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Journal articles on the topic 'Curriculum design'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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7

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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Tomlinson, B. "Language Curriculum Design." ELT Journal 66, no. 2 (March 13, 2012): 263–68. http://dx.doi.org/10.1093/elt/ccs010.

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Kelly, Luke E. "Curriculum Design Model." Journal of Physical Education, Recreation & Dance 59, no. 6 (August 1988): 26–32. http://dx.doi.org/10.1080/07303084.1988.10609778.

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Fish, Ari M., J. Matthew Fields, Deborah Ziring, Gina McCoy, Paula Ostroff, and Geoffrey Hayden. "Curriculum Development by Design Thinking: Analyzing a Program for Social Determinants of Health Screening by Pre-Clerkship Medical Students." Journal of Medical Education and Curricular Development 9 (January 2022): 238212052210807. http://dx.doi.org/10.1177/23821205221080701.

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Problem Health systems science (HSS) curricula in medical schools facilitate an understanding of social determinants of health (SDOH) and their impact on health outcomes. After implementation of an experiential, patient-centered program based around SDOH screening, however, our medical college noted poor student receptivity and engagement. In order to improve the program, we chose a design thinking approach based on the perceived value of actively engaging learners in the design of education. The role of design thinking in curricular quality improvement, however, remains unclear. Intervention We sought to determine if a current educational model for SDOH screening could be improved by reforming the curriculum using a design thinking workshop involving student and faculty stakeholders. Context The current study is a retrospective analysis of first-year medical student, end-of-year evaluations of the Clinical Experience (CE) program at the Sidney Kimmel Medical College before (2018-19) and after (2019-20) implementation of the design thinking workshop and subsequent curriculum changes. Impact Overall positive results significantly increased across all survey questions after the curricular intervention (p < 0.01), indicating increased student satisfaction with the revised curriculum. Lessons Learned Few studies assess outcomes of design thinking-driven curricular changes. The current study of an SDOH screening program details the implementation of initiatives that originated from a design thinking sprint and assesses program evaluations following these curricular changes. Most of the well-received curricular changes concerned improvements in student training, patient screening and follow-up, and the leveraging of existing technology. The study reinforces the importance of co-creation among stakeholders when redesigning medical curricula.

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Mendoza, Walter, Gabriel M. Ramírez, Claudio González, and Fernando Moreira. "Assessment of Curriculum Design by Learning Outcomes (LO)." Education Sciences 12, no. 8 (August 10, 2022): 541. http://dx.doi.org/10.3390/educsci12080541.

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This paper analyzes the assessment experience as part of curriculum design by learning outcomes of the Master in User Experience Design of the Universidad Nacional Abierta y a Distancia—UNAD Colombia and the University of Lleida—UdL Spain. The article presents the assessment route, which allows for continuous improvement and is tailored to the self-assessment process. Conceptual references on curriculum design, competencies, purposes, constant improvement, and assessment are outlined for presentation. The theoretical line is based on international and national legal references. Likewise, the educational, pedagogical, and curricular implications of learning outcomes are presented, among them: change of paradigm (teaching vs. learning), coherence of curricular design, change of evaluation (qualification vs. assessment), decision-making, professor training, change of professor attitude, sustainability through assessment, and implementation routes, all of them with the aim of continuous improvement and to maintain the high quality of the program. One of the main conclusions indicates that curriculum design based on learning outcomes should be aligned and coherent at the macro-, meso-, and micro-curricular levels in order to meet the needs and requirements of the professional field.

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Lopukhova, Julia. "New approaches to university curriculum design in Russia." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 629–38. http://dx.doi.org/10.18844/prosoc.v4i1.2448.

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Smith, Tania Humphries. "Sustainable design and the design curriculum." J. of Design Research 7, no. 3 (2008): 259. http://dx.doi.org/10.1504/jdr.2008.024194.

