Support Curriculum Development Research Articles

Collaborations to Support the SJ4A Curriculum in Archival Studies and Social Justice Intersections: Training of Community-Embedded Paraprofessional Archivists Who Are Black, Indigenous, and People of Color

The Institute of Museum and Library Services’ Laura Bush 21st Century Librarian Program recently awarded a $463,238 grant titled “Training of Community-Embedded Social Justice Archivists” (SJ4A) to the School of Library and Information Studies atthe University of Alabama. The grant’s goal is to recruit/train 17 community-embedded paraprofessional archivists who are Black, Indigenous, and people of color to complete their master’s degree part-time from January 2023 – December 2024 in the SLIS’ synchronous distance education program. SJ4A meets an urgent need to diversify the professions and for archivists to apply social justice competencies in work experience and community-embedded practice with graduate instruction and curriculum support. This paper identifies ongoing collaborations to support curriculum development in the SJ4A phases, including recruitment of students,needs assessment of archives-related professionals about social justice services, implementation of educational activities, mentoring, evaluation of program outcomes, dissemination of results, and post-graduation career tracking.

A systematic literature review on software applications used to support curriculum development and delivery in primary and secondary education

The evolution of educational software applications has revolutionised teaching and learning methodologies in primary and secondary education over the past decade. This paper conducts a review of primary studies based on N = 21 papers published between 2013 and 2023, focusing on the diverse landscape of software applications designed for student learning, curriculum development, delivery, and assessment. Findings from this study showcases a range of software solutions ranging from assessment tools to tutoring applications. Distinctive features supporting various aspects of teaching and learning, including lesson planning, delivery, management, assessment, and self-directed learning, were also identified. Regarding the features of software solutions used in primary and secondary schools, some differences were identified in terms of complexity, interactivity, assessment methodologies, and the collaborative functionalities of these tools. While highlighting the potential benefits, findings from this study also showed that challenges such as deployment costs, user self-efficacy, and technology anxiety are influential factors affecting the adoption of these technologies in primary and secondary educational settings. The evidence presented in this study serves as a resource for educational leaders and practitioners, facilitating a deeper understanding of available educational tools and essential considerations in the design and adoption of future tools.

Artificial intelligence literacy: a proposed faceted taxonomy

PurposeThe purpose of this paper is to propose a taxonomy of artificial intelligence (AI) literacy to support AI literacy education and research.Design/methodology/approachThis study makes use of the facet analysis technique and draws upon various sources of data and information to develop a taxonomy of AI literacy. The research consists of the following key steps: a comprehensive review of the literature published on AI literacy research, an examination of well-known AI classification schemes and taxonomies, a review of prior research on data/information/digital literacy research and a qualitative and quantitative analysis of 1,031 metadata records on AI literacy publications. The KH Coder 3 software application was used to analyse metadata records from the Scopus multidisciplinary database.FindingsA new taxonomy of AI literacy is proposed with 13 high-level facets and a list of specific subjects for each facet.Research limitations/implicationsThe proposed taxonomy may serve as a conceptual AI literacy framework to support the critical understanding, use, application and examination of AI-enhanced tools and technologies in various educational and organizational contexts.Practical implicationsThe proposed taxonomy provides a knowledge organization and knowledge mapping structure to support curriculum development and the organization of digital information.Social implicationsThe proposed taxonomy provides a cross-disciplinary perspective of AI literacy. It can be used, adapted, modified or enhanced to accommodate education and learning opportunities and curricula in different domains, disciplines and subject areas.Originality/valueThe proposed AI literacy taxonomy offers a new and original conceptual framework that builds on a variety of different sources of data and integrates literature from various disciplines, including computing, information science, education and literacy research.

