Major Curriculum Research Articles

Reforming the Curriculum System for Applied Undergraduate English Majors: Bridging Theory and Practice

Since the implementation of the reform and opening-up policy, Chinese universities have seen a significant growth in the study of foreign languages, with a focus on English majors. Nonetheless, ongoing difficulties compromise this educational system's efficacy. It is often acknowledged by experts that, despite substantial expenditure, English majors struggle to satisfy societal demands because of curricular structures that are out of date and were inherited from earlier times. To address these issues, this paper suggests extensive changes to the applied undergraduate English major curriculum. The suggested changes, which stress the development of practical skills in line with the demands of the modern labor market, seek to close the gap between theory and practice by drawing on theoretical frameworks and real-world experiences. The theoretical structure for curriculum design includes refining traditional language proficiency courses, incorporating a variety of professional modules, creating career-focused vocational courses, enhancing comprehensive practical training. By aligning curriculum content with evolving industry demands and fostering a holistic approach to talent cultivation, these reforms strive to equip English majors with the necessary skills and competencies to succeed in today's dynamic global landscape.

Components of an Updated Disaster Medicine Curriculum Included in Emergency Medicine Residency and Emergency Medical Services Fellowship in the United States.

Disaster medicine (DM) is a unique field that has undergone significant development as disaster events become increasingly complicated to respond to. However, DM is not recognized by the American Board of Medical Specialties (ABMS) or Accreditation Committee of Graduate Medical Education (ACGME), and therefore lacks board certification. Furthermore, prior studies have shown that there is unique body of DM knowledge not being addressed in emergency medicine (EM) residency or Emergency Medical Services (EMS) fellowship, resulting in fundamental DM topics not being covered amongst graduate medical education (GME) programs most prepared to produce DM physicians. A recently published DM core curriculum addresses this knowledge gap and seeks to promote standardization of DM training. The objective of this study is to analyze EM residency and EMS fellowship curricula for the inclusion of DM major curriculum topics and subtopics, using the most recently published DM core curriculum as a control. Both EM residency and EMS fellowship curricula were analyzed for inclusion of DM curriculum topics and subtopics, using the DM curriculum recommendations published by Wexler, et al as a control. A major curriculum topic was deemed covered if at least one related subtopic was described in the curricula. The included and excluded DM topics and subtopics were analyzed using descriptive statistics. While all the DM major curriculum topics were covered by either EM residency or EMS fellowship, EMS fellowship covered more major curriculum topics (14/15; 93%) than EM residency (12/15; 80%) and EMS fellowship covered more DM curriculum subtopics (58/153; 38%) than EM residency (24/153; 16%). Combined, EM residency and EMS fellowship covered 65 out of 153 (42%) of the DM curriculum subtopics. Although this study finds that all the DM major curriculum topics will be covered in EM residency followed by EMS fellowship, over one-half of the subtopics are not covered by either program (16% and 38%, respectively) or both programs combined (42%). Increasingly relevant subtopics, such as climate change, droughts, and flooding, are amongst those not covered by either curriculum. Even amongst the DM topics included in GME curricula, an emphasis on themes such as mass treatment, preparedness, and mitigation is likely under-represented. Accreditation from ACGME for DM fellowship would further promote uniform implementation of the updated core curriculum and ensure optimal training of disaster-ready physicians.

RESEARCH ON THE CONSTRUCTION OF CORE CURRICULUM STANDARDS FOR CROSS-BORDER E-COMMERCE MAJORS BASED ON HIGHER VOCATIONAL EDUCATION IN INNER MONGOLIA

Taking the cross-border e-commerce major of Inner Mongolia higher vocational education as the research object, this paper analyses the current situation of cross-border e-commerce major curriculum and teaching quality of higher vocational education in Inner Mongolia through the study of domestic and international cross-border e-commerce major curriculum standards, and constructs the core curriculum standard of cross-border e-commerce major of higher vocational education in Inner Mongolia on the basis of this. In addition, the implementation plan of the core curriculum for cross-border e-commerce majors including specific measures such as curriculum setting, teaching methods, and selection of teaching materials is explored, with a view to providing reference value for the teaching reform and talent cultivation of cross-border e-commerce majors in Inner Mongolia's higher vocational education.

