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Thematische Bibliographien / Dynamics of curriculum change

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Dynamics of curriculum change“

Autor: Grafiati

Veröffentlicht am 26. Juni 2021

Zuletzt aktualisiert am 9. Februar 2022

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Zeitschriftenartikel zum Thema "Dynamics of curriculum change"

1

HALL, ROBIN. „Knowledge Use and the Dynamics of Managing Curriculum Change“. Science Communication 18, Nr. 4 (Juni 1997): 342–61. http://dx.doi.org/10.1177/1075547097018004004.

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Vicente, Diego A., Obinna Ugochukwu, Michael G. Johnston, Chad Craft, Virginia Damin und Matthew D. Tadlock. „Preparing Austere Maritime Surgical Teams for Deployment During the COVID-19 Global Pandemic: Is It Time to Change the Training Pipeline?“ Military Medicine 186, Nr. 9-10 (28.08.2021): e873-e878. http://dx.doi.org/10.1093/milmed/usaa574.

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ABSTRACT Introduction Navy Medicine's Role 2 Light Maneuver (R2LM) Emergency Resuscitative Surgical Systems (ERSS) are austere surgical teams manned, trained, and equipped to provide life-saving damage control resuscitation and surgery in any environment on land or sea. Given the restrictions related to the COVID-19 pandemic, the previously established pre-deployment training pipeline for was modified to prepare a new R2LM team augmenting a Role 1 shipboard medical department. Methods The modified curriculum created in response to COVID-19 related restriction is compared and contrasted to the established pre-deployment R2LM ERSS curriculum. Subject Matter Experts and currently deployed R2LM members critically evaluate the two curricula. Results Both curricula included the team R2LM platform training and exposure to cadaver based team trauma skills training. The modified curriculum included didactics on shipboard resuscitation, anesthesia and surgery, shipboard COVID-19 management, and prolonged field care in austere maritime environments. Conclusions We describe Navy Medicines R2LM ERSS capability and compare and contrast the standard R2LM pre-COVID-19 curriculum to the modified curriculum. Central to both curricula, the standard R2LM platform training is important for developing and honing team dynamics, communication skills and fluid leadership; important for the successful function austere surgical teams. Several opportunities for improvement in the pre-deployment training were identified for R2LM teams augmenting shipboard Role 1 medical departments.

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J. Fahey, Shireen, John R. Labadie und Noel Meyers. „Turning the Titanic: inertia and the drivers of climate change education“. Journal of Applied Research in Higher Education 6, Nr. 1 (08.04.2014): 44–62. http://dx.doi.org/10.1108/jarhe-01-2013-0003.

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Purpose – The aim of this paper is to present the challenges external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The challenges to academics from competing factors are presented: internal resistance to changing existing curricula vs the necessity to continuously evolve programmes to reflect a dynamic, uncertain future. The necessity to prepare future leaders to face global issues such as climate change, dictates changing curricula to reflect changing personal, environmental and societal needs. Design/methodology/approach – This paper uses the case study method to examine two models of climate change curriculum design and renewal. One model, from an Australian university, is based upon national education standards and the second is a non-standards-based curriculum design, developed and delivered by a partnership of four North American universities. Findings – The key findings from this study are that the highest level of participation by internal-to-the-programme academics and administrators is required. Programme quality, delivery and content alignment may be compromised with either stand-alone course delivery and learning outcomes, or if courses are developed independently of others in the programme. National educational standards can be effective tools to guide course and programme management, monitoring, review and updating. Practical implications – The paper includes implications for postgraduate level curricula design, implementation and programme evaluation. Originality/value – The paper is the first to compare, contrast and critique a national standards-based, higher education curriculum and a non-standards-based curriculum.

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Farmer, Lesley S. J. „School librarians in Sweden: A case study in change“. IFLA Journal 45, Nr. 4 (02.05.2019): 344–52. http://dx.doi.org/10.1177/0340035219845018.

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This study reveals the complexities and dynamics of law, governance, and practice that have impacted school libraries in Sweden. The Education Act of 2010 and the Swedish Library Act of 2013, which mandated school libraries, did not address staffing, and that loophole has been given recent attention, especially in light of national curriculum changes and librarian shortages. The University of Borås’s School of Library and Information Science is the largest, leading institution within Sweden for preparing professional librarians. Their school librarianship faculty is in the process of changing its curriculum. This paper explains the school librarianship situation in Sweden as a case study of a change process in the profession.