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17

Gentry, Bobbi, Christopher Lawrence, and Erin Richards. "The Tie That Binds: Exploring Community College Curriculum Design." PS: Political Science & Politics 49, no. 03 (July 2016): 535–40. http://dx.doi.org/10.1017/s1049096516000937.

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ABSTRACTMore students are beginning their college careers at community colleges before completing degrees at four-year institutions. As enrollments swell at these two-year institutions, issues surrounding transfer and articulation agreements are increasingly important, and two- and four-year institutions must work together on the recruitment, retention, and transition of political science majors. Central to this collaboration is the curriculum. Building on conclusions from the 2011 Leadership Collaborative Core Curriculum and General Education track regarding a common curriculum in the discipline, this article examines the political science curriculum using data from 47 two-year colleges with separate political science departments. We examined similarities and differences among these programs and found sufficient commonality in curriculum to allow students to transfer credits to four-year institutions. The article also offers community colleges an indication of common curricular features and informs the wider profession about community college curriculum design.

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Earl Rinehart, Kerry. "Curriculum purposes and design." Teachers and Curriculum 21, no. 1 (July 28, 2021): 1–5. http://dx.doi.org/10.15663/tandc.v21i1.378.

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Goodell, Thomas P., and Ronald J. Jones. "Curriculum Design: Operational Medicine." Military Medicine 154, no. 1 (January 1, 1989): 36–37. http://dx.doi.org/10.1093/milmed/154.1.36.

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Bhattacharjee, Krishnendu, Aarigin Hazra, Tamasree Biswas, and Mousumi Saha. "Choice Based Curriculum Design." International Journal of Computer Trends and Technology 53, no. 1 (November 25, 2017): 23–31. http://dx.doi.org/10.14445/22312803/ijctt-v53p105.

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Goslin, Joseph C. "Underachieves: A Curriculum Design." Preventing School Failure: Alternative Education for Children and Youth 34, no. 1 (October 1989): 22–28. http://dx.doi.org/10.1080/1045988x.1989.9944548.

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22

Mohanasundaram, K. "Curriculum Design and Development." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 4. http://dx.doi.org/10.21839/jaar.2018.v3is1.156.

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A curriculum development team is recommended in order to bring both subject matter and educational methods expertise to the project. Revisions and rewrites, based on feedback from these groups, must be completed before editing begins. Professional editing will assure proper language usage, readability, appropriate flow, and consistency. Professional design and layout of the curriculum, often with the editor and designer working together will assure both accuracy and a professional look. Once designed, the product is printed and/or posted online. When posting online, it is important to include accessibility features during the design phase. Once the curriculum is made generally available it should be evaluated from time to time to assure that it is of value to the users and remains current.

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McKimm, Judy, and Mark Barrow. "Curriculum and course design." British Journal of Hospital Medicine 70, no. 12 (December 2009): 714–17. http://dx.doi.org/10.12968/hmed.2009.70.12.45510.

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Goodall, CJ. "Curriculum design and development." Nurse Education Today 9, no. 5 (October 1989): 358. http://dx.doi.org/10.1016/0260-6917(89)90131-7.

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Duncan, Worokya. "The Effects Of Africentric United States History Curriculum On Black Student Achievement." Contemporary Issues in Education Research (CIER) 5, no. 2 (March 27, 2012): 91. http://dx.doi.org/10.19030/cier.v5i2.6925.

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Relationships between United States History curriculum design, self-efficacy, and test achievement of eighth-grade students and parents in the KIPP:STAR College Preparatory Charter School were examined in this study. An online questionnaire developed for the study, the Parental Questionnaire for United States History Curriculum, was pilot tested, revised, and used to collect data. Collected data were analyzed using the SPSS (v.19) software. Descriptive statistics and frequencies regarding curricular design, test achievement, and self-efficacy were examined. Results revealed a need for an Africentric United States history curriculum, which by definition is more inclusive and comprehensive than the normative Eurocentric curriculum. The mixed-method study indicated that relationships exist between curricular design and test achievement and between curricular design and self-efficacy.

