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This article explores the current state and new roles of physical education as liberal education (PELE) in higher education. Recently, there has been growing discontent with PELE due to program redundancy and lack of educational power in higher education. However, little attention has been given to how to reconstruct PELE in higher education. To investigate this matter, this article examines (a) the origins and rationale of liberal education; (b) similarities and differences between liberal education, general education, and liberal arts; and (c) connections between liberal education and physical education. To conclude, two challenges of PELE in higher education are presented. These issues need to be overcome to bring PELE authentically into the world of colleges and universities. [ABSTRACT FROM AUTHOR]

It is important that social work students engage in critical reflection of curriculum content in the classroom as a prerequisite for developing cultural humility to engage in unbiased cross-cultural professional practice. The present study explored students' learning, centered on cultural humility, among predominantly White students enrolled in an international social work course in a U.S. university. Participant observation, focus groups, and in-depth interviews were used to explore students' reflections. Results indicate that the participants recognized their privilege and barriers to understanding different cultures, were open to alternate models of development from other cultures, and expressed a willingness to understand and empathize with cultures different from their own. These findings underline the need to integrate international content in the social work curriculum using multiple pedagogical strategies and to provide students opportunities for critical self-reflection in classrooms. [ABSTRACT FROM AUTHOR]

Institutions of higher education in the United States continue to witness a dramatic shift in the spectrum of diversity in their student populations. Multiple variables of difference that mixed student demographics bring to university campuses make internationalization work necessary both inside and outside the classroom. Internationalization of higher education is a collaborative responsibility academic and nonacademic programs should share to facilitate the integration of various student populations within the broader culture of the university. However, there are few, if any, models for internationalizing introductory courses required of a large percentage of the student body, such as first‐year writing (FYW). In this article, the authors propose and argue for an intercultural competence–oriented approach to internationalizing writing programs through a linked course model curriculum that pairs international and domestic students in separate second language–specific and mainstream FYW classes. The linked course model curriculum develops and assesses students' intercultural learning and writing skills as core learning outcomes. This article presents the curricular design and interventions, the research design of the study conducted across three semesters of curriculum implementation, and the reflective writing results from the pilot semester to communicate the preliminary effectiveness of this curricular model. [ABSTRACT FROM AUTHOR]

This article presents a case study of BAME (Black, Asian and minority ethnic) student advocacy and its impact upon the curriculum of a large business school within a post-92 UK university. Learning from the University of Birmingham’s (2017) ‘BME Ambassador Scheme’ and the ‘Curriculum Consultants’ model at Kingston University (2017), a programme of BAME Student Advocates was established in 2018 across this university, to raise issues of race equity with staff in positions of power. The scheme has grown from 10 BAME Student Advocates in 2018 to 14 in 2020, offering student advocacy on many aspects of university life, including employability services, the learning environment, academic skills workshops, student community and belonging, and the undergraduate curriculum. The role-holder is employed by the central Student Success Team, and partners with a senior member of staff in each academic school (and several other business functions) to collaborate on specific race equity objectives each year. One recurring aspect of the role involves offering diverse student perspectives on module content, delivery and assessment to achieve a more inclusive curriculum design for programmes with the largest awarding gaps. This article reflects upon the outcomes and lessons learned through conducting 24 such module reviews over a three-year period within a business school and proposes potential future developments. [ABSTRACT FROM AUTHOR]

Integrating information literacy into the academic curriculum has been a core role for the University of Auckland Library for at least 10 years. The role of subject librarians is evolving from that of being service providers to being educators who are active contributors in curricular design in higher education. However, a research project conducted by the Library found that many of its subject librarians were uncertain how to promote the integration of information literacy to academic staff, and that they felt they lacked the pedagogic knowledge and skills to do so. This paper will explore the development of a programme for subject librarians which focuses on the practical aspects of how to integrate information literacy into an academic curriculum. The theoretical basis of the programme is largely based on the doctoral research of Dr. Li Wang who developed a systematic model for integrating IL into an undergraduate programme at the University of Auckland. Elements of the programme are explained and outcomes, after two years of running the programme, are explored. [Copyright &y& Elsevier]

