Journal articles on the topic 'Curricular Pathway'
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Leetch, Aaron, Joshua Glasser, and Dale Woolridge. "A Roadmap for the Student Pursuing a Career in Pediatric Emergency Medicine." Western Journal of Emergency Medicine 21, no. 1 (December 9, 2019): 12–17. http://dx.doi.org/10.5811/westjem.2019.10.44466.
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Introduction: Three pathways are available to students considering a pediatric emergency medicine (PEM) career: pediatric residency followed by PEM fellowship (Peds-PEM); emergency medicine residency followed by PEM fellowship (EM-PEM); and combined EM and pediatrics residency (EM&Peds). Questions regarding differences between the training pathways are common among medical students. We present a comparative analysis of training pathways highlighting major curricular differences to aid in students’ understanding of these training options. Methods: All currently credentialed training programs for each pathway with curricula published on their websites were included. We analyzed dedicated educational units (EU) core to all three pathways: emergency department (ED), pediatric-only ED, critical care, and research. Minimum requirements for primary residencies were assumed for fellowship trainees. Results: Of the 75 Peds-PEM, 34 EM-PEM, and 4 EM&Peds programs screened, 85% of Peds-PEM and EM-PEM and all EM&Peds program curricula were available for analysis. Average Peds-PEM EUs were 20.4 EM, 20.1 pediatric-only EM, 5.8 critical care, and 9.0 research. Average EM-PEM EUs were 33.2 EM, 18.3 pediatric-only EM, 6.5 critical care, and 3.3 research. Average EM&Peds EUs were 26.1 EM, 8.0 pediatric-only EM, 10.0 critical care, and 0.3 research. Conclusion: All three pathways exceed pediatric-focused training required for EM or pediatric residency. Peds-PEM has the most research EUs, EM-PEM the most EM EUs, and EM&Peds the most critical care EUs. All prepare graduates for a pediatric emergency medicine career. Understanding the difference in emphasis between pathways can inform students to select the best pathway for their own careers.
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Morawicki, Patricia Mariela, Ana Gabriela Pedrini, and Alicia Tetzlaff. "The construction of the curricular design of the University Professor of Biology at the National University of Misiones and the formative pathway of Education for Health and the Environment." Revista de Ciencia y Tecnología, no. 36 (December 1, 2021): 01–12. http://dx.doi.org/10.36995/j.recyt.2021.36.001.
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The aim of this paper is to share the results of the process of formulating the curriculum for the 2016 University Teacher Training in Biology at the Faculty of Exact, Chemical and Natural Sciences of the National University of Misiones (UNaM) based on a collective construction among various stakeholders in the educational community and especially the proposal of the formative pathway of Education for Health and the Environment (EpSyA). The research used a qualitative and interpretative methodology based on the analysis of curricular documents, institutional agreements, national regulations, interviews and classroom observations. The different instances of discussion in the reformulation of the curricular project are reconstructed chronologically, the macro-decisions in the construction of the formative path of EpSyA are analysed and the hourly loads and minimum contents of the subjects and the teaching strategies are made explicit.
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Caballero Martínez, Fernando, Diana Monge, Cristina Garcia De Leonardo, Ricardo Abengozar, and Juan Perez-Miranda. "Curricular Journey on Ethics and Professionalism and its Impact on Students’ Attitudes." International Journal of Person Centered Medicine 3, no. 4 (May 12, 2014): 273–76. http://dx.doi.org/10.5750/ijpcm.v3i4.450.
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In traditional medical schools, patient contact is made through specialized clinical services that provide the students with a fragmented view of medicine, and ethical and professional issues are handled separately from clinical practice, in many cases as a theoretical debate unconnected to clinical reality. Under these conditions, it is difficult for future doctors to get a style of person-centered practice, combining both the scientific and humanistic aspects of the profession (relational and communication skills, professional attitudes and values, ethical criteria, etc).Currently there are no established guidelines on the most effective ways of supporting medical students to develop high standards of medical ethics and professionalism. Francisco de Vitoria University has developed its own curricular pathway to promote them. The curricular journey focuses on five main areas to support the development of ethics and professionalism in medical students: student selection, curriculum design, role modeling, new teaching and learning methods as well as assessment methods.The School of Medicine of Francisco de Vitoria University in Madrid, Spain, started its Medicine Degree in the the 2010-2011 academic year. The first cohort of 50 medical students, currently on the third academic year, has been following this medical ethics and professionalism pathway. Our experience confirms the idea of structuring a formal program in five main themes as a way of supporting the development of professionalism in medical students.
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Sklarew, Dann. "Learning to realize a more sustainable world." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8d023.
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The United Nations Sustainable Development Goals (2015) established 17 targets — such as “no hunger,” “clean water” and “climate action” — to unite humanity in pursuit of a shared, prosperous future. These diverse global goals provide a universal agenda to enlist today’s learners in creatively ensuring our collective well-bring throughout their careers. How can higher education foster effective, intentional learning across courses and curricula to prepare our students to realize these global goals? George Mason University has established a diverse set of over 130 “green leaf” courses, along with regular co-curricular activities, to help our students develop their sustainability skills and practical expertise. These span a new 18-credit “sustainability pathway” through our Mason Core general education requirements and a score of undergraduate and graduate academic programs. Together, these curricula – and others Mason faculty might opt to deliver — permit students to move from first year through accelerated graduate programs while continuously building their sustainability understanding, reflection and intentionality. Meanwhile, co-curricular activities like Mason Earth Month, organic food gardening and Patriot Green Fund projects provide students opportunities to develop and apply “critical doing” skills far beyond the classroom as well.
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Budak, Jehan, David Sears, Brian Wood, Shireesha Dhanireddy, Shireesha Dhanireddy, Arianne Teherani, Brian Schwartz, and Brian Schwartz. "2533. HIV Training Pathways in Residency: A National Survey of Curricula and Outcomes." Open Forum Infectious Diseases 6, Supplement_2 (October 2019): S880—S881. http://dx.doi.org/10.1093/ofid/ofz360.2211.
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Abstract Background Despite dramatic advances in the care of people with HIV (PWH), the shortage of HIV providers is worsening. An approach to this workforce shortage has been integration of robust HIV training into residency. We created a national survey to describe curricula and outcomes of formal HIV training pathways and how this may impact the HIV workforce shortage. Methods We designed a cross-sectional study of Internal Medicine (IM) and Family Medicine (FM) Residency HIV pathways in the United States. We identified programs via literature review, internet search, and snowball sampling. A draft survey was piloted with two pathway directors, and in January 2019, the final survey was sent via email to all pathway directors. This survey included 33-items, predominantly quantitative, and focused on program organization, curricular content, graduate outcomes, and challenges. We used descriptive statistics to summarize numeric responses. Results Twenty-five residency programs with dedicated HIV pathways were identified; 11 IM and 15 FM. The majority of the programs are in the West and Northeast United States. Twenty-four (96%) of programs have completed the survey. Since the first program was established in 2006, 228 residents have graduated from HIV pathways in the United States (151 IM, 77 FM). Programs have varying goals, application procedures, clinical requirements, didactic structures, graduation requirements, and assessments of competency. Of graduates, 108 (47%) have American Academy of HIV Medicine (AAHIVM) certification. Ninety-two (42%) of graduates are reported as currently providing primary care to ≥ 20 PWH (the majority in the West and Northeast United States). The most commonly cited reported barrier to graduates finding jobs caring for PWH are lack of job opportunities in their geographic area. Conclusion HIV pathways in IM and FM programs are heterogenous in their structure and curricula. Less than 50% of pathway graduates remain in the HIV provider workforce, and the majority of those work in the West and Northeast United States. The impact of these programs might be enhanced by interventions to increase graduate retention in this workforce and to launch pathways in the areas of greatest need, such as the Southern United States. Disclosures All authors: No reported disclosures.
