 11 (November 2022): 20–33. http://dx.doi.org/10.21833/ijaas.2022.11.003.
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This quantitative-qualitative research aimed to assess the existing K to 12 curriculum of the member schools of the Province of Santo Niño de Cebu in terms of learning objectives, learning content, learning experiences, and evaluation of learning outcomes. This study utilized the one hundred sixty-two (162) administrators and teachers as respondents coming from the member schools of the Province of Santo Niño de Cebu namely, Colegio San Agustin-Biñan, University of San Agustin, Colegio San Agustin-Bacolod, Colegio del Santo Niño, and San Jose Catholic School in the Philippines. Using Hilda Taba’s linear model, the result showed that the level of implementation of the existing curriculum of the member schools in terms of the four curriculum components, except for the evaluation of learning outcomes, was extensive and functioning excellently. There is no significant difference in the K to 12 curriculum in terms of learning objectives when schools are grouped according to location and accreditation status. As to learning content, learning experiences, and evaluation of learning outcomes, significant differences existed when schools are categorized as to years of existence, enrolment size, type of school, and academic qualification of faculty members. Therefore, any educational institution should maintain its quality and excellent education by ensuring that its curricular offerings are reviewed periodically in terms of the four curriculum components mentioned in this study.
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ALADE, Ibiwumi A. "Curriculum Offerings and Self-Reliance Education in a Southwestern College of Education in Nigeria." Journal of Teaching and Teacher Education 5, no. 1 (January 1, 2017): 19–26. http://dx.doi.org/10.12785/jtte/050102.
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Schwartz-Shea, Peregrine. "Is This the Curriculum We Want? Doctoral Requirements and Offerings in Methods and Methodology." PS: Political Science & Politics 36, no. 3 (July 2003): 379–86. http://dx.doi.org/10.1017/s1049096503002488.
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Domina, Thurston, Andrew M. Penner, Emily K. Penner, and Annemarie Conley. "Algebra for All: California's Eighth-Grade Algebra Initiative as Constrained Curricula." Teachers College Record: The Voice of Scholarship in Education 116, no. 8 (August 2014): 1–32. http://dx.doi.org/10.1177/016146811411600801.
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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 offerings and placing more students into Algebra I. This paper provides a quantitative single-case research study of policy-driven curricular intensification in one California school district. Research Questions (1a) What effect did 8th eighth grade curricular intensification have on mathematics course enrollment patterns in Towering Pines Unified schools? (2b) How did the distribution of prior achievement in Towering Pines math classrooms change as the district constrained the curriculum by universalizing 8th eighth grade Algebra? (3c) Did 8th eighth grade curricular intensification improve students’ mathematics achievement? Setting Towering Pines is an immigrant enclave in the inner-ring suburbs of a major metropolitan area. The district's 10 middle schools together enroll approximately 4,000 eighth graders each year. The districts’ students are ethnically diverse and largely economically disadvantaged. The study draws upon administrative data describing 8th eighth graders in the district in the 2004–20-05 through 2007–20-08 school years. Intervention/Program/Practice During the study period, Towering Pines dramatically intensified middle school students’ math curricula: In the 2004–20-05 school year 32% of the district's 8th eighth graders enrolled in Algebra or a higher- level mathematics course; by the 2007–20-08 school year that proportion had increased to 84%. Research Design We use an interrupted time-series design, comparing students’ 8th eighth grade math course enrollments, 10th grade math course enrollments, and 10th grade math test scores across the four cohorts, controlling for demographics and prior achievement. Findings/Results We find that students’ odds of taking higher level mathematics courses increased as this district implemented the state's Algebra mandate. However, even as the district implemented a constrained curriculum strategy, mathematics achievement growth between 6th sixth and 10th grade slowed and the achievement advantages associated with 8th eighth grade Algebra declined. Conclusions/Recommendations Our analyses suggest that curricular intensification increased the inclusiveness and decreased the selectivity of the mathematics tracking regime in Towering Pines middle schools. However, the findings suggest that this constrained curriculum strategy may have may have unintended negative consequences for student achievement.