What, to borrow a theological phrase, are the marks of a truly holistic kinesiology department? In Kinesis and the Nature of the Human Person (2010), I examined the theoretical impact of Aristotle's definition of kinesis and Polanyi's theory of tacit knowledge on kinesiology. The intention here, however, is practical rather than theoretical. How would a holistic philosophy impact the day-to-day activities within the discipline of kinesiology? What tenets would a holistic department of kinesiology hold? What direction and aims would such a department have? Four areas of impact and reform are offered. First, kinesiologists should engage the humanities. A vibrant humanistic presence in the field will not only make kinesiology more holistic; it will give kinesiologists the tools to articulate a holistic understanding of the nature of the human person. Second, kinesiologists should recognize the importance of experience, practice, and apprenticeship within the field. Third, departments should embrace rather than shun specificity. Finally, kinesiologists are encouraged to acknowledge that a field dedicated to “physical activity” must require, engage in, and passionately profess the actual practice of “moving well.” [ABSTRACT FROM PUBLISHER]

This article draws from a multi‐disciplinary, multi‐institutional research project on digital work practices and graduate work readiness. Utilising the concept of technology affordances, we focus on the potential for domain‐specific learning experiences within design education. For the purpose of this project, we have articulated digital capabilities in design by adapting affordance categories in terms of three levels of complexity for scaffolded learning: functional, perceptual and adaptive. In order to further develop the relationship between technology affordances and design education, we analyse data from an industry roundtable in relation to our developed digital capability descriptor. The findings suggest that employers need designers with highly adaptive capabilities to work in increasingly complex interdisciplinary work environments. We also found that the role of designers has changed significantly in recent years that require higher educational institutions to involve industry when developing curricula. [ABSTRACT FROM AUTHOR]

This article reflects upon the process, the challenges and the opportunities realised in the recent revalidation activity of an undergraduate degree programme in Creative and Therapeutic Arts (CTA) in the UK. The premise of the revalidation activity and the historical context of the course are briefly encapsulated, before engaging with theoretical frameworks at the forefront of contemporary Participatory Arts practice. This includes an initial focus on the relevance of Critical Disability Studies to Participatory Arts education, followed by exploration of the contrasting approaches of Socially Engaged Art practice, Inclusive Arts practice, Participatory Arts practice, Arts in Health and Arts Therapies. The challenge of defining a diverse practice which draws from such contrasting perspectives is further explored in relation to the challenge of working on the boundary between artistic and therapeutic practice. Geographical context is considered, drawing from the Welsh evidence base to inform culturally relevant provision. Curriculum design is reviewed in relation to experiential learning and inclusive practice literature, as well as relevant higher education policies. Upon briefly summarising the revalidated curriculum, a critical discussion around the future of the training and the discipline more broadly is developed, considering the contribution of the critical review and focus groups facilitated as part of this revalidation activity. It is hoped that this discussion will further nurture and challenge educators, students and practitioners in this exciting area of evolving, contemporary practice. [ABSTRACT FROM AUTHOR]

The author presents a history of the baccalaureate nursing program at Pittsburg State University in Pittsburg, Kansas. She mentions the beginning of improved nursing education during the 1930s, the development of a college-based curriculum, and presents comments from Cecilia Waggoner, the first chair of the nursing program, on nursing education and professionalism.

The authors present a history of the development of a doctoral program in nursing at Pittsburg State University in Pittsburg, Kansas. They mention the recognition of the need for developing further education, the development of a doctoral program and curriculum that met educational requirements, and the impact on health care policy in Kansas.