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Golafshani, Nahid. "Teaching mathematics to all learners by tapping into indigenous legends: A pathway towards inclusive education." Journal of Global Education and Research 7, no. 2 (July 2023): 99–115. http://dx.doi.org/10.5038/2577-509x.7.2.1224.
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This study explored the use of Indigenous storytelling in the planning and teaching of mathematical content. In collaboration with Indigenous and non-Indigenous educators, a culturally inclusive mathematical lesson was developed, implemented, and reviewed in an elementary school in Northern Ontario. This study used a culturally authentic approach to address the current educational issue of diversity within the Ontario curriculum and education system. The results of this study suggested that utilizing Indigenous storytelling for teaching mathematical curricular expectations could benefit both Indigenous and non-Indigenous students. Storytelling can allow students to relate abstract mathematical concepts to their own lived experiences, to be exposed to diverse cultures, and to foster a positive and open learning environment that is conducive to academic and non-academic learning.
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Robinson, Ann, Jill L. Adelson, Kristy A. Kidd, and Christine M. Cunningham. "A Talent for Tinkering: Developing Talents in Children From Low-Income Households Through Engineering Curriculum." Gifted Child Quarterly 62, no. 1 (October 26, 2017): 130–44. http://dx.doi.org/10.1177/0016986217738049.
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Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science content achievement, engineering knowledge, and engineering engagement. The sample comprised 1,387 Grade 1 students across 62 classrooms. Multilevel modeling was used separately for each of the three student outcome measures. The intervention resulted in an effect size of 0.28 on an out-of-level science content assessment and effect size of 0.66 for the engineering knowledge measure. Students in the intervention group reported a high level of engineering engagement. General education teachers were trained to implement the curricula through a summer institute and received coaching throughout the subsequent academic year. Evidence suggests the intervention functioned as a talent-spotting tool as teachers reported they would nominate a substantial portion of low-income and culturally diverse students for subsequent gifted and talented services. Discussion focused on the match between the needs and preferences of students from low-income households for hands-on design experiences and the curricular affordances in the engineering domain as a talent development pathway for young, poor children.
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Gillies, Carmen Leigh. "Curriculum Integration and the Forgotten Indigenous Students: Reflecting on Métis Teachers’ Experience." in education 26, no. 2 (June 3, 2021): 3–23. http://dx.doi.org/10.37119/ojs2021.v26i2.477.
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Curriculum integration, or in other words, changing what students are taught within racially desegregated Canadian schools, has served as a primary but incomplete pathway to racial justice. In this paper, I present evidence from a qualitative critical race theory (CRT) methodological study with 13 Métis teachers to demonstrate how curricular integration has been framed as a key solution to inequitable outcomes concerning Indigenous students. This strategy has been instilled within the Saskatchewan K–12 education system by a wide spectrum of authorities over several decades. Although absolutely essential for multiple reasons, I argue that teaching students about Indigenous knowledge systems and experiences, as well as anti-racist content, cannot resolve the systemic racial injustices encountered by Indigenous students who attend provincial schools. In particular, three CRT analytical tools—structural determinism, anti-essentialism, and interest convergence—are utilized to examine the limitations of curricular integration as a strategy of racial justice.
Keywords: Métis teachers; Indigenous education; critical race theory; integrated schools
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Chen, Xinnian, John M. Redden, Aiyana Bobrownicki, Julia Gill, and Mark J. Graham. "Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses." CBE—Life Sciences Education 20, no. 2 (June 2021): es5. http://dx.doi.org/10.1187/cbe.19-07-0147.
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This Essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. It discusses how this approach can improve curricular design, course evaluation, student assessment, and communication between co-instructors.
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Wu, Maryann, Dabrick A. Brill, Mrunmayee Prakash Shirodkar, Jianxuan Tan, Mukesh Poptani, Ying Wang, and Ian S. Haworth. "Using technology to automate syllabus construction for programmatic, curricular, faculty and experiential assessment activities." International Journal of Educational Management 36, no. 1 (November 30, 2021): 49–62. http://dx.doi.org/10.1108/ijem-10-2020-0494.
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PurposeWith a growing need to assess multiple aspects of healthcare education, the goal of this study was to develop an innovative web-based application to streamline assessment processes and meet the increasingly complex role of the educational manager.Design/methodology/approachAARDVARC (Automated Approach to Reviewing and Developing Valuable Assessment Resources for your Curriculum) was created with the core function of standardizing course syllabi through the use of a web-based portal and the ability to query fields within the portal to collect multiple points of data. AARDVARC permits quick and efficient gathering of programmatic, curricular, faculty, teaching, preceptor and financial data to facilitate meaningful change and a shared responsibility of assessment. This software has allowed automatic completion of complex analytics each semester, including coverage of program outcomes, course learning objectives, teaching and assessment methods, course readings, topics covered in the curriculum, faculty teaching hours, experiential activities, coverage of disease states and scheduling of peer observation of teaching.FindingsThree years after its initial launch, AARDVARC is now used by 520 faculty, 60 staff, 44 preceptors and over 2,000 students across multiple health profession and science programs. Data analytics through AARDVARC have allowed the School to reimagine how assessment can be conducted and have provided a pathway for making evidence-based programmatic and curricular changes.Originality/valueThis original software has provided an innovative approach to conduct assessment that combines best practices in curriculum, assessment, data analytics and educational technology while improving the overall quality, speed, and efficiency of academic and business operations.
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Mellard, Daryl F., and J. Stephen Hazel. "Social Competencies as a Pathway to Successful Life Transitions." Learning Disability Quarterly 15, no. 4 (November 1992): 251–71. http://dx.doi.org/10.2307/1511317.
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Learning disabilities have been examined most carefully in the academic setting; however, learning disabilities is a lifelong condition that impacts individuals outside the academic environments. Since the formal school setting accounts for so little of a person's life experiences, it becomes important to understand the nonacademic manifestations of learning disabilities. Impaired social competency is one of these common manifestations exhibited by young adults with learning disabilities. This article describes post-secondary outcomes of young adults with learning disabilities, specific areas of social problems encountered, and the results of an assessment of social competencies in adults with learning disabilities. The authors recommend that secondary and post-secondary curricular experiences include greater attention to improving social competencies.
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Simon, Shirley, Edward Gumz, Susan Grossman, James Marley, and Yolanda Golden. "The 5-Year BSW–MSW Program: A New Curricular Option." Journal of Baccalaureate Social Work 15, no. 1 (January 1, 2010): 67–82. http://dx.doi.org/10.18084/basw.15.1.n1h88406w8206075.
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This article describes and analyzes the development and implementation of a 5-year BSW–MSW program at a Midwestern school of social work. Key pedagogical and programmatic considerations in the development of such programs are identified. Specific information about the admission process and curricular pathway is provided. Five-year and traditional MSW students are compared on their performance in foundation-level MSW courses. The results of evaluative surveys of faculty members and 5-year students are also presented. The potential role of 5-year programs in social work education is discussed.