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Horel, John D., Donna Ziegenfuss, and Kevin D. Perry. "Transforming an Atmospheric Science Curriculum to Meet Students' Needs." Bulletin of the American Meteorological Society 94, no. 4 (April 1, 2013): 475–84. http://dx.doi.org/10.1175/bams-d-12-00115.1.
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The Department of Meteorology (now Atmospheric Sciences) at the University of Utah faced reductions in state funding in 2008 that reduced support for nontenured instructors at the same time that the faculty were becoming increasingly successful obtaining federally supported research grants. A faculty retreat and subsequent discussions led to substantive curriculum changes to modernize the curriculum, enhance course offerings for undergraduate and graduate students, and improve the overall efficiency of the academic program. Maintaining discipline standards and existing teaching loads were important constraints on these changes. Key features of the curriculum revisions for undergraduate majors included eliminating a very rigid course progression; shifting the emphasis from required courses to elective courses; offering many courses only every other year; and relying on half-semester short courses to survey subject areas rather than focusing in depth on fewer ones. The curriculum changes were evaluated through surveys and individual and focus group discussions of students and faculty. While the feedback suggests that the changes overall were beneficial, the transitional period during which the changes were implemented was difficult for faculty and students alike. Faculty members have opportunities now to adjust courses based on their experiences gained teaching these courses in their new format. The feedback from students and faculty suggests that building improved relationships and interactions among co-enrolled undergraduate and graduate students is the greatest need in order to improve the classroom learning environment.
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Kong, Jocelyn I. "Level of Awareness, Preparedness and Readiness of the Technical - Vocational Education Institutions in the Implementation of the K to 12 Curriculum in Zamboanga Peninsula." JPAIR Institutional Research 10, no. 1 (July 6, 2017): 102–10. http://dx.doi.org/10.7719/irj.v10i1.535.
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The K-12 curriculum is the main focus of the educational system of the Philippines today. Technical-Vocational Education Institutions are mandated to offer the Technical-Vocational Livelihood Track of the K-12 curriculum. The study determined the level of awareness, preparedness and readiness of the Technical-Vocational Education Institutions (TVEI) in the implementation of the K-12 curriculum in Zamboanga Peninsula. The sample consisted of three hundred eight (308) faculty and staff of the selected TVEI in Zamboanga Peninsula for the School year 2014-2015. Both quantitative and qualitative research design using descriptive survey method and total enumeration sampling in the selection of the respondents was employed. A Likert-Type questionnaire was used in the gathering of data. The findings showed that there was a significant relationship in the level of awareness, preparedness and readiness of the TVEI in the implementation of K-12 curriculum in terms of curriculum, faculty, equipment, facility, funding and infrastructure. However, there are still possible problems that the TVEI had identified in the implementation of the grades 11 and 12 as perceived by the respondents. These are lack of facilities and equipment, insufficient teachers' manual, poverty among students and lack of books. The study recommends that TVEI in Zamboanga Peninsula, partners with CHED, DepEd, TESDA and other agencies to offer or implement the K-12 curriculum in their institution starting school year 2016. TESDA motivates the different TechVoc institutions in terms of fundings and whichever support in assessing the curricular offerings offered by the institution.
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Elsworth, Gerald R. "School Size and Diversity in the Senior Secondary Curriculum: A Generalisable Relationship?" Australian Journal of Education 42, no. 2 (August 1998): 183–203. http://dx.doi.org/10.1177/000494419804200205.
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UNDERPINNING the debate on the desirable size of secondary schools is the assumption that larger schools are able to offer a more diverse curriculum and thereby provide greater equality of educational opportunity and outcomes. A detailed study of curriculum provision at Year 12 in Victoria showed that the positive relationship between school size and the number of distinct subjects offered was generalisable across ‘mainstream’ schools and all curriculum fields. But many small schools were able to offer a broad range of subjects, and the increase in diversity with school size was uneven across fields. Furthermore, evidence that students actually enrolled in the additional subjects offered in the larger schools was equivocal. It remains problematic whether the apparent diversity in Year 12 subject offerings achieved in the new, larger, secondary colleges in Victoria has led to a more equitable curriculum.
