Relevant bibliographies by topics / Curriculum design

Academic literature on the topic 'Curriculum design'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Curriculum design"

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Kinzie, Mable B., Jessica Vick Whittaker, Pat Mcguire, Youngju Lee, and Carolyn Kilday. "Research on Curricular Development for Pre-Kindergarten Mathematics and Science." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–40. http://dx.doi.org/10.1177/016146811511700705.

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Background/Context As increasing attention is paid to preparing students to succeed in school, the development and adoption of research-based curricula have become progressively more important. However, many curricular designs lack a basis in scientific evidence; research and curricular design are frequently treated as two separate enterprises. Purpose/Objective In this paper, we present the Research on Curriculum Design (RCD) model, first advanced by Clements in 2007, with results from its application to the design and iterative development of pre-kindergarten mathematics and science curricula. Research Design RCD is an example of design-based research, with the additional specific goals of the production of an effective curriculum and the evolution of theoretical guidelines to inform future curricular designs. Our implementation spanned two years and involved iterative development and testing of two, year-long curricula. Findings/Results Application of RCD methods informed our understandings of the target population, the knowledge and skills to be developed, and the theoretical and research-based models that guided the designs. Subsequent iterative development and evaluation in five pre-K classrooms enabled refinement of the curricular design, as well as the evolution of design guidelines useful for informing future curriculum development efforts. A culminating test of the resulting curricula in eight pre-K classrooms suggests the success of the RCD approach, yielding high-quality, high-fidelity teacher implementation, with teacher fidelity and curricular dosage predicting students’ mathematics learning gains across the year. Conclusions/Recommendations Results support the value of the RCD model for achieving research-based curricula that have the potential to effectively support teachers in their practice and positively impact children's early learning.
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Lowry, S. "Curriculum design." BMJ 305, no. 6866 (December 5, 1992): 1409–11. http://dx.doi.org/10.1136/bmj.305.6866.1409.

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Soysal, Yi̇lmaz. "Science Curriculum Objectives’ Intellectual Demands: A Thematic Analysis." Journal of Science Learning 5, no. 1 (March 1, 2022): 127–40. http://dx.doi.org/10.17509/jsl.v5i1.35439.

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Science curriculums and curricular materials are essential guidelines in materializing effective science teaching. The primary goal of the current study aims to present a thematic analysis of the last three elementary and middle school science curriculums objectives released in 2013, 2017, and 2018 to determine whether they provide a base for science teachers to design intellectually demanding instructional tasks. This study conducted an in-depth document analysis to describe the curricular themes and objectives' intellectual demands beyond a mere description. Moreover, a critical document-based thematic analysis achieved a call for an in-depth interrogation of the intended science curricula. The current study reveals that the explored science curriculums mainly include physics-related and biology-related topics and chemistry-related topics. There is less place for the issues related to astrophysics and earth sciences. Although three curricular changes (2013, 2017, and 2018) were actualized to enrich the science curriculums' scope, intellectual capacity, and thematic variation, the conceptual emphasis seemed to be strictly copied over the years. The curriculums under examination appeared to let the teachers design high intellectually demanding tasks to teach science knowledge and epistemic practices, however, to a certain extent. It is concluded that the sharp decreases in the number of objectives observed in the abstraction zone may hinder teachers from generating teaching environments where students can transfer acquired knowledge and practices to external contexts. Educational recommendations are offered in the sense of curriculum development and teacher education.
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Kraft-Terry, Stephanie, and Cheri Kau. "Direct Measure Assessment of Learning Outcome–Driven Proactive Advising for Academically At-Risk Students." NACADA Journal 39, no. 1 (July 1, 2019): 60–76. http://dx.doi.org/10.12930/nacada-18-005.

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Creating advising curricula through backward design ensures that learning objectives remain central to the process and enables those in advising units to design comprehensive assessment plans for continued curricular improvement. By incorporating measures to observe student learning directly, advisors can evaluate their curriculum objectively to ensure students achieve desired learning outcomes. An advising unit created a proactive advising curriculum for academically at-risk students through backward design that includes multiple assessment measures. Students in four categories of academic risk were targeted for intervention. Through the evaluation of direct-learning evidence gathered through assessment, the advising unit improved the advising curriculum, showing the process for intentional curriculum design and assessment to improve student learning.
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Druzhinina, Maria, Natalia Belkova, Elena Donchenko, Feng Liu, and Olga Morozova. "Curriculum Design in Professional Education: Theory and Practice." SHS Web of Conferences 50 (2018): 01046. http://dx.doi.org/10.1051/shsconf/20185001046.

