Major Curriculum Research Articles

국내 보건행정(학)과의 학제별 전공교육과정 비교분석 연구

Background: This study was a comparative analysis of the major curriculum for 2-year, 3-year, and 4-year colleges of the department of health administration in Korea. Methods: Among 45 Korean colleges registered with the department of health administration as of 2012, finally 25 colleges were selected by establishing the department of health administration more than 5 years ago, excluding government's financial support, and taking regional locations into account. Results: First, generally 2-year colleges was not the relationships between organizational philosophy/purposes and major course in comparison to those of 3-year or 4-year colleges. Second, the composition of credits in the major course appears to be higher for 3-year, 2-year, and 4-year colleges, respectively. Third, subjects related to basic medicine and medical records were included more often in 2-year, 3-year, and 4-year colleges, respectively, and health policy issues were covered more in 4-year, 3-year, and 2-year colleges, respectively. Fourth, the number of students per full-time professor in 2-year colleges was much higher than that in 3-year and 4-year colleges, and the employment rate of graduates for 4-year colleges was found to be higher than that for 2-year and 3-year colleges. Conclusion: Although this study has limitations with regard to the selection of research subjects, it provides baseline data for establishing the health administration required for training competent future professionals.

Experiences of academic staff in using threshold concepts within a reformed curriculum

Threshold concepts were used to underpin a major curriculum reform endeavour in occupational therapy. After rigorous interrogation of troublesome knowledge and ensuring that the emergent concepts conformed to the five characteristics of previously proposed threshold concepts, we identified five threshold concepts. Two years into the rollout of the new curricula, academics participated in two focus groups. Questions focused on staff members' perspectives regarding their use of threshold concepts, and how students engaged with the threshold concepts in assessment activities. The focus groups were transcribed verbatim and analysed using standard qualitative analysis techniques. Peer and member checking ensured the accuracy of interpretations. Three key themes emerged: (1) staff engaged in threshold crossings; (2) threshold concepts conferred many benefits; and (3) students' professional identity evolved. Study limitations and implications for embedding of the threshold concepts in curricula generally and particular courses more specifically will be discussed.

Essential concepts and underlying theories from physics, chemistry, and mathematics for “biochemistry and molecular biology” majors

Over the past two years, through an NSF RCN UBE grant, the ASBMB has held regional workshops for faculty members from around the country. The workshops have focused on developing lists of Core Principles or Foundational Concepts in Biochemistry and Molecular Biology, a list of foundational skills, and foundational concepts from Physics, Chemistry, and Mathematics that all Biochemistry or Molecular Biology majors must understand to complete their major coursework. The allied fields working group created a survey to validate foundational concepts from Physics, Chemistry, and Mathematics identified from participant feedback at various workshops. One-hundred twenty participants responded to the survey and 68% of the respondents answered yes to the question: "We have identified the following as the core concepts and underlying theories from Physics, Chemistry, and Mathematics that Biochemistry majors or Molecular Biology majors need to understand after they complete their major courses: 1) mechanical concepts from Physics, 2) energy and thermodynamic concepts from Physics, 3) critical concepts of structure from chemistry, 4) critical concepts of reactions from Chemistry, and 5) essential Mathematics. In your opinion, is the above list complete?" Respondents also delineated subcategories they felt should be included in these broad categories. From the results of the survey and this analysis the allied fields working group constructed a consensus list of allied fields concepts, which will help inform Biochemistry and Molecular Biology educators when considering the ASBMB recommended curriculum for Biochemistry or Molecular Biology majors and in the development of appropriate assessment tools to gauge student understanding of how these concepts relate to biochemistry and molecular biology.

Infusing quantitative approaches throughout the biological sciences curriculum

A major curriculum redesign effort at the University of Maryland is infusing all levels of our undergraduate biological sciences curriculum with increased emphasis on interdisciplinary connections and quantitative approaches. The curriculum development efforts have largely been guided by recommendations in the National Research Council's Bio 2010 report and have resulted in revisions to courses in biology, mathematics, and physics over a period of 10 years. Important components of this effort included (1) developing online modules to infuse more mathematical content into six biology courses taken by biological sciences majors during their first 2 years of study; (2) strengthening the interdisciplinary connections of ancillary courses in mathematics and physics to support the development of quantitative skills in biological contexts; and (3) creating more quantitatively intensive courses for the final 2 years of the bachelors of science programme. These efforts, carried out by a large, multidisciplinary team of faculty, have resulted in increased coherence in the undergraduate biological sciences curriculum, increased quantitative skills in first- and second-year students, and a greater appreciation among graduates for the essential relationship between mathematics and modern biology.