The commodification of education is an increasing threat to university honors programs. In honors, we seek to unpack this transactional model of education and uncover the inherent joy of learning. Honors professionals can challenge the commodification of education by helping students contextualize their educational experiences and by facilitating joyful, self-directed learning. Framed by research of both gifted K-12 students and college honors students, this article explores specific conversations and course designs that may combat a commodification culture and foster self-reflection and self-direction in honors students. [ABSTRACT FROM AUTHOR]

Copyright of Humanities Bulletin of Zaporizhzhe State Engineering Academy / Gumanìtarnij Vìsnik Zaporìzʹkoï Deržavnoï Inženernoï Akademìï is the property of Zaporizhzhe State Engineering Academy 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 Independent Cambridge Review of the Primary Curriculum [Alexander, R., M. Armstrong, J. Flutter, L. Hargreaves, D. Harrison, W. Harlen, and D. Utting. 2010. Children, Their World, Their Education. London: Routledge] advocated ‘Eight Domains’ through which to organise the primary curriculum, with ‘Place and Time’ encompassing history. The place of history is thought to be crucial in this process because it acts well as a hub for cross-curricular links. Three models, based on recent research, are presented in this paper. The first argues for history as a lead subject through which other subjects can be linked easily, thus replicating the natural links between the primary subject disciplines and providing economies of time and coverage. Two other thematic approaches are discussed in which learning in history can take a key role in the organisation of the curriculum. The research presented indicates that cross-curricular and thematic forms of curriculum management need not traduce the key disciplinary concepts and skills linked to history. [ABSTRACT FROM AUTHOR]

A quality curriculum must be in the offing to assist students to achieve more optimally. The curriculum needs to be engaging so that interest in learning is in evidence. Active engagement assists in securing student attendance on a regular basis. Missing class attendance hinders positive progress. Instructors need to look directly at students when classroom activities are implemented in order to communicate effectively. They need to talk to students who have been absent. Reasons for the absent behavior need to be identified and remedied. There, of course, are valid reasons for an absence. If excuses are made by students, the latter must justify the absence. The best instructors that the writer experienced checked attendance regularly. It does not develop student independence when voluntary attendance is in evidence. Making instruction interesting assists in promoting regular attendance. Intrinsically, the student should want to attend each class session. To be engaged in learning, the student needs to attach meaning to what is being presented as a learning activity. Meaningful activities promote motivation for regular attendance. Stimulating indepth discussions involving critical and creative thinking must be in evidence and is useful in any endeavor. [ABSTRACT FROM AUTHOR]

The authors discuss how the combined Latin American and modern African American history courses while teaching at the University of Southern Mississippi to explore the poultry industry in the southeastern U.S. during the late 20th-century. They explain the goal of the course in terms of promoting global citizenship among students through a study of race, poverty, and immigration.

The author discusses her attempts to increase student engagement with Australian history courses at Macquarie University (MU) using a blended learning and flipped classroom approach. She explains the process of the course design and curriculum planning and offers insight on students' responses to such teaching methods.

The author discusses his use of online technologies in teaching college courses on British history between 1688 and 1832, referred to as the "long 18th century." He explains how a seminar course was redesigned for web-based instruction drawing inspiration from 18th-century reading spaces such as the University of Cambridge common room and a country house library

Purpose The purpose of this paper is to identify the best practices of industrial engineering (IE) programs that could be learnt and used at other educational institutions.Design/methodology/approach Nine IE programs in the USA are benchmarked using a conceptual framework that considers an educational program as a system consisting of a purpose, a curriculum, resources, and quality processes. The information used in benchmarking is collected from the program self-study reports, course catalogs, and websites which are available on the internet.Findings It is found that in spite of their diversity in history, missions, sizes, and reputations, the studied programs are rather unified in terms of purpose definition, curriculum formation, resource selection, and quality process usage. From the analysis, a template of IE curriculum is proposed.Research limitations/implications As the selection of the studied programs is based on the availability of the information, the findings may not be representative for IE programs in the USA. Future work can aim at comparing IE programs from various countries.Practical implications The findings could be used as benchmarks by IE schools interested in the improvement of operations.Originality/value A conceptual framework for benchmarking is proposed and proves useful for comparing educational programs. The findings represent the current best practices at IE schools in the USA. [ABSTRACT FROM AUTHOR]