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Shofa, Rizka Amalia. „Kurikulum dan Dinamika Perubahannya di Pondok Pesantren Universitas Islam Indonesia Yogyakarta.“ MANAGERIA: Jurnal Manajemen Pendidikan Islam 1, Nr. 1 (06.04.2018): 101–14. http://dx.doi.org/10.14421/manageria.2016.11-06.

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This paper is intended to express the concept and dynamics of curriculum change of Pondok Pesantren Universitas Islam Indonesia. The importance of the problem discussed is related to curriculum that is used by Pondok Pesantren as one of the foundations of the development of Islamic educational institutions that would potentially affect the development of Islamic education in Indonesia in general. The concept of curriculum which is applied does not follow the national curriculum that is used at school or college. The result of the research showed that there is a change in the destination and setting of the curriculum of Pondok Pesantren Universitas Islam Indonesia that referred to Universitas Islam Indonesia’s aim to be World Class University. The change affected the content of the curriculum, teaching materials, and the learning methods. A change impact on the activity of students who are not only prepared to be a mujtahid, but more geared to hone the ability of thinking and researching.

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Gibbs, Trevor. „Curriculum development: A dynamic change inside the chrysalis“. Medical Teacher 40, Nr. 5 (12.04.2018): 434–36. http://dx.doi.org/10.1080/0142159x.2018.1457286.

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Maharajh, Lokesh R., Thandi Nkosi und Mbekelezi C. Mkhize. „Teachers’ Experiences of the Implementation of the Curriculum and Assessment Policy Statement (CAPS) in Three Primary Schools in KwaZulu Natal“. Africa’s Public Service Delivery and Performance Review 4, Nr. 3 (01.12.2016): 371. http://dx.doi.org/10.4102/apsdpr.v4i3.120.

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This article examined on teachers’ experiences on the implementation of CAPS, using three primary schools in KwaZulu-Natal. This article employed the curriculum theory as an analytical framework. The aim of this article is to examine teacher’s experiences of the implementation of the Curriculum and Assessment Policy Statement (CAPS). The article employed a qualitative research design to gather data. The data gathered through the use of semi-structured face to face interviews with teachers. The findings of the article reveal that there are many dynamics and possibilities relating to curriculum change in South Africa. The findings of the article further reveal that despite the challenges facing CAPS, South Africa’s education system as a whole is plagued by challenges. The challenges are attributed to lack of resources and poorly trained teachers. The article concludes that understanding these dynamics depend, to a large extent, on paying attention to constraints and challenges influencing curriculum change. This article fills the knowledge-gap with reference to teacher’s first-hand knowledge of CAPS and the challenges associated with it. The article thus recommends that appropriate resources should be made available in order to ensure efficient and effective implementation of curriculum implementation. It also recommends that a teacher: learner ratio of 1:30 should be practiced to ensure that teachers give special attention to each learner.

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Fueyo, Vivian, George Roy und Phillip Vahey. „SunBay Digital Mathematics“. Educational Renaissance 1, Nr. 2 (19.02.2013): 103–10. http://dx.doi.org/10.33499/edren.v1i2.54.

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By leveraging the strengths and commitments of each of the partners, a university, a private nonprofit, and a middle-sized urban school district, collaborated to impact student learning of key concepts in middle-grade mathematics and to change mathematics teaching. The project targeted middle grades mathematics because success in it is the greatest predictor of later school achievement. In well-researched learning modules, students visualize, interact with, and analyze mathematical representations connected to dynamic simulations of real-life phenomena in a curricular learning system comprising dynamic technologies, curriculum replacement units, and professional development. Through planned professional development, teachers have the technological skills, pedagogical skills and mathematical content knowledge required to engage their students in an interaction between the software, the curriculum materials, and the mathematics. Student learning gains and changes in teacher pedagogical, technological, and mathematical content knowledge provide evidence of the project’s continued success after three years. Concomitant institutional changes in each of the partnering organizations attest to the project’s sustainable impact.

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Adu-Gyamfi, Samuel, und Eugenia Anderson. „History education in Ghana: a pragmatic tradition of change and continuity“. Historical Encounters: A journal of historical consciousness, historical cultures, and history education 8, Nr. 2 (06.05.2021): 18–33. http://dx.doi.org/10.52289/hej8.201.

