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The oral health education system is in need of major reform! This is especially apparent in university-based education for the health professions. So-called preclinical as well as clinical education simply has not kept pace with or been responsive enough to shifting patient demographics and patient/population desires and expectations, changing health system expectations, evolving interdisciplinary expertise and practice requirements, new scientific discoveries and scientific information, focus on quality improvement, and/or integration of emerging technologies. Moreover, university-based "dental education" is the most costly professional degree education within the entire university portfolio, and dental student accumulated debt is increasing each year well beyond national inflation estimates. Today, we have an enormous opportunity to explore major reforms in health professional education. Through the Santa Fe "process" of open and candid engagements and discussions (see www.santafegroup.org), we advance an argument as well as a national strategy that can enable major reforms in the oral health education system. We further suggest that major revisions can result in an outcome-based education system that prepares oral health professionals to meet both the needs of patients/families/communities and the requirements of a changing health system. [ABSTRACT FROM AUTHOR]

The article presents position papers approved by the American Association of Dental Schools (AADS) related to dental education in the U.S. It mentions incorporation of peer review in dental school curricula provides an opportunity to learn skills of working with other practitioners and learn actual clinical skills. AADS believes that federal funds must be included to finance basic healthcare benefits.

This paper investigates how a semester-long online course in a language and literacy teacher education department coupled a podcast project with archival pedagogy and restorying to explore how ELA (English Language Arts) teachers (preservice, inservice teachers, and those seeking re-entry) worked collaboratively to enrich understandings of instruction embedded in a high-tech environment. The course was taught in the southeastern United States at the height of a global pandemic. After the semester ended, three graduate students (from a class of 21) joined the instructor to qualitatively analyze data collected during the previous 14 weeks. Data sources included digitally stored videos, archived library objects, class emails, rubrics, asynchronous discussion boards, synchronous Zoom discussions, and student-generated podcast projects. Findings point to the merit of providing agentic-learning opportunities through podcasting practices that mediated students' archival work, ELA teacher education curricula, and digital identity formation. Implications are drawn for ELA classroom teachers and teacher educators. [ABSTRACT FROM AUTHOR]

Racism continues to be an ongoing and pervasive problem within the United States. Nevertheless, many early childhood teachers remain reluctant to teach children about racism and racial justice in their classrooms. In this paper, we offer an anti-racist curriculum model for helping children identify, resist, and respond to racism in constructive ways. We discuss rationales behind teaching children about race and racism. Next, we describe broad goals for an early childhood anti-racist curriculum. We conclude with practical examples that early childhood teachers might draw from as they develop and implement activities aimed at helping children work toward racial justice. [ABSTRACT FROM AUTHOR]

Recent progress in machine learning has been driven by the development of new algorithms and low-cost computation. The adoption of machine learning methods can be found in science, technology, and commerce including health care, manufacturing, education, finance, and marketing. In this epoch of data revolution, it has become important to examine machine learning and its influence in higher education. This paper examines initiatives that American universities have taken to implement machine learning as part of their data science educational curriculum. This paper also explores popular categories of courses offered by universities as part of their machine learning curriculum. Previous studies have shown that there is currently a shortage of data scientists. This study finds that many American universities are now offering machine learning courses to train students with the necessary skills to meet this shortage. [ABSTRACT FROM AUTHOR]

Summary Background Presentations to emergency departments (EDs) and patient acuity continue to increase. Whilst strategies to deliver safe patient care in the ED are evolving, emergency nurses need to be well educated through specialist qualifications to enable delivery of advanced patient care. This paper presents a comparative analysis of available international practice and competency standards for nurses graduating from emergency nursing courses in Australia, Canada, New Zealand, the United Kingdom, and the United States. Methods CINAHL, Scopus, Ovid MEDLINE, and Embase were searched for papers, published in English, using the terms: ‘emergency’, ‘accident and emergency’, ‘nursing’, ‘competency’, ‘practice standards’, ‘scope of practice’, ‘regulation’, and ‘specialist standards’. Secondary sources from relevant reference lists and professional websites were also searched. Results The standards from the five countries were common across five domains: clinical expertise, communication, teamwork, resources and environment, and legal. None of the standards were specific to the emergency nursing graduate, and there was variability in the level of expertise required for which the standards apply. Conclusions The available practice standards demonstrated some commonality. Consideration of the utility of a universal framework for informing the development of emergency nursing practice standards and emergency nursing curriculum for nurses wishing to specialise is needed. [ABSTRACT FROM AUTHOR]