전공교육과정 질 관리를 위한 인증평가 루브릭 개발 연구

This study attempted to present a standard manual through the case of University A that can be applied when domestic universities want to improve or upgrade the rubric, which is the evaluation standard for curriculum certification evaluation, more than 10 years after conducting their own curriculum certification evaluation to manage and improve the quality of major curriculum. To this end, a rubric draft was first developed by revising and supplementing the evaluation criteria based on the results of analyzing related literature research and analyzing cases of major domestic universities that introduced curriculum certification evaluation through the advice of experts(N=3) in the curriculum . The draft rubric developed in this way verified the validity and feasibility of research results through a meeting with a modified Delphi survey(N=10) and a practitioner in charge of major curriculum certification evaluation(N=5) for experts in the field of education who have conducted research related to curriculum evaluation and curriculum evaluation. The results are as follows. First, evaluation criteria were developed to systematically evaluate the entire course of the major curriculum, including curriculum development, support, operation, performance, and improvement. Second, the evaluation criteria developed in this way were designed with a total of 3 items and 19 evaluation criteria, and an evaluation criterion with a content validity(CVI) of 0.80 or more was developed. Third, based on the results of the curriculum certification evaluation using this rubric, a feedback system was proposed to strengthen the quality of major education by establishing a continuous curriculum quality management system. It is expected that these findings will help improve the quality of the curriculum and operate a substantial curriculum.

A Study on Major Curriculum Based on Individual’s Capacities-Focused on Physical Therapy Department in U University

A Study on Major Curriculum Based on Individual’s Capacities-Focused on Physical Therapy Department in U University

역량기반 전공교육을 위한 교과-비교과 연계 플립러닝 학습효과 분석

Objectives This study analyzed the learning effects of flipped learning linked to subject-matter subjects to strengthen the major abilities of students in the Department of Police Administration at K University. Specifically, flipped learning was used as a teaching and learning method in the 'Forensic Investigation' class, a major subject in the Department of Police Administration, and was linked to a non-curricular program operated by the Teaching and Learning Development Center on campus.
 Methods To this end, flipped learning using scientific investigation videos of actual crime cases was conducted for 13 weeks in the forensic science major subjects, and as a subject-related extracurricular program, a forensic investigator from the K Local Police Agency was invited to give a special lecture on the major, and on-campus teaching and learning was conducted. It is designed to enable participation in learning communities or tutoring conducted by the development center. In order to comprehensively analyze the major abilities of participating stu-dents, we conducted lecture evaluations and special lecture satisfaction surveys on flipped learning using criminal investigation series (forensic video), and conducted in-depth interviews about learning experiences using Colaizzi's phenomenological method. It was carried out.
 Results The lecture satisfaction level for ‘Forensic Investigation’ using flipped learning and subject-related ex-tra-curricular classes was 4.65, which was improved from the previous year’s class that did not apply the sub-ject-connected extra-curricular program, showing that there was an educational effect on the learning experience. In addition, as a result of analyzing the learning effect of flipped learning, four central meanings were derived: class attitude, communication ability, class performance, and improvements. Lastly, as a result of analyz-ing the satisfaction level and in-depth interviews with the non-curricular program linked to the major curriculum, it was confirmed that it was helpful in motivating police officers to join the police force and cultivating criminal in-vestigation capabilities.
 Conclusions This study conducted an analysis of the learning effect of 'Forensic Investigation' in the Department of Police Administration at K University, which was found to have a positive effect on improving the ability to utilize professional knowledge related to criminal investigation, self-directed learning ability, convergence ability, and communication ability, which are major abilities. It is valuable in that it contributed to breaking down the bounda-ries between major subject classes by overcoming the constraints of limited class time and enabling individual in-depth learning by linking flipped learning, a learner-centered teaching and learning method, with extra-curricular programs.

Graduating Career-Ready Business Students

This paper analyses three key components of a career development curriculum for business majors that has generated superior results, supporting undergraduates’ transition from higher education to professional employment while teaching students career advancement skills that will be used throughout their lives. Students have expressed strong satisfaction with opportunities for coaching and mentoring, coursework facilitating experiential learning, and mandatory internships in their major. Analyses of qualitative data drawn from student assignments and course evaluations suggest these three elements of the program have positively impacted students’ career-readiness, career aspirations and career achievements. Quantitative data shows increased student success in achieving their career goals

Computational Thinking Skill Level of Senior High School Students Majoring in Natural Science