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Ledford, Christy J. W., Esther L. Guard, Julie P. Phillips, Christopher P. Morley, Jacob Prunuske, and Andrea L. Wendling. "How Medical Education Pathways Influence Primary Care Specialty Choice." Family Medicine 54, no. 7 (July 5, 2022): 512–21. http://dx.doi.org/10.22454/fammed.2022.668498.
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Background and Objectives: Primary care is associated with improved patient health and reductions in health disparities. Consequently, the demand for primary care physicians is increasing. To meet this demand, medical schools have employed strategies to graduate students interested in primary care careers, including medical education pathways—structured, longitudinal experiences that are explicitly separate from the main curricular scope of the undergraduate medical education experience. Our goal was to explore and identify common characteristics of medical education pathways that influence primary care specialty choice. Methods: Using research articles identified through a scoping review, we performed a qualitative content analysis of studies that evaluated the impact of medical education pathways on medical students’ choices of primary care careers. Results: Sixty-three papers described 43 medical education pathways; most studies used quantitative methods to describe outcomes. Program characteristics mapped onto five levels of an emerging socioecological model: state or national, community, institutional, relational, and individual. Conclusions: Successful medical education pathway programs complement a medical school curriculum that supports a common goal, and demonstrate multiple levels of structural and institutional factors that develop community connectedness, relatedness, and longitudinal community engagement in students. Further work is needed to better understand how each of these levels influence career choice and to reassess how to measure and report medical education outcomes that will more accurately predict the student choice of primary care careers.
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Gerchman, Robin M. "A Moving Conversation: A Curricular Pathway from Private Dance Studio to Dance in Higher Education." Dance Education in Practice 7, no. 3 (July 3, 2021): 23–27. http://dx.doi.org/10.1080/23734833.2021.1916292.
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Coady, Christopher, and Kathleen Nelson. "Extra-curricular Undergraduate Research Training: Notes on the Pedagogical Practices Behind the Sydney Undergraduate Journal of Musicology." Journal of University Teaching and Learning Practice 10, no. 2 (April 1, 2013): 90–103. http://dx.doi.org/10.53761/1.10.2.8.
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Although there is a clear body of evidence supporting the idea that undergraduate students benefit from participation in original research projects, many units of study – particularly in the creative arts and humanities – have been slow to embrace curriculum renewal along these lines. In this paper, we detail a pragmatic approach to meeting this curriculum challenge in a music faculty through an extra-curricular initiative that embraces, rather than challenges organisational structures already in place. The writing workshop associated with the Sydney Undergraduate Journal of Musicology provides a pathway for students looking to develop papers they have written for class assignments into original research projects. The design of the workshop uses the Madeline Hunter Direct Instruction Model as a vehicle for introducing students to the central tenets of the Willison and O’Regan Research Skills Development Framework – an increasingly popular tool for the development of original research skills. The effect of the workshop on students’ engagement with the requirements of original research and their eagerness to engage in original research projects is then explored through the presentation of data derived from a focus group comprised of workshop participants that took place one year later.
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Lawson, Raef A., Karen V. Pincus, James E. Sorensen, Kevin D. Stocks, and David E. Stout. "Using a Life-Cycle Approach to Manage and Implement Curricular Change Based on Competency Integration." Issues in Accounting Education 32, no. 3 (September 1, 2016): 137–52. http://dx.doi.org/10.2308/iace-51587.
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ABSTRACT Prior research and practitioner-academic bodies (Lawson et al. 2014; Lawson et al. 2015; Pathways Commission 2012) have called for the development of integrated accounting curricula to better prepare students for successful long-term careers. This paper recognizes accounting program leaders as important agents in the curricular-change process. Its goal is to provide accounting leaders ideas and tools that can be used to manage the process of implementing change to an integrated accounting curriculum. Using a life-cycle planning approach, we identify major stages in the curricular-change process and describe the characteristics and challenges associated with each stage. We then propose a framework for managing the curricular-change process based on the life-cycle approach, encompassing a comprehensive integration process and including spreadsheet formats to facilitate management of an institution's curricular-change initiative. While needed in an effort to develop an integrated curriculum, the approach is generalizable and can be used in any major revision of a curriculum. Appendix A of the paper contains a checklist of issues to be considered during each stage of the curricular-change cycle.
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Williams, Brent C., Patricia B. Mullan, Andrew J. Haig, Preeti N. Malani, Julie S. Perry, Michelle Riba, Joy M. Williams, Joseph C. Kolars, and Rajesh S. Mangrulkar. "Developing a Professional Pathway in Health Equity to Facilitate Curricular Transformation at the University of Michigan Medical School." Academic Medicine 89, no. 8 (August 2014): 1153–56. http://dx.doi.org/10.1097/acm.0000000000000286.
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Welch, Katie. "Rethinking extra credit: How gamification can reduce grade inflation and strengthen soft skills." Proceedings of the Linguistic Society of America 6, no. 2 (October 12, 2021): 5070. http://dx.doi.org/10.3765/plsa.v6i2.5070.
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Gamification, the use of game-based principles to promote learning (Kapp 2012), allows instructors a pathway through which they can maintain curricular rigor while simultaneously fostering strong work habits and soft skill development. In this paper I describe my own experience of gamifying an online linguistics undergraduate course as I sought to combat engagement challenges such as spotty attendance and assignment procrastination. By implementing a gamified bonus level in the course, I was able to reimagine the traditional notion of extra credit in a way that incentivized self-regulation and engagement without creating a high amount of grade inflation in the process. Unlike traditional extra credit which advantages high-performing students, the bonus level sought to provide equity to the lower-performing students at a regional university with a predominant first-generation population.
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NguyenVoges, Shelbee. "'I'll be there for you'-- Comparative Insights on First-Year Experience (FYE) Policies of Belonging in the 21st Century." Journal of Comparative & International Higher Education 12, Winter (December 8, 2020): 47–57. http://dx.doi.org/10.32674/jcihe.v12iwinter.1886.
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In the last 40 years undergraduate enrollment across the United States has more than doubled, yet graduation rates remain practically unchanged (Complete College America 2012). Increased pressure placed on first-year experience as a policy and practice to carve a pathway with strategies for navigating higher education internationally is how institutions in the 21stcentury grapple with challenges of retaining, progressing, and graduating their students (Nutt and Calderon, 2009). Despite the availability of scholarship and pervasiveness of policy which include first-year experience (FYE) initiatives, or a multiplex of “intentional academic and co-curricular efforts within and across postsecondary institutions” to emphasize academic and social adjustment (Koch 2007, 23), higher education globally is somewhat divided on equitable, inclusive understandings, approaches, and implementation when it comes to placing imporance on social adjustment over academic skills in 21st century education contexts.
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Kropáč, Jiří. "EXECUTIVE PROFESSIONAL DEVELOPMENT PLATFORM 'MOTHERSHIP' IN HEA AND PUBLIC NGO RESEARCH SYNERGY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 19, 2022): 136–47. http://dx.doi.org/10.17770/sie2022vol1.6891.