Third space professionals and undergraduate teaching – A comparative study in China, the United Kingdom and Canada

AbstractThis research explores the emerging position of teaching professionals in research universities through the framework of ‘third space professionals’. The third space is described as an overlapping space between the professional and academic domains in university and usually staff who are neither traditional academics nor traditional professionals work in this space and considered as the third space professionals. This research is achieved through three case studies, each in China, the United Kingdom and Canada. By investigating the role and positioning of teaching professionals in higher education, this research provides empirical evidence supporting the existence of the third space for professionals in higher education. The findings show that the responsibilities of the teaching professionals are relatively similar at each university, mainly including training academics and supporting curriculum development. However, their positioning in the university and value in supporting teaching and learning can be influenced by their relationship with academics. Universities’ expectations of teaching professionals play an important role in shaping their collective identities. By proposing a three‐dimensional space model for higher education, this research builds on previous studies on the higher education space and offers an alternate framework for interpreting higher education space and analysing university staffing.

High-Impact Teaching Practices in Higher Education: Understanding Barriers, Concerns, and Obstacles to Their Adoption

This research explores the barriers, concerns, and obstacles undergraduate STEM educators face when implementing high-impact teaching practices (HIPs), the application of which may improve student learning outcomes. Because our study took place during the COVID-19 pandemic, our results also shed light on the unique challenges of utilizing HIPs in asynchronous online-learning environments. Thirteen undergraduate instructors were interviewed about their current teaching practices in order to identify barriers to or support for adopting HIPs. Data collected through semi-structured interviews revealed administrative and financial restraints as barriers to effective teaching which have been found in previous research. A number of new and unique obstacles emerged out of teaching remotely or online during the pandemic, including a heightened concern over the instructor’s ability to connect with students and engage in the best teaching practices. This research extends our current understanding of barriers and concerns about adopting HIPs in undergraduate STEM courses because of the unique perceived threats that emerged during the pandemic. We identify strategies to equip faculty with the support they need to provide equitable learning experiences, including access to consultants who support curriculum development and implementation in the classroom, ongoing educational coaching, and increased access to professional-development opportunities and a community of inquiry to discuss teaching strategies.

What do BSW graduates need to know about mental health?: educational insights derived from integrating service-users’, students’, and academic-educators’ perceptions

ABSTRACT This study aims to support curriculum development by integrating service-users’, students’, and academic educators’ perspectives regarding the mental health knowledge Bachelor of Social Work (BSW) students should possess upon graduation. Set in the Israeli context, thirty-nine semi-structured interviews were conducted with ten service-users, ten academic-educators, ten BSW, and nine Master of Social Work (MSW) students. Data were analyzed using inductive thematic analysis. Analysis revealed three major themes: 1. Person-centered approach—A humane, non-patronizing, relationship-based approach forms the foundation of mental health practice 2. Negotiating the role of bio-medical knowledge—Contributions and perils of bio-medical knowledge to social work education and practice. 3. Mental health knowledge broadened—Additional topics valuable to BSW graduates’ knowledge, such as knowledge about service-users’ experiences, recovery approach, and critical mental health. The discussion presents four educational-insights derived from the findings: 1. Articulate recovery as the mental health framework for person-centered approach. 2. Teach bio-medical knowledge from a person-centered holistic perspective. 3. Ground person-centeredness in a socio-political context. 4. Involve service-users and practitioners in academic education. These insights are discussed in the context of current debates in social work education, such as person-centeredness, service-user involvement, and neo-liberal individualization.

Governance of Hindu Early Childhood Education Curriculum After Covid-19 Pandemic in Mataram City


 
 
 
 
 
 
 
 
 
 
 
 