Computational thinking (CT) is a skill integrated into various curricula in many countries. However, lack of student acceptance and limited assessment become challenges to integrating skill into the curriculum, specifically in developing countries like Indonesia. Therefore, this study aimed to validate the Indonesian version of the Computational Thinking Scale (CTS) and determine the CT skill level of high school students majoring in science. This study was conducted using a quantitative approach with a cross-sectional survey design. Participants were purposively selected based on certain criteria from a population of high schools in Yogyakarta, Indonesia. In this study, data were collected from 526 students with 19 items of CTS questionnaires and analysed using the Rasch model measurement. The findings showed that the adapted CTS met the fit criteria based on Rasch model measurement, except for one item. Based on the logit mean value of +1.69, the level of students' CT ability falls into the good category, where the most frequently implemented aspect is the problem-solving aspect, while the least frequently implemented aspect is algorithmic thinking. According to Differential Item Function analysis, there were differences in student responses based on coding experience. This study is expected to contribute to the field of CT assessment in science education. In addition, the results of this study can be an affirmation for educational policy makers in developing countries to integrate CT into the curriculum of natural science majors.

Thoughts on the Curriculum Construction of Japanese Majors Specialty Serving the "Belt and Road"

The training mode of Japanese majors must actively adapt to the strategic policy adjustment of national economic structure, closely meet the actual needs of national development and social progress, properly adjust the curriculum system and syllabus, and scientifically and reasonably formulate the development plan of characteristic majors, so as to promote their sustained and healthy development. This paper discusses the optimization and reform of the curriculum system for Japanese majors, actively Introducing Information Technology into Links of Japanese Major Teaching, the enhancement of the platform for improving the international ability and the construction of educational resources, and makes new thoughts on the curriculum for Japanese majors serving the “Belt and Road”. It is expected that this paper can provide useful reference for other colleges and universities.

Research on intelligent teaching curriculum of preschool education majors in universities based on artificial intelligence technology support

Research on intelligent teaching curriculum of preschool education majors in universities based on artificial intelligence technology support

Construction and Discussion of Auditing Curriculum System under the Background of Digital Intelligence

It is an important mission of Chinese universities to train innovative, applied and compound talents who meet the development requirements of the new era. Under the background of the age of digital intelligence, new requirements are put forward for the knowledge structure, innovation ability and comprehensive quality of audit professionals, and the traditional audit curriculum system has been unable to achieve the goal of talent training. It is urgent to restructure the professional curriculum system and improve the quality of auditing personnel training. This paper analyzes the problems existing in the design of the traditional auditing major curriculum system, and based on the digital intelligence technology, deeply discusses and puts forward suggestions to optimize the auditing major curriculum system.

Research and Practice on the Ideological and Political Education System of Engineering Major Curriculum under the Concept of “Three-Pronged Comprehensive Education”

Research and Practice on the Ideological and Political Education System of Engineering Major Curriculum under the Concept of “Three-Pronged Comprehensive Education”

핵심역량 중심의 뮤지컬 음악감독 커리큘럼 제안

The purpose of this study is to propose an educational curriculum for musical music directors. As a research method, we investigated the competencies of professional music directors and analyzed cases of ‘Music Theatre Direction’ major curricula at Rider University ·Webster University·Baldwin Wallace University in the United States. This case was examined based on the core competencies targeted by the Ministry of Education, and in-depth interviews were conducted with three experts who both work in musical education and field work to verify feasibility. As a result, musical music director education was complexly linked with other subjects such as theater· musicals· and dance, based on music education of knowledge and technology. Through these complex subjects, social skills of collaboration and communication can be developed, and furthermore, it has been shown to affect one’s own planning· design and execution·defense and argument. This study has meaning in providing the basis for the Musical music director curriculum, and will provide an academic viewpoint in that it bridged the gap between field work and educational institutions.

A Practical Exploration of CDIO Engineering Education Model in Teaching of Fundamental of Software Technology

This study introduces CDIO education concepts into the teaching of the “Fundamentals of Software Technology” curriculum for non-computer majors, starting from several aspects such as course conceive and design, course implementation cases, and course operation experience, discusses in detail the three major components of the course, namely, Data Structures, Operating System, Software Engineering, have achieved initial success at present, finally summarizes the CDIO teaching practice.