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LaGrange, John D., and Michael L. Ratliff. "Curriculum spaces and mathematical models for curriculum design." Journal of Mathematical Psychology 102 (June 2021): 102523. http://dx.doi.org/10.1016/j.jmp.2021.102523.

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Potteiger, Kelly, Christopher David Brown, and Leamor Kahanov. "Altering the Athletic Training Curriculum: A Unique Perspective on Learning Over Time." Athletic Training Education Journal 7, no. 2 (April 1, 2012): 60–69. http://dx.doi.org/10.4085/070260.

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Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that can be unforgiving when unforeseen circumstances arise. Objective: To introduce a unique curricular design to the undergraduate athletic training setting that is more flexible than the traditional curricular model. Background: Athletic training education has expanded and proliferated greatly since 1998. The high rate of growth resulted in programs that are similar in design. The curricular structure is based on competency-based categories whose subjects rely on each other so strongly that there is little flexibility. This rigidity can create matriculation issues for students who are unable to proceed through the program at the required pace. Synthesis: Review of the current curricular model and accompanying literature indicates a desire for a new curricular model to provide flexibility within the athletic training curriculum. Results: The Adaptive Athletic Training model provides a flexible alternative to the cohort athletic training curriculum. This design uses a holistic and problem-based approach that is more closely associated with the entry-level workplace. Limitations include its ability to conform directly to the Commission onbetter Accreditation of Athletic Training Education competency matrix and the increased academic resources needed for implementation. Recommendations: Professional athletic training education programs should examine whether their current curricular model benefits their student population in the greatest extent. If room for improvement is identified, then alternative curricular models should be explored. Conclusions: The Adaptive Athletic Training model provides a flexible curricular option when examining alternative professional athletic training education program curriculums.

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Rabski, J., and G. Moodie. "P.179 An International Comparison of Neurosurgical Competence by Design Curriculum." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 48, s3 (November 2021): S71. http://dx.doi.org/10.1017/cjn.2021.455.

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Background: Prior to its recent introduction into Canadian neurosurgical curriculum, Competence by Design (CBD) principles have been implemented across many international neurosurgical training programs for several years. As such, comparing other international competency-based educational frameworks and curricula can help anticipate, avoid or mitigate potential future challenges for Canadian neurosurgical trainees. Methods: A comparative web-based analysis of neurosurgical postgraduate medical education documents and resources provided by medical accreditation and regulatory bodies of Canada, the United States, the United Kingdom and Australasia, was performed. Results: All four countries varied considerably across four major curriculum-based themes: 1) general program structure; 2) overarching foundational competency frameworks; 3) types and numbers of performance assessments required and; 4) curricular learning outcomes. In particular, the expected progression and degree of competence required of neurosurgical residents when performing entrustable professional activities (EPAs) or defined tasks of neurosurgical practice, varied across all countries. Differences in types of neurosurgical EPAs and number of required assessments demonstrating a trainee’s competence achievement were also appreciated. Conclusions: This study revealed variations across competency-based neurosurgical curricula proposed by four international medical training regulatory bodies. Differences in types of EPAs and their required degree of competence achievement suggests potential disconnects between neurosurgical educational outcomes and actual medical practice.

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Mo, Haiwen, and Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China." English Language Teaching 12, no. 9 (August 16, 2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.

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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.

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Alghazo, Sharif. "The role of curriculum design and teaching materials in pronunciation learning." Research in Language 13, no. 3 (September 30, 2015): 316–33. http://dx.doi.org/10.1515/rela-2015-0028.

