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Radical curriculum policy transformations are emerging as a key strategy of universities across different countries as they move to strengthen their competitive position in a global knowledge era. This paper puts forward a "global case study" research agenda in the under-researched area of university curriculum policy. The particular curriculum policies to be investigated point to potentially new forms of liberal education, and they resonate in varying degrees with contemporary patterns in Europe as well as longer standing patterns in the United States. This research agenda stands to make a unique contribution with its "whole curriculum" approach to: the examination of the relationship between curriculum content, pedagogy and assessment; the tracking of curriculum policy borrowing across different jurisdictions extending between global and local levels; and the investigation of historical antecedents of contemporary curriculum policy patterns. In particular, the proposed agenda features a rare combination of spatial and temporal dimensions of university curriculum policy flows. This research agenda will provide a strong empirical evidence base for extending theory building about university curriculum policy development, as well as policy "learning" for policy makers, practitioners and scholars--globally.

In both schools and homes, information and communication technologies (ICT) are widely seen as enhancing learning, this hope fuelling their rapid diffusion and adoption throughout developed societies. But they are not yet so embedded in the social practices of everyday life as to be taken for granted, with schools proving slower to change their lesson plans than they were to fit computers in the classroom. This article examines two possible explanations--first, that convincing evidence of improved learning outcomes remains surprisingly elusive, and second, the unresolved debate over whether ICT should be conceived of as supporting delivery of a traditional or a radically different vision of pedagogy based on soft skills and new digital literacies. The difficulty in establishing traditional benefits, and the uncertainty over pursuing alternative benefits, raises fundamental questions over whether society really desires a transformed, technologically-mediated relation between teacher and learner. (Contains 3 notes.)

Low-cost personal computers, wireless access technologies, the Internet, and computer-equipped classrooms allow the design of novel and complementary methodologies for teaching digital information security in electrical engineering curricula. The challenges of the current digital information era require experts who are effectively able to counteract piracy, forgery, copyright infringement, and so on. Digital watermarking is one possible technique for fighting piracy, which consists of the insertion of invisible but robust information to protect the data. In this paper, a new teaching approach, designed for testing student skills and progressing in multimedia data protection, is presented. This consists of a distributed security game where students compete by first using the developed watermarking techniques and then attacking each other's methods, thus verifying their robustness. Groups of students from different universities and countries play against each other, trying to compromise other teams' hiding systems while protecting their own data from attacks. The proposed methodology can be considered as an appealing approach for stimulating learning, cooperation, and team competition. The effectiveness of the teaching method is verified by a student survey and their academic results. (Contains 4 tables and 2 figures.)

This paper seeks to identify significant trends in mathematics curricula and teaching approaches in two education systems: the United States (a highly decentralised education system) and England (a highly centralised education system), with focus on 16-to-19-year-olds. The paper adopts a two-fold perspective: an historical overview, and comparison of the areas of convergence and divergence across both education systems. The trajectory of mathematical development is expressed through timelines of core concepts and ideas which chronicle the sequence of events and philosophies that have shaped the development of mathematics teaching and learning. By tracing the trajectory of mathematics through history, the paper provides a greater awareness of how different factors influence how mathematics is taught across two disparate educational jurisdictions. The paper affords opportunities to reflect on and draw conclusions about what constitutes meaningful mathematics teaching and curriculum approaches for 21st century learner. [ABSTRACT FROM AUTHOR]

This paper conceptualizes the secondary art curriculum as a well-structured but complex knowledge-domain, with the aim of emphasizing meaningful differences in the way creative grammar operates in the following gatherings of art practices: Pre-historic and non-European cultures; Ancient and European cultures before c. 1800; Romantic and Modern culture from c.1800 to c.1950; and Late-and Post-modern culture from c.1950 onwards. The gatherings are further differentiated into pre-modern practices of "Gemeinschaft" (community) and modern forms of "Gesellschaft" (association). Practices of "Gemeinschaft" use the creative grammar of accretion and the grammar of omission to emphasize meaningful differences. The earlier phase of "Gesellschaft" inherits the grammar of accretion and omission from Gemeinschaft in the attempt to sustain the expression of meaningful differences. The late- and post-modern phase of Gesellschaft adopts a nihilistic creative grammar to level such differences. Approaches to teaching the grammar of each gathering of art, and the related practices, are explored in a well-structured way by students using "know-how" and "know-that" grammar. By conceptualizing and teaching an art curriculum in this way, students develop the insightful knowledge to understand how their life-world, as embedded in a technological understanding of being and its technological nihilism, compares with alternative understandings of being as articulated by different cultural grammars. (Contains 13 notes and 4 figures.)

Over the years, American students consistently have ranked below those from Finland, Canada, Japan, and at least a dozen other industrialized nations on international tests of mathematics, science, and reading. The No Child Left Behind Act (NCLB) has done nothing to close this gap. And the authors suspect that the law may be making matters worse. In part, because NCLB has narrowed the curriculum so that most students are not acquiring the broad base of knowledge they need to succeed as they advance through school. While American students are spending endless hours preparing to take tests of their basic reading and math skills, their peers in high-performing nations are reading poetry and novels, conducting experiments in chemistry and physics, making music, and studying important historical issues. The U.S. is the only leading industrialized nation that considers the mastery of basic skills to be the goal of K-12 education. The nations that consistently outrank it on the Programme for International Student Assessment (PISA) deliver a comprehensive, content-rich education to their young citizens. What the authors have learned from their study is that the best nations do what is best for their students and that means building a great education system, not just attempting to prepare them for the labor market.