Pre-service Teachers' Opinions and Needs on the Physics Education Major Curriculum in College

Pre-service Teachers' Opinions and Needs on the Physics Education Major Curriculum in College

APMEC 2014: Optimising Collaboration in Medical Education: Building Bridges Connecting Minds

<scp>APMEC</scp> 2014: Optimising Collaboration in Medical Education: Building Bridges Connecting Minds

"A+T·CDIO"-Architecture Major Oriented Talents Cultivation Objectives Establishment and Curriculum System Construction - Using Architecture Major of Ningbo University of Technology as Example

How to transform A+T·CDIO engineering education teaching model of architecture major to executable curriculum system Approach is job-adapting oriented, aiming to adapt social and industrial environment, using A+T·CDIO curriculum system as carrier. This article describes talents cultivation objectives featured as A 380 and their three construction basis for architecture major, and A+T·CDIO curriculum system featured as eight engines and three-section rocket and their four construction principles.

Evaluation of a New Hierarchical Teaching Model for Pharmacy Students in Experiential Education

Pharmacy students undergoing experiential education have traditionally been mentored by pharmacist preceptors on a one-to-one basis. However, major curriculum changes are placing greater emphasis on experiential education. For example, the new PharmD curriculum within the University of Toronto’s Leslie Dan Faculty of Pharmacy requires Early Practice Experience (EPE) rotations of 160 h each after year 1 and year 2 (in place of the 12-h Early Hospital Experience [EHE] in year 2 of the previous program) and 36 weeks of experiential practice after year 3. Implementation of these changes has begun only within the past year (i.e., since mid-2012), and it will take some time to realize the full magnitude of the effect on staff workload at clinical sites; however, rotation requirements have already increased dramatically. In general, teaching sites strive to offer placements that are of high quality while accommodating the needs of pharmacist preceptors and clinical programs. This large increase in pharmacy student rotations has created a stress on the system and has forced sites to explore alternative methods of delivering experiential education. The hierarchical model of teaching, with senior students mentoring junior students, is well known in the medical field. However, little is known about how effective or feasible this model might be for pharmacy students. Lindblad and others described peer-assisted learning for final-year pharmacy students on a 9-week rotation in a general medicine/stroke care unit. In that model, the first group of 3 students started their rotation at week 1, with the second group of 3 students starting at week 5. This allowed for overlap and mentoring by the more experienced students during weeks 5 to 9. The second group then continued their rotation until week 13. However, such peer-assisted learning is based on more experienced students facilitating the learning of a group of peers who are all at the same point in their education. It may not be suitable for models in which students are at different points in their academic programs. Given the prospect of pharmacy students from different years completing rotations simultaneously, a hierarchical model may be one way to accommodate the increased demand for placements and to allow pharmacists to dedicate time to teaching in addition to their dispensing, clinical, and research duties. As described by Hall and others, pharmacy educators at Henry Ford Hospital in Detroit, Michigan, hypothesized that a hierarchical system similar to the medical model could be successful. Under this structure, pharmacy students at various levels (e.g., students, residents, fellows) would be under the supervision of an “attending” practitioner, who would be most responsible for the quality of patient care even as the students progressively assumed greater independence and more responsibilities. However, the changing availability of students from month to month was recognized as a potential barrier to full implementation of the system. Here, we report an evaluation of a hierarchical teaching model in which fourth-year pharmacy students and residents mentored junior pharmacy students under the supervision of a pharmacist, in terms of perceived impact on learning, overall experience, and pharmacists’ workload.

A Case Study on Development of an Integrated, Multidisciplinary Dental Curriculum

Calls for fundamental reform of dental education were made twice in the twentieth century. More recently, spurred by the work of the American Dental Education Association's Commission on Change and Innovation in Dental Education (ADEA CCI), North American dental educators have again begun advocating for major curriculum reform in order to develop in students the higher order thinking skills required for the contemporary practice of dentistry. This case study describes the process of curricular reform at one school designed to move from a traditional siloed curriculum to one that uses case-based, integrated multidisciplinary courses to improve teaching and learning. The process was broad-based and comprehensive and included a schoolwide values clarification exercise and agreement on desired characteristics of an ideal graduate. Stakeholders agreed that the reform curriculum should incorporate inter- and multidisciplinary courses, case-based and active learning strategies, and concepts from adult learning theory. The new curriculum model is comprised of five unique but related curriculum "strands," each managed by a small group of interdisciplinary faculty content experts. Challenges in the development and implementation of the reform curriculum are discussed, and an assessment plan is presented.