 The research uses a critical Qualitative Research method that explores the Implementation of Hindu-nuanced Early Childhood Education Curriculum Management in the city of Mataram and the Contribution of Government Policy to Post-Covid-19 Pandemic Curriculum Governance for Hindu-nuanced ECCE in Mataram City and the Implications of Curriculum Policy Implementation on the readiness of Hindu-nuanced ECCE facilities and infrastructure in Mataram City. Based on the results of surveys and research conducted, it is known that PAUD or kindergarten teachers in Mataram City who are Hindus find it difficult to adjust and understand the new curriculum due to differences in situations and conditions of supporting infrastructure for learning activities in schools and the diversity of perspectives on understanding the curriculum so that it is necessary to get socialization, workshops or training related to strengthening the Hindu-based curriculum in order to be able to develop a Hindu-based curriculum well. Thus, it is very necessary for the participation of the Government, PG-ECCE Lecturers, and Stakeholders in supporting curriculum development and motivating ECCE Teachers to further improve their quality and quality in line with the potential and negative impacts of the Covid-19 pandemic so that in the future they are always ready to face a change or when a similar outbreak occurs in the future.
 
 
 
 
 
 
 
 
 
 
 
 

2022 ACS National Award winners

The following vignettes highlight the recipients of national awards administered by the American Chemical Society for 2022. Profiles of the Arthur C. Cope Award and Arthur C. Cope Scholar Award recipients will appear in the Jan. 31 issue of C&EN. A profile of Peter Dervan, the 2022 Priestley Medalist, will appear in the March 14/21 issue, along with his award address. The award recipients will be honored at a ceremony at the ACS Spring 2022 national meeting in San Diego, March 20–24. ACS Award for Achievement in Research for the Teaching and Learning of Chemistry: Jennifer E. Lewis Sponsor: ACS Exams Institute Citation: For the principled development and application of rigorous assessment methodologies to support curriculum development and student learning in college chemistry Current position: Chemistry professor, University of South Florida Education: BS, chemistry, North Dakota State University; PhD, chemistry, Pennsylvania State University Lewis’s message for her younger self: “Don’t

Community engagement education in academic health centers, colleges, and universities.

Community engagement (CE) is critical for advancing health equity and a key approach for promoting inclusive clinical and translational science. However, it requires a workforce trained to effectively design, implement, and evaluate health promotion and improvement strategies through meaningful collaboration with community members. This paper presents an approach for designing CE curricula for research, education, clinical care, and public health learners. A general pedagogical framework is presented to support curriculum development with the inclusion of community members as facilitators or faculty. The overall goal of the curriculum is envisioned as enabling learners to effectively demonstrate the principles of CE in working with community members on issues of concern to communities to promote health and well-being. We highlight transformations needed for the commonly used critical service-learning model and the importance of faculty well-versed in CE. Courses may include didactics and practicums with well-defined objectives and evaluation components. Because of the importance of building and maintaining relationships in CE, a preparatory phase is recommended prior to experiential learning, which should be guided and designed to include debriefing and reflective learning. Depending on the scope of the course, evaluation should include community perspectives on the experience.

Project Management Training in Schools and Programs of Public Health in the United States

Background. Little is known about the use of project management in public health research and practice in the U.S. Research from other countries supports the use of project management (PM) principles to successfully manage public health programs and research, prevent delays, and reduce costs. However, knowledge of PM training in public health schools and programs is limited. This study sought to (1) determine the extent to which PM training is offered to public health students in schools and programs in the U.S. accredited by the Council on Education for Public Health (CEPH), (2) examine why project management courses are not offered, and (3) identify the challenges faced in offering PM courses. Methods. In May 2019, an online survey was distributed to 178 CEPH-accredited schools and programs in public health in the U.S. Thirty-seven percent of schools/programs completed the survey. Results. About 75% of CEPH-accredited schools and programs that responded do not offer PM training. However, respondents deemed PM skills and training critical for the success of students. Primary challenges included lack of qualified instructors, course cost, lack of school/program interest, perceived lack of student interest, and unfamiliarity of the benefits of PM to public health. Discussion. Opportunities abound for administrators to familiarize themselves with the evidence that PM training helps prepare students for the public health workforce. Identifying qualified faculty and funding to support curriculum development, the implementation of PM competencies by CEPH, and additional research are needed to encourage the adoption of PM in schools/programs of public health.