경호산업 전문인력 양성을 위한 대학 내 경호보안 전공계열 교육과정 개선 방안

The purpose of this study is a plan to improve the curriculum for security majors in universities to train security industry professionals, and the research method to achieve the research purpose was set as a systematic literature review. The identified problems consisted of three issues: first, deepening of the centralization of educational subjects, second, the curriculum not reflecting social changes and trends, and third, the inconsistency between the goals of the curriculum and industrial demands. The improvement measures for this were first, it was proposed to increase the proportion of public security subjects, second, to establish 4th Industrial Revolution technology convergence subject, and third, to establish a new subject that reflects the demands of the security industry.
 The meaning of the improvement plan presented above is that the curriculum of majors and departments related to security and security ultimately has a mutual influence with science of security and the security industry. In other words, as the decline of the curriculum can be seen as a decline of the science of security and the security industry, it can be seen that this suggests that intensive changes and efforts must be made in the current security and security-related majors and departments.

전문대학 졸업자의 첫 직장 취업성과에 대한 영향요인 분석

By analyzing the factors affecting employment outcomes of junior college graduates, this research aimed to provide the basic data needed at a university level to enhance employment outcomes of college graduates. Accordingly, the data of junior college graduates were extracted from the 2020 Graduate Occupation Mobility Survey (GOMS) data of the Korea Employment Information Service. Both objective (i.e., employment status, salary) and subjective (i.e., job satisfaction, work satisfaction, work-education level concordance, necessary skills and retained skills concordance) employment outcomes were analyzed in this study.
 First, age, major field, job experience programs, interviews/creating a resume, and employment camp experience had a statistically significant effect on employment status. In terms of wages, gender, age, university location, major field, and job experience programs had a significant impact. Second, regarding job satisfaction, major field, career counseling and support system satisfaction, and major curriculum and content satisfaction had a significant effect. Third, regarding work satisfaction, grades, university location, teaching method and quality satisfaction, and job camp experience showed a significant effect. Finally, regarding work-education level concordance level, grades, major field, overall school satisfaction, and job experience programs had a statistically important effect, and regarding necessary skills-retained skills concordance level, grades, university location, major field, career counseling and support system satisfaction, overall school satisfaction, and job experience programs had a significant impact.
 The findings suggest that the efforts at the institution level should made to develop a career and employment education roadmap and strategies tailored for each field and major, provide diverse voluntary job preparation opportunities, and expand and strengthen major curriculum based on field-centered curriculum.

대학 비교과교육과정에 대한 학생 인식

This study analyzes how students who participate in non-curriculum perceive the non-curriculum, which is very important for students to develop competencies required in today’s rapidly changing social environment. Students at a university located in the metropolitan area participated in the survey questionnaire utilized in this study. Results indicate the following. First, only 16.39% of the students had participated in non-curriculum, which was not particularly high. Second, as a result of analyzing students’ perception of the need and their participation in non-curriculum, perceived need was much higher than participation in all stages and types of programs. The stages and types of non-curriculum that needed to be improved immediately were learning research projects, competitive exhibitions, and contests belonging to the experience-oriented flourishing stage. Third, compared with the students who had not participated in non-curriculum, the students who had participated in non-curriculum perceived the need of the non-curriculum much more. In addition, as a result of analyzing the actual participation of students who participated in non-curriculum compared to the future participation intent of students who did not participate, the intention to participate was lower than the actual participation. Based on the above research results, the following suggestions were made in this study. To increase students’ participation rate in non-curriculum, it is necessary to link their experience of participation in non-curriculum with scholarships or major curriculum certification systems and continue to provide education about non-curriculum to the professors. Through performance analysis and student demand survey of current non-curriculum, it is suggested to operate various programs that the students want and need, to support non-curriculum tailored to gender, grade, and college characteristics, and to expand community-linked non-curriculum.

Technology-enhanced self and peer assessment to support student agency during group projects