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This paper aims to provide insights into the role of curriculum design and teaching materials in the development of English pronunciation skills in EFL contexts. One of the main contextual factors negatively affecting the development of pronunciation abilities of EFL learners relates to the ‘often-unchanging’ curriculum design and the ‘blind’ choice of teaching materials without regard to students’ needs and goals. This study utilises structured interviews and focus group discussions (N=2 sessions) to elicit the views of a group (N=71) of third- and fourth-year English-major students at a university college in Saudi Arabia on the appropriateness of the curriculum design and teaching materials to their learning expectations in the area of English pronunciation. The results show that the great majority of students spoke unfavourably about the overall curriculum and teaching materials and considered those to be among the obstacles that they encounter in their learning of English pronunciation. This finding raises the question of curriculum design of English language teaching programs and the extent to which these curricula meet the needs of learners. The study suggests that a reformation of the structure of the curriculum in the study context is urgently needed and that more involvement of students’ perspectives on the design of curricula is of major importance.

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Dumitru, Daniela Elena. "Reorienting higher education pedagogical and professional development curricula toward sustainability – a Romanian perspective." International Journal of Sustainability in Higher Education 18, no. 6 (September 4, 2017): 894–907. http://dx.doi.org/10.1108/ijshe-03-2016-0046.

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Purpose This paper tries to propose a pedagogical training program starting from the Romanian mandatory curriculum for higher education (HE) teachers, integrating education for sustainable development (ESD) competencies (UNECE, 2012) through infusion as a technique of curricular design dealing with cross-curricular subject integration. The purpose of this paper is to show how new ESD competencies can be implemented and integrated into the existent curricular formulations and how the current state of affairs can be improved and set toward sustainability. Design/methodology/approach A qualitative research design is utilized, using desk research, content analysis, case study and, as validation for the new curriculum, structured interviews with key experts. First, an assessment of the quality of the Romanian HE pedagogical training program will be presented based on teaching quality assessments from international rankings. Second, integration of ESD competencies into the existing pedagogical professional development program, through a curriculum design, will be proposed. Findings The present Romanian teacher training curriculum does not nurture ESD competencies, and it does not have this purpose at all. However, it can be affirmed that this curriculum is in accordance with the newest pedagogical theories. It will be shown (through curriculum design) that it is possible to infuse ESD competencies into the present curriculum without many costs. The present architecture of the teacher training system can be described as a good practice example concerning HE professional development or as an alternative that is worthy to be taken into consideration for other countries with similar educational systems or by countries/universities that believe that pedagogical training addressing ESD should be completed early in one’s teaching career. Research limitations/implications As a general rule, many generalizations cannot be made based on qualitative research. Case studies have their limitations: they provide in-depth research on particular situations, and only some of their findings can be extrapolated. All HE curricula represent a particular vision and are all perfectible and subject to debate. The author hopes to have provided sufficient cause for the proposed curriculum. Practical implications The new curriculum has clear and practical implications, providing the answer to the question “how can we make pedagogical training better?”. Infusing ESD into the present teacher training program constitutes a practical solution, which carries great social impact. Originality/value A new curricular architecture is proposed, a new perspective on the efficiency of pedagogical training, in general, is taken into account and, as a good practical example, the present research is a token of inspiration.

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Curtis, C., and A. Mineyko. "P.118 Curriculum mapping can facilitate transition to Competence by Design." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 48, s3 (November 2021): S52—S53. http://dx.doi.org/10.1017/cjn.2021.394.

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Background: Curriculum maps outline the content of an educational program identifying links between targeted outcomes, educational opportunities, and assessments. The transition to Competence by Design (CBD) in Canadian specialty residency programs requires thoughtful reorganization of educational programming. A curriculum map may assist with understanding the existing curriculum and thereby facilitate planning for CBD. Methods: A map of the pediatric neurology residency curriculum at the University of Calgary was constructed by linking objectives with related learning activities and assessments. Qualitative line-by-line analysis was then conducted to identify gaps in the existing curriculum. The map was used as a framework to plot CBD outcomes and curricular structure as these were established. Results: Generating the traditional curriculum map was time-consuming, requiring 48 hours. Careful review identified several objectives that did not link to formal learning activities or assessments. Many such gaps were recognized to link to non-clinical activities. Using the scaffold of the traditional curriculum reduced the time required for mapping the planned CBD curriculum to 4 hours. Conclusions: The creation of a curriculum map prior to transition to CBD improved understanding of the existing curriculum and will facilitate transition to CBD. Ongoing evaluation of the fit of our predicted CBD map will support effective implementation.