In almost all the civil engineering programs in the United States, a student is required to take at least one design course in either steel or reinforced concrete. One of the topics covered in an introductory steel design course is the design of connections. Steel connections play important roles in the integrity of a structure, and many structural failures are attributed to connection failures. In recent years, in order to help students better understand the various connection types, many schools, including Minnesota State, have acquired steel sculptures. A steel sculpture is a physical system that shows forty eight types of connections found in standard construction practices. Unfortunately, because of its size and location (eight feet tall, weighs nearly 2500 pounds and usually erected outdoor), students do not have easy access to it. Moreover, today's students who belong to the Google generation are more comfortable with web-based learning tools. To provide an effective learning opportunity for the Google generation and to provide 24-7 hour access, we have created a web-based interactive version of our steel sculpture. The interactive sculpture shows the close up view of each connection with description, potential failure modes, sample calculations, and field examples. Moreover, to measure the effectiveness of this web-based tool, we conducted student surveys. In this paper, we describe in detail, how the interactive steel sculpture was developed, the results of the surveys, and how this tool could be used to enhance student's learning in a steel design class. (Contains 9 figures.)

This paper examines the determinants of performance on the business major field achievement ETS exam with a focus on the impact of applying ETS exam scores to part of the capstone course grade as a performance incentive. The sample consists of 150 students at a midsized regional institution located in the Southwestern region of the United States. The empirical model employed controls for grade point average, standardized test scores (SAT/ACT), junior college transfer students, and gender. The results indicate that students are motivated to put forth significantly more effort when capstone course grade is impacted by ETS performance. (Contains 2 tables.)

This essay challenges the conventional understanding of William Bagley and Arthur Bestor, which suggests that they held similar views in curriculum and teacher education. The author thinks this view is completely wrong and provides a radical new interpretation of Bagley and Bestor that uncovers a lost tradition within the field of education. Drawing on the important distinctions made between Bagley and Bestor in this essay is crucial to rebuilding the teaching profession today.

Background: The challenge to increase the diversity, inclusivity, and equity of nurse scientists is a critical issue to enhance nursing knowledge development, health care, health equity, and health outcomes in the United States., Purpose: The purpose of this paper is to highlight the current nurse scholars in the Robert Wood Johnson Foundation (RWJF) Harold Amos Medical Faculty Development Program (AMFDP)., Discussion: Profiles and the programs of research and scholarship of the current AMFDP nurse scholars are described and discussed. Scholars share lessons learned, and how the AMFDP program has influenced their thinking and commitments to future action in service of nursing science, diversity efforts, legacy leadership, issues of health equity., Conclusion: RWJF has a history of supporting the development of nursing scholars. AMFDP is an example of legacy leadership program that contributes to a culture of health and the development of next-generation nursing science scholars., Competing Interests: Declaration of Competing Interest Cindy M. Anderson and Daniel Pesut Serve on the National Advisory Committee of the AMFDP program and receive stipends and travel reimbursement expenses for work performed. Nina Ardery is the Deputy Director for the AMFDP program and is funded by the Robert Wood Johnson Program. AMFDP Scholars: Carmen Alvarez, Tamryn F. Gray, Jasmine L. Travers, Janiece Taylor, and Kathy D. Wright, have been funded by the Robert Wood Johnson Foundation. Karen M. Rose has no conflict of interest., (Copyright © 2023 Elsevier Inc. All rights reserved.)

In many low- and middle-income countries, there seems to be a mismatch between graduate skills and healthcare industry requirements due to variability in curricula. With the current increased global demand for competent health profession graduates, harmonizing competency-based curricula (CBC) is necessary to address this mismatch. This paper describes how three health professions training universities in Tanzania and their two long-standing United States partners embarked on developing harmonized CBC for undergraduate medicine and nursing degrees. The main goal of the activity was to develop templates to harmonize curricula that would support graduates to acquire mandatory national Graduate Minimum Essential Competencies (GMEC) irrespective of the institution of their training. The paper describes the processes of engaging multiple institutions, the professions of medicine and nursing and various stakeholders to develop mandatory curricula generic competencies, creating milestones for assessing competencies, training faculty at each of the three partnering institutions in curriculum delivery and assessments, resulting in the adoption of the curricula by the University leadership at each institution. Ultimately the Tanzania Commission for Universities (TCU) a regulatory body required all schools of medicine and nursing in the country to adopt the curricula, thus creating a harmonized national standard for teaching medicine and nursing beginning October 2022.

The author considers the treatment of women's rights as human rights in the social studies curriculum. She discusses the role of the United Nations in promoting women's rights since the adoption of the Universal Declaration of Human Rights in 1948. She also reviews the treatment of women's rights within social studies curriculum today through a review of the curriculum guidelines of each U.S. state. The author calls for greater attention to placing the study of the world's women into a human rights framework within social studies curricula across the United States. (Contains 1 figure and 2 notes. Appended are: (1) Summary of Human Rights and Women's Rights Curricula, by State; and (2) Updating Dennis Banks' Conclusions about Human Right Curricula.)

