Curriculum Development Process Research Articles

Contents of a transformative developmental social work curriculum

ABSTRACT South Africa is recognized as the most unequal society in the world. In the National Development Plan 2030 in 2012 the South African government has called on social workers to participate in transformation by addressing inequality. A pursuit of social justice highlights the need for a social work curriculum that is transformative in nature and cultivates an anti-colonial Global South approach. Transformative developmental social work based on social development theory is a modality of choice when it comes to practicing social work in Global South countries. It empowers social workers to contribute to social justice in societies that are plagued by inequality. Although South Africa has incorporated developmental social work into its social welfare policies, a knowledge gap still exists that hampers social workers in bridging the gap between theoretical training and practicing in Global South countries. It is, therefore, necessary for South Africa to develop social development training, and practice which answers to its own socio-political, cultural, and economic environment. To reach this objective, a curriculum is crucial in which social justice, human rights, and equality are pursued. The aim of the study was to develop a curriculum for undergraduate social work training in transformative developmental social work to enable social workers to contribute to social justice. A multi-method and multi-phased study approach were used for the purpose of curriculum and programme development. In phase one, a scoping review was done about current social development teaching in the Global South. During phase two, a quantitative cross-sectional study with newly graduated social workers was done. They completed the Social Justice Scales of Torres-Harding et al. Phase three was a qualitative descriptive study with young South Africans that were used to describe their experience of social justice in South Africa. These phases were used to gather information to guide the process of curriculum development. Curriculum contents were then verified using the Delphi Technique by social work teaching experts. The research study produced a curriculum for transformative developmental social work training for undergraduate social work students.

Purpose, focus and voice? Lessons from a curriculum development advisory committee

ABSTRACT The curriculum development process is complex and developing a worthwhile process to support curriculum inception is a valuable endeavour. This paper explores the experiences of the curriculum development process through the lens of an expert advisory committee charged with developing a post-primary curriculum for publicly managed schools in line with their ethos and the national lower post-primary curriculum. The research employed semi-structured interviews with a group of curriculum developers (n = 10) involved in this curriculum development process. Following thematic analysis, four primary themes were identified: Purpose of the Advisory Committee, Focus of the Curriculum Expression, Balance of Voice, and the Role of the Curriculum Lead. These themes offer insights into the complexities of the curriculum development process including the importance of focusing, not just on the teacher’s voice, but also on the conditions that support teachers to engage fully with such processes. The findings also highlight the importance of embracing strategic leadership and democratic practices throughout this process and how the perceived focus of curriculum needs to be explicitly considered so as to unearth hidden assumptions of the curriculum developers. This study contributes to the broader understanding of how curriculum development can be enhanced to meet the needs of diverse stakeholders.

From Theory to Practice: Ralph W. Tyler's Perspective on the Curriculum Transformation

This study aims to analyze the curriculum transformation that occurs at Darussalam Gontor Modern Boarding School from the perspective of Ralph W. Tyler, a curriculum expert who put forward the theory of curriculum objectives, emphasizing the importance of setting clear goals in curriculum development. This study uses a qualitative approach that focuses on collecting data through in-depth interviews and participatory observation. Research respondents consisted of administrators, educators, and students of Darussalam Gontor Modern Boarding School who were involved in curriculum transformation. Data analysis uses pattern matching, explanation building, and time-series analysis. The validity of the findings is ensured through construct validity, reliability and credibility criteria. The results of the study show that Darussalam Gontor Modern Islamic Boarding School has carried out a substantial transformation in its curriculum development process. This transformation is based on identifying the needs of students and society, as well as re-evaluating the desired goals of Islamic education. Implementation of curriculum transformation is carried out through adjustments to curriculum content, teaching approaches, and improving evaluation. It examines the curriculum transformation at Darussalam Gontor Modern Boarding School from the point of view of Ralph W. Tyler, a well-known curriculum expert. Applying Tyler's theory of curriculum objectives, this study emphasizes the importance of setting clear goals in curriculum development. This perspective provides a unique framework for analyzing the curriculum transformation process.