Purpose: Proper training and assessment of skill in flexible pharyngo-laryngoscopy are central in the education of otorhinolaryngologists. To facilitate an evidence-based approach to curriculum development in this field, a structured analysis of what constitutes flexible pharyngo-laryngoscopy is necessary. Our aim was to develop an assessment tool based on this analysis.Methods: We conducted an international Delphi study involving experts from twelve countries in five continents. Utilizing reiterative assessment, the panel defined the procedure and reached consensus (defined as 80% agreement) on the phrasing of an assessment tool.Results: Fifty panelists completed the Delphi process. The median age of the panelists was 44 years (range 33-64 years). Median experience in otorhinolaryngology was 15 years (range 6-35 years). Twenty-five were specialized in laryngology, 16 were head and neck surgeons, and nine were general otorhinolaryngologists. An assessment tool was created consisting of twelve distinct items.: ConclusionThe gathering of validity evidence for assessment of core procedural skills within Otorhinolaryngology is central to the development of a competence-based education. The use of an international Delphi panel allows for the creation of an assessment tool which is widely applicable and valid. This work allows for an informed approach to technical skills training for flexible pharyngo-laryngoscopy and as further validity evidence is gathered allows for a valid assessment of clinical performance within this important skillset. [ABSTRACT FROM AUTHOR]

The article provides an overview of tertiary-level education for sustainable development (ESD) and climate change education (CCE), focusing on their main emphases and orientations. It examines the infusion of ESD and CCE into postgraduate level courses of the School of Education at the University of the West Indies in Mona, Jamaica. It also looks into a consideration for curricula development and postgraduate master's environmental education programme.

Historical overview of ceramic development has been provided in the paper. It has been stated that the trail of ceramics has been rooted in Indus valley civilization. Advancement of materials leads to afflux of development in the fields of science and technology. Present paper deals with the realm of Ceramic Engineering, mainly focuses on education and jobs in the respected fields in India. This paper also holds the framework and research work in Ceramic Engineering in India. It has been defined that the whole processing of ceramics is done in the laboratories, like refractories, ceramics white wares, fuel furnace and pyrometry etc. There are a number of jobs which are offered by government sector as well as private sector. It has been determined that ceramic engineers are able to get job opportunities in aerospace, automotive industry, building material manufacturing, chemical industries, electronics, food processing, mining, medicine and refinery sectors in India. Curricula, undergraduate and postgraduate programs in Ceramics Engineering have been characterized. The peculiarities of dual degree education in Ceramics Engineering have been described. It has been stated that there are several initiatives taken by the government for the enhancement of skills and knowledge in Ceramics Engineering, which have been discussed in the extant paper. It has been defined that a new advancement in Ceramics Engineering is the initiative for enhancement of the knowledge through video lectures, offered by a couple of institutes. The prospects of ceramics application have been analyzed. It has been stated that the momentousness of ceramics are protruding diurnally just like in sculptures designing, pottery, building constructions, sanitary & textile etc. Not only the designing field of ceramics but its use in electronics field has been covered. It has been concluded that ceramic has a great potential to give solutions to the heat absorption between the walls or contacting surfaces. Earthenware was the heretofore product of ceramics. It has been proved that the future scope of ceramic is enormous. It has also been stressed that nowadays Ceramic Engineering is one of the emerging fields in engineering education, but a very prospective one. [ABSTRACT FROM AUTHOR]