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History education in Ghana has been situated within the pre-colonial, colonial and postcolonial trajectories and debates. Whereas there is a conscious effort by history teacher associations, academics and other interest groups to advance and develop the teaching of the subject at different levels of the educational system in Ghana, little attention has been paid to how the textbooks have conceptualised the cultural, ethnic and indigenous histories with their attendant differences and how they have affected or complicated narratives in the postcolonial setting of Ghana. Essentially, this contribution highlights how historical themes on empire, colonisation, decolonisation and the Commonwealth, and associated events, are explored in historiography and in the curricula of Ghana. This involves an examination of the dynamic relationship between political traditions, curriculum, historiography, and scholarship at university level. Overall, the paper highlights the political contexts that have shaped the various stages and manifestations of the history curriculum as it concerns British influence, decolonisation, independence and postcolonialism in Ghana before, during and after the development of the Nkrumahist and Danquah-Busia traditions.

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Zaman, Moh Kamilus. „PENGEMBANGAN KURIKULUM PAI BERBASIS KEMAJEMUKA“. Edupedia 3, Nr. 2 (08.01.2019): 43–49. http://dx.doi.org/10.35316/edupedia.v3i2.250.

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Social and development change requiring changes and developments in education curriculum.The dynamics of diversity in this country leads to nation disintegration which insists national education and institutions respond quickly for NKRI’s wholeness, because sometimes radical movements and thoughts on behalf of Islam. In relation with this problem, there are three steps in curriculum development that can be offered in this article, they are development of educational goals, materials or contents, and institutions

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Dissertationen zum Thema "Dynamics of curriculum change"

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Bay, Jennifer M. „Middle school mathematics curriculum implementation : the dynamics of change as teachers introduce and use standards-based curricula /“. free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953844.

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Channon, David. „Exploring the dynamics of higher education curriculum change in Myanmar : a case study of internationalisation in an English department“. Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10052077/.

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The thesis problematises the rationales for international and regional engagement in Myanmar’s higher education sector, with a particular focus on the curriculum, through Critical Discourse Analysis (CDA) of key documents related to the beginning of reform process in 2010 through to 2015. Two reports on Higher Education produced under the umbrella of the Comprehensive Education Sector Review (CESR) were analysed as well as a 2014 conference report on higher education in Myanmar. Interviews were carried out with development partners involved in the HE sector to determine their priorities for engagement. The analyses found evidence of a complex set of overlapping and competing policy discourses and rationales for the future of higher education in Myanmar related to economic growth, quality, autonomy, and regionalisation. A case study exemplifies competing rationales in the context of internationalisation. A small scale action research initiative, aimed at redesigning a strand of undergraduate curriculum at the English department of Yangon University was supported as part of a British Council led strategy aimed at establishing a nationwide teacher-training programme. Whilst the English department sought academic modernisation the international agency’s motives were predominantly political.

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Morrison, Eddie Michael. „Integration of knowledge of systematics in the teaching of population studies and biodiversity to grade 11 Life Sciences learners“. Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24766.