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As academics, we cannot influence our students' social and economic early conditions easily. Family roots and social-economic parents' position of upcoming students to HEA institution is given. Education purposes are not just a degree. Pathway to those achievements in HEA is crooked and theoretical content transferred by lectures' good faith in systematic preparation leads to curricula fulfilment only. The HEA level is dealing with various challenges daily. Those hidden challenges may be invisible insurances of bright future for students in the non-ideal institutional world, balancing on the curricular theoretical framework without functional connectivity. A starting position of our PhD students is poorly supported, especially in the EU context policy for humanities in an early carrier trajectories of research skills development. The endeavour to transfer an excellent practical outputs, developed by students in institutional conditions, research and practice go hand in hand. This analytical study introduces mixed methodological design Interpreting the results of content analysis of interviews conducted with students in PhD programmes and proposes strategies for the best practice transfer to a legal NGO entity. Firstly, monitoring questionnaire analysis helps to create essential structure of the interviews with PhD students' according to their needs. Outputs of this analysis reinforced the transfer of non-governmental professional support for early carrier academics already since 2018. Moreover, it identifies factors of early academics' identity belonging under institutional support curricula. Secondly, National policy content analysis points in 2022 to fundamental improvements in early carrier academics institutional policy, based on practice connection in scientific research HUB. Although, presented outputs are new outcomes of pilot cooperation with NGOs' association Máma studuje z.s., they already represent an applied output for further scientific students' development and suggest how to enrich entrepreneurship with research and teaching excellence to make an impact on other societies out of academia.
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Xie, Qing. "Developing Communicative Competence for the Globalized Workplace in English for Occupational Purposes Course in China." Journal of Language Teaching and Research 7, no. 6 (November 1, 2016): 1142. http://dx.doi.org/10.17507/jltr.0706.12.
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This article reports an investigative case study of an English for occupational purposes course in the Chinese university context which aims to help students attain a level of communicative competence suitable for the globalized workplace. Methods of document analysis, semi-structured student focus group interview and survey with 21 participants, participant observation and teacher reflectionare used to examine the possible outcomes of communicative competence development and the influencing factors. The results are analyzed based on a synthesized course analysis framework which record positive learning outcomes and success factors including helpful training methods and activities, learning materials tailoring, teacher’s relevant background and experience, learners’ strong motivations and clear learning objectives. Constraint factors include limitations in course time and length, learning environment, English co-curricular activities and learners’ lack of practical experiences. Pathway to enhance teaching effectiveness is proposed to promote English teaching reform in both China and the world.
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Ndou, Valentina, Giustina Secundo, Giovanni Schiuma, and Giuseppina Passiante. "Insights for Shaping Entrepreneurship Education: Evidence from the European Entrepreneurship Centers." Sustainability 10, no. 11 (November 21, 2018): 4323. http://dx.doi.org/10.3390/su10114323.
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The pivotal role of Entrepreneurship centers in the development of Entrepreneurship Education (EE) is receiving more attention. This study aims to open the “black box” of “how, when, why and what” entrepreneurial mindset and competencies in the field of technology entrepreneurship are learned over time in the Entrepreneurship Centers. The study adopts an empirical web-based content analysis of ten entrepreneurship centers in European Universities from seven countries, analyzing 105 curricular and extra-curricular entrepreneurship education programs. This method allows researchers to address generalization bias and to effectuate a cross-case comparison, thus revealing more common patterns regarding the phenomenon. Findings reveal some common pillars of EE as developed within the Entrepreneurship centers in terms of five key dimensions: target audience, learning objectives, entrepreneurship contents, learning pedagogies and stakeholders’ engagement. This analysis provides the basis to introduce a process-based framework for entrepreneurial mindset creation in EE that is organized around four main phases: inspiration, engagement, exploitation and sustainment. The process-based model of EE supports entrepreneurship centers in designing learning initiatives that are aimed to inspire students at all levels of education, young entrepreneurs and start-uppers and scientists in their need to be equipped with an entrepreneurial mindset for technology entrepreneurship. The originality of the paper stands on the “process-based” framework that is proposed that serves as an interactive pathway that dynamically combines the phases toward entrepreneurial venture creation, the entrepreneurial competence level, the entrepreneurial learning strategies and collaboration with the University’s stakeholders’ network toward the achievement of the competence goal.
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Phillips, T. J., R. A. Rosenblatt, D. C. Schaad, and T. J. Cullen. "The long-term effect of an innovative family physician curricular pathway on the specialty and location of graduates of the University of Washington." Academic Medicine 74, no. 3 (March 1999): 285–8. http://dx.doi.org/10.1097/00001888-199903000-00021.
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Fomunyam, Kehdinga. "The Itinerant Curriculum as an Alternative Pathway for Responsiveness in African Higher Education in the Era of the Fourth Industrial Revolution." African Journal of Inter/Multidisciplinary Studies 4, no. 1 (2022): 141–54. http://dx.doi.org/10.51415/ajims.v4i1.989.
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The Fourth Industrial Revolution is upon us, and it has serious implications for education globally. The educational curricula used in the first, second, and third industrial revolutions may not necessarily be useful in this era of the Fourth Industrial Revolution (4IR), as societal and organisational demands have changed. Curricula in African higher education needs therefore to adapt to the changing demands of the Fourth Industrial Revolution, or else students may be unprepared for the demands of future organisations and the society. Therefore, to enhance the responsiveness of the curriculum in Africa, this paper examines the itinerant curriculum as an alternative pathway to other highlighted curricula in the literature. The study posits how the itinerant curriculum can be used to achieve curriculum responsiveness, economically, culturally, disciplinarily, and in learning. The study concludes that the itinerant curriculum is an important tool that can help African higher education achieve curriculum responsiveness in the era of the Fourth Industrial Revolution.
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Cruz-Iglesias, Esther, Pilar Gil-Molina, and Itziar Rekalde-Rodríguez. "A Navigation Chart for Sustainability for the Ocean i3 Educational Project." Sustainability 14, no. 8 (April 15, 2022): 4764. http://dx.doi.org/10.3390/su14084764.
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The complex nature of sustainability challenges implies the need to provide students with interdisciplinary learning experiences and environments based on active and reflective learning. To know whether these experiences result in real learning, there must be a way of capturing and measuring the competences required to promote sustainable development using suitable indicators. This paper presents the process of building a competence map that is used as a navigation chart to monitor the sustainable education competences in the Ocean i3 experience. An action-research methodological approach is used involving participant observation, field notes, informal interviews, and documentary analysis. The participants were 38 students, 23 teachers, 3 project coordinators, and 2 researchers, and the context of the study is the five workshops carried out in the Ocean i3 project. The result is a navigation chart that traces the students’ learning journey through dialogue between the competences, learning outcomes, and activities. In conclusion, this approach to curricular planning can serve to inspire other learning environments and experiences on how to tackle the challenge of envisioning their sustainability competence development pathway. Above all, it can serve to improve competence development training schedules for sustainability.
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Cathleen Revlock, Therese, Kathleen Wiles, Eileen Kolich, Tamara Korenman, Sunil Chand, Eileen Kolich, and Ethel Ragland. "ADVANCING THE COMPLETION AGENDA IN ADULT DEVELOPMENTAL READING AT THE COMMUNITY COLLEGE LEVEL: A QUANTITATIVE RESEARCH STUDY." International Journal of Advanced Research 10, no. 04 (April 30, 2022): 881–916. http://dx.doi.org/10.21474/ijar01/14625.