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Ozdemir, Devrim, and Pamela A. Duffy. "Meeting the Core Competencies for Public Health Professionals Using Backward Design." Pedagogy in Health Promotion 3, no. 4 (August 25, 2016): 270–75. http://dx.doi.org/10.1177/2373379916666542.

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The mission of public health programs is to prepare competent public health professionals for a dynamic workforce. One way to accomplish this mission is to design curricula that support learners’ competency attainment in today’s public health practice. The purpose of this article is to demonstrate the actual steps taken to ensure that graduates meet public health core competencies. The major stages of this process are (a) backward design of the curriculum, (b) front-end analysis of the curriculum, and (c) back-end analysis of the curriculum. The backward design stage aligns a course curriculum with the core competencies. Front-end analysis provides evidence that the overall program curriculum aligns with the core competencies. The back-end analysis provides evidence of learners’ competency attainment. All three phases embed principles of continuous improvement to benefit the curriculum through a feedback-loop mechanism. Challenges, opportunities, and future directions for academic leaders of curriculum program development are discussed.

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Knochel, Aaron D., and Alvaro M. Jordan. "Spacemakers: Speculative design, public space and monuments." Visual Inquiry 10, no. 1 (June 1, 2021): 49–63. http://dx.doi.org/10.1386/vi_00025_1.

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Controversies in current events highlight the important role that public space and monuments may play in demonstrating community values or conversely projecting status quo articulations of inequity. With this in mind, we felt compelled to develop curricula to unpack the complex relationships between public space and place identity through the shared ownership and development of public monuments. We started a curricular project called Spacemakers to engage learners in arts-based reflections on public space, identity and social justice through the generation of proposed monuments as matters of concern. Through frameworks of history and memory, design practice and cultural geography, we articulate the unfolding of the curriculum as we consider the monument as a curricular object. This article reviews the curricular activities we developed for the Spacemakers project, their theoretical and pedagogical foundations, and the potential for making use of speculative design and critical making as powerful vehicles for reflection on public space and embodied learning.

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Hsu, Chia-Ling. "Collaborative Curriculum Design for Remote School District Service Learning." International Journal of Information and Education Technology 5, no. 9 (2015): 683–87. http://dx.doi.org/10.7763/ijiet.2015.v5.592.

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Long, Gregory B. "Revelation, then Response." Christian Education Journal: Research on Educational Ministry 15, no. 1 (April 2018): 43–61. http://dx.doi.org/10.1177/0739891318759723.

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Children’s ministry leaders who evaluate which curriculum to use for their Sunday school quickly discern vast differences in curriculum design philosophy. In spite of calls for integration, the debate between content-centered and learner-centered children’s Sunday school curricula has not been settled. This article examines a foundational doctrine of the Reformation, the doctrine of Sola Scriptura, in order to apply it to the design and evaluation of children’s Sunday school curricula. After briefly describing the meaning of Sola Scriptura, the article details the implications of Sola Scriptura for children’s Sunday school curriculum design. It then offers an evaluative grid for children’s ministry leaders to use when evaluating curriculum.

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Wilsing, Markus, and Nil Akpinar-Wilsing. "Integrating 'Outer Space Design' into Design Curriculum." International Journal of Art Design Education 23, no. 1 (February 2004): 73–80. http://dx.doi.org/10.1111/j.1476-8070.2004.00383.x.

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Cameron, Ian, and Greg Birkett. "Journey Making: Applying PSE Principles to Complex Curriculum Designs." Processes 8, no. 3 (March 23, 2020): 373. http://dx.doi.org/10.3390/pr8030373.