ESL Programs in Rural High Schools: Challenges and Opportunities

Rural and small-town communities in the United States have been rapidly diversifying over the last few decades and rural schools have faced challenges in supporting changing populations. This article builds on a limited body of education research that has focused on diversity in rural areas, driven largely in the U.S. by Latinx immigrant populations. This research draws on several data sources from multi-week visits in a mixture of new and established immigrant destinations to profile the challenges educational leaders faced developing ESL programs in five rural high schools and explores challenges such as how schools struggle to recruit and retain administrators and teachers, how they often have limited knowledge and resources to support curriculum development, and how program size limits schools’ ability to place students appropriately. The article concludes with suggestions for education programs, rural administrators, and state policy makers to better support English learners in rural schools.

New graduate physiotherapists’ perceived preparedness for clinical practice. A cross-sectional survey

Objectives The study aimed to explore new United Kingdom (UK) graduate physiotherapists’ perceived preparedness for clinical practice to provide valuable information to support curriculum development. Methods An online, mixed method cross-sectional questionnaire was used. Newly qualified UK physiotherapists completed a survey, capturing how physiotherapy degrees prepared them for practice against (1) UK proficiency standards and (2) cross-discipline physiotherapy related clinical skills. Respondents were asked for reflections of their degree course including teaching and effectiveness. Data were converted into proportions with a 95% confidence interval. Likert-scale questions were treated as numeric variables with the mean and standard deviation (SD) calculated for combined responses. Thematic analysis reported patterns of data extracted from open-ended questions. Results Of a total of 376 respondents, 365 were included in data analysis. Overall respondents perceived that courses prepared them ‘well’ against 12 of the 15 standards, on a Likert scale of 1–5. Respondents reported that perceived competence was ‘indifferent’ for manual therapy skills (mean 3.14 ± SD 1.13), red flag (3.45 ± 1.11) and clinical flag management (2.92 ± 1.16). Exercise prescription (2.42 ± 1.35), psychosocial skills (2.27 ± 1.23) and patient management (2.41 ± 1.12) were areas identified for further teaching focus. Placements were the preferred teaching method most applicable to practice followed by practical seminars. Conclusion Respondents felt sufficiently prepared for practice against UK proficiency standards but not physiotherapy related clinical skills. Areas for curricula development included exercise prescription, psychology and pain management.

Constructionist co‐design: A dual approach to curriculum and professional development

AbstractThis paper reports on the first iteration of the Computational Thinking Summer Institute, a month‐long programme in which high school teachers co‐designed computationally enhanced mathematics and science curricula with researchers. The co‐design process itself was a constructionist learning experience for teachers resulting in constructionist curricula to be used in their own classrooms. We present three case studies to illustrate different ways teachers and researchers divided the labour of co‐design and the implications of these different co‐design styles for teacher learning and classroom enactment. Specifically, some teachers programmed their own computational tools, while others helped to conceptualise them but left the construction to their co‐design partners. Results indicate that constructionist co‐design is a promising dual approach to curriculum and professional development but that sometimes these two goals are in tension. Most teachers gained considerable confidence and skills in computational thinking, but sometimes the pressure to finish curriculum development during the institute led teachers to leave construction of computational tools to their co‐design partners, limiting their own opportunities for computational learning. Practitioner notesWhat is already known about this topic? Computational tools can support constructionist science and math learning by making powerful ideas tangible. Supporting teachers to learn computational thinking and to use constructionist pedagogies is challenging. What this paper adds? Constructionist co‐design is a promising approach to simultaneously support curriculum development and professional development, but there are tensions to navigate in trying to accomplish both goals simultaneously. Implications for practice and/or policy Designers of professional development should consider constructionist co‐design as an approach but should be aware of potential tensions and prepare for them.