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Royer, Shawn L. "David Baker: The Nexus of Jazz Curriculum and the Civil Rights Movement at Indiana University." Journal of Historical Research in Music Education 43, no. 2 (March 8, 2022): 142–61. http://dx.doi.org/10.1177/15366006221081885.
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In 1966, David Baker, a Black man and esteemed jazz musician and composer, created and developed the Jazz Studies program at Indiana University (IU). The purpose of this study was to investigate how David Baker came to join the faculty and created the Jazz Studies program at IU through an examination of the school’s course offerings and historical context between the years 1949–1969. This time period captures when jazz was evolving from its roots as an informally learned art form into one that was taught in academic settings, as well as important evolutionary moments in jazz, specifically the transition from bebop and cool jazz through the development of hard bop, modal jazz, and Third Stream. Finally, it captures the tumultuous Civil Rights Movement of the 1950s and 1960s which coincided with IU’s hiring of David Baker and the school’s decision to begin to include jazz courses in its curricular offerings. This examination concludes with a discussion of relevant implications for jazz and music education.
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Meyer, Robert. "The Hospitality Industry Entering The Life Care Market: Implications for Hotel Restaurant And Institutional Management Curricula." Hospitality Education and Research Journal 12, no. 2 (February 1988): 241–47. http://dx.doi.org/10.1177/109634808801200224.
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The hotel industry is entering the life care market. The basis for this decision is the expanding aging market in America. These new housing units are the result of earlier studies and models. The new breed of management needs education on the aging resident. There are clear implications for future curriculum offerings in the H.R.I program.
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Khadiagala, Gilbert M. "Notes on Teaching Interdisciplinary African Studies Courses." A Current Bibliography on African Affairs 24, no. 4 (June 1993): 343–62. http://dx.doi.org/10.1177/001132559302400401.
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This article provides two samples of interdisciplinary courses in African studies drawing primarily from available African sources. Its main premise is that students and teachers of African studies could benefit from integrating materials from both the social sciences and humanities. Comparative and thematic, these courses are aimed at facilitating the enhancement of the course offerings in liberal arts curriculum.
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Clements, K., R. L. Garrie, S. H. Houser, E. S. Berner, and A. D. Dorsey. "Bridging the Gap." Applied Clinical Informatics 06, no. 02 (2015): 211–23. http://dx.doi.org/10.4338/aci-2014-09-ra-0083.
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SummaryBackground: Health Information Management (HIM) and Health Informatics (HI) were very separate professions when they were first formed. However, with the increasing adoption of electronic health records, the interests of the two fields have become more aligned.Objectives: To describe the evolution of a joint master’s program in health informatics(HI) and health information management (HIM)Methods: After analyzing workforce needs, and reviewing both CAHIIM accreditation requirements and existing curricular offerings in separate programs in HIM and HI, a joint program was developed.Results: An HI master’s program with a core curriculum for all students and tracks in Data Analytics, User Experience and Advanced Practice HIM was developed. A model for a comprehensive examination, based on the CAHIIM competencies, to be administered prior to and after the core curriculum was also developed.Conclusions: A core and track curriculum that incorporates HIM education as part of the Master of Science of Health Informatics provides a feasible roadmap for the future as HIM and HI become more closely aligned.Citation: Dorsey AD, Clements K, Garrie RL, Houser SH, Berner ES. Bridging the gap – a collaborative ppproach to health information management and informatics education. Appl Clin Inf 2015; 6: 211–223http://dx.doi.org/10.4338/ACI-2014-09-RA-0083
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Duda, Gintaras Kazimieras, and Mary Ann Danielson. "Collaborative curricular (re)construction - Tracking faculty and student learning impacts and outcomes five years later." International Journal for Students as Partners 2, no. 2 (December 4, 2018): 39–52. http://dx.doi.org/10.15173/ijsap.v2i2.3568.