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In order to assist community college students in completing their program of study at a more rapid pace, this quantitative, correlational study examined the effectiveness of acceleration as a method to help community college students complete the developmental reading sequence quickly and more successfully. Acceleration is a curricular redesign that includes challenging readings and assignments and reduces the number of required classes in the developmental sequence. Past research does not adequately measure student success in the current community college trend of securing the most efficient pathway possible for attaining an associates degree or career certificate. Students who scored 80 or higher on the post-course, COMPASS reading placement test skipped a developmental class and were eligible to take college-level gateway courses sooner, for the purpose of saving them time and money. Retention and grade-point-average of developmental reading students who pursued an accelerated path was compared to developmental reading students who followed the traditional, two-tiered course sequence to determine first year success. In the college of the study, findings indicated developmental reading intervention, regardless of model, was effective for the students who persisted, as measured by their literacy skill gains.
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Meyer, Margaret R., Truus Dekker, and Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula." Mathematics Teaching in the Middle School 6, no. 9 (May 2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.
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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterizes these middle school curricula, as well as their reform counterparts at the elementary and secondary school levels, is the pervasive use of context. Using a definition suggested by Borasi (1986), context is “the situation in which [a] problem is embedded” (p. 129). Context is usually supplied by the text of the problem, but it can also be contained in pictures, diagrams, or tables. A quick review of any of the curricula mentioned above shows that context is plentiful and varied. This abundance of context is in marked contrast with traditional textbooks, in which context appears only in brief introductions or end-of-section story problems.
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Hanrahan, Janel, and Jason Shafer. "Improving Climate Change Literacy and Promoting Outreach in an Undergraduate Atmospheric Sciences Program." Bulletin of the American Meteorological Society 100, no. 7 (July 2019): 1209–14. http://dx.doi.org/10.1175/bams-d-17-0332.1.
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AbstractMitigation of human-caused climate change is essential to lessen the extent of future negative impacts, but many people are not aware of the urgency of the situation. For meaningful climate change action to be realized, accurate information must be conveyed by experts to nonexperts. Improved climate change literacy may thus be achieved in two ways. First, we must increase the number of scientists who are knowledgeable about climate change, and second, we must encourage these experts to engage with nonexperts and provide them with adequate resources to do so. Such efforts are currently being implemented in the undergraduate Atmospheric Sciences/Meteorology program (ATM) at Northern Vermont University–Lyndon. To increase knowledge, all ATM students regardless of career pathway are required to take courses that cover the science of human-caused climate change. They are then encouraged to communicate this knowledge to the public. Students are creating informational content for a department-run website and are regularly given opportunities to engage with the public at local schools and events. The results of these curricular and extracurricular changes are promising. Student interest in the topic of climate change has increased and they have demonstrated a heighted sense of responsibility to engage with the public about this challenging topic.
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Wallace, Keith M. "Domestic Globalization: Evaluation of Curriculum Design for Future Global Citizens." International Journal of Higher Education Pedagogies 2, no. 4 (August 27, 2022): 21–27. http://dx.doi.org/10.33422/ijhep.v2i4.145.
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Higher education in the U.S. is a $490 billion dollar a year industry for over 5,300 institutions. If higher education wishes to continue to be more internationalized with a goal to produce global citizens, specific curricular pathways are needed in order to provide international exposure in many forms. This article discusses best practices in redesigning curriculum with an international lens for U.S. higher education institutions. Curriculum redesign requires three pillars which include a first-year curriculum foundation, retaining diverse staff and students, and providing pathways for all to achieve a global citizenship mentality. These pillars will help design curriculum that can be self-directed or lectured that releases the outside contingent financial support and empowers a newly internationalized inside of the institution to better serve the global leaders of tomorrow.
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Taylor, Palmer. "Cholinergic Capsules and Academic Admonitions." Annual Review of Pharmacology and Toxicology 61, no. 1 (January 6, 2021): 25–46. http://dx.doi.org/10.1146/annurev-pharmtox-061020-050936.
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Herein, I intend to capture highlights shared with my academic and research colleagues over the 60 years I devoted initially to my graduate and postdoctoral training and then to academic endeavors starting as an assistant professor in a new medical school at the University of California, San Diego (UCSD). During this period, the Department of Pharmacology emerged from a division within the Department of Medicine to become the first basic science department, solely within the School of Medicine at UCSD in 1979. As part of the school's plans to reorganize and to retain me at UCSD, I was appointed as founding chair. Some years later in 2002, faculty, led largely within the Department of Pharmacology and by practicing pharmacists within UCSD Healthcare, started the independent Skaggs School of Pharmacy and Pharmaceutical Sciences with a doctor of pharmacy (PharmD) program, where I served as the founding dean. My career pathway, from working at my family-owned pharmacy to chairing a department in a school of medicine and then becoming the dean of a school of pharmacy at a research-intensive, student-centered institution, involved some risky decisions. But the academic, curricular, and accreditation challenges posed were met by a cadre of creative faculty colleagues. I offer my experiences to individuals confronted with a multiplicity of real or imagined opportunities in academic health sciences, the related pharmaceutical industry, and government oversight agencies.
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Abdullah, Faruhana, Nor Asniza Ishak, and Mohammad Zohir Ahmad. "Unpacking Determinants of Middle-School Children’s Direct Nature Experiences (DNEs): An Island Perspective." International Journal of Learning, Teaching and Educational Research 21, no. 10 (October 30, 2022): 19–49. http://dx.doi.org/10.26803/ijlter.21.10.2.
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This study aimed to explore and understand the contextual factors that influence nature experiences amongst 11–12–year–old children in their local island environments of the Maldives. The study adopted a qualitative phenomenological approach using semi-structured focus group interviews, held online, with seven groups, one per island environment. A total of 34 children participated in the interviews, with 4–6 children per group, recruited purposively based on inclusion criteria. The interviews were transcribed, and a thematic analysis was carried out. The analysis demonstrated that children’s nature experiences were primarily influenced by preferences, opportunities, constraints, and freedom, of which opportunities have the greatest influence. Similarly, constraints deter the use of available opportunities, regardless of where children live. Females appear to have more constraints on their nature experiences than males. Children must be facilitated with meaningful opportunities for DNEs to overcome constraints and motivate nature engagement. Schools must play a proactive role in facilitating these experiences to foster nature connections to ensure the success of their sustainability targeted curricular objectives. While the subject of DNEs has a wide place in the literature, the lack of studies in the field of education for sustainable development (ESD) increases the importance of this study. The findings can guide the promotion of ESD as a pathway to a sustainable future in the country. Future research should examine barriers to children’s DNEs at the school level.
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Bryan, Timothy G., and Mark A. McKnight. "IMPLEMENTING THE PATHWAYS COMMISSION RECOMMENDED FIRST ACCOUNTING COURSE: A PROFILE OF EARLY ADOPTERS." International Journal of Accounting & Finance Review 6, no. 1 (February 24, 2021): 41–52. http://dx.doi.org/10.46281/ijafr.v6i1.998.
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The primary purpose of the current research is to explore the extent to which schools and colleges of business have adopted Pathways Commission recommendations for a new first accounting course. This paper explores the extent to which schools of business and accounting programs have implemented curriculum revisions made by the Pathways Commission, as well as provide a profile of the early adopters of one of these recommendations. This study investigated common traits and characteristics of colleges and schools that had adopted the curricular changes. Specifically, the research focuses on the fourth recommendation from this list, which calls for a new first accounting course to be integrated into business and accounting programs. For the study, 68 faculty members from a cross-section of universities and programs answered questions about their institutions and the Pathways Commission recommended a new first course in accounting. Results indicate some ambivalence toward the curricular changes but also allowed for a profile of the early adopters of this specific change. Thus, the secondary purpose of the research is to identify environments in which the changes have been implemented and to provide a foundation for further research into best practices for implementing these types of curricular revisions.