Developing the curriculum within an institution using a Change Academy approach: a process focus

ABSTRACT Institutional approaches to curriculum development often privilege outcome over process. This paper explores the use of an adapted Change Academy approach, originally developed for teams from different institutions, to supporting teams from different disciplines within the same institution. The approach was evaluated through analysis of the experience of members of four teams, with data collected through a survey, focus groups, and the reflections of facilitators. We argue that educational developers supporting curriculum development should pay as much attention to the process as the outcome, and that a well-designed Change Academy approach can be effective in implementing curriculum change across an institution.

The design and delivery of a workshop to support curriculum development, education for sustainability and students as partners: sustainability in your curriculum – identify, improve, inspire!

Embedding citizenship and sustainability into higher education curricula is vital for ensuring that curricula remain up-to-date and support students with the skills and knowledge they need for our ever-changing world. But the conceptualisation of the term “sustainability” radically affects its perceived relevance for curriculum design, and hence the recognition of where education for sustainability is already embedded within a curriculum. Here we present a student-designed, freely accessible workshop, which can be used by colleagues off-the-shelf to challenge workshop participants to reconsider their understanding of sustainability and recognise its vast scope. The workshop is provocative yet encourages collaboration, drawing on participants' prior experiences to identify sustainability concepts already embedded within their course, and opportunities to further enhance the inclusion of sustainability in the curriculum. The workshop is also fully supportive of the increasing recognition of the value of engaging students, and others, as partners in curriculum development.

The design and delivery of a workshop to support curriculum development, education for sustainability and students as partners: Sustainability in your curriculum – identify, improve, inspire!

Embedding citizenship and sustainability into higher education curricula is vital for ensuring that curricula remain up-to-date and support students with the skills and knowledge they need for our ever-changing world. But the conceptualisation of the term ‘sustainability’ radically affects its perceived relevance for curriculum design, and hence the recognition of where education for sustainability is already embedded within a curriculum. Here we present a student-designed, freely accessible workshop, which can be used by colleagues off-the-shelf to challenge workshop participants to reconsider their understanding of sustainability and recognise its vast scope. The workshop is provocative yet encourages collaboration, drawing on participants’ prior experiences to identify sustainability concepts already embedded within their course, and opportunities to further enhance the inclusion of sustainability in the curriculum. The workshop is also fully supportive of the increasing recognition of the value of engaging students, and others, as partners in curriculum development.

Essential knowledge for junior doctors regarding infectious disease control: a modified Delphi study

Abstract Background Physicians play an important role in the control of emerging infections and antibiotic resistance. Therefore, all physicians should have sufficient knowledge regarding infectious disease control. It is unknown what knowledge is considered as sufficient; the Dutch National Framework on learning outcomes for medical curricula only offers general terms for this topic. The aim of this study was to determine which learning items are considered as essential knowledge for junior doctors in the Netherlands. The results can support curriculum development regarding infectious disease control. Methods An online two-round Delphi study was performed, involving four expert groups: general practitioners; public health physicians; medical students; and educational coordinators of Dutch universities. Experts were asked to rate sixteen learning items, selected by a literature review. A learning item was considered as essential knowledge if at least 80% consensus was reached on a 5-point Likert scale. Respondents were able to explain their score, to alter the exact wording after each learning item and to add learning items. This input was used for qualitative analysis, in addition to the quantitative scores. Results Both rounds of the study were completed by 27 experts. Six learning items were identified as essential knowledge based on the 80% criterion. By combining qualitative and quantitative data, two additional learning items were identified. Important learning items were mainly focused on understanding and applying basic principles on a case, like identifying measures to prevent spread of infections based on transmission route. Conclusions To our knowledge, this study is the first to identify a list of essential learning items on infectious disease control, which can be used for training purposes. This list supports curriculum development in medical education and strengthens the infrastructure for infectious disease control in the Netherlands by training professionals. Key messages The Delphi method helped us to identify essential knowledge concerning infectious disease control for junior doctors. The results can be used to increase the knowledge base for this topic. Essential knowledge focuses mainly on understanding and applying basic principles to a case. Detailed knowledge is considered less important, provided that physicians know where and when to find it.