The article aims to introduce the role of foreign language teaching in fostering sustainability communication (SC) in higher education (HE). institution. Foreign language learning enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. On one hand, English as a foreign language (EFL) curriculum aims to build students' basic language communicative skills with the focus on sustainability communication when students recall gained information. The present paper analyzes the problems of SC development in EFL studies in the system of HE. The article overviews the importance of the SC development on the theoretical level as well as introduces the challenges of SC development in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the SC ideas and usefulness of SC. The results of the research demonstrate that students are more engaged in topics and materials on SC and it is challenging for pedagogues to constantly update their materials, to apply innovative EFL teaching strategies related to SC in foreign language classroom. Therefore, the research findings with the embedded elements for SC development encourage educators to search for innovative ways of EFL teaching in HE. [ABSTRACT FROM AUTHOR]

Libraries and information centres are established with a mission to provide right information to the right user at the right time and in the right amount. Library and information science (LIS) professionals apply their competencies for achieving this mission of libraries. In the past, LIS professionals were providing services within the premises of the library but now with the aid of technology they can reach to their patrons both within premises as well as outside the premises of the library. This outreach of LIS professionals to their clientele has opened doors for embedded librarianship. To develop appropriate competencies among LIS professionals for becoming successful embedded librarians, LIS schools can play a pivotal role. This paper highlights the dynamic nature of LIS profession and describes the concept of embedded librarianship. Role of LIS schools in nurturing the embedded librarianship is also the part of present paper. Concept of specialisation in LIS curriculum is a step towards nurturing embedded librarianship. [ABSTRACT FROM AUTHOR]

Although the minority student population in the United States has been increasing at a steady pace, the teacher workforce remains relatively uninformed about the cultural backgrounds of these students. Consequently, successful White teachers in racially-diverse schools are oft en forced to achieve their success by trial-and-error, or by teaching themselves about best practices for teaching their racially-diverse students. Others, however, fail to achieve success due to under-education regarding the culture and historical contributions of people of color. This article uses data from a course on diversity to extend the concept of curriculum violence to what it terms reverse curriculum violence against White teachers. It argues that reverse curriculum violence in America's diverse classrooms produces teachers who are more likely to find it challenging to understand and teach students of color. This paper conceptualizes reverse curriculum violence and discusses some of its potential detrimental consequences, which include low expectations and academic achievements among students of color, and high White teacher attrition rates in racially-diverse schools. The paper also addresses the social construction and institutionalization of disabilities through the curriculum development process, and offers suggestions for improving teacher preparation programs. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Bulletin of Medical History is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

For over a decade the annual Babson reports indicated that only about 30% of full-time professors approve of distance learning, and several other more recent reports echo that finding. Since about one third of all college students in the United States are currently taking at least one course at distance, this means that the pool of teaching talent available to them is likely to exclude some of the most significant resources at each institution of higher learning. This paper examines the problem from the perspective of perceived difficulties that inhibit otherwise suitable and acceptable instructors, especially full-time faculty, from greater participation in online courses. These perceived difficulties are: threats to an academic career, confusion about costs and benefits, introduction and proliferation off MOOC's, higher cost of online courses, lower student evaluations and response rates for online teaching, past faculty boycotts and disagreements concerning online teaching, the role of adjuncts versus full-time faculty, and unfavorable comparisons with "successful" on line programs. [ABSTRACT FROM AUTHOR]

Public service education has been a continued area of research, specifically at the graduate level. At the undergraduate level, programs have focused primarily on public administration and public policy education. However, a growing number of undergraduate programs today underscore service and community in addition to the more traditional areas centered on the policy process and management of public organizations. Undergraduate programs now offer bachelor degrees or a major in public service with program missions that are distinct from process and management. This paper reviews the current trends of undergraduate public service programs and outlines the program missions, requirements, and structure that emphasize service and community as their core values. The paper contributes to the exploration of undergraduate public affairs education and provides an early review of programs that prioritize service and community over other values. [ABSTRACT FROM AUTHOR]