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The Collaborative Curricular (re)Construction, or C3, was an initiative at Creighton University that paired faculty (academics) and students in a process of backward course design, in two cohorts, in the 2013/14 and 2014/15 academic years. Faculty/student pairs worked over the span of a year to redesign a course within their discipline; courses ranged from theory-, skill-, and laboratory-based courses. The study investigated four primary questions:
(1) Was C3 an effective tool for faculty development?
(2) Did students emerge from the C3 experience changed as learners?
(3) Did the course revisions result in increased student learning in subsequent course offerings?
(4) Did the effects of the C3 workgroup affect curriculum as well as the culture within the program or department?
Previous work has described the immediate impact to faculty and student; here, however, findings include the long-term impact on faculty and on student learning in the redesigned courses. Results conclude that even a brief faculty/student collaborative redesign experience has lasting impacts on student learning and, in several cases, on program-wide curriculum.
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Odera, Stephanie, M. Alex Wagaman, Ashley Staton, and Aaron Kemmerer. "Decentering Whiteness in Social Work Curriculum." Advances in Social Work 21, no. 2/3 (September 23, 2021): 801–20. http://dx.doi.org/10.18060/24151.
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The social work profession has historically been dominated by the presence and perspectives of whiteness. The centering of whiteness in social work education is reflected in course offerings, course content, assignment construction, and inherent racialized assumptions about who clients and social workers will be in practice spaces. Critical race theory (CRT) and liberation theory provide a framework for considering how to make visible the ways in which white supremacy is embedded in social work education, and to identify strategies for disrupting its presence by decentering whiteness. The purpose of this project is to foster critical thought about ways to dismantle racism and white supremacy in social work educational spaces. Using the reflexive methodology of collaborative autoethnography, the four authors - two course instructors and two students - with varying racial identities and positionalities, reflected on the experiences of coming to, being in, and transitioning out of the course. Areas of convergence and divergence in the autoethnographic reflections revealed strategies such as embracing vulnerability, promoting authentic relationships, and normalizing emotional as well as cognitive engagement for decentering whiteness in social work education. Implications and recommendations for social work educators and students committed to engaging in anti-racist practice are also discussed
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Perry, Laura, and Christopher Lubienski. "Between-school stratification of academic curricular offerings in upper secondary education: school decision-making, curriculum policy context, and the educational marketplace." Oxford Review of Education 46, no. 5 (May 5, 2020): 582–600. http://dx.doi.org/10.1080/03054985.2020.1739012.
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Sherman, Peter S. "A Prescriptive Approach To Introducing An Experiential Entrepreneurship Course In Undergraduate Education." College Teaching Methods & Styles Journal (CTMS) 2, no. 1 (July 22, 2011): 1. http://dx.doi.org/10.19030/ctms.v2i1.5246.
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Universities are continually adding entrepreneurship courses to their curriculum. Duhaime and Hitt (2000) found 82% of schools offered entrepreneurship courses at the undergraduate level and 69% of masters programs had offerings in entrepreneurship. A much smaller number of programs offer courses that require that the students actually start the business. The requirement of new venture creation adds an enormous amount of complexity to the teaching experience. Although each pedagogical endeavor will vary, this manuscript details one such experience, including the challenges and various successes of the course and offers recommendations for those professors and/or deans interested in adding a real-life experiential entrepreneurship course to their curriculum.
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Ranjbar, Noshene, Amelia Villagomez, Audrey J. Brooks, Mari Ricker, Patricia Lebensohn, and Victoria Maizes. "Assessing Integrative Psychiatry Curriculum Needs." Global Advances in Health and Medicine 8 (January 2019): 216495611882158. http://dx.doi.org/10.1177/2164956118821585.