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The implementation of the National Curriculum Statement in 2006 saw the name of the subject known as Biology change to Life Sciences accompanied by changes in subject content. The curriculum committee excluded systematics as a separate unit from the new outcomes-based Life Sciences curriculum for grades 10 to 12 that was implemented in 2006. Educators had to include aspects of systematics in teaching these concepts without guidance from the curriculum. This posed the question whether mastery of population dynamics and biodiversity is dependent on content of systematics in the context of the new curriculum. The New Content Framework for Life Sciences implemented in 2009 reintroduced systematics as a single unit. This raised the question why systematics has been reintroduced in the Life Sciences curriculum. This study aims to determine the influence the exclusion of systematics as a separate unit from the Life Sciences curriculum, implemented in 2006, had on the teaching of population studies and biodiversity. Data was gathered by evaluating and analysing the relevant curriculum statements, work schedules and content frameworks. Semi-structured interviews were conducted, first in 2008 when systematics was excluded from the curriculum and then in 2009 after the reintroduction. The first interviews dealt with the exclusion of systematics and the second interviews queried the reintroduction of systematics in the New Content Framework. Interviews were conducted with grade 11 Life Sciences educators at two secondary schools and two curriculum developers involved in compiling the Life Sciences curriculum. An expert in systematics and another in ecology were interviewed about the exclusion of systematics. The workbooks of some grade 11 learners were studied. Classroom observations were conducted when the relevant topics were being covered in class. A number of reasons for the exclusion of systematics from the NCS were advanced. These included: there was no population dynamics expert in the curriculum development team, emphasis was placed on outcomes and not content, the academic background of the members of the curriculum team and the difficulty of teaching systematics, perceived to be uninteresting. There was disagreement whether systematics is essential for understanding population dynamics but there is consensus that the study of systematics influences biodiversity and its exclusion left a regrettable void. However, systematics should be taught in a more interesting way. Prior knowledge is important for understanding of certain processes and concepts as well as for the application of practical skills like problem-solving and scientific inquiry. The curriculum does not provide detailed guidance on the content and practical activities to be covered and educators are encouraged to develop their own curriculum and activities. Experienced educators with strong academic backgrounds in animal and plant sciences referred to or used knowledge of systematics in some lessons. In 2009, systematics was reintroduced in the Life Sciences curriculum to ensure that learners understand biodiversity and evolution through natural selection. It provides learners a better foundation to understand similarities and differences in the structure and function of different organisms and body plans and ensures that they use higher-order thinking skills when doing problem-solving and scientific inquiry activities.
Dissertation (MEd)--University of Pretoria, 2010.
Curriculum Studies
unrestricted

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Abba, S. B. „Some aspects of the dynamics of the curriculum changes in geography with special reference to the secondary school geography in Borno state in Nigeria“. Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381216.

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Thiessen, Dennis. „Curriculum change constructs and orientations“. Thesis, University of Sussex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.291535.

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Fullerton, Lindsay K. Barton Matthew. „Curriculum & program change manual“. [Cedar City, Utah : Southern Utah University], 2009. http://unicorn.li.suu.edu/ScholarArchive/Communication/FullertonLindsay.pdf.

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Thesis (M.S.)--Southern Utah University, 2009.
Title from PDF title page. "March 12, 2009." "In partial fulfillment of the requirement for the degree [of] Master of Arts in Professional Communication." "A capstone project presented to the faculty of the Communication Department at Southern Utah University." Dr. Matthew Barton, Thesis Supervisor Includes bibliographical references (p. 95-98).

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Molapo, Moyahabo Rodgers. „How educators implement curriculum change“. Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60963.

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This qualitative, exploratory study aims to understand how grade three educators in Limpopo, South Africa, approach the curriculum implementation. The study recognizes the National Curriculum Statements (NCS) as the core curriculum guideline for basic education in South Africa and that the Curriculum and Assessment Policy (CAPS) offers practical implementation guidelines and directives to the NCS. Triangulated data collection techniques, involving interviews, classroom observations and document analysis, were employed to gather information. In an effort to understand the daily realities educators experience in their implementation of curriculum changes, Rogan and Grayson?s (2003) theory of curriculum implementation was applied to nine case studies. The Atlas.ti software package was used to analyse data. The analysis of data revealed that inconsistencies existed between the optimistic? view of the Department of Education to improve curriculum implementation despite continuously changing the curriculum, and the pessimistic? scenario where educators consistently speak of obstacles to curriculum implementation. The main findings of the study show that CAPS implementation is hampered by inadequate training of teachers, poor understanding of curriculum reforms, poor involvement of educators in the curriculum development processes, poor resources and work overload. The study argues for the necessity to stabilize curriculum changes given the associated implementation challenges of policy overload within the South African education system. The study further shows that in the highly politicized education context of South Africa, curriculum implementation takes a back seat to institutional political machinations.
Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted

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Roseborough, LaKisha B. „The Change Process: Curriculum Change from the Teacher's Perspective“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3191.

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Teachers are experiencing change at a constant rate within school systems across the nation. Principals are preparing teachers to adapt the curriculum to meet standards that are state mandated. This study focused on the change process adopted by the principal for use in assisting teachers with implementation of curriculum and instructional strategies. Findings from this study will provide administrators’ strengths and weaknesses that are experienced during the change process. Through analysis of interviews, focus groups and documents, the researcher was able to unfold the perspectives of teachers as they relate to Fullan’s Change Theory with initiation, implementation, and institutionalizing the change and The Concerns Based Adoption Model.