JEL Classification Codes: M40, M41, M49, I20.
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Kaljo, Kristina, Lindsey McAlarnen, Michael Braun, Emmanuel Ngui, and Janet S. Rader. "Abstract B024: Pivot to SPARCC diversity in the clinical cancer research workforce; implementation and evaluation of an academic enrichment pathway before, during, and after the COVID-19 global pandemic." Cancer Epidemiology, Biomarkers & Prevention 32, no. 1_Supplement (January 1, 2023): B024. http://dx.doi.org/10.1158/1538-7755.disp22-b024.
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Abstract Academic pipeline programs are designed to mitigate systemic barriers that have historically excluded individuals due to deep-rooted, structural inequities. The Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC) was developed in 2018 to diversify the clinical research health professions workforce and has graduated three cohorts of scholars from 2019-2021. Due to COVID-19 and safety concerns, SPARCC evolved, pivoting to establish effective learning environments virtually and in-person to ensure the original curriculum of academic, research, and professional identity development were upheld. The program aims to a.) immerse students in the clinical cancer research environment, supporting immediate employment as a clinical research professional (CRP) and b.) to provide structured support and guidance for individuals intending to pursue advanced professional degrees. SPARCC programmatic evaluations included a multifactorial strategy utilizing the same three evaluative instruments each year. These included a 17-item knowledge, attitudes, and practices (KAP) survey specific to clinical cancer research, daily workshop evaluations, and clinical practicum rotation evaluations. The SPARCC KAP was distributed immediately prior to the start of the program, upon graduation from the program, and six months later. After exploratory factor analysis, items were grouped into three factors: knowledge of clinical research practice, knowledge of research practice, and knowledge of culturally responsive cancer care. Mixed ANOVAS were used to assess changes in factors based on time (pre-, post-, and 6-month follow up; within) and cohort (year of participation; between). Over three years 156 students applied, 65% of whom identified belonging to an underrepresented ace or ethnicity. Thirty-six scholars matriculated through the program: 14(39%) White; 13(36%) Black; 3(8%) Asian; 3(8%) Native American; 1 3%) Native American/Black; 1(3%) Black/Asian; 1(3%) Pacific Islander. Forty-four percent (16 scholars) identified as Hispanic/Latino/a. Six scholars (17%) entered the clinical research workforce within six months of graduating from the SPARCC program, all who identified as belonging to underrepresented groups. The KAP evaluations revealed that scholars’ knowledge increased significantly after participation in the program in each of the three factors: knowledge of clinical research practice (p < .007); knowledge of research practice (p < .007); and knowledge of culturally responsive cancer care (p < .007). Within six months of graduation from SPARCC, 17% of scholars entered the clinical research workforce, and nearly 60% were enrolled in graduate-research degree programs or medical school. SPARCC demonstrated curricular flexibility and ingenuity when pivoting from entirely in-person to entirely virtual, and finally to a hybrid program over the first three years of the program. Through didactic, clinical, research, and career professional identity exploration, robust learning experiences engaged scholars despite limitations on in-person contact. Citation Format: Kristina Kaljo, Lindsey McAlarnen, Michael Braun, Emmanuel Ngui, Janet S. Rader. Pivot to SPARCC diversity in the clinical cancer research workforce; implementation and evaluation of an academic enrichment pathway before, during, and after the COVID-19 global pandemic [abstract]. In: Proceedings of the 15th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2022 Sep 16-19; Philadelphia, PA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr B024.
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Okoromah, Christy, Jennifer Okei, Goodness Udotong, Oluchi Buchi-Njere, Jessica Ike, Adebisi Anthonia Adeyeye, Fuad Savage, Michael Nwobu, Oribolawale Owate, and Ugochukwu Eze. "Students’ Insights on the Suitability and Adaptability of Two Undergraduate Medical and Dental Curricular Pathways before and during COVID-19 Pandemic: A Cross-sectional Survey." Journal of Curriculum and Teaching 11, no. 5 (June 30, 2022): 49. http://dx.doi.org/10.5430/jct.v11n5p49.
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The COVID-19 pandemic and lockdown disrupted every human endeavour including the world of medical education, halting pre-clinical and clinical trainings as well as graduation of physicians for the healthcare workforce thus posing a double jeopardy at a time of dire need for increased healthcare personnel. The adaptability and preparedness of training curricula for emergencies such as natural and man-made disasters ultimately determine the degree of disruption in medical education. This study explored students’ insights on the efficacy and suitability of two curriculum pathways before and during the COVID-19 pandemic. This is a descriptive, cross-sectional study conducted between 2020 and 2021 in a public medical school using 102-item questionnaire administered online to 300 medical and dental students exposed to different training curricula- a “Traditional Curriculum”, and a new “SPICCES Curriculum” that emphasizes student-centred designs. The questionnaire response rate was 93.3% comprising 55.7% and 44.3% female and male respondents, and 78.6% and 21.4% medical and dental students respectively with a mean age of 22.1 ± 2.39 years (range: 18-33 years). A total of 65.4% and 34.6% respondents were on the SPICCES and Traditional curriculum pathways respectively. More respondents in the SPICCES curriculum compared with the traditional curriculum track (70.5% vs 52.6%; χ2 = 8.862, p = 0.003, φ = -0.178) had favourable perspectives on the relevance of their program and the overall quality of the curriculum in preparing them to be rounded physicians for the 21st-century (59.0% vs 27.8%). Approximately 47.0% and 33.0% (χ2 = 3.990, p = 0.046, φ = -0.119) respondents in dentistry and medicine respectively had unfavourable perception about the relevance of the SPICCES curriculum. Findings in this study echo the need for student-centred curriculum designs and conducive educational environments that are resilient to emerging and established threats to educational pedagogy and programs. The study highlights the need for programs that support social and extracurricular activities for students.
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Aggarwal, Vishal R., Nikolaus OA Palmer, Pamela Nelson, Russ Ladwa, and Farida Fortune. "Proposed Career Pathway for Clinical Academic General Dental Practitioners." Primary Dental Care os18, no. 4 (October 2011): 155–60. http://dx.doi.org/10.1308/135576111797512757.
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The Modernising Medical Careers framework provides the opportunity for both medical specialists and general medical practitioners to follow training pathways that lead to appointments as National Health Service (NHS) consultants and to senior academic posts. Similar opportunities are available for dentists who wish to specialise. However, they are not available to dentists working in primary dental care who wish to become NHS consultants or senior academics in general dentistry. An alternative pathway is required that does not force committed primary care dentists who wish to become NHS consultants or senior academics down a path of specialisation. In this paper, the authors explore the situation in some detail and propose a career pathway with appropriate competencies for primary care dentists who aspire to become NHS consultants or senior academics. They justify why such posts should be created. The competencies have been developed using key guidelines and documents from the European Bologna Process and the Association for Dental Education in Europe, the Curriculum for UK Dental Foundation Programme Training, and the General Dental Council monospecialty curricula. It is hoped that the proposed pathway will produce highly trained generalists who will: (a) encourage and undertake research in primary dental care, where over 90% of dentistry is delivered, (b) support and lead outreach centres so that teaching and clinical cases reflect primary dental care, where students will spend their working lives post-qualification, and (c) provide a means of increasing the numbers of clinical dental academics, which have been in decline over the last 10 years.