In the knowledge-based economy that characterizes the 21st century, most previously industrialized countries are making massive investments in education. The United States ranks poorly on many leading indicators, however, primarily because of the great inequality in educational inputs and outcomes between White students and non-Asian "minority" students, who comprise a growing share of the U.S. public school population. Standards-based reforms have been launched throughout the United States with promises of greater equity, but while students are held to common standards--and increasingly experience serious sanctions if they fail to meet them--most states have not equalized funding and access to the key educational resources needed for learning. The result of this collision of new standards with old inequities is less access to education for many students of color, rather than more. This article outlines current disparities in educational access; illustrates the relationships between race, educational resources, and student achievement; and proposes reforms needed to equalize opportunities to learn. (Contains 6 figures, 5 tables and 2 notes.)

The article discusses the role of research in improving science education in the U.S. The understanding of the process of teaching, learning, and schooling has improved. Thus, rapid societal changes has an impact on the image of the process of schooling in general, and the process of teaching and learning science in particular. With this regard, teachers must engage in constructing a curriculum to enhance the development of all students. Lastly, research should guide and inform policy formation and decision making regarding science teaching, preschool through college.

In his critique of academic writing about and public consumption of government policy and law, Jonathan Jansen uses his argument of the symbolic functions of education law and education policy as a basis for explaining the lack of progress in achieving equity and justice under "Brown v. Board of Education" (1954) in the United States and the lack of progress in achieving social goals after 12 years of freedom in South Africa. This article presents the author's response to Jansen's article. The purpose of this author is two-fold: to build on Jansen's work so as to develop further an examination of both the U.S. and South African black education experiences with respect to: (1) the curriculum taught in schools; and (2) the experiences of students and educators in desegregated schools. This chapter argues that the efficacy of education policies and laws aimed at redressing racial discrimination and attainment of equity and social justice should be judged not only on the merits of the law or policy but on what happens within the desegregated schools in a given school system. (Contains 4 notes.)

The authors argue for teaching queer-inclusive English language arts (ELA). They report on a study that surveyed high school personnel across the United States, revealing that very few people in charge of ELA curricula value such inclusion. In response to these findings, the authors offer "images of the possible" in which texts and methods that could be used in queer-inclusive ELA curricula are suggested. They advocate for teaching ELA that represents diverse people, including those who are lesbian, gay, bisexual, transgendered, and questioning, in a range of positionalities, as both insiders and outsiders in various texts. Such a curriculum is one way for all high school students to experience themselves amid "otherness," or to experience the "other" in their midst. It is the vehicle for, and the echo of, a varied and varying society--a thesis-antithesis dialectic that eschews synthesis. In order to accomplish this, teachers must educate students to examine and experience the multiple and mutable constituents of identity and culture, of which sexuality is a critical, but hardly constant, constituent.

Although progress has been made in developing a scientific basis for alcohol screening and brief intervention (SBI), training packages are necessary for its widespread dissemination in primary care settings. This paper evaluates a training package developed for the Cutting Back[R] SBI program. Three groups of medical personnel were compared before and after SBI training: physicians (n = 44), medical students (n = 88), and non-physicians (n = 41). Although the training effects were at times dependent on group membership, all changes were in a direction more conducive to implementing SBI. Physicians and medical students increased confidence in performing screening procedures, and students increased self-confidence in conducting brief interventions. Non-physicians perceived fewer obstacles to screening patients after training. Trained providers reported conducting significantly more SBIs than untrained providers, and these differences were consistent with patients' reports of their providers' clinical activity. Thus, when delivered in the context of a comprehensive SBI implementation program, this training is effective in changing providers' knowledge, attitudes, and practice of SBI for at-risk drinking. (Contains 2 tables.)

This paper presents findings from an investigation of nature-based practices, from the perspectives of 10 academics/educators from six nations. Participants engaged in a focus group exploring the prevalence and inclusion of nature in social work practice and education. While the study focused on individual members' experiences and perspectives, the findings highlight important context-specific factors for including nature within social work to reconnect humans with nature for health, well-being, healing, and justice. An Integrative Environmental Model for social work is proposed to assist future practice and education. [ABSTRACT FROM AUTHOR]

The American Dental Hygienists' Association (ADHA) defines direct access as the ability of a dental hygienist to initiate treatment based on their assessment of patient's needs without the specific authorization of a dentist, treat the patient without the physical presence of a dentist and maintain a provider–patient relationship. In 2000, there were nine direct access states; currently, there are 42 states that have authorized some form of direct access. The ADHA has been instrumental in these legislative initiatives through strong advocacy efforts. While research and data support the benefits of direct preventive/therapeutic care provided by dental hygienists, many barriers remain. This paper chronicles key partnerships that have influenced and advocated for direct access and the recognition of dental hygienists as primary healthcare providers. The National Governors Association released a report in 2014 suggesting that dental hygienists be 'deployed' outside of dental offices as one strategy to increase access to oral health care along with reducing restrictive dental practice acts and increasing the scope of practice for dental hygienists. The December 2021 release of the National Institutes of Health report, Oral Health in America, further supports greater access to dental hygiene preventive/therapeutic care. This paper also reflects on opportunities and barriers as they relate to workforce policy, provides examples of effective state policies and illustrates an educational curriculum specifically created to prepare dental hygienists to provide oral health services in settings outside of the dental office. Dental hygiene education must ensure that graduates are future‐ready as essential healthcare providers, prepared to deliver direct access to dental hygiene care. [ABSTRACT FROM AUTHOR]