The article states the analysis of the curriculum that regulates the main purposes, essence and directions for petroleum training. The importance and necessity of positive usage of Austrian, English and Norwegian experience at the time of petroleum engineers training in the petroleum industry has been stressed on. The structure and content of curricula in the process of the petroleum engineers training at the universities of pointed out countries have been analyzed. It has been designated that the terms "curriculum" and "programme" are connected with such outstanding British and American scholars as A. Bosanquet, D. Clark, S. Fraser, F. Hunkins, L. Lattuca, M. Linn, G. O'Neill, A. Ornstein, J. Stark et al. Based on their views it has been found out that these papers define the basic goals, meanings and essential rules for training. It has been outlined that an educational program plays a principal part in the organization of higher technical education, both as the way of interplay and as the foundation for judgment and student appraisal. Three beds of curriculum, e.g. national curriculum, internal, or municipal curriculum, university curriculum and annual plan are considered. All these are designed in an accessible, broad and collective methods, thus, educational program is more a series of actions to achieve results than a commodity. In essence, curriculum is a key paper and it considers the comprehension of humankind, community and training; it also combines the work of any university to regional and nationwide tactics. Moreover, lecturers develop their own provincial curricula established on their national certificates. Close attention has been paid to key contextual filters that influence the curriculum planning process. It has been emphasized that a curriculum is formed on future direction and competence-based pertaining to thought; it is integrated and condensed, it joins all fields of training and university activity. The article discloses special aspects of petroleum specialists' cycle education. The requirements of employers towards HEI graduates' competences are presented. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias 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.)

Digital fabrication and '3D Making' are prominent recent additions to school curricula, hastened by the increased affordability of Computer Assisted Design software and devices such as 3D printers. It is increasingly argued that classroom use of these technologies can re-orientate schools towards forms of skills and knowledge appropriate for contemporary industry, STEM education and 'Maker culture'. Amidst such rhetoric, questions are raised about how these technologies are being used in schools, and the extent to which this represents 'new' and/or 'innovative' forms of education. This paper presents an ethnographic investigation of a 3D printing course enacted in an Australian high school. These curricular activities are considered from three different perspectives: (i) the artefacts and devices involved in the project; (ii) the surrounding social and educational contexts; and (iii) the activities and practices implicit in the implementation of the project. These different levels of analysis highlight the complexities of technology-based schooling -- not least the ways in which possible technical and/or pedagogical 'innovations' associated with 3D printing are shaped by the situational constraints of school contexts. The paper concludes by considering the likely future(s) of 3D printing and other forms of digital fabrication within the institutional confines of school. [ABSTRACT FROM AUTHOR]

Purpose: To better understand the steps undertaken by medical specialties to develop and implement undergraduate national, and international, educational guidelines for use in medical schools, and to find what makes them successful in terms of uptake and knowledge. Methods: Systematic review of databases to find inter- and nationally-created undergraduate medical specialty guidelines, and descriptions of development and analysis, from 1998 to January 2015. Results: Ninety six eligible papers were found, covering 59 different guidelines in 32 specialties. Five documented from development to revision. Development often required multiple stages and methods, 10 using the Delphi technique. Twenty two guidelines mapped to recommended government standards. Twenty papers analyzed curricula. No guideline was used in every relevant medical school. Conclusions: This is a comprehensive review of the processes involved in creating international and national guidelines, with emphasis of key points for those considering similar undertakings. These include thorough needs analysis of multiple groups involved in the delivery of the curriculum; and engagement of relevant parties throughout development, to ensure relevance and increase buy-in. Flexibility is important, to allow use in medical schools with different methods of teaching. Ongoing evaluation and update are also critical steps that must not be forgotten. [ABSTRACT FROM AUTHOR]

This study investigates the forces shaping curriculum design of hospitality and tourism undergraduate programs in Southeast and East Asia. The topic has received little attention in the past. In-depth semi-structured interviews were conducted with 11 hospitality and tourism program directors from 8 regions in Southeast Asia (Indonesia, Malaysia, Thailand, the Philippines) and East Asia (China, Hong Kong, Macao, South Korea). The results indicated that the industry as one major stakeholder has strong influences on curriculum in multiple ways. This can be seen in the way industry commentary shapes the objectives of the programs, graduate competencies, and the subject material favoring employability for the hospitality and tourism industry. Accreditation was viewed as more essential in designing a curriculum for the higher institutions in the Southeast Asia compared to East Asia. The availability and expertise of staff were viewed as the least important forces in shaping the curriculum. [ABSTRACT FROM AUTHOR]