Diversity of school curriculum theories and possible choices for Korea's curriculum inquiries

The study aimed to classify and discuss major school curriculum theories and to make possible choices for curriculum inquiries for Korea's curriculum researchers. Major curriculum theories were classified as rational-scientific theory, critical theory, hermeneutical theory, or deliberative theory. Bobbitt made use of society as a curriculum source for the first time. Task analysis was the method that he used to develop curricula. Tyler drew educational purposes from various sources, including subjects, learners, and society. New developments of critical theories, such as popular culture, border pedagogy, new literacy, ecological crisis, and peace education, appeared after cultural reproduction or resistance theories became weak. Whitson’s heteroglossia, the inclusion of conflicting voices, activated weakened critical theories. Hermeneutical theories, which focus on individual students, emphasize individual freedom and value educational activities. Deliberative theories, originally based on Schwab's work, suggest that deliberation is ideal as a methodology to make full use of knowledge, moral values, and decision-making together. The researcher finally proposes two possible choices for curriculum inquiries Korea's curriculum researchers, 1) recontextualization of current theories to Korea, and 2) Korea's own curriculum inquiries about its particular curriculum.

Update Ends

For the past ten years, I have distributed to journalism instructors a monthly screed-Update-in which I attempted to restore the argumentation that once marked our enterprise, to bolster the spirits of the print veterans, and to temper the enthusiasms of the technophiles among us. I wrote that I missed the articles and letters to the editor that once made our publications scintillate. (When did you last see a letter in Journalism & Mass Communication Quarterly?)I said that some of the issues discussed years ago remain: Are admitting too many of the unqualified to our programs? Are the burgeoning public relations, advertising, and technology courses squeezing out the reporting-writing-editing sequence? Have become the tools of our tools? Do the research articles that have proliferated in our publications address significant matters? Can say are graduating educated students when so many instructors are appalled by their students' ignorance? Are providing students with the background knowledge without which a news story lacks significance and utility? I made clear where I stood on these issues, and my stance led to rebuttals and attacks. I was called a Luddite, and my suggestion that programs eliminate catch-up writing courses was termed elitist. I said that journalism educators cannot ignore the necessity of instruction in technology but that too much technological emphasis could tilt a program away from emphasizing the journalist's mission, defined by Joseph Pulitzer as anxiety to render public service.Students should be weaned from their attachment to their hardware by being reminded of the reporters' credo: GOYA/KOD (Get OffYour Ass/Knock on Doors) or, not to offend, CTS (Climb the Stairs). They may be in touch with the latest online resources, but do they know the triumphs of the muckrakers, the impact of The New York Times v. Sullivan? I wondered whether colleagues were demonstrating to students that journalism is a calling, a moral enterprise. Journalism is the story of how live now, the human consequences of public policies-the struggle of the single mother to afford nutritious meals for her children, the ruined lives of uranium miners, and the family living in crime-infested public housing.I disagreed with the prevailing notion among instructors that reporters embark on their coverage as blank slates. I wrote that students be told early on that the journalist does not embark on an assignment as an open book to be inscribed by the event or the source. Reporting is not a passive enterprise. It begins with the journalist's tentative story ideas, hypotheses that guide the reporter's questions and observations. The reporting reality confirms or rebuts the reporter's assumptions. If rebutted, other hypotheses are rapidly put in play.I wrote that feelings, emotions, and intuition are valuable in devising these hypotheses and that because journalism is at its core a moral enterprise students should be encouraged to develop a set of ethical imperatives that guide their journalism.Journalism instructors responded that I was encouraging subjective journalism. They have support in a comment by Bill Keller, former executive editor of The New York Times, who wrote that we do not go into a story with a preconceived notion.2 But the sociologist Irving Kristol wrote, A person doesn't know what he has seen unless the person knows what he is looking for.3Good journalism consists of setting reporting material in context, which means that journalism educators must see to it that their students have the background knowledge that is essential to informed journalism.Background is built by wide reading and liberal arts courses. I listed books and periodicals that students were to read, and I described a required core curriculum for journalism majors. Students wrote a weekly Periodical Report based on magazines (Harper's, Atlantic, New Yorker, Commonweal, Commentary, and National Review among them). …

Essential Concepts &amp; Underlying Theories from Physics, Chemistry, and Mathematics for the Molecular Life Sciences