Purpose: The COVID-19 pandemic has uncovered public health vulnerabilities worldwide, particularly in the hard-hit USA. US public health professionals, regardless of role, may need to exercise leadership in both planned and unexpected situations. This model of practice outside of traditional roles, known as Public Health 3.0, requires adaptive leadership – a systems approach to making progress on complex challenges. Educational programs should improve students' adaptive leadership competency to prepare them for the public health workforce. This paper aims to provide an educational framework for implementing adaptive leadership instruction for undergraduate students. Design/methodology/approach: This paper used experiential and traditional instructional strategies and adaptive leadership competencies to develop a semester-length leadership course for undergraduate students in health, nursing, social science, business and education. Adaptive leadership principles were learned and practiced, preparing students for systemic challenges through the lens of Public Health 3.0. Competencies were assessed pre- and post-semester. Findings: Of 248 students, 72% were health professions majors. Students reported pre-post scores on 29 measures of competency, interest, learning and behavioral change. Quantitative evaluations identified statistically significant improvement in all domains. Additional quantitative feedback indicated improvement on the three Kirkpatrick levels of evaluation assessed (reaction, learning and behavior). Originality/value: Tiered evaluation methods indicated that this leadership course enhanced participants' self-reported adaptive leadership learning and competency, as well as intention and ability to translate learning into practice. A broad spectrum of competency development is needed for students entering practice in the Public Health 3.0 era, particularly related to pandemic response. [ABSTRACT FROM AUTHOR]

Aims: Diagnostic Reasoning (DR) is an essential competency requiring mastery for safe, independent Nurse Practitioner (NP) practice, but little is known about DR content included in NP education programs. The aims of this study were to identify whether and how the concept of DR is addressed in NP education. Design: We conducted a scoping review on DR‐related content and teaching innovations in U.S. primary care NP education programs, with implications for NP education programs worldwide. Concepts and principles with global applicability include: conducting focused and hypothesis‐directed histories and exams, generating the problem statement, formulating the differential diagnosis, appropriate and relevant diagnostic testing, determining the working diagnosis and developing evidence‐based, patient‐centred management plans. Data sources N = 1115 articles retrieved from Medline, Embase, PsycINFO, and CINAHL for the period 2005–2021. Forty‐one scholarly articles met inclusion/exclusion criteria. Review methods: Data were extracted, synthesized and grouped by theoretical frameworks, content included, educational interventions and assessment measures. Results: Most articles provided descriptions of approaches for teaching NP clinical or diagnostic reasoning. Ten papers directly referenced the current science and theory of DR. Conclusion: The US NP education literature addressing DR is limited and demonstrates a lack of shared conceptualizations of DR. Whilst numerous components of DR are identifiable in the literature, a robust teaching/learning scholarship for DR has not yet been established in the US NP education literature. Impact Whilst primary care NP education programs are beginning to incorporate DR education into their curricula, little research has been conducted to demonstrate the effectiveness of educational outcomes. Increased integration of DR content into NP education is needed, including increased educational research on teaching DR competencies. Patient or public contribution: No patient or public contribution was included in this review, as the public is generally not familiar with DR or its teaching approaches. [ABSTRACT FROM AUTHOR]

The inclusion of data analytics in the accounting curriculum is an important task that has been recommended by professional and academic accounting bodies as well as accrediting agencies. This research paper is part of a survey which investigated how data analytics is being included in the accounting curriculum. This paper is an exploratory survey of the applications and software instructors are using in various accounting courses. The survey was sent by email to approximately 4,800 accounting instructors in the United States. [ABSTRACT FROM AUTHOR]

The network of Cooperative Extension professionals across the United States offers fertile ground for the development of intergenerational partnerships in communities. Cooperative Extension programming prioritizes implementation of evidence-based curricula. This paper provides a reflection of an intergenerational program that adapted evidence-based preschool nutrition education for an intergenerational setting by collaborating with Virginia Cooperative Extension. Specifically, we detail how Cooperative Extension personnel are valuable community partners for implementing evidence-based practices in intergenerational programming via curriculum adaptation. Integrating evidence-based curricula and intergenerational practices can support program sustainability. [ABSTRACT FROM AUTHOR]