Participatory assessment is increasingly employed in higher education worldwide as a formative mechanism to support students' active learning. But do students in an increasingly relationally diverse environment perceive that peer assessment of individuals' contributions to group-work tasks enhances their learning? Recognising the impact of students' conceptions on the quality of their learning, this study considers students' perspectives of peer assessment of group-work contributions at a South African university. Questionnaires elicited students' perspectives of and general attitudes towards assessment of and by their peers. A growing measure of discontent with the process of assessing peer contributions to group tasks emerged, including actual and perceived racial and gender stereotyping, and related rejection-sensitivity. These initial findings were checked against the students' experiences in a report-and-respond process that enabled probing discussions of the interpretations. This paper examines and explores the implications of such identifications and receptions for learning engagement and group-work curriculum development in the context of a rapidly transforming higher education sector. [ABSTRACT FROM AUTHOR]

The concept of student as consumer highlights significant shifts in what Canadian students pay for their education and how this transition has shaped their relationship with learning as well as their overall expectations for, and participation in, the project of higher learning. Consumerism in social work education reflects broader trends towards academic capitalism in Canadian universities and is a result of neoliberal ideology reshaping higher education. In this paper, we explore student and faculty participants’ reflections on the impact of consumerism on progressive social work education, exploring how participants use the term to make sense of their experiences and how doing so reshapes progressive social work education itself. [ABSTRACT FROM PUBLISHER]

Prior research has shown that classroom-based evaluation tools are unable to adequately capture the unique aspects of online courses. To address such challenges, a mid-sized Canadian university with a broad and diverse programme of online offerings adapted a questionnaire designed to assess constructivist-compatible online teaching practices. This paper presents the results of a two-phase pilot project to evaluate the appropriateness of the modified tool. The methods section describes the questionnaire, Bangert’s Student Evaluation of Online Teaching Effectiveness, the participants in the project, and the techniques used to analyse the data. The results are presented in terms of a validity framework used to guide the evaluation process. Finally, the paper offers critical insights into the key findings from the pilot project and the future of teaching effectiveness evaluation at the institution. [ABSTRACT FROM PUBLISHER]

In our experiment we wanted to test our theory that successful and longlasting cognitive debiasing effects can be achieved in a typical college environment (large, lay-audience and limited time frame available). For the experiment we chose conjunction bias as a representative of the "Override failure" group of biases and base rate bias as a representative of the "Mindware failure" group. Debiasing procedure was limited to a 40 minute frontal intervention. Results show that it is indeed possible to achieve significant debiasing effect at both types of biases both short term (right after the intervention) and long-term (8 week after the intervention). These results support the idea the possibility of a general "Cognitive Biases and Cognitive Debiasing" college level course where theory and concepts of cognitive biases, System 1 and System 2 thinking, cognitively hostile environment, rational thinking etc. can be introduced to students. [ABSTRACT FROM AUTHOR]

The article responds to the issue article "Making Change Happen: The New Mission and Location of Language Departments" by Rogelio Miñana. Topics include the relation of foreign language (FL) departments to interdisciplinarity, the role of FL departments in the context of the humanities, and the role of integration in curriculum development.

Medical educators must prepare for a number of challenges when they decide to implement a competency-based curriculum. Many of these challenges will pertain to three key aspects of implementation: organizing the structural changes that will be necessary to deliver new curricula and methods of assessment; modifying the processes of teaching and evaluation; and helping to change the culture of education so that the CBME paradigm gains acceptance. This paper focuses on nine key considerations that will support positive change in first two of these areas. Key considerations include: ensuring that educational continuity exists amongst all levels of medical education, altering how time is used in medical education, involving CBME in human health resources planning, ensuring that competent doctors work in competent health care systems, ensuring that information technology supports CBME, ensuring that faculty development is supported, ensuring that the rights and responsibilities of the learner are appropriately balanced in the workplace, preparing for the costs of change, and having appropriate leadership in order to achieve success in implementation. [ABSTRACT FROM PUBLISHER]

An introduction for the issue is presented noting the 150th anniversary of the Washington University School of Law (WashULaw) as well as topics covered in the essays including the history of WashULaw, legal scholarship, and curriculum developing in law education.