This paper is an exploratory research that investigates whether learning and knowledge promoted by corporate universities could be potential sources of corporate entrepreneurship. The purpose of this paper is to make a contribution toward understanding the educational processes of corporate universities with a special emphasis on the entrepreneurship related elements of their curricula. Qualitative data were collected at four award-winner corporate universities in the United States. The methodology involved on-site in-depth interviews with top administrators of the four corporate universities and analyses of their training programs. Among these four corporate universities no systematic processes to create corporate entrepreneurs were identified even though the importance of building an entrepreneurial mindset was recognized by all participants. The case of investigated universities demonstrated that the focus is more on delivering skills and existing knowledge and much less on creating new knowledge and opportunities to apply the knowledge and on measuring the impact of training programs. [ABSTRACT FROM AUTHOR]

This article argues that instructors should adopt a more multicultural perspective when designing syllabi for and teaching undergraduate courses in International Relations (IR). The examination of teaching practices in IR draws on the personal experiences of the authors as foreign natives and instructors of IR at two American universities. The authors examine whether instructors face different challenges when teaching IR to American and foreign undergraduates, and identify the pedagogical challenges of teaching multicultural, globalized and networked students. Suggestions for improving flexibility and balance in IR curricula are provided. In addition, the paper suggests that IR instructors need to be aware of language and cultural barriers in their classrooms, and of differences in students' understanding of world events and history. The recommendations in this paper for dealing with potential western/American biases in courses might also be of interest to instructors of other subjects. [ABSTRACT FROM AUTHOR]

In this paper we weave lived experiences, those of a bilingual social studies teacher at a middle school in a large city in the Southwestern US, with critical theory/pedagogy and bilingual education. The purpose of this paper is to present an articulation of the practice of critical pedagogy in a bilingual educational context principally under the constraints of the No Child Left Behind Act of 2001 and its counterpart Race to the Top. We seek to share a few approaches that Matt, a bilingual social studies teacher, initiated to mitigate the effects of an oppressive but official curriculum and to encourage and foster the development of critical bi-literacy among his students. [ABSTRACT FROM AUTHOR]

Drawing from the theoretical lenses of critical race theory and cultural memory, this study explores the findings of an extensive analysis of the most recent elementary and secondary Texas state-adopted social studies textbooks. This paper examines the knowledge constructed about racial violence and African Americans in the U.S. The authors show how historic acts of racial violence toward African Americans receive minimal and/or distorted attention in most K-12 texts. The findings from this study illustrate that while narratives of racial violence were present throughout the texts-they often rendered acts of violence as the immorality of single actors or "bad men doing bad things." The paper concludes with a discussion about the implications of these narratives of race and racism to how individuals are able to conceptualize and make sense of contemporary meanings of racism, particularly in the era of Barack Obama. [ABSTRACT FROM AUTHOR]

Noting the community college mandate for promoting civic engagement, the author addresses the issue of developing civically engaged community college classrooms in the midst of a decline in civic engagement nationwide. The paper proposes service learning pedagogy as a method for synthesizing classroom based academic knowledge and community based experiential knowledge by connecting the campus to the community within the context of specific curriculum. The paper includes suggestions for implementing service learning in various academic disciplines, specific instructional methods grounded in service learning pedagogy and a detailed discussion concerning the role of the faculty in promoting civic engagement. [ABSTRACT FROM AUTHOR]

The Authentic Learning Task (ALT) was initiated by the National Center for Manufacturing Education (NCME) sponsored through a National Science Foundation (NSF) project as a means of studying subject matter through hands on projects. Recently, more and more professors recognize and advocate this method because of better engagement and comprehension for students using hands-on projects. This paper describes two case studies of the ALT projects applied in two different courses, namely Advanced Computer Numerical Control and Statistical Quality Control, at a four-year Manufacturing Technology Program. Step-by-step instructions are presented on how the ALT projects were organized, implemented, and evaluated in the courses. The paper also includes student feedback which is useful for further refining and improving the design of a similar ALT project. The experience shared in this paper will benefit college instructors who are in similar circumstances by making the teaching/learning of technical concepts more interesting and effective. [ABSTRACT FROM AUTHOR]