Teamwork and collaborative problem solving competencies are important 21st century skills and considered key graduate attributes for employability and lifelong learning (e.g., Csapó & Funke, 2017). For students to develop collaborative skills and competencies, group work and peer learning are widely-used approaches in higher education. Effective teamwork skills are often implicitly taught and notoriously disliked by students for many reasons including freeriding (social loafing), member dominance or disengagement. Well-functioning teams are underpinned by social-affective dimensions of group work such as respect for reviewers (Carless & Boud, 2018) and social cohesion (Bakhtiar et al., 2018). To positively influence group cohesion and develop team skills, formative peer evaluation of team members’ contributions have been shown to effectively support student agency in this process (Stenalt 2021, Sridharan et al., 2018). This case study explores the affordances of the digital peer review tools Feedback Fruits and Peer Assess Pro to facilitate feedback processes for the successful completion of high-stakes capstone group projects. Bachelor of Science students engage with anonymous team member evaluations of task completion as well as self-evaluation of team skills. To aid a major curriculum transformation at our university towards relational pedagogies, we embarked on an iterative and deliberate approach to scaling peer feedback. The approach aligns with educational design research integrating research and design processes for theoretical and practical outcomes (McKenney & Reeves, 2012, p. 76). Specifically, we aimed to understand 1) the student perception of technology facilitated peer feedback as learning for improved outcomes and raised self-awareness of teamwork skills, and 2) provide a non-threatening environment that enabled personal and collective agency for students as providers and receivers of feedback underpinned by Bandura’s (2001) social cognitive theory and human agency. Applying Bandura’s notion to group work, student agency can be enacted through a learner’s capacity to self-reflect on own capabilities (personal agency) as well as socially coordinated and interdependent efforts towards desired outcomes (collective agency). Questionnaire data on self-regulation (N=42) confirmed the usefulness of peer evaluation of team members’ contributions. However, only half of the students thought that peer feedback positively impacted group coherence and effectiveness such as time management, quality of submissions, or their own performance. Feedback and self-reflections on students’ own strengths and weaknesses were found to be empowering and generally supported team effectiveness. This was also evident from students’ comments (N=110) within the Feedback Fruits tool where students rated their self- and peer efficacy on six criteria: initiative, engagement, contribution, ideas and communication, focus, and harmony. We identified issues with timeliness and active engagement of the feedback received requiring further iterations of purposefully designed rubrics for intended learning outcomes. The impact of peer feedback on perceived self- and collective efficacy is highly complex and influenced by personal as well as sociocultural values (Bandura, 2001, p. 14). Our emphasis on feedback as a learning-centred process under controlled conditions (technology enhanced with clear rubrics) has shown that students can make the information work for themselves and their teams to improve high-stakes group project outcomes. Importantly, in agreement with Molloy et al. (2019), the development of feedback literacy helps to build academic skills, supports self-regulation and acknowledges feedback as a reciprocal process for future employability.

A Case Study for the Development of a Competency-Based Fashion Design Curriculum in Gwangju Metropolitan City and Jeollanam-do

This case study is centered on the developing process for the curriculum of fashion design major that is focused on the concept of competency, which is becoming increasingly more important in universities. The purpose of this study is to develop a competency-oriented curriculum for fashion design majors based on recent social changes that accentuate the importance of competency in such programs. In order to establish a competency-oriented curriculum of the Department of Fashion Design, the researchers examined environmental trends within the fashion industry, the curriculum and major competencies of other universities were examined. As a result, the key ability types of the Department of Fashion Design at A University, a local private university, were determined to be: communication and consideration, creativity and convergence, digital fashion, and practical adaptability. Four major abilities were selected to develop competencies suitable for the aforementioned ability types. These abilities are design planning and development, creative and convergent thinking, integrated information search and utilization, and field expertise application. From there, the curriculum was organized with these four major abilities in mind, and curriculum completion plans were developed for each grade and semester according to the stage and level of contents for each subject. To ensure the validity of the curriculum, it is necessary to develop a back-flow system that demonstrates whether the targer competency has been acquired through a competence-based curriculum.

Perceptions of diversity, equity, and inclusion within undergraduate curriculum and university: A qualitative study

Objective Diversity, equity, and inclusion (DEI) efforts are important at university campuses, especially preparing students for the workforce. This study aimed to identify perceptions of DEI among seniors related to their major curriculum and at the university. Participants In Spring 2021, 101 graduating seniors, who are future health professionals, completed an online survey. Methods Open-ended and multiple-choice survey items were analyzed. Thematic coding for open-ended questions and SPSS was used for the quantitative analysis. Results Analyses revealed the university kept students informed of DEI activities; however, more could be done. In the department, participants reported that classes focused on DEI activities; however, some faculty entered classrooms without evaluating their own implicit biases. Future suggestions include creating a DEI-focused course and increasing faculty and student representation from underrepresented backgrounds. Conclusions Findings from this study can be used to inform DEI-related courses as well as faculty hiring and student recruitment guidelines.