Assistance in Religious Moderation Curriculum Design in the Digital Era Islamic Religious Education Courses in Salahuddin Pasuruan

The Interdisciplinary Study-Based Islamic Religious Education Doctoral Study Program conducts community service activities in the form of curriculum workshops based on religious moderation values at the Salahuddin College for Islamic Studies (STAIS), Pasuruan. The workshop is designed to assist in the curriculum development process, particularly for the Islamic Education subject and other courses based on religious moderation values. This community service project adopts the ABCD (Asset-Based Community Development) concept of community empowerment as its strategy. Material for the construction of higher education curricula, curricula based on religious modernization, and the local curriculum model of STAIS Pasuruan based on religious moderation and Islamic boarding schools were disseminated because of this project. The Islamic Religious Education of STAIS Pasuruan Study Program is expected to implement planned follow-up activities in the form of curriculum insertion practices.

Preparing Accounting Students for Careers Utilizing Data Analytics: Curriculum Innovation Steps and Challenges

Abstract Data analytics has become increasingly important in the accounting profession. To prepare accounting students for careers that require data analytic skills, accounting departments in institutions of higher education need to integrate data analytics into existing curricula. While the curriculum development process has been described extensively in prior literature, adding data analytics to accounting curriculum proves challenging for several reasons, including the complexity of the subject of data analytics, insufficient faculty resources, and the limited credit hours accounting students have available for new courses. In this paper, we describe our business school’s seven-step process of incorporating data analytics into the accounting curriculum. Since analytics learning objectives cannot be taught within the accounting curriculum by accounting faculty alone, this curriculum innovation required collaboration with other faculty. This analytics curriculum update required buy-in from various stakeholders, all done despite notoriously limited time and resources. We were able to see accounting students succeed in their internships and careers using analytics learned from this new curriculum. In addition to describing the steps, we discuss the challenges faced and lessons learned from integrating accounting and analytics education.

Cognition and dementia with Raymond and Brain: Curriculum development and evaluation using interactive animated flipped-classroom modules to impact nursing students’ attitude toward dementia care

AimTo design a modular, flipped-classroom curriculum using character animations to improve knowledge and attitudes regarding dementia care among pre-clinical nursing students. BackgroundDemographic trends suggest an urgent, unmet need for nurses with interest and adequate training in caring for people with dementia and other disorders of cognition. While flipped classrooms using video show promise, little is known about specific animation techniques to impact knowledge and attitudes in preclinical nursing education. DesignA curriculum was developed, implemented and assessed across three nursing schools in series, totaling 223 eligible students in the states of Connecticut and Hawaii, USA from 2019 to 2022. The evaluation included prospective pre-post assessment of knowledge, attitudes and module acceptability, as well as qualitative interpretations of needs assessment data. MethodsThe six-step curriculum development process was based on that described by Kern et al., including: 1) general needs assessment in the form of literature review; 2) targeted needs assessment, in the form of faculty stakeholder meetings, a student focus group and baseline surveys; 3) optimization of learning objectives based on needs; 4) development of a pedagogical approach, namely animated, interactive modules informed by previously described best practices in animation development; 5) implementation across three different nursing schools; and 6) assessment of the learners and evaluation of the curriculum, primarily via surveys and engagement metadata. ResultsNeeds assessments confirmed the importance of prior experiences, sense of mission and other affective elements as key factors mitigating learners’ baseline receptiveness to training and careers in cognition-related care. Students at all three institutions rated the modules’ impact on their dementia-related attitudes highly, however these ratings were statistically significantly lower when both modules were delivered as a single assignment at one site. Knowledge quiz scores significantly increased from baseline at all three sites. Only 2.6% of respondents would have preferred a text-based reading assignment. Acceptability scores, including clarity, relevance, entertainment, attention and complexity, were generally rated highly, but attention and entertainment were rated significantly lower when both modules were administered as a single assignment. ConclusionCognition and Dementia with Raymond and Brain demonstrates the successful blending of animation industry workflows with best practices of curriculum development to create a novel, animated module series that is acceptable and effective in priming nursing students with the attitudes and knowledge to continue learning about cognition and its disorders.