Teaching introductory statistics, a required component of the undergraduate curriculum for many university disciplines, often occurs in multiple, discipline-specific courses1, which leads to duplication, curricular inconsistencies, and understaffing challenges. This paper describes our institution's solution to these challenges: the creation of a shared multidisciplinary blended course. After a brief description of the course redesign project that provided the context for the initiative, the paper focuses on the experiences of the faculty members involved in the team development of the course. A description of how the cross-disciplinary discussion was facilitated and agreement was reached is followed by the design team's collective perceptions of the benefits and challenges of creating a multidisciplinary course and working with a multidisciplinary team of experts. Keys to success are highlighted for other higher education professionals contemplating similar innovations. The article concludes with a discussion of the project's next steps. [ABSTRACT FROM AUTHOR]

Copyright of HOW: A Colombian Journal for Teachers of English is the property of Asociacion Colombiana de Profesores de Ingles 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.)

Here, we are proposing and testing the use of literature reviews as a method to identify essential competencies for specific fields. This has implications in how educators develop and structure both traditional and competency based curricula. Our focus will be on utilizing this method to identify the most relevant and commonly used techniques in the field of regenerative medicine. This publication review method may be used to develop competency based education (CBE) programs that focus on commonly utilized skills. CBE is an emerging trend in higher education that will greatly enhance student learning experiences. CBE works by providing students with field specific skills and knowledge; thus, it is imperative for educators to identify the most essential competencies in a given field. Therefore, we reason that a literature review of the techniques performed in studies published in prevalent peer reviewed journals for a given field offers an ideal method to identify and rank competencies that should be delivered to students by a respective curriculum. Here, we reviewed recent articles published on topics in the field of regenerative medicine as a proof of concept for the use of literature reviews as a guide for the development of a regenerative medicine CBE curriculum. [ABSTRACT FROM AUTHOR]

Course curriculum design using a research-teaching connection and reflective teaching is presented. The research-teaching connection is expanded to a three stage research-teaching-research cycle and reflection is expanded to include both faculty and students. Traditional disciplinary educational research was used to inform the design of the curriculum, and Scholarship of Teaching and Learning (SoTL) research was used to measure the success of the course design in achieving its objectives for student learning. The objective of the course redesign was to better engage students in applying the authentic disciplinary practices of the field of history teacher preparation. The research project documented how the research-based instructional practices were taught to students, how the students subsequently put this knowledge into practice and how the course was modified over four years based on evidence based reflection. Conclusions and implications for using evidence-based reflective teaching to improve teaching effectiveness as applied to other disciplines are discussed. [ABSTRACT FROM AUTHOR]

This article describes curricular changes recently implemented in the four-semester series of music history courses offered by the School of Music at California State University, Sacramento. The overarching goal of these changes was to create a capstone, writing-intensive research course within an existing requirement for the major that would offer a rigorous research experience to each of our students and support the university's core values of diversity and inclusion. Preparation for the new research course includes a scaffolded sequence of reading and writing skills embedded in a three-semester survey of music history and literature. I discuss the development and implementation of our restructured curriculum, our launch of an annual School of Music Research Symposium and Research Awards, our work with university administrators and the support we have received from them, the obstacles we worked through and continue to address, and the student outcomes we have gathered and assessed thus far. [ABSTRACT FROM AUTHOR]