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Since the 1950s, Process Systems Engineering (PSE) concepts have traditionally been applied to the process industries, with great effect and with significant benefit. However, the same general approaches and principles in designing complex process designs can be applied to the design of higher education (HE) curricula. Curricula represent intended learning journeys, these being similar to the design of process flowsheets. In this paper, we set out the formal framework and concepts that underlie the challenges in design of curricula. The approaches use generic and fundamental concepts that can be applied by any discipline to curriculum design. We show how integration of discipline-specific concepts, across time and space, can be combined through design choices, to create learning journeys for students. These concepts are captured within a web-based design tool that permits wide choices for designers to build innovative curricula. The importance of visualization of curricula is discussed and illustrated, using a range of tools that permit insight into the nature of the designs. The framework and tool presented in this paper have been widely used across many disciplines, such as science, engineering, nursing, philosophy and pharmacy. As a special issue in memory of Professor Roger W.H. Sargent; we show these new developments in curriculum design are similar to the development of process flowsheets. Professor Sargent was not only an eminent research leader and pioneer, but an influential educator who gave rise to a new area in Chemical Engineering, influencing its many directions for more than 50 years.

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Majerník, Jaroslav, Andrea Kacmarikova, Martin Komenda, Andrzej A. Kononowicz, Anna Kocurek, Agata Stalmach-Przygoda, Łukasz Balcerzak, Inga Hege, and Adrian Ciureanu. "Development and implementation of an online platform for curriculum mapping in medical education." Bio-Algorithms and Med-Systems 18, no. 1 (November 24, 2021): 1–11. http://dx.doi.org/10.1515/bams-2021-0143.

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Abstract Objectives Nowadays universities face ever-increasing demands on quality of education, which is crucial from perspective of future graduates. In face of the need of constant quality improvements of medical curricula, it is important to seek strategies for their efficient management. The general trend is to develop electronic support tools to streamline the curricular design, analysis and harmonization. Methods Based on the requirements we have identified by the needs analysis among curriculum designers, teachers and managers at five universities involved in the Building Curriculum Infrastructure in Medical Education (BCIME) project, and evidence published in literature on curriculum development, we have developed methodological guidelines on curriculum innovations and a software-based tools that help manage, map and analyse curricula in the medical and healthcare study fields. Results In this paper, we share our experiences with building and implementation of EDUportfolio, an online platform developed within our consortium and intended to facilitate harmonisation and optimisation of medical outcome-based curricula. Its functionalities and outputs were verified by pilot mapping of Anatomy curricula as taught at partner universities in five European countries. Conclusions The visualisation and the analysis of described curriculum data using natural language processing techniques revealed both the hidden relations between curriculum building blocks and a set of overlaps and gaps in curricula. In addition, we demonstrate both the usability of the platform in the context of the involved academic environments and the capability to map and compare curricula across different institutions and different countries.

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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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Gozali, Gozali, Ria Setyawati, Bambang Jati Kusuma, and Fitriyani Fitriyani. "Adopting Industry Based Curriculum Design towards Independent Campus Policy." Jurnal Sains Sosio Humaniora 4, no. 2 (December 30, 2020): 850–59. http://dx.doi.org/10.22437/jssh.v4i2.11548.

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The relevance of the curriculum between vocational education (diploma) and industry needs is still a matter in the world of education in Indonesia. This happens the link and equivalent in the preparation of the education curriculum have not existed. The Indonesian government through the policy of an independent learning and independent campus learns to create appropriate curriculum designs between vocational education and industry. This research is to find out the industrial curriculum design for diploma graduates. The methodology used a study by finding theoretical references that are relevant to the topic and sought through descriptive analysis. the right and appropriate partnership, it can produce curricula based on the industry required by student competencies in four categories, namely (1) Core foundations, (2) Concentrations (3) Experiences (Industry Experience and Internship), (4) Final Projects. These four categories provide an increase in student competencies that are in line with industry needs.

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Webb, Mary E., Tim Bell, Niki Davis, Yaacov J. Katz, Andrew Fluck, Maciej M. Sysło, Ivan Kalaš, et al. "Tensions in specifying computing curricula for K-12: Towards a principled approach for objectives." it - Information Technology 60, no. 2 (April 25, 2018): 59–68. http://dx.doi.org/10.1515/itit-2017-0017.