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Dwyer, Peter. "Pathways in Post-Compulsory Education—From Metaphor to Practice." Australian Journal of Education 39, no. 2 (August 1995): 146–62. http://dx.doi.org/10.1177/000494419503900204.
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Recent official reports have advocated that schools reformulate their curricula in terms of the future pathways of their graduates, and redefine their assessment criteria in terms of the competencies demanded by the restructuring of the Australian economy. ‘Pathways’ is interpreted by some as a ‘human capital’ metaphor for measuring educational outcomes in terms of economic purpose. The metaphor also seems to assume that genuine pathways already exist or can be readily constructed. This article reports on extensive consultation with five schools in three states to test the implementation of pathways goals within school programs. These schools initiated changes for 1993 to provide structures that link in-school and post-school pathways for their students. They apply a pathways focus to curriculum and school organisation, which provides a model for future school practice.
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Furlan, Raffaello, Mauro Gatti, Roberto Mene, Dana Shiffer, Chiara Marchiori, Alessandro Giaj Levra, Vincenzo Saturnino, Enrico Brunetta, and Franca Dipaola. "Learning Analytics Applied to Clinical Diagnostic Reasoning Using a Natural Language Processing–Based Virtual Patient Simulator: Case Study." JMIR Medical Education 8, no. 1 (March 3, 2022): e24372. http://dx.doi.org/10.2196/24372.
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Background Virtual patient simulators (VPSs) log all users’ actions, thereby enabling the creation of a multidimensional representation of students’ medical knowledge. This representation can be used to create metrics providing teachers with valuable learning information. Objective The aim of this study is to describe the metrics we developed to analyze the clinical diagnostic reasoning of medical students, provide examples of their application, and preliminarily validate these metrics on a class of undergraduate medical students. The metrics are computed from the data obtained through a novel VPS embedding natural language processing techniques. Methods A total of 2 clinical case simulations (tests) were created to test our metrics. During each simulation, the students’ step-by-step actions were logged into the program database for offline analysis. The students’ performance was divided into seven dimensions: the identification of relevant information in the given clinical scenario, history taking, physical examination, medical test ordering, diagnostic hypothesis setting, binary analysis fulfillment, and final diagnosis setting. Sensitivity (percentage of relevant information found) and precision (percentage of correct actions performed) metrics were computed for each issue and combined into a harmonic mean (F1), thereby obtaining a single score evaluating the students’ performance. The 7 metrics were further grouped to reflect the students’ capability to collect and to analyze information to obtain an overall performance score. A methodological score was computed based on the discordance between the diagnostic pathway followed by students and the reference one previously defined by the teacher. In total, 25 students attending the fifth year of the School of Medicine at Humanitas University underwent test 1, which simulated a patient with dyspnea. Test 2 dealt with abdominal pain and was attended by 36 students on a different day. For validation, we assessed the Spearman rank correlation between the performance on these scores and the score obtained by each student in the hematology curricular examination. Results The mean overall scores were consistent between test 1 (mean 0.59, SD 0.05) and test 2 (mean 0.54, SD 0.12). For each student, the overall performance was achieved through a different contribution in collecting and analyzing information. Methodological scores highlighted discordances between the reference diagnostic pattern previously set by the teacher and the one pursued by the student. No significant correlation was found between the VPS scores and hematology examination scores. Conclusions Different components of the students’ diagnostic process may be disentangled and quantified by appropriate metrics applied to students’ actions recorded while addressing a virtual case. Such an approach may help teachers provide students with individualized feedback aimed at filling competence drawbacks and methodological inconsistencies. There was no correlation between the hematology curricular examination score and any of the proposed scores as these scores address different aspects of students’ medical knowledge.
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DeMonbrun, Robert Matthew, Michael Brown, and Stephanie D. Teasley. "Enrollment patterns and students’ risk of academic difficulty." Journal of Applied Research in Higher Education 12, no. 1 (July 18, 2019): 97–108. http://dx.doi.org/10.1108/jarhe-11-2018-0252.
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Purpose Experiencing academic difficulty can deter students’ academic momentum, decreasing the speed with which they complete coursework and increasing the odds that they will not persist to a credential. The purpose of this paper is to expand upon an existing framework that investigates students’ academic difficulty in co-enrolled courses by adding additional co-enrollment variables that may influence academic performance in introductory gateway courses. Design/methodology/approach This study uses quantile regression to better understand academic difficulty in co-enrolled courses and the impact that students’ co-enrollment patterns may have on their success in focal introductory gateway courses. Findings This study revealed significant relationships between student success and co-enrollment patterns, including: the disciplinary alignment of the course with a student’s major, the student’s co-enrollment in other difficult courses and experiencing below average academic performance in a co-enrolled course. Further, impact of these relationships often differed by students’ performance quantile in the focal course. Practical implications The results point to factors related to the student and their co-enrolled courses that faculty, academic advisors and curriculum committees can consider as they design general education requirements within and across disciplinary majors. Originality/value This approach advances the understanding of how a prescribed curriculum produces interdependent pathways that can promote or deter students’ success through the organization of curricular requirements and student course taking. The paper provides a generalizable methodology that can be used by other universities to investigate curricular pathways that have the potential to reduce student success.
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Justice, Benjamin, and Tracey L. Meares. "How the Criminal Justice System Educates Citizens." ANNALS of the American Academy of Political and Social Science 651, no. 1 (November 18, 2013): 159–77. http://dx.doi.org/10.1177/0002716213502929.
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There are at least two central pathways through which the modern democratic state interacts with citizens: public school systems and criminal justice systems. Rarely are criminal justice systems thought to serve the educational function that public school systems are specifically designed to provide. Yet for an increasing number of Americans, the criminal justice system plays a powerful and pervasive role in providing a civic education, in anticitizenry, that is the reverse of the education that public schools are supposed to offer. We deploy curriculum theory to analyze three primary processes of the criminal justice system—jury service, incarceration, and policing—and demonstrate the operation of two parallel curricula within them: a symbolic, overt curriculum rooted in positive civic conceptions of fairness and democracy; and a hidden curriculum, rooted in empty or negative conceptions of certain citizens and their relationship to the state.
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Edwards, Suzy. "New Directions: Charting the Paths for the Role of Sociocultural Theory in Early Childhood Education and Curriculum." Contemporary Issues in Early Childhood 4, no. 3 (September 2003): 251–66. http://dx.doi.org/10.2304/ciec.2003.4.3.3.
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This article identifies the growing role of sociocultural theory as an informant to the early childhood curriculum. Beginning with a brief description of the more traditional Piagetian interpretation regarding development and its use in early childhood education and curricula such as DAP (Developmentally Appropriate Practice), the article identifies key theoretical arguments made against this view on the basis of ontological, methodological and/or epistemological precepts. The growing literature regarding the use of curriculum approaches to early childhood education based on the sociocultural explanations for development proposed by Vygotsky and Rogoff are identified. The article argues that the manner in which sociocultural theory is being utilised in early childhood education may be considered in terms of three main ‘pathways’, including the transformative, assimilated positivist and social-constructivist paths.