Over the past two years, through a NSF RCN‐UBE grant, the ASBMB has held regional workshops for faculty members from around the country. The workshops focused on developing a list of Core Principles in Biochemistry and Molecular Biology, Essential Concepts &amp; Underlying Theories from Physics, Chemistry, and Mathematics, and a list of Foundational Skills that all Biochemistry or Molecular Biology Majors must understand to complete their major coursework. The Allied Fields working group created a survey to validate six Essential Concepts and Underlying Theories from Physics, Chemistry, and Mathematics identified from participant feedback at various workshops. One hundred twenty participants from the various regional workshops responded to the survey and 68% of the respondents answered yes to the question. “We have identified the following as the Core Concepts and Underlying Theories from Physics, Chemistry and Mathematics that biochemistry majors or molecular biology majors need to understand after they complete their major courses: 1. Mechanical Concepts from Physics 2. Energy and Thermodynamic Concepts from Physics 3. Critical Concepts of Structure from Chemistry 4. Critical Concepts of Reactions from Chemistry 5. Essential Mathematics. In your opinion, is the above list complete?” Respondents also delineated sub‐categories they felt should be included in these broad categories. The outcomes from the survey will help inform biochemistry and molecular biology educators when considering the ASBMB recommended curriculum for Biochemistry or Molecular Biology Majors. Supported by NSF Grant: 0957205: RCN‐UBE to EB

Active learning in the medical histology laboratory engages students and faculty, improving performance

Students at UAMS have traditionally studied histology with microscopes and the computer program, Histology Time, that encouraged independent study, but limited faculty‐student interactions. A major curriculum reconstruction offered the faculty an opportunity to convert most lecture and laboratory periods to interactive learning laboratories. Students were given homework assignments and mini‐lectures (25–35 min), which prepared them to apply the material. During class, the students worked in teams, reviewing clinical cases and applying histological knowledge to answer questions. Motivated by the clinical relevance, students came to class better prepared and eager to complete point‐getting exercises. The quality of the faculty interactions also improved learning, as faculty helped students with problem‐solving exercises, rather than spoon‐feed answers. Moreover, class attendance approached an unprecedented 100%. Using the same question bank, each unit exam showed improved class performance, especially in units teaching musculoskeletal, cardiovascular and respiratory systems, (increased by 4, 5.5, and 9.8 percentage points, respectively). No students were in academic jeopardy, compared with 5–8% of previous classes, which also shows that this approach facilitates learning for those having difficulties with the material. Supported by the Dept. of Neurobiology and Developmental Sciences.

Researching the creation of a national curriculum from systems to classrooms

Under the auspices of its ‘Education Revolution’, the Federal Labor Government is currently implementing a national curriculum for schools. Representing an important intervention into educational practice and governance, the Australian Curriculum offers a unique research opportunity, providing substantial scope for the examination of the changing systems and school-level practices entailed in large-scale curriculum reform. Research into the Australian Curriculum also presents a valuable opportunity to develop educational research methodologies that attend to the complex and multifaceted processes of curriculum reform, from systems to classrooms. Taking two of the disciplinary towers of modern curricula (English and mathematics) and Australia’s two largest jurisdictions (New South Wales and Victoria) as the focus, this article draws on a three-year Australian Research Council Linkage Project to outline an approach to researching major curriculum reform.

Extreme makeover – Anatomy Edition: How a paradigm shift in pedagogy reshaped an anatomy program

Much has been said about, and speculated on, the effect medical sciences curriculum changes have had, and will continue to have, on gross anatomy pedagogy. In the ten years since major curriculum change was implemented at the David Geffen School of Medicine at UCLA, gross (and microscopic) anatomy pedagogy have transformed from isolated courses into themes integrated into systems based units. Although administrative policies provided the initial impetus for pedagogical transformation, in recent years, incorporation of clinical instructors into the laboratory experience has fostered multi‐disciplinary teaching partnerships that provide contextual learning experiences for students. The paradigm shift from dissection to prosection pedagogy, the integration of clinically relevant anatomy through radiology and acute care, the development of interactive, online learning tools, and an upgrade in classroom technology have influenced our ability to provide advanced anatomical sciences instruction throughout all four years of undergraduate medical education. We discuss our experiences of pedagogy transformation in the last decade, and how these are informing efforts to improve pre‐medical anatomy pedagogy.