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This article discusses the problem of ensuring the curricula quality. The aim of the theoretical research carried out by the authors is to clarify the perception of “curriculum design” with reference to international and domestic requirements for the curriculum development and quality assessment. During the research process, the “curriculum design” definition was given and curricula quality assessment criteria were selected. The authors conducted a comparative analysis of innovative, for different institutions, curricula which are implemented in the system of professional education: secondary, higher and vocational. In the article the authors focus on interactivity as the main criterion of the curriculum quality assessment. One of the results of implemented interactive working forms in education is to increase the level of students learning motivation. Involving not only teachers, but also students to the process of curriculum quality assessment promotes curriculum design development. This article covers the results of students’ satisfaction level assessment with curriculum quality in the vocational education system. In conclusion, it is pointed out that curriculum design is a dynamic process which ensures the quality of specialists’ training in the system of professional education
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Shively, Kate, and Jennifer Palilonis. "Curriculum Development: Preservice Teachers’ Perceptions of Design Thinking for Understanding Digital Literacy as a Curricular Framework." Journal of Education 198, no. 3 (October 2018): 202–14. http://dx.doi.org/10.1177/0022057418811128.

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This study examines design thinking (DT) as a strategy to develop K-3 digital literacy curricula. This article chronicles first-year, preservice teachers’ (PSTs’) perceptions using DT to explore an often-misunderstood curricular framework, digital literacy. The participants employed DT as a strategy for developing digital literacy curriculum. Findings discussed in this article explored PSTs’ perceptions of DT and how the strategy helped or hindered their understanding of digital literacy as an elementary curricular framework. This study calls for further investigation regarding DT as a strategy for curriculum development early in teacher preparation.
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Thandlam Sudhindra, Shravya, and Lucienne T. M. Blessing. "A FRAMEWORK FOR DESIGN COMPETENCY ASSESSMENT." Proceedings of the Design Society 1 (July 27, 2021): 91–100. http://dx.doi.org/10.1017/pds.2021.10.

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AbstractThe recognition of the value of design has resulted in an increased number of programs and courses that include design and evaluate design competencies. However, there is no common reference system to (1) identify and assess the design competency of learners and the level of design competency aimed for by a course or curriculum; (2) universally recognize design competencies and competency levels.Our research goal is to identify and define distinct levels of design competency and develop a framework to help instructors, design learners, institutes as well as employers assess and/or recognize competency. This paper introduces our DesCA (Design Competency Assessment) framework and places it in the context of other frameworks. We describe how DesCA helps: (1) identify and assess design competencies associated with different design activities planned for a course or curriculum; (2) formulate learning outcomes and select appropriate competency levels, methods and tools; (3) plan and develop the design content of courses and curricula; (4) ensure curricular consistency across courses.The vision is to make DesCA a digital platform that can serve as an international standard for design teaching, learning and curriculum development.
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Gamson, David A., Sarah Anne Eckert, and Jeremy Anderson. "Standards, instructional objectives and curriculum design: A complex relationship." Phi Delta Kappan 100, no. 6 (February 25, 2019): 8–12. http://dx.doi.org/10.1177/0031721719834022.

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Since the beginning of U.S. public school systems, educators and policy makers have debated what kinds of knowledge and skills that all schoolchildren should acquire. And those debates touch every aspect of a curriculum, its assessment, and its instructional materials. David A. Gamson, Sarah Anne Eckert, and Jeremy Anderson trace the history of standards and objectives in U.S. education, noting areas of controversy and debate related to the uses and possible abuses of curricular standards. Their survey raises questions and cautions for today’s reformers to consider when rethinking curricula.
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Major, Angela. "Refraining curriculum design." British Journal of Music Education 13, no. 3 (November 1996): 183–93. http://dx.doi.org/10.1017/s0265051700003223.

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Many music teachers in Secondary Schools, when designing schemes of work, use music elements, concepts and musical devices as a focus for choosing holistic practical activities. The idea behind such a practice appears to be to enable pupils to understand more clearly these concepts through reinforcement in listening and performing activities and through the application of the device to their composing tasks. While still retaining an important place in the curriculum for concepts/music elements, it is suggested that curriculum schemes might be built around the mastery of a wide range of skills. A new way of thinking about curriculum design in music is sought, to enable a more effective musical experience for pupils.
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George, J. W. "Classical Curriculum Design." Arts and Humanities in Higher Education 8, no. 2 (May 20, 2009): 160–79. http://dx.doi.org/10.1177/1474022209102682.