DEVELOPMENT OF HUMANIST BASED CURRICULUM, SOCIAL RECONSTRUCTION, ACADEMIC IN PAI CURRICULUM


 This study describes the development of a humanistic-based curriculum, social reconstruction, academics, and competencies. The method used in this research is library research by analyzing several journal articles, books, and related sources. The results of the study stated that (1) the humanistic approach emphasizes the opportunities for students to learn to solve a problem, and (2) the social reconstruction approach emphasizes the social aspects of community life so that students can overcome problems while in the community, (3) the academic approach emphasizes aspects of knowledge in distinguishing one science from another. Therefore, the most important thing that will be done in the curriculum development process is to determine what subjects are more important that must be studied earlier in the process of developing scientific disciplines (4) Competency-based curriculum focuses more on specific competencies that students must master. Therefore, the preparation of the curriculum must include some competencies that are arranged in such a way as to achieve the learning objectives that have been set.

Development of an Online, Culturally Responsive, Accelerated Language Arts Curriculum for Middle School Students

In this article, we focus on two components of the Online Curriculum Consortium for Accelerating Middle School (OCCAMS) project: the curriculum frameworks and the curriculum development process. The frameworks include the Integrated Curriculum Model (advanced content, unit themes, and process/product), culturally responsive curriculum, and talent development. In our discussion of the curriculum frameworks, we share how two accelerated, online courses centered on themes that motivate and engage diverse learners: identity, heroism, conviction, and sacrifice. In addition, we highlight how the exploration of these themes through texts written by diverse authors and featuring diverse characters allows students to go on an even deeper journey into self-discovery. The second focus of this article is on the curriculum development process. We illustrate the iterative nature of the development of the curriculum, including descriptions of the site visits and use of teacher and student feedback in each stage of revisions.

Challenges experienced by nurse educators developing postgraduate nursing diploma curriculum programmes, Gauteng.

Nursing education's positioning within higher education mandated public nursing education institutions to develop competent nurses to manage diverse disease profiles of the country. Nurse educators were tasked to develop a competency-based curriculum with emphasis on primary healthcare to help prepare nurses to be independent, leaders, researchers, and critical thinkers. To explore and describe the challenges experienced by nurse educators in Gauteng when developing the curriculum for the postgraduate nursing diploma programmes. An exploratory descriptive qualitative research design was used. Purposive sampling was followed to select the participants based on the inclusion criteria. Four focus group interviews were conducted, comprising of six participants each, leading to a sample of 30. Data collection were between March 2022 and April 2022. Thematic data analysis were performed following Tesch's eight steps of analysis. Themes that emerged during data analysis were psychological and emotional impact, challenges with communication and interpersonal relations, nurse educators experienced transformation and empowerment, nurse educators encountered barriers that impacted on their allocated tasks, and, nurse educators demonstrated resilience with the curriculum development processes. Participants reported positive and negative experiences they encountered during curriculum development. The findings revealed that nurse educators need support when involved in curriculum development, for instance, managerial, administrative, technological, financial, and most importantly capacitation, as this could enable them to work effectively without deterrents.Contribution:This study highlights the need to train and support nurse educators when developing a curriculum to equip them with the necessary competencies.

Integrated Educational Technology in Teaching Anatomy Using the ASIC Framework: A Case Study from VinUniversity.

The curriculum in teaching anatomy is under increasing pressure to transform from traditional to interdisciplinary integration, from cadaver-based to multimodal instruction with a system-based approach. Educational technologies are becoming critical and urged to be integrated into teaching medicine. At the College of Health Sciences, VinUniversity, the block of Human Body Structure and Function (HBSF) within the undergraduate medical training program was designed to teach anatomy with relevant basic medical sciences based on the principles of the system-based integrated structure. To support students in achieving the intended learning outcomes, multiple innovative technological platforms have been introduced into the curriculum using the moderation of the Adaptation - Standardization - Integration - Compliance (ASIC) framework over four key terms: adaptation, standardization, integration, and compliance. In this paper, the process for curriculum development is presented with an illustration of the selected technological platforms and the lessons learned using the ASIC model.