Purpose Patient and person-centered care are often used interchangeably. The abbreviation PCC is used in this paper in instances where patient/person centered care reflects the definition of person-centeredness. The purpose of this study was to assess how PCC is taught and evaluated in entry-level dental hygiene education programs to prepare graduates for future collaborations with oher health care pprofessionals in a wide range of practice settings. Methods A cross-sectional study was conducted using a 10-item survey emailed to directors of 325 accredited, entry-level dental hygiene education programs in the United States in December 2021. Descriptive statistics were calculated for all variables. Associations with curriculum settings, teaching, and evaluation methods for PCC, according to program degrees granted, were tested with Chi-square and Fisher's Exact tests. Results The response rate was 23% (n=75). Seventy percent offered an associate degree (AS) and 29% offered a baccalareate degree (BS); 42% reported more than half of their curriculum is allocated to teaching PCC. Didactic lectures (100%), case presentations (97%), and clinical instruction (97%) were the most common methods used for teaching PCC. Baccalaureate programs used external rotations more than associate programs for teaching and evaluation of PCC (84.2% vs. 45.5%; p <0.01). The most common PCC terms used in Quality Assurance Plans included providing individualized care (99%) and delivering evidence-based care (91%). Ninety-three percent strongly agree-agree that teaching PCC prepares graduates for working in different settings (e.g., schools, nursing homes, etc.), and 82% strongly agree-agree that PCC prepares graduates to work with a variety of providers. Conclusion The allocation of curricula time for PCC varied widely across respondents. Conversely, the majority felt their graduates were well-prepared to work in different settings where both PCC and IPP are likely to be practiced. This study serves as a baseline for further analysis of how dental hygiene education is preparing graduates for future practice settings., (Copyright © 2023 The American Dental Hygienists’ Association.)

The article focuses on the U.S. study that addresses how the introduction of an assessment instrument or rubrics can alter college students' success in learning as it looks at writing as an assessment of critical thinking. As a guideline for rating student performance, the study proves that the use of rubrics can improve critical thinking. The study imparts to the holistic appraisal of critical thinking as well as to the use of constructive assessment data for curriculum revision, instruction improvement, and student learning enhancement.

Background: The language of the science curriculum is complex, even in the early grades. To communicate their scientific observations, children must produce complex syntax, particularly complement clauses (e.g., I think it will float; We noticed that it vibrates). Complex syntax is often challenging for children with developmental language disorder (DLD), and thus their learning and communication of science may be compromised. Aims: We asked whether recast therapy delivered in the context of a science curriculum led to gains in complement clause use and scientific content knowledge. To understand the efficacy of recast therapy, we compared changes in science and language knowledge in children who received treatment for complement clauses embedded in a first‐grade science curriculum to two active control conditions (vocabulary + science, phonological awareness + science). Methods & Procedures: This 2‐year single‐site three‐arm parallel randomized controlled trial was conducted in Delaware, USA. Children with DLD, not yet in first grade and with low accuracy on complement clauses, were eligible. Thirty‐three 4–7‐year‐old children participated in the summers of 2018 and 2019 (2020 was cancelled due to COVID‐19). We assigned participants to arms using 1:1:1 pseudo‐random allocation (avoiding placing siblings together). The intervention consisted of 39 small‐group sessions of recast therapy, robust vocabulary instruction or phonological awareness intervention during eight science units over 4 weeks, followed by two science units (1 week) taught without language intervention. Pre‐/post‐measures were collected 3 weeks before and after camp by unmasked assessors. Outcomes & Results: Primary outcome measures were accuracy on a 20‐item probe of complement clause production and performance on ten 10‐item unit tests (eight science + language, two science only). Complete data were available for 31 children (10 grammar, 21 active control); two others were lost to follow‐up. Both groups made similar gains on science unit tests for science + language content (pre versus post, d = 2.9, p < 0.0001; group, p = 0.24). The grammar group performed significantly better at post‐test than the active control group (d = 2.5, p = 0.049) on complement clause probes and marginally better on science‐only unit tests (d = 2.5, p = 0.051). Conclusions & Implications: Children with DLD can benefit from language intervention embedded in curricular content and learn both language and science targets taught simultaneously. Tentative findings suggest that treatment for grammar targets may improve academic outcomes. What this paper adds: What is already known on the subject: We know that recast therapy focused on morphology is effective but very time consuming. Treatment for complex syntax in young children has preliminary efficacy data available. Prior research provides mixed evidence as to children's ability to learn language targets in conjunction with other information. What this study adds: This study provides additional data supporting the efficacy of intensive complex syntax recast therapy for children ages 4–7 with Developmental Language Disorder. It also provides data that children can learn language targets and science curricular content simultaneously. What are the clinical implications of this work?: As SLPs, we have to talk about something to deliver language therapy; we should consider talking about curricular content. Recast therapy focused on syntactic frames is effective with young children. [ABSTRACT FROM AUTHOR]

If one could attend the same College of Dentistry repeatedly, every twenty years, starting in 1880, the evolution and comparison of student life would be historically meaningful. Such a time travel , as a perpetual dental student through 140 years, is the purpose of this paper. To illustrate this unique perspective, New York College of Dentistry, was chosen. This large East-Coast private school has been in existence since 1865, and reflects the typical dental educational environment at that time. The changes that occurred over 140 years, however, may or may not be typical of most private dental schools in the United States due to a multiplicity of factors. Likewise, the life of a dental student has changed over the past 140 years, as dental education, oral care, and dental practice have significantly evolved., (Copyright 2023 © American Academy of the History of Dentistry.)