Systems Thinking applied to curriculum and pedagogy: a review of the literature

This paper proposes Systems Thinking as a methodology to better observe, learn, analyse and construct curriculum and pedagogy. Informed by von Bertalanffy’s (1950) principle of Dynamic Equilibrium (Fliessgleichgewich), Systems Thinking presents a means to consider complex systems as continuously breaking down and rebuilding to adapt and maintain function. In addition, I refer to two root metaphors applied by key systems theorists: (i) Descartes world like a machine (reductionism) and (ii) world like an Ecology (holism) and relate these to a Systems Thinking approach to curriculum construction, pedagogy and learning. I also draw upon the Aristotelian dictum: ‘the whole is greater than its parts’ (gestalt) to illustrate how elements of all systems are interconnected and how the application of Systems Thinking can inform new pedagogical approaches and curriculum design. In explaining how a Systems Thinking approach could apply to curriculum development, I draw on two key theorists who draw their perspectives from organismic biology: Ludwig von Bertalanffy and Fritjof Capra, and compare their concepts with theorists who focus on more organisational and applied perspectives, such as Russell Ackoff and Peter Senge. I link this spectrum of Systems Thinking to curriculum development, by first considering its specific relevance to education through its relationship to applied approaches to learning, such as those proposed by Kurt Fischer and Zheng Yan (1998) and Fischer (2019). I then consider the potential for Systems Thinking to act as an analytical tool, which can be applied to global/national educational policy and practice. By looking at critiques of the reductionist Global Education Reform Movement (GERM) as described by Sahlberg (2012), I consider the ways in which taking a Systems Thinking lens can shift the balance in curriculum design more towards Capra’s proposal for a deeper ecology in learning. Finally, I examine the case of the Australian Curriculum and outline how Systems Thinking provides an innovative methodology to support curriculum development of relevance to today’s context. In considering effective historic and emerging initiatives, I propose future approaches where Systems Thinking can be a co-creation tool for learners throughout the education system that is sensitive to student self-efficacy, personalised and independent learning. This is imperative if we are going to prepare students for a future world that cannot be conceived, predicted nor imagined.

Preparedness for Clinical Practice and the Development of Professional Competencies.

To assess students' level of perceived preparedness for clinical competencies and simultaneously identify the effective curricular methods to develop these competencies. Prior to graduation students reported their level of preparedness for clinical practice using a modified Preparation for Hospital Practice Questionnaire and rated the most effective teaching methods to improve the development of clinical and professional competencies. Students gave a high rating to group dynamics and teamwork, along with continuous professional development. They felt least prepared in pharmacotherapeutics and the handling of medical emergencies. Rated most effective were didactic lecturing instruction for the acquisition of medical knowledge, standardized patient encounters and simulations for the promotion of interpersonal skills, case groups for the integration of knowledge and critical thinking, and interprofessional events for the maintenance of professional accountability. This survey approach may lead to an efficient and focused method for improving clinical and professional competencies and serve as an additional self-assessment tool to support curriculum development and reform.

Field Report: Implementing a Social Science Capability in a Marine Corps Organization

In 2010 the Marine Corps started a small, experimental capability, the Translational Research Group (TRG), to help the organization more effectively integrate social science and scientists into decision-making. In contrast to other recent military social science programs, TRG focuses inward, on Marines and Marine Corps organizations. The group houses fieldwork-focused social scientists within a military organization so they can understand the problem-framing context and implementation processes, but provides significantly greater academic freedom and protection from over-tasking than is the norm in military research settings. Researchers conduct independently designed projects, support curriculum development, and provide social science advice to a broad scope of military organizations. Although leadership support for the group has been strong, there have been significant impediments to fully institutionalizing the capability. This field report provides an outline of the background and design of the group and examines some of the key challenges encountered during implementation.