“If a Black Woman Had Done It”: The Beliefs and Attitudes of Black Women K–12 Art Educators’ Curricular Experiences

Abstract Although the curriculum drives an educational program and is essential to students’ learning, minimal research documents the impact of whiteness in the curriculum development process for Black women K–12 art educators. This narrative inquiry aimed to explore how Black women who teach art in elementary and secondary school feel about their curriculum. For many educators, the school district provides their curriculum without input or knowledge of the students’ cultural backgrounds. The promotion of whiteness deters a diverse and inclusive learning environment. Through a Black feminist perspective, I critically expose, analyze, and identify Black women K–12 art educator's curricular experiences. In their narratives, I reveal the reality of how race influences who writes the curriculum and who is the target audience of learners. I interviewed 21 Black women who expressed their lived experience as K–12 art educators. Based on the findings of this study, the participants identify their challenges to create a diversified curriculum that mirrors the students in their classroom. The study encourages administrators, curriculum developers, and the field of art education to address the influence of race and gender on Black women's experiences.

Manajemen Kurikulum Merdeka untuk PIAUD

This article discusses independent curriculum management in the context of early childhood Islamic education (PIAUD). The purpose of this research is to identify the concepts and principles of independent curriculum management and their implementation in PIAUD. The methodology used is a literature study with a descriptive-analytical approach. Based on the results of the research, the independent curriculum management concept emphasizes student empowerment as learning subjects and curriculum development that is tailored to the needs and potential of students. The principles of independent curriculum management include student participation in decision making, curriculum linkages with real life, flexibility in implementation, and competency development. The implementation of the independent curriculum in PIAUD requires a participatory curriculum development process that involves stakeholders, the use of active learning methods, and periodic evaluations to optimize the learning process. In conclusion, independent curriculum management can be an alternative for developing a student-centred PIAUD curriculum and developing their potential in a holistic and integrated manner.

Revision of “Introduction to General Medicine” Based on the Six-Step Curriculum Development Process

Objective: Based on the six-step curriculum development process proposed by Professor Schneiderhan et al., the course needs, the cognition, and course summative assessment results, combined with the career preferences and work value orientation of clinical medical students undertaking the course “Introduction to General Medicine” were surveyed. Methods: A self-designed questionnaire was used to collect information on the course cognition, course summative evaluation, and professional inclination of 233 junior medical students majoring in clinical medicine undertaking the course “Introduction to General Practice.” An analysis was conducted to provide a basis for curriculum revision in accordance with the structured composition of the curriculum development process. Results: (i) In terms of course cognition, before the course, 67.0% of students were unaware of general medicine and general practitioners, 73.0% of students had never participated in practical activities (including volunteer work), and 53.6% of students expressed interest in the course; there were significant differences in the growth environment, the frequency of participation in club activities, the cognition of general medicine/general practitioners before the course, participation in practical activities (including volunteer work), attentiveness to the current situation of medical treatment, and the interest toward the course (P < 0.05); multi-factor logistics analysis showed that the factors influencing the interest toward the course include growth environment, frequency of participation in club activities, course cognition, participation in practical activities, and attentiveness to the current status of development of medical treatment. (ii) The course summative assessment results showed that 91.8% of students felt that it is necessary to learn this course, 33.9% of students felt that the most important thing in the course is to learn the theoretical knowledge of general medicine and related diagnosis and treatment skills, 53.2% of students felt that the most unfavorable factor affecting the learning of this course is the lack of interest in general medicine, and 64.4% of students hoped for more clinical practice to understand and participate in the work of general practitioners; paired t-test revealed differences in career preferences before and after the course (P < 0.05); after the course, more students thought that general practitioner is an ideal career option. (iii) The results showed that 58.8% of students had considered their future specialty but did not have specific goals or plans, while 21.9% had considered their future specialty and had clear goals; there was a significant difference in professional inclination between genders as well as those who were attentive to the current state and development of medical treatment in our country and those who were not (P < 0.05); with regard to the scores of importance in terms of the influencing factors of professional inclination, interest and possibility of professional development scored 3.92, ranking first, followed by income, which scored 3.91, and career prestige, which scored the lowest (3.62). Conclusion: Based on the needs assessment of clinical medical students, it is important to focus on improving students’ interest in general medicine, especially their cognition and professional understanding of the course before the course itself, in addition to the development of relevant practical activities, and their attentiveness to the current state and development of medical treatment. The summative assessment results suggest that the implementation of this course has a positive influence on the career preferences of clinical medical students to a certain extent. Therefore, it is necessary to combine the course content with the development of general medicine, so as to stimulate students’ interest in self-driven learning and in general medicine. This will attract more students whose work value orientation is influenced by interest and possibility of professional development to choose general practitioner as their future professional inclination.