This paper looks critically at the way technology is currently used in social studies education and makes the argument that technology can better serve teachers and students as a tool of engagement and inquiry rather than as a supplement to existing practices. In this paper, social studies education is characterized as a quest for reflective inquiry, as a social science, and as a medium for citizenship transmission. Technology can assist in the teaching of all three elements from a constructivist, or inquiry-oriented, perspective. Relevant examples are provided whenever possible and deemed necessary. The paper concludes with a proposal for widespread change in the way social studies teachers utilize technology by focusing on teacher education programs. Teacher educators must contradict students' perceptions of traditional social studies instruction with habits of increased technology usage in order to equip future teachers with the skills required to implement pedagogical change in their classrooms. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The phenomenal expansion of enrollment in graduate programs has brought about various disastrous consequences in the quality of postgraduate education in Japan. The "American" system of graduate education—in particular, its relatively high rate of enrollment—has often been quoted as the basis for the public policy on the expansion of graduate enrollment in Japan. On the other hand, the programs and curriculums characteristic of U.S. institutions have been hailed as the ideal model to be emulated. A close examination of the so-called American model of graduate education, however, reveals that the arguments for the American model have been accompanied by serious misunderstandings. This paper first delineates the causes and consequences of the expansion of graduate education in Japan. It then shows some of the research findings of a comparative study on graduate education in the U.S. and Japan. This paper concludes with the argument that blind mimicry of the American model would lead to detrimental consequences for students, teachers, and the academic discipline itself. [ABSTRACT FROM AUTHOR]

The 21st Century is characterized by global economic interdependencies in business, finance and trade. University education must now include more opportunities for students to gain firsthand knowledge of global interdependencies and develop superior crosscultural skills. Nevertheless, currently less than 1% of college students from the United States study abroad. This paper examines the reasons behind such meager performance, and considers short-term studyabroad alternatives for offering students more opportunities. Analysis of data on the effect of such programs reveals several interesting findings. Based on survey research conducted by the authors and previous studies, the paper concludes by offering guidance to faculty policymakers and university administrators. The paper contains recommendations for the design of favorably competitive curricula offerings, and suggestions for developing highly integrated and flexible study-abroad programs that can be much less expensive, more available and widely marketed than traditional programs. [ABSTRACT FROM AUTHOR]

As children enter the elementary program at Lexington Montessori School in Massachusetts, they are initiated into a culture of fort building by their peers. Many continued this form of play through sixth grade as their main recess activity. This paper examines the functions and meaning of this imaginary play in the lives of these children. Through interviews, surveys and observation, the paper looks at attitudes toward fort play on the part of the school's community of children and their parents, as well as faculty and staff. Special attention is given to conflicts that emerge in the context of fort play, and to children's perceptions of how best to organize and negotiate their needs and interests with one another. Recommendations are made for guidelines with which to prepare a recess environment that allows children to benefit from free play with one another and with the environment. [ABSTRACT FROM AUTHOR]

'Greening' the engineering curriculum is an important consideration for sustainable engineering education from fundamentals to design in the 21st century. This paper describes the latest advances in an educational project sponsored by the United States Environmental Protection Agency (EPA) to integrate green engineering principles into the chemical engineering curriculum. This project has engaged faculty from engineering schools across the country to develop Web-based instructional modules to allow for the seamless integration for green engineering principles such as risk concepts, green chemistry, mass and energy integration, life-cycle assessment into chemical engineering courses. Faculty have contributed to chemical engineering core courses from material and energy balances to plant design. In addition, faculty have developed modules for multidisciplinary offerings such as freshman-level introduction to engineering and upper-level system dynamics and control. This paper will review some of the innovative modules developed and show how they can be used in the chemical engineering curriculum. This educational project's goal is to integrate green engineering concepts horizontally and vertically into the curriculum by taking existing courses and integrating topics as appropriate through examples, problems and case studies. Using green engineering principles at the start of the design process can lead to processes and products of a sustainable future. [ABSTRACT FROM AUTHOR]

The anatomical sciences form one of the major building blocks of the basic medical sciences in the professional training of dentists. This paper defines the courses and classifies the formats of teaching for each course within the anatomical sciences curriculum. Information was gathered from the Internet, specifically the American Dental Education Association (ADEA) website links to U.S. and Canadian dental schools and their online catalogues or bulletins as well as online course syllabi. The results demonstrate the distribution of schools in the United States and Canada teaching anatomical sciences in the following categories: stand-alone, sequential, and multifaceted courses for gross anatomy; stand-alone and integrated courses for histology; stand-alone, integrated, incorporated, and no course for neuroanatomy; and stand-alone, incorporated, and no course in embryology. This paper concludes with the proposition that a survey of the usage of anatomical knowledge in use in a typical dental general practice needs to be conducted. The results of such a survey need to be evaluated with the intention of determining what should be taught in a dental clinical anatomical sciences curriculum. [ABSTRACT FROM AUTHOR]