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Background Research on incorporating integrative medicine (IM) into medical training is increasing. Programs and organizations around IM have been established, but there has not previously been a needs assessment focused on integrating IM into psychiatry training. Objectives The results of a needs assessment of training directors and faculty, focused on interest and priorities for developing an IM curriculum for psychiatry training programs, are described. Methods Psychiatry Training Directors and faculty were invited to participate in a detailed electronic survey. Areas of inquiry included (a) IM content areas to include in training; (b) IM approaches to specific medical conditions; (c) existing IM content; (d) importance, interest, and strategies for IM training; and (e) availability of wellness programs for trainees. Results Thirty-six respondents from psychiatry training programs completed the survey. Of the training programs represented by the respondents, 50% indicated that they currently had IM content in their curriculum; only 11.8% of them rated their programs’ existing IM content as sufficient. Content areas rated most highly for inclusion in a psychiatry IM curriculum included sleep health, motivational interviewing, and self-care. Respondents indicated incorporating IM into the psychiatry training curriculum (47%) or as an elective (44%) as the desired implementation strategy, with experiential onsite activities demonstrating IM topics (67%) and online modules supplemented by local faculty (58%) as the 2 most desirable learning formats. Significant barriers identified were time constraints, lack of faculty expertise in IM, current lack of curricular requirements for IM competencies, and budgetary limitations. Conclusion Responses to the survey suggest that faculty need support and additional education in implementing IM training. A standardized, online curriculum could help meet that need. Our results also indicate that wellness programs for residents are currently inadequate; bolstering them could help address burnout and increase the knowledge psychiatrists have of IM modalities. The types of institutions represented by faculty interested in further developing IM offerings vary considerably, as do their current efforts to integrate IM into training programs.
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Poetsch, Susan. "Unrecognised language teaching: Teaching Australian Curriculum content in remote Aboriginal community schools." TESOL in Context 29, no. 1 (December 30, 2020): 37–58. http://dx.doi.org/10.21153/tesol2020vol29no1art1423.
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The case study in this article offers a descriptive account of challenges involved in teaching Australian Curriculum content in the common teaching context in remote communities where an Indigenous language is spoken as the everyday form of communication and students learn English in what is essentially a foreign language setting. An on-theground description of the work of a Primary school teaching team servesto illustrate the language teaching aspect of delivering Australian Curriculum content in areas such as History, Geography and Science. This aspect of the teaching team’s work is underestimated in the curriculum itself and in the guidance provided to teachers, yet is essential for student learning in this context. While the team draws on students’ L1 and early L2 English proficiency abilities to teach curriculum content, this work is not expedited from outside their classroom. An analysis of current curriculum offerings and the teaching team’s approaches finds that they receive little direction for the extensive language planning required. The findings suggest an urgent need for tailor-made curriculum and teacher guidance which better recognise this dual language context. This article canvases different curriculum settings that would alleviate this situation considerably, not only for this teaching team but for others in similar remote schools.
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Resh, Nura, and Aaron Benavot. "Educational governance, school autonomy, and curriculum implementation: diversity and uniformity in knowledge offerings to Israeli pupils." Journal of Curriculum Studies 41, no. 1 (February 2009): 67–92. http://dx.doi.org/10.1080/00220270802446826.
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Islam, Mohammed A., Seher A. Khan, and Rahmat M. Talukder. "Status of physiology education in US Doctor of Pharmacy programs." Advances in Physiology Education 40, no. 4 (December 2016): 501–8. http://dx.doi.org/10.1152/advan.00073.2016.
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The purpose of the present study was to assess the current status of physiology education in US Doctor of Pharmacy (PharmD) programs. A survey instrument was developed and distributed through SurveyMonkey to American Association of Colleges of Pharmacy (AACP) Biological Sciences section members of 132 PharmD programs. Survey items focused on soliciting qualitative and quantitative information on the delivery of physiology curricular contents and faculty perceptions of physiology education. A total of 114 programs responded to the survey, resulting in a response rate of 86%. Out of 114 schools/colleges, 61 programs (54%) offered standalone physiology courses, and 53 programs (46%) offered physiology integrated with other courses. When integrated, the average contact hours for physiology contents were significantly reduced compared with standalone courses (30 vs. 84 h, P < 0.0001). Survey respondents identified diverse strategies in the delivery and assessment of physiology contents. Eighty percent of the responding faculty ( n = 204) agree/strongly agree that physiology is underemphasized in PharmD curriculum. Moreover, 67% of the respondents agree/strongly agree that physiology should be taught as a standalone foundational course. A wide variation in the depth and breadth of physiology course offerings in US PharmD programs remains. The reduction of physiology contents is evident when physiology is taught as a component of integrated courses. Given current trends that favor integrated curricula, these data suggest that additional collaboration among basic and clinical science faculty is required to ensure that physiology contents are balanced and not underemphasized in a PharmD curriculum.