EFOMP policy statement 18: Medical physics education for the non-physics healthcare professions

Although Medical Physics educators have historically contributed to the education of the non-physics healthcare professions, their role was not studied in a systematic manner. In 2009, EFOMP set up a group to research the issue. In their first paper, the group carried out an extensive literature review regarding physics teaching for the non-physics healthcare professions. Their second paper reported the results of a pan-European survey of physics curricula delivered to the healthcare professions and a Strengths-Weaknesses-Opportunities-Threats (SWOT) audit of the role. The group’s third paper presented a strategic development model for the role, based on the SWOT data. A comprehensive curriculum development model was subsequently published, whilst plans were laid to develop the present policy statement. This policy statement presents mission and vision statements for Medical Physicists teaching non-physics users of medical devices and physical agents, best practices for teaching non-physics healthcare professionals, a stepwise process for curriculum development (content, method of delivery and assessment), and summary recommendations based on the aforementioned research studies.

Medical Students’ Education in Disaster Medicine: A Systematic Literature Review of Existing Curricula

Introduction:Disaster Medicine (DM) is currently underrepresented in medical schools’ curricula worldwide, and existing DM courses for medical students are extremely heterogeneous due to the lack of pragmatic and standardized guidelines. Moreover, there is a gap in knowledge regarding the curriculum development methodology used for DM courses. This study aims to identify DM courses for medical students worldwide and to map their curriculum development methodologies by reviewing available literature.Method:The search was conducted on three databases using the terms “Disaster medicine” AND “Education”. Following the PRISMA approach, twenty-five articles that described the content and implementation of DM curricula were included in the analysis.Results:Nine studies thoroughly described the curriculum development process. Expert opinion and literature review were the methodologies mostly used to develop DM curricula. Only four studies followed a multi-method process made up of four different methodologies, including expert opinion, literature review, survey, and Delphi methodology. Most of the courses adopted a face-to-face approach combining different training modalities, including the use of virtual reality simulations and drills.Conclusion:This systematic review provides a compendious analysis of the curricula and curriculum development processes in DM training for medical students. The scarce usage of reproductible, comprehensive curriculum development methodologies and consequently a great heterogenicity of the covered topics and course design were brought forward. Therefore, there is a need for standardization in DM education. Overall, this systematic review highlights the need for evidence-based educational curricula in DM and provides recommendations for developing DM courses following a scientific approach.

A competency-based chemical engineering curriculum at the University of Campinas in Brazil

Engineering education is being called upon to move to a student-centered teaching. New challenges demand a curriculum that considers a set of competencies to enable engineers to learn autonomously and to develop solid technical and relevant soft skills. We present a top-down methodology for developing a competency-based curricula, which was employed to conceive a new chemical engineering curriculum at the University of Campinas. Our methodology is based on four main steps: i) definition of the desired profile of students with a bachelor’s degree in Chemical Engineering and their underlying competencies; ii) delineation of learning-experiences itineraries; iii) a macro conception of the curriculum entailing the logical-temporal arrangement of its learning-experiences itineraries; and the iv) establishment of each curricular component with its learning objectives. This new curriculum is integrated into the external society by experiences that engage students to practice social responsibility and develop technology based on the needs of society. Graduates’ profile and competencies were defined based on extensive surveys. We discuss how active learning methodologies can be an intrinsic part of the curriculum development process and how assessment strategies must fit the learning goals established for each curricular component. Finally, we discuss the current challenges of implementing and evaluating a competency-based curriculum.

The challenges of large-scale curriculum development: A case study of Guyana and St. Kitts and Nevis

Guyana and St. Kitts and Nevis have recently and independently undertaken large-scale enhancement of their public-school curriculum. An educational leadership consultancy has led the process using an implementation model based on feedback from country communities regarding graduation outcomes and the ensuing preparation of a Curriculum and Assessment Framework. Curriculum outcomes were based on international best practices and captured in a curriculum template premised on backward design. Using a mixed methods approach, independent researchers analyzed factors that necessarily impact the process of curriculum development. Quantitative and qualitative research feedback established challenges in the process of curriculum development. Categories of feedback arose from surveys, interviews, and focus groups. These included challenges in preparation for writing, perceived impact on the school system, and working conditions during the process of writing. Similarities and differences in the country contexts are examined and suggestions for an improved approach are recommended.