There is increasing recognition that social work educators must do more to ensure that social work students transitioning into the profession are prepared to engage in adept self-care practices. However, documented curricular efforts targeted at meeting this aim are few. This paper documents the impact of a credit-bearing self-care course on student (N = 40) competency about self-care. The course occurred in a social work education program at a large public institution in the United States. The researcher used a pre-experimental (e.g. pre/post) design to assess course outcomes. Results indicate significant improvements in student knowledge about self-care, skills related to engaging in self-care practices, and value related to self-care. After a review literature, this paper will provide a foundational overview of the course, delineate outcome variables and measures, explicate evaluative findings, and discuss salient implications derived from this endeavor. [ABSTRACT FROM AUTHOR]

People with intellectual and developmental disabilities have the right to access appropriate and comprehensive sexuality and relationship education (SRE), but face a long history of exclusion from SRE in the USA due to myths about the sexuality of people with intellectual and developmental disabilities, biases against people with disabilities, and segregationist educational policies. Additionally, people with autism/autistic people are more likely to report having an LGBTQIA+ identity, and need comprehensive SRE content to become socially competent members of their communities. Teachers and other practitioners are often placed in the uncomfortable position of addressing many SRE topics while feeling unprepared, trying to stay aligned with educational policies, managing caregiver expectations, and providing scientifically accurate fact-based information in an increasingly politicised social climate. This paper provides recommendations on how to teach about LGBTQIA+ issues to students with intellectual and developmental disabilities including recommendations for modifying existing SRE curricula, identifying effective instructional strategies, and outlining a process for including LGBTQIA+ identities in SRE content. [ABSTRACT FROM AUTHOR]

Background: The U.S. Boards of Nursing (BONs) collect annual report data from their nursing programs as part of their approval process. This paper highlights the 2020 and 2021 annual report data on the effect of coronavirus disease 2019 (COVID-19) on all nursing programs in 17 BONs in 2020 and 19 in 2021. Method: Nursing programs answered 16 questions on the effect of COVID-19 on their programs. Because BONs require annual report data, all programs in the participating states answered the questions, which included 798 programs in 2020 and 929 in 2021. Results: Major disruptions in nursing education occurred during the pandemic. Clinical experiences and didactic classes were greatly affected, though alternative strategies were used. Student and faculty attrition rates were particularly high in 2021. Conclusion: The authors call for a national forum where nurse leaders analyze what happened and make recommendations for future crisis events. [J Nurs Educ. 2024;63(5):312–319.] [ABSTRACT FROM AUTHOR]

Most people wish to die at home yet significant barriers exist in accessing care in one's home, especially for individuals with caregiver and/or housing instability. Across the U.S., residential homes for the dying are opening to address gaps in end-of-life care by recruiting community members to serve as caregivers to hospice patients during their final days. This paper describes a blended-experiential training program, informed by both an evidence-based educational framework and transformative learning theory, that trains undergraduate students to serve as surrogate family members to hospice patients in residential care homes. This study analyzed data from a sample of undergraduate students (n = 35) who participated in an 8-week program. Applying Kirkpatrick's evaluation model, study results indicate the program provided essential knowledge and skills in end-of-life care, benefiting both student learning outcomes and resident care. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) is revolutionizing many industries and becoming increasingly ubiquitous in everyday life. To empower children growing up with AI to navigate society's evolving sociotechnical context, we developed three middle school AI literacy curricula: Creative AI, Dancing with AI, and How to Train Your Robot. In this paper we discuss how we leveraged three design principles—active learning, embedded ethics, and low barriers to access – to effectively engage students in learning to create and critique AI artifacts. During the summer of 2020, we recruited and trained in-service, middle school teachers from across the United States to co-instruct online workshops with students from their schools. In the workshops, a combination of hands-on unplugged and programming activities facilitated students' understanding of AI. As students explored technical concepts in tandem with ethical ones, they developed a critical lens to better grasp how AI systems work and how they impact society. We sought to meet the specified needs of students from a range of backgrounds by minimizing the prerequisite knowledge and technology resources students needed to participate. Finally, we conclude with lessons learned and design recommendations for future AI curricula, especially for K-12 in-person and virtual learning. [ABSTRACT FROM AUTHOR]

Sex and sexuality curricula in the USA should acknowledge the structural conditions racialised young people navigate to make sense of their sexual experiences and more explicitly recognise the political power of gender and sexuality. This paper suggests educators use women of colour feminism and decolonial studies to offer a historicised approach to understanding and engaging with gender and sexuality. Such an approach acknowledges how European colonisation has constructed white middle-class masculinity, femininity and heterosexuality as normative and pathologises other forms of gender and sexuality expression. It encourages educators to address state investment in colonial hierarchies by foregrounding how national legislation and associated discourses support the institutionalised pathologisation of racialised sexuality. Using a feminist of colour and decolonial approach, the article examines how US national policy further disciplines racialised sexuality by employing discourses of 'anchor babies' to justify the passing of new laws. It draws on the author's experience as an educator of colour to show how historicising gender and sexuality can teach racialised students there is nothing pathological about their sexuality. A transformed sex and sexuality curriculum is proposed to teach students about the political power they wield, and what critical understanding and action they can achieve. [ABSTRACT FROM AUTHOR]