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Laws, Christopher John. „Physical education, curriculum change and individualism“. Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243091.

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Priestley, Mark. „The social practices of curriculum making“. Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/255.

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This thesis is concerned with the ‘problem’ of change in education, an issue characterised in much of the literature as a paradox of innovation without change. The thesis draws upon school-based empirical research, undertaken in the context of the reactions by Geography, History and Modern Studies teachers to the notion of teaching integrated social subjects, set against the wider framework of the Scottish Executive’s curriculum policy. The thesis first sets the topic in its Scottish and wider context, before undertaking a comprehensive review of the themes that emerge from the worldwide literature on educational change. These include the paradox of innovation without change, teacher mediation of change initiatives, departmental and school cultures, the subject centredness of schooling and factors that have been noted to underpin successful change initiatives. The thesis sets out a theoretical position that draws upon the critical realist social theory of Margaret Archer. This approach posits a centrist approach to the contentious structure/agency debate, suggesting a complex relationship between social structures, cultural forms and individual agency, whereby social reproduction and transformation are played out through continual social interaction. From this foundation of theory, I develop a practical methodology for researching change in school settings. My empirical work consists of a questionnaire sent to 100 schools, and two linked case studies, where data was collected through semi-structured interviews, observations and analysis of school documents. The research identifies trends in school provision and, through the case studies, the processes of curriculum making are investigated using the aforementioned methodology. The thesis concludes that such processes are ineluctably social practices, and that those seeking to innovate in schools should pay attention to the social dimensions of change – the engagement of people with ideas and the social structures that impede, distort or promote change. The thesis concludes by presenting a set of general principles that might serve to facilitate change promoted by future initiatives.

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Bücher zum Thema "Dynamics of curriculum change"

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Fleener, M. Jane. Curriculum dynamics: Recreating heart. New York: P. Lang, 2002.

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Rudduck, Jean. Understanding curriculum change. Sheffield: University of Sheffield, Division of Education, 1987.

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Gwyn, Edwards, und Kelly A. V, Hrsg. Change and the curriculum. London: P. Chapman, 1992.

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Girifalco, L. A. Dynamics of Technological Change. Boston, MA: Springer US, 1991.

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Dynamics of technological change. New York: Van Nostrand Reinhold, 1991.

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Dynamics of social change. Karachi: Sama, 2005.

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Stickland, Francis. The Dynamics of Change. London: Taylor & Francis Group Plc, 2004.

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Girifalco, Louis A. Dynamics of Technological Change. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4684-6509-9.

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Griffin, Patrick E. Predicted futures and curriculum change. Victoria: Curriculum Branch, Ministry of Education (Schools Division), 1986.

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Goodson, Ivor. School subjects and curriculum change. London: Routledge Falmer, 1993.

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Buchteile zum Thema "Dynamics of curriculum change"

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Oakenfull, Gillian. „Creating and Delivering Curriculum-Based Experiential Learning Courses - 120 Students at a Time“. In Marketing Dynamism & Sustainability: Things Change, Things Stay the Same…, 830. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-10912-1_256.

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Ensor, Paula. „Curriculum“. In Higher Education Dynamics, 179–93. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4006-7_14.

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Lamie, Judith M. „Curriculum Change“. In Evaluating Change in English Language Teaching, 39–59. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230598638_3.

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Birtwistle, Tim, und Robert Wagenaar. „Re-Thinking an Educational Model Suitable for 21st Century Needs“. In European Higher Education Area: Challenges for a New Decade, 465–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_29.

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Abstract How should learning in higher education best meet the challenges posed by the many changes in society and employment? If graduates are knowledgeable in a particular field of studies and are trained in key generic competences/transferable skills to allow for autonomy and responsibility, is that enough? Is it being achieved? Or are new and diverse sets of learning models (Lifelong Learning or the 60 Year Curriculum) needed? Learners must be empowered to operate as responsible and active citizens in their society and be successful participants in a dynamic labour market. Society will require continuous (re-)training to handle rapid technological and societal changes. To stay relevant as autonomous educational providers, higher education institutions will have to change their formats of learning and teaching. A revised higher education model demands a highly flexible format to cater for individualised learning pathways, based on three key components: (1) a particular field of studies (thematic or disciplinary)—the core—(2) a fully integrated set of transferable skills and (3) a large set of learning units of various sizes covering a flexible curriculum. Can it respond to five societal challenges in each component: interculturalism; processes of information and communication; processes of governance and decision making; ethics, norms, values and professional standards and the impact of climate change? Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe (CALOHEE), an EU funded project envisages a new model. The paper will partly be based on the (initial) findings of this project. International cooperation in the context of the EHEA is essential to engage all, and make a change.