Methods and Processes for First Nations Health Curriculum Development for Nursing, Medicine, Dentistry and Allied Health Entry-Level Programs: A Scoping Review

The inclusion of First Nations health curricula in programs is critical for the development of culturally safe graduates, however, less is known about how to embed content into curriculum in ways that reflect best practice and pedagogy. The aim of this scoping review was to describe methods and processes of First Nations health curriculum development in nursing, medical, dentistry, and allied health entry-level programs in international peer-reviewed journals. Systematic searches of databases were completed including CINAHL, Proquest, Medline, and Informit; with additional searches in Google Scholar and First Nations-led journals. A total of 104 articles met inclusion criteria; the majority relating to medicine ( n = 38) and nursing/midwifery ( n = 17) student cohorts. Methods and processes for embedding First Nations health content are described, including First Nations-led development and co-leadership, resulting in a suggested model for curriculum development. Evidence-informed curriculum development is critical to ensure effective methods and processes are adopted and cultural safety learning outcomes are achieved.

역량기반 전공교육과정 개발 및 인증의 효과와 개선 방안

Objectives This study was conducted with the purpose of deriving the effect and improvement(&accreditation) plan of H university's competency-based major curriculum development. Methods Qualitative exploration through individual interviews and quantitative collection through questionnaires were conducted for professors in the major curriculum of H University. Nine professors with experience in competency-based major curriculum development (&accreditation) participated in individual interviews, and the collected qualitative data were analyzed in frequency according to the Consensual Qualitative Research-Modified (CQR-M) procedure by Hill (2016). A questionnaire was organized based on the results of qualitative analysis, and a survey was conducted on all professors of the major curriculum to collect opinions from H University education members. A total of 29 people responded to the questionnaire based on a 5-point Likert scale, and it was confirmed that there were no insincere responses, so the responses were analyzed based on the responses of 29 people. The following is a summary of the key contents derived based on the results of the qualitative data analysis and the comprehensive analysis of the quantitative data. Results First, as the main point of the development effect of the competency-based major curriculum, the core contents were derived by categorizing it into ‘systematization and improvement of the curriculum’ and ‘effects in terms of educational members’. Second, key contents were proposed in ‘content aspect of development’ and ‘process aspect of development’ as major improvements in the development of competency-based major curriculum. Third, the effect of the major curriculum accreditaion system can be said to be ‘internalization of the contents and methods of the curriculum centered on educational consumers’ and the opinion on ‘the need for accreditaion incentives’ was the highest. Fourth, it was interpreted that the most important improvement in major curriculum accreditation system needs to be reviewed as a accreditation index considering the educational direction of H University. Conclusions Based on the results of this study, the effective aspects of H University's competency-based major curriculum development and accreditation process were examined, and the future improvement and implications of the competency-based major curriculum development and accreditation system for continuous educational quality were discussed.

Values of National Belongingness in the Music Education Textbooks for the Higher Basic Education Stage in Jordan: An Analytical Study

Objectives: This study aimed to determine the most important values of national belonging that should be included in music education textbooks for the upper basic education stage in Jordan, and to assess the extent to which these values are currently incorporated in the textbooks.
 Methods: The study employed a descriptive analytical approach using content analysis, which encompassed twenty national belonging values as data collection criteria. The study sample consisted of music education textbooks for grades 7 to 10.
 Results: The study revealed a low level of inclusion of national belonging values in the sampled textbooks. The values of pride and belonging to the homeland, as well as the value of pride in Islam and Arabism, ranked first. Eleven values were not included in the study sample. The degrees of inclusion of national belonging values in the study sample were as follows: 35%, 23.3%, 36.6%, and 35%, ranked from the 7th to the 10th grade.
 Conclusion: The study recommends that those involved in the development of the music education curriculum should pay greater attention to the inclusion of national belonging values during the curriculum development process.