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Dissertations / Theses on the topic "Curriculum design"

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Bartlett, Gennita B. "Newspaper design curriculum unit." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/MQ54858.pdf.

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Loomes, Martin James. "Software engineering curriculum design." Thesis, University of Surrey, 1991. http://epubs.surrey.ac.uk/844417/.

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Software engineering design is a vital component of modern industry, unfortunately, the processes involved are still poorly understood. This poses a major problem for teachers of the subject, who are under constant pressure to improve the quality of education, but are unsure how to bring this about, or even how to detect such improvement. This thesis attempts to start the process of clarifying what we mean by "software engineering design", and apply the insights gained to the activity of curriculum design. First, we establish a method for the research, by constructing a framework to constrain and guide the process of seeking new insights. This leads to a decidedly eclectic approach to the problem, as software engineering design is viewed, and reviewed, from a number of different perspectives. Next, these views are synthesised into a model of the software engineering design process, and new insights are sought to refine the model. The central theme of this model is the idea that the design process can be considered as a one of theory building. Finally, we bring this model into direct contact with the task of curriculum design, both in a general sense, and also by providing illustrations of some of the consequences of its use.
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Cacioppo, Christopher M. (Christopher Michael). "Design of an exportable digital design curriculum." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/38827.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1996.
Includes bibliographical references (p. 96).
by Christopher M. Cacioppo.
M.S.
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De, Maci Lola De Julio. "Curriculum design in creative writing." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1012.

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Ho, Chi-keung Christopher. "An evaluation of the design and technology curriculum for secondary I-III for curriculum reform." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B3862610X.

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Lee, Mindy. "A graphic design curriculum development project." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569031.

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Examining the design education climate of Los Angeles results in finding a broken art education system and misconceived notions about graphic design. The struggle to implement design education into the lives of high school students leads to some students who have access to art classes with an emphasis on technical digital art and some students who have never taken an art or design class. This project is the work of bringing design education to students in the Los Angeles area. This design curriculum was created to promote creative process, problem solving, play and experimentation, and a deeper understanding of the use of graphic design as a communication tool. This curriculum was implemented at the High School Institutes at Inner-City Arts, a nonprofit that provides free arts education to thousands of youth in Los Angeles.

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Hicks, Robert Stewart. "Curriculum for website design in secondary schools." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2124.

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The purpose of this project is to develop a computer based curriculum to motivate and aid students on the secondary level in website development. This is accomplished by developing a website and classroom curriculum that will expand the knowledge of students. Brainstorming, organizing ideas and categorizing concepts are specific skills that are acquired course.
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Alexander, Wallace Martin. "Making the transition to curriculum integration : a curriculum design in middle level schools /." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/AlexanderWM2001.pdf.

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Chandran, Koduvayur Krishna. "Modelling of the curriculum within engineering design education." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/1008/.

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Ho, Chi-keung Christopher, and 何自強. "An evaluation of the design and technology curriculum for secondary I-III for curriculum reform." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3862610X.

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Books on the topic "Curriculum design"

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Curriculum development and design. 2nd ed. St. Leonards, NSW, Australia: Allen & Unwin, 1993.

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Nelson, Annabelle. Curriculum design techniques. Dubuque, IA: Wm. C. Brown, 1990.

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1956-, Macalister John, ed. Language curriculum design. New York, NY: Routledge, 2009.

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Macalister, John, and I. S. P. Nation. Language Curriculum Design. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763.

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Hayes, Jacobs Heidi, and Association for Supervision and Curriculum Development., eds. Interdisciplinary curriculum: Design and implementation. Alexandria, VA: Association for Supervision and Curriculum Development, 1989.

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Cheltenham and Gloucester College of Higher Education. Geography Discipline Network (GDN), ed. Curriculum design in geography. Cheltenham: Geography Discipline Network (GDN), Cheltenham & Gloucester College of Higher Education, 1998.

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Biddulph, James, and Julia Flutter. Inspiring Primary Curriculum Design. Edited by James Biddulph and Julia Flutter. Abingdon, Oxon; New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429277108.

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Bowden, Valmai. A model for curriculum design? Manchester: University of Manchester, 1998.

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Crook, Lesley E. Curriculum continuity in design education. Brighton: Brighton Polytechnic Centre for Art and Design Teacher Education, 1989.

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Koh, Caroline, ed. Motivation, Leadership and Curriculum Design. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-230-2.