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Macalister, John, und I. S. P. Nation. „Introducing Change“. In Language Curriculum Design, 197–208. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-12.

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D, Kadambari, Kumar S, Zayapragassarazan Z und Parija SC. „Basics of Curriculum and Curriculum Change“. In Improving Discipline-Based Undergraduate Medical Curriculum, 51–69. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1310-3_4.

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van Nistelrooij, Antonie. „Change Dynamics“. In Embracing Organisational Development and Change, 243–86. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51256-9_7.

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Park, Jason, Reagan L. Maniar und Ashley S. Vergis. „Designing a Simulation Curriculum“. In Trauma Team Dynamics, 269–74. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16586-8_34.

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Wood, Meena Kumari, und Nick Haddon. „Transformational levers for change“. In Secondary Curriculum Transformed, 7–13. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-3.

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Goodson, Ivor F. „Patterns of Curriculum Change“. In International Handbook of Educational Change, 231–41. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4944-0_13.

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Konferenzberichte zum Thema "Dynamics of curriculum change"

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Vásquez, Rafael E., Norha L. Posada, Santiago Rúa, Carlos A. Zuluaga, Fabio Castrillón und Diego A. Flórez. „Curriculum Change for Control Engineering Education in a Mechanical Engineering Undergrad Program“. In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66658.

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This paper addresses the curriculum change performed for control engineering education in the mechanical engineering (ME) undergraduate program at the Universidad Pontificia Bolivariana (UPB), located in Medellín, Colombia. The new curriculum model of the UPB is based on learning, and promotes the achievement of outcome-related course learning objectives during the education process. The faculty of the ME department developed the Human Capabilities and Outcomes Map; such map explicitly shows the connection between general human capabilities that are strengthen through the ME program, the outcomes that are to be achieved, the way this outcomes are assessed, and the courses where the outcomes are addressed in the curriculum. The faculty responsible for the area of design, dynamic systems, and control, gathered during two years and defined educational objectives for all the courses in the area, considering the mechanical engineering program as a whole in order to provide the students with knowledge and skills necessary for their future professional career. As a result, three new courses to address control engineering education in the mechanical engineering curriculum were created: Measurement and Instrumentation, Control Engineering, and Control Engineering Lab. Since the courses have been recently created, faculty will assess the performance within a three-year period in order to quantify the impact of the curriculum change for control engineering education.

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Harth, Thilo, und Frank Dellmann. „What should students learn in the digital world?“ In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5267.

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The rapid changes in the working environment and society as a whole as a result of digitalisation demands a new and changed competence profile. Specialist requirements are changing, and extracurricular requirements are of growing significance. Curriculum development at higher education institutions should take note of this change in order to ensure that higher education graduates are ready for professional life, and to reinforce personal development in the digital world. What should students learn in the digital world? This question invites us to consider further, from a digital perspective, the competency orientation in higher education. This article will demonstrate approaches to competency-oriented curriculum development, to consider the digital transformation in skills profiles and to render this process more dynamic. This article is based on experiences at a higher education institution that has encountered the challenges of digital transformation.

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Panferov, V. N., S. A. Bezgodova und A. V. Miklyaeva. „Dynamics of students’ attitude to distance learning (results of longitudinal study)“. In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.204.217.

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The article describes the dynamics of students’ attitude to distance learning in the situation of forced transition to distance learning in connection with the COVID-19 pandemic. Students’ attitude to the content, organizational and motivational aspects of distance learning was studied using a questionnaire with online service Google form. The study was organized by the longitudinal method. Measurements of students’ attitude were carried out in the early days of distance learning and at the end of the first month. Research questions concerned 1) assessing changes in the organization of educational process, its efficiency and students’ self-motivation in the first days after the transition to distance learning; 2) changes in attitude to distance learning at the end of the first month: 3) contribution of objective factors (curriculum, financial conditions of study, place of stay during the period of distance learning, experience in the use of online educational platforms, current academic achievements) to the dynamics of the students’ attitude. The participants of the study were 94 students of the 1st-4th year. The results revealed a steady trend to lower evaluations by students the quality of assimilating knowledge, abilities and skills as well as to decrease of learning motivation and quality of interaction with teachers on the subjective background of increasing educational load. The general tendency to worsening assessments of distance learning can be mitigated by such factors as pre-formed competencies in the use of distance educational technologies, external (financial) incentives to learn and the ability to change the usual way of life due to changes in the usual place of residence.