문화 컨텐츠 산업과 연계된 방송 연예, 연기학과 전공 교육과정개발에 관한 연구

문화 컨텐츠 산업의 직무 능력 요구에 적응하는 산업현장과 연계된 실무능력 향상을 위해서 방송 연예, 연기학 교육과정 개발이 필요 하다고 판단된다. 우선 연기 예술의 직무 역량을 도출하기 위하여 문화 콘텐츠 산업의 환경 분석, 산업체 수요 조사, 재학생과 졸업생 요구조사, 지역사회 요구조사를 실시하였다. 또한 현장 전문가와 재학생 및 졸업생들의 평가를 통해 기존의 교육 과정을 분석하였다. 위의 분석 된 결과를 토대로 방송 연예, 연기학과 전공 교육과정개발을 수행하였다. 위의 교육과정 개발을 통해 핵심역량에 집중하는 연기 교육으로 교육 효과의 극대화를 꾀할 수 있으며 지역적인 인프라를 바탕으로 다매체 시대에 걸맞는 통합적인 배우를 양성할 수 있다. 또한 명배우를 양성하기보다는 쓰임새 있는 배우를 길러 낼 수 가 있다. In order to improve executive ability in response to need of job ability in cultural content industry and in connection with industrial scene, it is required to develop curriculum for department of broadcasting, entertainment and acting First of all, environmental analysis of cultural content industry, survey on industry demand, survey on demand by enrolled students and graduated students, survey on demand by local community were made and conducted to draw job competency for acting art. In addition, the existing curriculum was analyzed through evaluation by field experts, enrolled students, and graduated students. Based on the analysis results, major curriculum was developed for department of broadcasting, entertainment and acting. Such curriculum development enables providing acting education that focuses on core competency to maximize education effect and cultivating actor who is suitable for the age of multimedia based on local infrastructure. Moreover, the curriculum development helps cultivating versatile actor, rather than famous actor.

‘Discovery Learning’: An account of rapid curriculum change in response to accreditation

Background/Aims: The purpose of this study was to explore the attitudes and experiences of leaders responsible for making rapid changes to a medical school curriculum in response to an adverse accreditation report. The new curriculum was based on the principles of problem-based learning (‘Discovery Learning’), with changes to the way that students were assessed.Methods: We conducted semi-structured interviews with leaders responsible for education at the school two and a half years after the adoption of the new curriculum. We coded the resulting transcripts to identify major and minor themes expressed by participants.Results: Thirty-five senior leaders, administrators and course directors were invited for the interview; 14 (40%) were interviewed. Five main themes were noted in the data: (1) organization and control of the curriculum; (2) changes in the practices of teaching and learning; (3) effects on faculty members; (4) sources of resistance and (5) attitudes to curriculum change in general.Conclusion: This study demonstrates that major curriculum change can be achieved successfully in a short period of time. This study also illustrates some of the problems associated with making rapid changes to the medical school curriculum, and highlights the importance of attitudes to change amongst the leadership of a medical school.

Study on Problems and Countermeasures in Practice Teaching of Undergraduates in Mechanical Industrial Design Major

Aiming at the problems existing in practice teaching of undergraduates in mechanical industrial design major in college, a series of countermeasures has been raised, like paying more attention to practice teaching, increasing the proportion of practice teaching, innovating the content of practice teaching, adjusting the major curriculum, building a scientific and reasonable team of teachers, and updating the equipments for practice teaching. And on this basis, a summary is given on the problems and countermeasures in practice teaching of undergraduates in mechanical industrial design major.

Building a Solid Foundation for our Majors with the Introductory Psychology Course

To envision the introductory psychology course as a foundational part of the major curriculum, priority should be placed on its relevance to the subsequent coursework in the major and its responsiveness to evolving regional, national, and global standards. In this article the authors describe their own strategy for gathering information from multiple sources to explore the foundational potential of the introductory psychology course taught in their department at a medium-sized public university in the USA. They administered surveys to their psychology faculty and students, considered department characteristics and resources, and reviewed national and international professional standards. They conclude that their strategy may be useful for psychology departments at other institutions interested in considering the role their introductory course plays within the context of their undergraduate major curriculum.

The Capstone Experience for the Religious Studies Major

AbstractThe purpose of this essay is to offer a survey of religious studies capstones from twenty‐nine U.S. colleges and universities, to identify the most common frustrations about the capstone, and to observe how departments resolve such frustrations. I conclude that the most successful capstones – in terms of students' performance and faculty satisfaction – are those that are carefully linked to their department's major curriculum, pedagogies, and staffing, that set out to achieve a reasonable set of objectives, and that are aligned with their institutional mission, culture, and expectations for assessment. Yet, I argue that it is becoming increasingly difficult to design our capstone experiences according to the above principles because of the proliferation of departmental and institutional pressures we presently face. Finally, I offer some guidelines by which we might devise or revise our capstones to alleviate some of the most common pressures.