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Book chapters on the topic "Curriculum design"

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Stockman, Angela. "Curriculum Design." In The Writing Workshop Teacher's Guide to Multimodal Composition (K–5), 62–75. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003216940-7.

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Stockman, Angela. "Curriculum Design." In The Writing Workshop Teacher's Guide to Multimodal Composition (6-12), 60–72. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003216957-7.

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Hudson, Brian, and Chris Shelton. "The curriculum." In Education System Design, 141–53. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429261190-16.

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Priestley, Mark, and Constantinos Xenofontos. "Curriculum making." In Inspiring Primary Curriculum Design, 1–13. Abingdon, Oxon; New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429277108-1.

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Crawley, Edward F., Johan Malmqvist, Sören Östlund, Doris R. Brodeur, and Kristina Edström. "Integrated Curriculum Design." In Rethinking Engineering Education, 85–115. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05561-9_4.

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Hockett, Jessica A., and Catherine M. Brighton. "General Curriculum Design." In Introduction to Curriculum Design in Gifted Education, 41–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235842-4.

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Graves, Kathleen. "Language curriculum design." In The Routledge Handbook of English Language Teaching, 79–94. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-9.

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Macalister, John, and I. S. P. Nation. "Language Curriculum Design." In Language Curriculum Design, 1–14. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-1.

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Reiffenrath, Tanja, and Angelika Thielsch. "International Partnerships and Curriculum Design." In Handbook of Open, Distance and Digital Education, 1–18. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_90-1.

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AbstractIn recent years, efforts to internationalize teaching, learning, and the curriculum using digital media have increased and (higher) education institutions around the world have embraced virtual communication and collaboration to foster and maintain international partnerships. This chapter surveys linkages between international partnerships and curriculum design. Based on concepts and designs that can help to establish virtual joint educational initiatives within the framework of international (institutional) partnerships, this chapter introduces different curriculum design models and their implications for international partnerships in order to enable readers to initiate new curriculum design processes or evaluate existing curricula with regard to the involvement of and virtual collaboration with international partners.
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Reiffenrath, Tanja, and Angelika Thielsch. "International Partnerships and Curriculum Design." In Handbook of Open, Distance and Digital Education, 407–24. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_90.

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AbstractIn recent years, efforts to internationalize teaching, learning, and the curriculum using digital media have increased and (higher) education institutions around the world have embraced virtual communication and collaboration to foster and maintain international partnerships. This chapter surveys linkages between international partnerships and curriculum design. Based on concepts and designs that can help to establish virtual joint educational initiatives within the framework of international (institutional) partnerships, this chapter introduces different curriculum design models and their implications for international partnerships in order to enable readers to initiate new curriculum design processes or evaluate existing curricula with regard to the involvement of and virtual collaboration with international partners.
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Conference papers on the topic "Curriculum design"

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Rode, Jennifer A., Mark Stringer, Eleanor F. Toye, Amanda R. Simpson, and Alan F. Blackwell. "Curriculum-focused design." In Proceeding of the 2003 conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/953536.953553.

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Schield, Milo. "Statistical Literacy Curriculum Design." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04104.

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College-level students pursuing majors that don’t require a quantitative course still need a statistical literacy course that helps them develop the skills to evaluate arguments that use statistics as evidence. Such a course should entail utility in everyday use such that statistical literacy results in a lasting appreciation of the value of statistics as needed in everyday life, civic life, and professional life as a data consumer. A course designed to promote statistical literasy should help students understand and analyze various influences on the size and direction of a statistical association and should include key topics in conditional probability, confounding, and the vulnerability of statistical significance to confounding. This paper describes some new ways of presenting these ideas that are based on the results of field trials conducted in connection with the W. M. Keck Statistical Literacy project at Augsburg College. After studying statistical literacy, 43 percent of Augsburg students strongly agreed that the course helped them develop critical thinking skills and 18 percent strongly agreed that successful completion of the course should become requirement for graduation.
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Narvekar, Sanmit, Jivko Sinapov, and Peter Stone. "Autonomous Task Sequencing for Customized Curriculum Design in Reinforcement Learning." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/353.