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Goharzadeh, Afshin, und Arman Molki. „Enhancing the Learning of Surface Wave Dynamics in a Modern Mechanical Engineering Program“. In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66923.

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This paper outlines a proposed low-cost experimental setup for characterization of surface waves that was designed and fabricated in conjunction with a senior design project. The proposed experimental setup will enhance the student’s learning of surface waves at water-air interface inside an open transparent channel. The experimental study is based on the flow visualization of water waves combined with measurement of water level using a conductance wave height probe. The detail of the data acquisition system and the characteristics of the wave probes are presented. Finally a teaching strategy for implementing the water wave experimental setup in a Mechanical Engineering curriculum is discussed.

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Barr, Ryan, Claire Pfeiffer, Heather Dillon und Timothy Doughty. „Building Inclusive Undergraduate Teams“. In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-65988.

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This paper describes a research project to encourage and enhance formation of undergraduate project teams with a focus on inclusivity. The project was developed by a team of undergraduate students working with a pair of engineering faculty. A survey including questions about team study groups was prepared and used to gather data about how engineering student teams are formed and how students perceive teams at different points as they progress through the curriculum. Interviews with junior/senior level students were filmed and the footage was used to build a composite video to serve as motivation to first and second year students. The video was presented in a second year dynamics class and the students were surveyed to understand the effectiveness of the intervention. The survey results indicate that nearly half of all junior/senior engineering students feel ethically charged to include other students in a study group, while only 32% of second year students feel ethically charged. This research is part of a larger effort to develop methods for merging engineering ethics and professionalism in the mechanical engineering curriculum.

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Vernon, Tanya, und Brandon Werner. „Authentic Innovation: The Role of Apprenctice Learning in Engineering Education“. In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10753.

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In 2000, the Accreditation Board of Engineering and Technology (ABET) adopted an outcomes based approach to the US engineering curriculum. The new accreditation criteria, commonly called EC2000, call for program outcomes and assessment that provide for a ‘well rounded engineer’. Approaching nearly a decade now, are students reaping the benefits of the reform? Are students able to design better? Apply knowledge of mathematics, science, and engineering better? Are they able to communicate better and use techniques, skills and modern engineering tools necessary for engineering practice? Most importantly, are they more “well-rounded?” It may be argued that despite ABET accreditation reform, the undergraduate mechanical engineering curriculum has remained relatively static over the last decade, adjusting for obvious changes in cross-disciplinary study and some emergent technologies. Girt with hundreds of hours of core and required subjects such as calculus, physics, dynamics, fluid mechanics, strength of materials, thermodynamics, etc. the undergraduate mechanical engineering student generally has but one occasion to flex his/her intellectual and innovative acuity—the senior design project. While students occasionally work in teams, rarely are students exposed to genuine challenges of group interaction, delivery schedules and cost constraints as catalyzed in industry. How is authentic innovation achieved in a learning environment?

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West, Matthew, Mariana Silva Sohn und Geoffrey L. Herman. „Sustainable Reform of an Introductory Mechanics Course Sequence Driven by a Community of Practice“. In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51493.

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As part of a broader effort to promote the sustainable adoption of evidence-based pedagogies at our institution, the three-course sequence consisting of Introductory Statics, Introductory Dynamics, and Introductory Solid Mechanics has been redesigned to (1) improve students’ low engagement and enthusiasm, (2) improve instructors’ experience and reduce their high workload, and (3) maintain and elevate the current standards for content. These three courses are the core second-year mechanics classes in our engineering curriculum, serving approximately 2500 students per year from seven engineering departments. To promote sustainability of the reforms, the courses were redesigned through a Community of Practice (CoP), consisting of faculty who collaborated closely to design and implement changes and who developed communal knowledge of the reforms. Evaluation of reforms focused on student satisfaction as expressed through surveys and focus groups.