Fifteen years later, the topic of September 11, 2001 is slowly being woven into the U.S. curricular fabric. This paper presents an analysis of the ways current U.S. state curriculum standards treat 9/11 in elementary social studies, and a critical analysis of children's books about 9/11. Finally, the authors suggest children's books that can help treat the historical event of 9/11 in more critical and thought-provoking ways in elementary classrooms, despite the topic's scant representation in state standards. [ABSTRACT FROM AUTHOR]

A study was conducted to investigate to what extent an integrative science, technology, engineering, and mathematics (STEM) education program had an impact to high school students in a South East region of the United States of America (US). The program was a brainchild of three teachers in physics, mathematics, and engineering and technology who teamed up to offer an integrative STEM program within their high schools' STEM Academy. The teachers structured their curriculum content in themes of same topics studied in theory (Physics) and practice (Engineering and Technology) using timely Mathematical tools. A cohort of students within the STEM academy signed to participate. This paper presents findings of the student cohort participation through a trilogy lens, and teacher reflections. Twenty students participated in this study. The mean scores for the trilogy levels of engagement for STEM disciplines and STEM careers ranged from 4.10 to 6.21 on a seven-point scale indicating high levels of engagement. Capacity mean scores were 4.30 on Information and 4.35 on Knowledge and for the group. In this category White students had the highest mean scores in both Knowledge and Information. Further, female students were higher on Knowledge. The mean scores ranged from 2.50 to 4.00 on a five-point scale for continuity. [ABSTRACT FROM AUTHOR]

The Frameworks for Success in Science Math/Science Partnership (MSP) Title IIB project was designed to increase teacher content knowledge and pedagogical skills in elementary science education using a Teacher-to-Teacher (T2T) professional development (PD) model in grade-level professional learning communities (PLCs). Participants worked with the Curriculum Coordinator to develop science curriculum for grades K-6. Additionally, participants developed and shared a variety of resources, including digital media through the website established for the Frameworks for Success in Science project. The paper documents the development and evolution of the supporting website for this project. [ABSTRACT FROM AUTHOR]

Commercial publishers have shaped reading and writing instruction in American schools through their interpretations of state-developed reading and writing standards and standards-aligned materials, which teachers then implement in English classes, including those serving multilingual learners. This paper uses microethnographic discourse analysis to examine how reliance on published texts for reading activities led a teacher to focus on correct answers and formulaic writing tasks, whereas teacher-created activities fostered greater engagement among multilingual learners. Focused on a ninth grade English class at a California public high school, this study's findings suggest that reading was used primarily in service of preparation for high stakes writing assessments, but teachers can adapt their instruction to better build on multilingual students' existing knowledge and curiosity. [ABSTRACT FROM AUTHOR]

Purpose – The author of this paper aims to reflect on the past 14 years of English education in the USA and the resulting effects of state standards and standards implementation on secondary English teachers. Design/methodology/approach – Controversy surrounding standards implementation often includes balancing the struggle between teacher autonomy and district-mandated curriculum. The journey described here includes four roles in education: first, an undergraduate in a teacher education program at a state university; second, a classroom teacher learning to create pacing guides based on the standards; third, a graduate student writing a dissertation about standards implementation; and, fourth, a teacher educator who works with pre-service and practicing teachers. Findings – Educators at all levels must determine how to best navigate standards to help students succeed in the classroom, and what teaching practices must endure even in the face of increased standardization. Originality/value – Lack of curricular autonomy and few teacher-centered professional development opportunities during early standards implementation experiences led the author to understand the importance of a workshop model of standards implementation for teachers. In addition, strong support for reading and writing workshops in the secondary English Language Arts classroom is also provided, including the specific Common Core Standards met during these classroom activities. [ABSTRACT FROM AUTHOR]

Collaboration among universities across international lines has become an increasingly popular activity in the 21st century, but since this often means collaboration across cultures the process of negotiating the formal agreements underlying collaborative programs can be fraught with misunderstandings. The literature in the field deals primarily with the reasons why institutions pursue such collaborations but says relatively little about how different cultural perceptions affect the negotiation process. This paper reviews those reasons and commonalities of perception and then focuses on the differences in perspective between American and Chinese academic institutions and the ways in which those differences affect the negotiation of collaborative agreements between universities in the two countries. [ABSTRACT FROM AUTHOR]