Background: Valuable safeguards against fast‐spreading conjectures about learning in times of fear and uncertainty are evidence‐based approaches to the assessment of the impact of sudden and unforeseen disruptions on learning practices. The present research focused on physics learning in such times because conceptual and computational literacy in physics is critical to the development of a scientifically and technologically literate society. Objectives: The present research aimed (a) to offer an objective assessment of whether performance differences in a physics course of the general education curriculum existed between the face‐to‐face medium (familiar mode of instruction) and the online medium (unfamiliar mode of instruction) for both male and female students, and then (b) to develop a response to the evidence collected to ensure a quality education for all parties involved. The research intended to fill two critical gaps in the extant literature: mixed findings concerning students' performance in the face‐to‐face and online mediums as well as scarce coverage of specific domains of knowledge that are critical to STEM learners. Methods: Students' performance was examined as a function of the type of assessment (formative and summative), instructional mode (online and face‐to‐face), and gender. An understudied student population of STEM students of Middle Eastern descent without prior formal exposure to online instruction was targeted. Results and Conclusions: In both formative and summative assessments, male students performed better online than face‐to‐face, whereas the performance of female students was either higher online or equivalent between instructional mediums. The evidence collected suggested that consideration be given to remedies that foster academic success in the face‐to‐face instructional medium, particularly for male students. Takeaways: An evidence‐based approach to learning dismantled emotion‐driven expectations regarding the impact of the online medium on physics learning, and encouraged new perspectives about instruction. Lay Description: What is already known?: Ongoing debates on the impact of the pandemic on students' learning shape decisions regarding future reliance on the online medium for instruction. What this paper adds: The extant literature is mixed concerning performance in the face‐to‐face and online mediums, including particular domains of knowledge critical to STEM learning.This study focused on physics learning in an understudied population of STEM students who were unaccustomed to online instruction.Performance was higher online than face‐to‐face, but gender differences emerged. Implications for practice: Lessons learned focused on the flexibility of online learning and on the need to develop materials to enhance learning in males enrolled in face‐to‐face or hybrid/blended classes. [ABSTRACT FROM AUTHOR]

“Developing Enterprise Budgets for Sustainable School Gardens: Service Learning in a Global Context.” Ashley D. Jones, University of Arkansas–Fayetteville, second-place paper. Service learning programs are becoming a part of curricula in universities throughout the United States. The University of Arkansas–Fayetteville (UAF) established a service learning program that targeted the educational, health, social, and agricultural needs of a community. This research aimed to provide students, faculty, community members, and school officials with a template for crop budgets to evaluate the costs and returns of producing multiple crops at a school. Crops produced in a sustainable garden must meet three criteria: (1) exhibit minimal negative environmental impact; (2) provide just-in-time production of crops to meet school needs; and (3) be solvent, either generating net positive revenue from the sale of crop or providing cost savings by growing crops at the school rather than purchasing them elsewhere. This proposal focuses on developing enterprise budgets for four crops: chili peppers, cabbage, corn, and tomatoes using an interactive Excel® budgeting tool. The design of the interactive budgets is to provide a framework that students at the University of Arkansas–Fayetteville can use in their service learning courses when examining the costs and benefits of agriculturally based projects, while also being a functional aid for the recipients of the service learning program. “Effect of Low and High Concentrate Supplementation on Milk Production, Milk Quality, and Overall Profitability in a Pasture-based Organic Dairy.” Stephanie Horton, California State University, Chico, third-place paper. Decreasing levels of concentrate supplementation and increasing consumption of forage offer a way for organic dairy farmers to reduce input costs. Thus, the objective of this study was to determine the effect of low and high concentrate supplementation on milk production, milk quality, and overall profitability in a pasture-based organic dairy. Two concentrate levels L and H (12% and 24% of dry matter intake [DMI], respectively) were investigated in a herd of seventy-six Holstein/Jersey cross cows for a forty-one-day treatment period. Milk yield, percentage fat, and somatic cell counts were comparable between groups. Protein percentage differed ( p < 0.05) among group L (3.04 ± 0.04) and H (3.18 ± 0.05). A difference ( p < 0.05) in percent solids nonfat between group L (8.78 ± 0.04) and H (8.93 ± 0.05) was identified. Overall, decreasing the concentrate supplementation levels from 24% to 12% of DMI was shown to have no impact on milk yield and little impact on milk quality in an intensively managed, pastured-based dairy. The income over feed costs (IOFC) were also significantly ( p < 0.01) greater for the low supplementation group, making intensive grazing a viable option for organic dairy farmers with high-quality pastures. [ABSTRACT FROM AUTHOR]

The subject of this paper is the future of marketing education. One focal point of the paper concerns the readiness for change of marketing departments. The culture, climate and policies of marketing departments are discussed with an emphasis on their conduciveness to change. Several elements culture, climate, and policies are presented and accompanied by observations of a curmudgeon-the author of this paper. The paper concludes with some thoughts on students, teaching and research. [ABSTRACT FROM AUTHOR]