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Zhang, Jingjing, Yehong Yang, Elena Barberà, and Yu Lu. "Mapping Network Structure and Diversity of Interdisciplinary Knowledge in Recommended MOOC Offerings." International Review of Research in Open and Distributed Learning 23, no. 2 (May 1, 2022): 1–24. http://dx.doi.org/10.19173/irrodl.v23i2.5590.
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In massive open online courses (MOOCs), recommendation relationships present a collection of associations that imply a new form of integration, such as an interdisciplinary synergy among diverse disciplines. This study took a computer science approach, using the susceptible-infected (SI) model to simulate the process of learners accessing courses within networks of MOOC offerings, and emphasized the potential effects of a network structure. The current low rate of access suggests that a ceiling effect influences learners’ access to learning online, given that there are thousands of courses freely available. Interdisciplinary networks were created by adding recommended courses into four disciplinary networks. The diversity of interdisciplinarity was measured by three attributes, namely variety, balance, and disparity. The results attest to interesting changes in how the diversity of interdisciplinary knowledge grows. Particularly remarkable is the degree to which the diversity of interdisciplinarity increased when new recommended courses were first added. However, changing diversity implied that neighbouring disciplines were more likely to come to the forefront to attach to the interdisciplinarity of MOOC offerings, and that the pace of synergy among disparate disciplines slowed as time passed. In the absence of domain experts, expert knowledge is not sufficient to support interdisciplinary curriculum design. More evidence-based analytics studies showing how interdisciplinarity evolves in course offerings could help us to better design online courses that prepare learners with 21st-century skills.
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McKenney, C. B., and D. L. Auld. "Survival in the `90s: How a Non-land-grant School Maintains Its Horticulture Program." HortScience 31, no. 4 (August 1996): 693g—694. http://dx.doi.org/10.21273/hortsci.31.4.693g.
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With the current climate of consolidation in academia, maintaining viable discipline-oriented curricula requires concerted effort. In the past 8 years, the horticulture program at Texas Tech reduced the number of degree programs and faculty while it increased the course offerings available and quadrupled the enrollment in horticulture courses. This increase in productivity and program security came about through the efforts of the College and the Department. The designation of the Introductory Horticulture course as a core curriculum lab science elective dramatically raised enrollment. The introduction of horticulture as a minor within the College and across the University resulted in many of the horticulture courses being accessed by students previously not reached. In addition, efforts to create articulation agreements with and actively recruit students from 2- year institutions are beginning to show some success. The greatest future impact appears to be in the creation of mutually beneficial distance education alliances with other 2- and 4-year institutions. Areas of continued concern include balancing faculty teaching and research loads, frequency of upper level course offerings, and identifying large classroom facilities during peek hours. Support facility space utilization, pressing time constraints and “faculty burn-out” are also current problem areas associated with increased faculty productivity levels.
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Price, Laurie. "The Mismatch Between Anthropology Graduate Training and the Work Lives of Graduates." Practicing Anthropology 23, no. 1 (January 1, 2001): 55–57. http://dx.doi.org/10.17730/praa.23.1.k43626683024565w.
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A glaring mismatch exists between anthropology graduate programs in the United States and the careers of their graduates. Here, I focus on gaps in Ph.D. curricula, but similar patterns characterize many M. A. programs as well. In this article, I challenge the academic anthropology establishment to show that it is providing doctoral students with the knowledge, perspectives, and skills they need to realize optimal work lives. In my view, they are not. Nor are most students being prepared to weigh the ethics of getting the job done outside the ivory towers. Below I present data concerning curriculum offerings and degree requirements at the twenty largest anthropology Ph.D. programs in the nation. To provide context, I first remind the reader of employment patterns for new anthropology Ph.D.s. in the United States.