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Geipel, Markus M., und Frank Schweitzer. „Software change dynamics“. In the 7th joint meeting of the European software engineering conference and the ACM SIGSOFT symposium on The foundations of software engineering. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1595696.1595739.

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Edalatifard, Homa, und Elena Prieto. „Teaching academics' self-efficacy in curriculum change“. In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474686.

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Freeman, Robert A. „Challenge-Based Instruction and Its Application in a Course in Mechanisms and Related Courses“. In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28501.

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This paper discusses challenge based instruction (CBI) and associated materials developed for courses in Dynamics, Mechanisms, and Biomechanics. This effort is related to a College Cost Reduction and Access Act (CCRAA) grant from the Department of Education, and focuses primarily on the development of adaptive expertise. In science, technology, engineering, and math (STEM) fields the conventional approach is to teach for efficiency first and innovation only in the latter years of their curriculum. This focus on efficiency first can actually stifle attempts at innovation in later courses. One response to this issue is to change the way we teach. CBI, a form of inquiry based learning, can be simply thought of as teaching backwards. In this approach, a challenge is presented first, and the supporting theory (required to solve the challenge) second. Our implementation of CBI is built around the How People Learn (HPL) framework for effective learning environments and is realized and anchored by the STAR Legacy Cycle, as developed and fostered by the VaNTH (Vanderbilt-Northwestern-Texas-Harvard/MIT) NSF ERC for Bioengineering Educational Technologies. This cycle provides students the opportunity to immediately engage in creative activity in the “generate ideas” phase where they are asked what they think is important to know and do in solving the challenge. They are then led through a natural process of inquiry culminating in their “going public” with a solution to the challenge. Ideally, this approach develops both efficiency and innovation in parallel and results a student who is an “adaptive expert”. That is, one who can adapt their knowledge to new and novel situations outside of the context in which the knowledge was obtained.

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Berichte der Organisationen zum Thema "Dynamics of curriculum change"

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Sorbello, Kevin M. Managing the Dynamics of Change. Fort Belvoir, VA: Defense Technical Information Center, Februar 1999. http://dx.doi.org/10.21236/ada363208.

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Baily, Martin Neil, Eric Bartelsman und John Haltiwanger. Labor Productivity: Structural Change and Cyclical Dynamics. Cambridge, MA: National Bureau of Economic Research, März 1996. http://dx.doi.org/10.3386/w5503.

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Christoffersen, Peter, und Francis Diebold. Financial Asset Returns, Direction-of-Change Forecasting, and Volatility Dynamics. Cambridge, MA: National Bureau of Economic Research, Oktober 2003. http://dx.doi.org/10.3386/w10009.

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Laird, Robbin. French Security Policy in Transition: Dynamics of Continuity and Change. Fort Belvoir, VA: Defense Technical Information Center, März 1995. http://dx.doi.org/10.21236/ada421882.

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Hakim, Gregory J. Dynamics and Predictability of Tropical Cyclone Genesis, Structure and Intensity Change. Fort Belvoir, VA: Defense Technical Information Center, September 2012. http://dx.doi.org/10.21236/ada574469.

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Angeletos, George-Marios, Christian Hellwig und Alessandro Pavan. Information Dynamics and Equilibrium Multiplicity in Global Games of Regime Change. Cambridge, MA: National Bureau of Economic Research, Dezember 2004. http://dx.doi.org/10.3386/w11017.

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Stjernberg, Mats. Population Change Dynamics in Nordic Municipalities – Grid data as a tool for studying residential change at local level. Nordregio, Januar 2019. http://dx.doi.org/10.30689/r2019:1.1403-2503.

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Ulasewiicz, Constance B. "Triple Bottom Line Practices" in the Classroom and Across the Curriculum for Agents of Change in Apparel Disciplines. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1321.

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Wijaya, C. I., Subekti Rahayu, A. Prasetyo und E. Dwiyanti. Dynamics of Land Use/Cover Change and Carbon Emission in Buol District, Indonesia. World Agroforestry Centre (ICRAF), 2015. http://dx.doi.org/10.5716/wp15725.pdf.

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Ouazad, Amine, und Matthew Kahn. Mortgage Finance and Climate Change: Securitization Dynamics in the Aftermath of Natural Disasters. Cambridge, MA: National Bureau of Economic Research, September 2019. http://dx.doi.org/10.3386/w26322.

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