This paper is the second in a two-part series reporting results from the 2018 Curriculum Study. The 2018 study is the fifth installment of a decades-long research project that captures descriptive snapshots-in-time of TR curricula. The intent of this curriculum study was to capture an in-depth, descriptive snapshot of TR educational programs in the U.S. and Canada as of 2018. The study results described TR curricula in five areas: (a) accreditation, (b) curriculum/internship, (c) university and unit, (d) faculty, and (e) student characteristics. This paper, Part B, reports on: (a) accreditation and (b) curriculum/ internship characteristics portions of the research. A 64-item online survey was sent to 91 TR program directors with 67 usable surveys returned (73.6% return rate). Half of the responding TR educational programs were accredited by either COAPRT or CARTE. The National Council for Therapeutic Recreation Certification (NCTRC™) standards continued to be the most important driver of curricular changes. Curriculum changes included adding more TR specific courses, more assignments with courses, more TR credit hours, and more internship requirements and assignments, in addition to assessing specific student outcomes. Recommendations are made for future curricular studies and research. [ABSTRACT FROM AUTHOR]

This paper is the first in a two-part series documenting an in-depth, descriptive snapshot of TR educational programs in the US and Canada, as of 2018. The 2018 study is the fifth installment of a decades-long research project that captures descriptive snapshots-in-time of TR curricula. The intent of this study was to capture descriptive data on TR curricula in the United States and Canada as of 2018. The study results describe TR curricula in five areas: (a) accreditation, (b) curriculum/internship, (c) university and unit, (d) faculty, and (e) student characteristics. This paper, Part A, reports on: (a) university and unit, (b) faculty, and (c) student characteristics portions of the research. A 64-item online survey was sent to 91 TR program directors with 67 usable surveys (73.6% return rate). Respondents reported that the TR programs are located in mid-sized to large schools with university enrollments of 3,000 and above. Results showed that TR programs are housed in a variety of colleges, but most frequently in colleges with Health in their title. TR faculty tend to hold adjunct positions with master's-only degrees. Wide ranges are evident in the number of students enrolled per TR program. Recommendations are made for future curricular studies and research. [ABSTRACT FROM AUTHOR]

The inclusion of data analytics in the accounting curriculum is an important task that has been recommended by professional and academic accounting bodies as well as accrediting agencies. This research paper documents the results of a survey which investigated the extent to which data analytics is being included in various courses in the accounting curriculum and how universities are meeting the challenges of accomplishing this task. The survey was sent by email on October 20, 2019 to approximately 4,800 accounting instructors in the United States. The findings of the study indicated that most universities in the sample were including data analytics in their accounting curricula, and that AACSB accreditation seemed to influence the inclusion of data analytics. However, we found that some accounting programs were not including data analytics in their curriculum. The study indicated that AACSB-accredited schools were more likely to offer incentives to faculty to become knowledgeable about data analytics than other schools. [ABSTRACT FROM AUTHOR]

The advent of Big Data and related applications and technologies have largely changed the process and practice of the accounting, and led to essential changes in the construction and teaching contents and practice of the undergraduate accounting curriculums. In response to the changes and practical needs in accounting education, in this paper we propose the rationale and procedures of integrating data analytics into the undergraduate accounting curriculum. Based on the extensive literature review of Big Data and data analytics processes, techniques, and technologies, we discuss key strategies, procedures, contents, and specific pedagogies for the integration of data analytics into the undergraduate accounting classroom. Following the data analytic implementation framework of Dzuranin et al. (2018), we introduce our teaching practice in a large public university in the U.S.A. and exemplify the integrative process and activities of incorporating data analytics topics into the existing accounting curriculums in a large public university in the U.S.A. This paper shall contribute to the teaching practice and pedagogies in integrating data analytics into the undergraduate accounting curriculum. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to investigate how to overcome the dilemma of the lack of student workforce readiness upon graduation. Based on experiential learning theory, the authors propose an innovative three-step approach to marketing curriculum to help address this dilemma. Design/methodology/approach: This study examines both quantitative and qualitative data. First, quantitative results were obtained from 5,222 end-of-course surveys of students taking an experiential learning course at a southeastern United States public university. Results were also obtained from 111 end-of-course surveys of students taking experiential learning courses in marketing. Second, qualitative results were obtained through a critical review of self-reflection assignments from over 1,000 students taking a variety of experiential learning marketing courses. Findings: The authors identify a three-step process that can be used to develop curriculum that will better prepare students for entering the workforce. The advantages and disadvantages associated with this type of curriculum are also discussed. The outcomes indicate that an entire curriculum focused on experiential learning, self-reflection and ePortfolios will allow students to not only be better prepared for the workforce but also will help them be better communicators on what they have learned. Originality/value: In this paper, the authors contribute to the literature by providing a curriculum-based approach to learning in order to minimize the gap between academic knowledge and workforce preparedness. Sample course projects, reflective prompts and grading rubrics are provided to aid others in the implementation of this type of curriculum. [ABSTRACT FROM AUTHOR]

Knowledge of the history of the social work profession and of the historical forces that shape the development of social welfare is critical to developing competence in social work. Study of history helps students develop a critical perspective on current controversies within social welfare and the social work profession. The study of local history allows social work students to consider the economic, political, social, and cultural origins of the problems that have shaped and often constrained the lives of people they serve. Using examples from the history of Detroit, Michigan, this paper shows how local history can animate social welfare history, provide students with important context about the practice environment, including relationships between diverse populations, and give specific, meaningful examples of historical trends presented in social welfare history and policy textbooks. [ABSTRACT FROM AUTHOR]