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Batchelder, AJ, and MJ McCarthy. "A Critical Appraisal of the Evidence of Current Methods of Assessment for Surgical Trainees." Bulletin of the Royal College of Surgeons of England 95, no. 6 (June 1, 2013): 7–11. http://dx.doi.org/10.1308/003588413x13643054410304.
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Over the past decade training pathways in the UK have been subject to extensive changes. Concerns regarding the supervision and training of junior doctors led to a number of reforms that were implemented through the Modernising Medical Careers programme and these mandated formalisation of curricula for all specialties. Consequently, the surgical royal colleges of the UK and Ireland designed the Intercollegiate Surgical Curriculum Programme (ISCP), which delineates the framework for surgical training from core trainee level through to the award of a Certificate of Completion of training.
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Cosma Oneţ, Mihaela-Gabriela. "Towards a Transdiciplinary Systemic Approach to National Heritage-Based Learning. Curricular Insights into the Romanian Art Education Reform in the Glocal Transformative Age." Educatia 21 20 (April 28, 2021): 110–19. http://dx.doi.org/10.24193/ed21.2021.20.14.
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The aporia of the collapsology threats in the contemporary era of globalization, as well as our need for psychosocial-ecological resilience and well-being have shown the crucial imperative to improve education. Thus, it is through innovating the curriculum design and its intimate features that humanity will be able to restore the world’s health and wealth. Consequently, the author stresses an original approach to curricula renewal in order to bridge the gap between school and society while building students’ 21st century competencies. Given the challenges of today’s technological and glocal era, new transformative learning pathways have been established by considering transdiciplinarity as theoretical reference. Hence, this study develops a theoretical systemic model to design a national heritage-based learning curriculum, which underpins collaborative and experiential learning. Likewise, through a transferable competency-based curriculum on national heritage, students undergo a transpersonal well-being as a holistic character-building process.
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Pasque, Penny A., Nicholas A. Bowman, Jenny L. Small, and Rachel Lewis. "Student-Created Curricular and Co-Curricular Pathways Toward Participation in a Diverse Democracy." Multicultural Perspectives 11, no. 2 (June 26, 2009): 80–89. http://dx.doi.org/10.1080/15210960903028750.
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Carty, Breda, Karen Bontempo, and Louise de Beuzeville. "SIGNS OF LEARNING." Momento - Diálogos em Educação 31, no. 02 (July 28, 2022): 417–48. http://dx.doi.org/10.14295/momento.v31i02.14503.
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Australia’s education system has historically been premised on state and territory-based curricula, until the development of a national curriculum in each learning area, released in stages from 2014. This paper will discuss the curriculum development process for the Auslan curriculum in the Languages learning area, which delivered an endorsed blueprint for the formal teaching and learning of Auslan in Australian schools from 2017. Unique features of the curriculum will be outlined, such as the dual-pathways for first and second language learners of Auslan, and the different sequence entry points, specifically designed to meet the needs of deaf children in both the early primary school years, as well as those who are late learners of a first language, entering secondary school with limited spoken and/or signed language later in childhood. The paper will provide an overview of the structure and content of the curriculum and the nature of the learners, and conclude with some of the opportunities and challenges arising from this initiative, such as the ongoing lack of quality resources that exist for its day-to-day implementation in schools nation-wide.
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Butterfield, Sue. "Conditions for Choice? The context for implementation of curricular pathways in the curriculum, 14‐19, in England and Wales." Cambridge Journal of Education 28, no. 1 (March 1998): 9–20. http://dx.doi.org/10.1080/0305764980280102.
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Keniry, L. Julian. "Equitable Pathways to 2100: Professional Sustainability Credentials." Sustainability 12, no. 6 (March 17, 2020): 2328. http://dx.doi.org/10.3390/su12062328.
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Across numerous industries and occupations, professional associations are contributing to knowledge and skills for sustainability by offering new credentials. This represents an opportunity to increase students’ career preparedness for clean economies that accomplish steep reductions in greenhouse gas emissions over the next thirty years. This also presents a particular opportunity to help lower-income young adults better position themselves for good jobs that make meaningful contributions to the societal transition ahead. Providing suggestions for navigating and embedding them into curricula, this article highlights seventeen sustainability credentials and mentions another fourteen. In addition to definitions, it also provides analysis of aspects such as third-party accreditation, student supports, academic and maintenance requirements, and fees. Internet research and e-mail correspondence with credentialed professionals was an iterative process in which the author set out with a list of aspects to consider, identified new aspects in the process of researching credentials, compared those aspects, and so on. The result is both a representative list of non-academic, professional credentials worth consideration as complements to the higher education curriculum as well as a set of suggestions for engaging with them in ways that foster opportunity for students from all backgrounds.
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Wouda, Jan C., and Robert L. Hulsman. "Pathways towards designing effective medical communication curricula." Patient Education and Counseling 93, no. 1 (October 2013): 1–2. http://dx.doi.org/10.1016/j.pec.2013.07.005.
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Fomunyam, Kehdinga George. "The Itinerant Curriculum as an Alternative Curriculum Pathway in Nigerian Higher Education." Universal Journal of Educational Research 8, no. 12B (December 2020): 8304–12. http://dx.doi.org/10.13189/ujer.2020.082635.
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Shakoor, Muhammad T., Samia Ayub, and Zunaira Ayubs. "Research: A Pathway Towards a Good Curriculum Vitae." International Journal of Medical Students 1, no. 1 (April 30, 2013): 46–47. http://dx.doi.org/10.5195/ijms.2013.31.
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Fletcher, Emily, Anna Sansom, Emma Pitchforth, Gerens Curnow, Adrian Freeman, Kamila Hawthorne, and John Campbell. "Overseas GP recruitment: comparing international GP training with the UK and ensuring that registration standards and patient safety are maintained." BJGP Open 3, no. 2 (April 16, 2019): bjgpopen18X101640. http://dx.doi.org/10.3399/bjgpopen18x101640.
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BackgroundAmbitious overseas recruitment targets have been set by the UK government to help alleviate the current GP shortage. European Economic Area (EEA) doctors can join the UK’s GP register under European law. Non-EEA doctors must obtain a Certificate of Eligibility for General Practice Registration (CEGPR), demonstrating equivalence to UK-trained doctors. CEGPR applications can be time-consuming and burdensome. To meet overseas recruitment targets, it is important to facilitate the most efficient route into UK general practice while maintaining registration standards and patient safety.AimTo develop a methodology to map postgraduate GP training and healthcare contextual data from an overseas country to the UK.Design & settingDesk-based research and stakeholder interviews.MethodFour stages were undertaken: 1) developing a data collection template; 2) conducting a case study (using Australia as a test case); 3) refining the data collection template; and 4) creating a mapping framework. The case study used the 2016 curricula for the UK and Australia.ResultsFive ‘domains’ were identified: healthcare context, training pathway, curriculum, assessment, and continuing professional development (CPD) and revalidation. The final data collection template comprised 49 mapping items across the domains. The methodology incorporated the application of a red, amber, or green (RAG) rating to indicate similarity of data across the five domains. Australia was rated ‘green’ for training pathway, curriculum, and assessment, and ‘amber’ for healthcare context and CPD and revalidation. The overall rating was ‘green’.ConclusionImplementing this systematic methodology for mapping GP training between countries may support the UK’s ambitions to recruit more GPs, and alleviate current GP workforce pressures.