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AbstractIn this article we examine key issues and tensions for developing and specifying Computing-related elements of curricula design, particularly the role of Computer Science in the curriculum. The article is based on a series of discussions and analyses of curriculum design across various countries with different approaches and traditions of Computing in the curriculum.

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Li, Hui. "Curriculum Designs: Top-down or Bottom-up? —A Case Study in a Technological School of China." Theory and Practice in Language Studies 9, no. 5 (May 1, 2019): 545. http://dx.doi.org/10.17507/tpls.0905.08.

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Competitive education around the world brings up many issues about curriculum design. In order to cultivate the ideal talents with abundant knowledge of language and specialties, it is necessary to design appropriate curricula. This comparative study has been carried out to discuss the appropriateness of curriculum designed for two parallel groups of English learners as a foreign language based on the survey in a technological school, a case study in China. In this special issue, curriculum design is likely to be problematic although it made a little improvement compared to the one before 2010: a) an analogical curriculum has been designed for both groups of students; b) what directions a curriculum design should follow, the more the better? c) how to balance a national curriculum, its localization and its implementation? d) top-down and bottom-up, language and specialty, which matters? This paper eventually puts forwards some suggestions which would be helpful for the future curriculum design.

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한연희. "Design of Public Speaking Curriculum." Journal of Speech Communication ll, no. 21 (December 2012): 349–77. http://dx.doi.org/10.18625/jsc.2012..21.349.

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김재우. "Teachers' Roles in Curriculum Design." Journal of Christian Education in Korea ll, no. 57 (March 2019): 135–62. http://dx.doi.org/10.17968/jcek.2019..57.006.

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Biddle, Mark, Ann McDonald, and Audra Buck-Coleman. "Culture Clash as Design Curriculum." Design Principles and Practices: An International Journal—Annual Review 3, no. 2 (2009): 53–70. http://dx.doi.org/10.18848/1833-1874/cgp/v03i02/37631.

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Ou, Qi Zhong, and Xing Yun Huang. "The Design of Curriculum Website." Advanced Materials Research 268-270 (July 2011): 2035–40. http://dx.doi.org/10.4028/www.scientific.net/amr.268-270.2035.

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Curriculum website is an effective form to realize educational informatization. How to design a good curriculum website? This paper introduces its basic structure from the aspects of learning module, resource module, communication module and management module, as well as its teaching design from the aspects of teaching objective, design concept and method, the hierarchy of knowledge, learning evaluation, and also the technical design from the aspects of website navigation, website security, and website scalability.

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Drinka, Dennis, and Minnie Yi-Miin Yen. "A Project-Centric Curriculum Design." College Teaching Methods & Styles Journal (CTMS) 2, no. 2 (July 22, 2011): 25. http://dx.doi.org/10.19030/ctms.v2i2.5258.

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Student success was the motivation for evolving an individual project-based course into a project-centric curriculum. A one semester project was first extended across a sequence of three interrelated courses tied together through their focus on the success of small team projects that spanned those courses. This sequence was then targeted as the core of a redesign of the entire program curriculum focused on project and student success. Currently, the department is in the process of introducing the measurement of project success as a tool for assessment and control of the departments learning objectives. An overview of the design of this curriculum, lessons learned from developing it, and benefits of this type of curriculum in quality of student learning, community engagement, and reputation of the university, will be discussed.

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Hockman, Meira. "Curriculum design and tertiary education." International Journal of Mathematical Education in Science and Technology 36, no. 2-3 (March 15, 2005): 175–91. http://dx.doi.org/10.1080/00207390412331316979.

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Yilmaz, Muhittin, Selahattin Ozcelik, Nuri Yilmazer, and Reza Nekovei. "Design-Oriented Enhanced Robotics Curriculum." IEEE Transactions on Education 56, no. 1 (February 2013): 137–44. http://dx.doi.org/10.1109/te.2012.2220775.

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