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Transfer learning is a method where an agent reuses knowledge learned in a source task to improve learning on a target task. Recent work has shown that transfer learning can be extended to the idea of curriculum learning, where the agent incrementally accumulates knowledge over a sequence of tasks (i.e. a curriculum). In most existing work, such curricula have been constructed manually. Furthermore, they are fixed ahead of time, and do not adapt to the progress or abilities of the agent. In this paper, we formulate the design of a curriculum as a Markov Decision Process, which directly models the accumulation of knowledge as an agent interacts with tasks, and propose a method that approximates an execution of an optimal policy in this MDP to produce an agent-specific curriculum. We use our approach to automatically sequence tasks for 3 agents with varying sensing and action capabilities in an experimental domain, and show that our method produces curricula customized for each agent that improve performance relative to learning from scratch or using a different agent's curriculum.
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Chi, Hongmei, and David Angulo Rubio. "Design insider threat hands-on labs." In the 2014 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670739.2670756.

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Lang, Jan, and Vladimir Krajcovic. "Models in curriculum design." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059621.

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Milligan, Kerry, and Adam K. Fontecchio. "Curriculum driven classroom design." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344298.

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Cai, Yu. "Session details: Curriculum design." In SIGCSE10: The 41st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2010. http://dx.doi.org/10.1145/3254194.

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Miranda, Valerian, and Larry O. Degelman. "An Experimental Computer-Aided Design Studio." In ACADIA 1987: Integrating Computers into the Architectural Curriculum. ACADIA, 1987. http://dx.doi.org/10.52842/conf.acadia.1987.019.

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Reamon, Derek T., and Sheri D. Sheppard. "Educational Interactive Multimedia Software: Can it Effectively Teach Engineering Concepts?" In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dtm-8783.

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Abstract This paper provides a rigorous statistical analysis of the educational effectiveness of a curriculum module pertaining to direct current (DC) motors and motorized systems. Educational interactive multimedia software played an important role in the module, which also included lectures, a design project and other more traditional pedagogics. Pre- and post-tests were administered to measure learning during the module and individual test questions targeted specific areas of the curriculum to determine the contribution of the various resources to the entire learning environment. The data indicate that the module was indeed educationally successful and that the software contributed to the curriculum’s success. The module was particularly effective for promoting learning by female engineering students in the course and mitigated some discrepancies in prior knowledge. Students were also grouped into four preference groups based on analysis of students’ preference questionnaire responses. The data indicate that each preference group responded differently to the various teaching techniques employed in the curriculum.
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Wu, Jingzi, and Dapeng Zhao. "Landscape design core curriculum study." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6058438.

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Reports on the topic "Curriculum design"

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Beedle, Christopher. Curriculum Design. Office of Scientific and Technical Information (OSTI), May 2022. http://dx.doi.org/10.2172/1867144.

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Beedle, Christopher. Curriculum Design II. Office of Scientific and Technical Information (OSTI), April 2022. http://dx.doi.org/10.2172/1866928.

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Smith, Peter. Module and Curriculum Design. The Economics Network, September 2017. http://dx.doi.org/10.53593/m2975a.

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Weigand, Lynn. Bicycle and Pedestrian Design Curriculum Expansion. Portland State University Library, February 2010. http://dx.doi.org/10.15760/trec.11.

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Haire, Ashley. Bicycle and Pedestrian Engineering Design Curriculum Expansion. Portland State University Library, February 2012. http://dx.doi.org/10.15760/trec.75.

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Smith, Peter. Curriculum design for the twenty-first century. The Economics Network, January 2013. http://dx.doi.org/10.53593/n2327a.

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Anderson, Rachel. Fashion Design Curriculum Videos: Texas House Bill 5. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-417.

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Dragoo, Sheri L. Niche Design: Integrating A Curriculum Progression Specializing in Children's Wear. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1289.

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Ferris, Jennifer. The Design, Implementation, Assessment, and Evaluation of a Power Systems Protection Laboratory Curriculum. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1622.

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10

Chahine, Ricardo, Prince Adu Gyamfi, Nandhesh Subash, Wonsang Cho, Krista O. Kelley, Stacey L. Connaughton, and Konstantina Gkritza. Design of Educational Material and Public Awareness Campaigns for Improving Work Zone Driver Safety. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317375.

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Abstract:
This project aims to help improve work zone driver safety in Indiana through driver education and public awareness campaigns. The project focused on two specific objectives: (1) to design a public awareness campaign to increase drivers’ knowledge and influence positive attitudes about work zone driver safety practices; and (2) to prepare educational materials to be incorporated into driver’s education or training curriculum prior to taking driving test and getting a driver’s license issued. The campaign was informed by formative research, conducted using a survey to assess public knowledge and attitudes. Based on these results, campaign messages were designed. The team also designed an education curriculum which consists of three modules and fourteen knowledge questions. This report concludes with recommendations to INDOT for the successful implementation of the public awareness campaign and educational materials, that might be applicable to other states as well.
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