Based upon the first-known quasi-experiment of advertising ethics education, this study offers suggestive evidence that advertising ethics instruction using duty-based practices in combination with case-specific scenarios may facilitate student understanding of complex issues in ethics. The comparison of those who have and have not had advertising ethics integrated into class instruction appeared to show directionally that students who had received instruction were better able to recognize ethical challenges, were significantly more likely to behave in a manner consistent with their values, and were directionally better prepared to expect to confront an ethical dilemma in the future. If students are able to increase their ethical recognition abilities and likelihood to behave consistently after extended exposure to ethics instruction, then this practice may well help to address some of the negative activities plaguing the industry. This study should be of interest to advertising and communication professors, administrators and graduate students, as well as advertising and marketing practitioners. [ABSTRACT FROM AUTHOR]

Background: Heterogeneous basic science knowledge of medical students is an important challenge for medical education. In this study, the authors aimed at exploring the value and role of integrated supportive science (ISS) courses as a novel approach to address this challenge and to promote learning basic science concepts in medical education. ISS courses were embedded in a reformed medical curriculum. Methods: The authors used a mixed methods approach including four focus groups involving ISS course lecturers and students (two each), and five surveys of one student cohort covering the results of regular student evaluations including the ISS courses across one study year. They conducted their study at the University Medical Center Hamburg-Eppendorf between December 2013 and July 2014. Results: Fourteen first-year medical students and thirteen ISS course lecturers participated in the focus groups. The authors identified several themes focused on the temporal integration of ISS courses into the medical curriculum, the integration of ISS course contents into core curriculum contents, the value and role of ISS courses, and the courses' setting and atmosphere. The integrated course concept was positively accepted by both groups, with participants suggesting that it promotes retention of basic science knowledge. Values and roles identified by focus group participants included promotion of basic understanding of science concepts, integration of foundational and applied learning, and maximization of students' engagement and motivation. Building close links between ISS course contents and the core curriculum appeared to be crucial. Survey results confirmed qualitative findings regarding students' satisfaction, with some courses still requiring optimization. Conclusions: Integration of supportive basic science courses, traditionally rather part of premedical education, into the medical curriculum appears to be a feasible strategy to improve medical students' understanding of basic science concepts and to increase their motivation and engagement. [ABSTRACT FROM AUTHOR]

What enduring knowledge and understanding from tertiary education study will learners remember most that will contribute to their on-going performance and understanding for effective teaching? This paper is based on research undertaken to identify what third-year initial teacher education students in a course including Technology Education curriculum development conclude as important principles for teaching that discipline effectively in their classrooms. Their course-concluding principles should be seen as first steps or thoughts as they transition from university into their first appointments and begin teaching. Literature on personal epistemologies (Brownlee, Schraw & Berthelsen, 2011) identifies that preservice teachers’ awareness will also be reflective of prior experiences they have had in the community and from teachers they have been exposed to and that their naïve epistemologies will give way to more sophisticated beliefs and practices as their confidence and understanding develops. The students’ conclusive principles were analysed to identify the nature of their understanding and as a guide to what teaching in this discipline might look like as they begin their teaching career. [ABSTRACT FROM AUTHOR]

This article reports historical research which sought to understand the present-day post-secondary art curriculum through analysing its history in terms of changes in conceptions of art. It found that there have been six distinctive curricula: Apprentice, Academic, Formalist, Expressive, Conceptual and Professional. As a new curriculum has been introduced, it has co-existed with much contained in a previous one. Most of the curriculum changes have taken place in the past 65 years. During this time, there has been a massive expansion in the education of artists and at the same time art schools accommodated first modernism and then post-Duchampian aesthetics. A conclusion is that this has made for a very crowded curriculum. Moreover, despite there being an ever increasing choice of things a student might learn, it appears that there is nothing which all students have to learn. It can be problematic that one part of the curriculum is in contradiction to another part, and moreover this lack of a core raises fundamental, ontological questions about what art as a discipline is. [ABSTRACT FROM AUTHOR]

Introduction: An umbrella review compiles evidence from multiple reviews into a single accessible document. This umbrella review synthesizes evidence from systematic reviews on curricular and instructional design approaches in undergraduate medical education, focusing on learning outcomes. Methods: We conducted bibliographic database searches in Medline, EMBASE and ERIC from database inception to May 2013 inclusive, and digital keyword searches of leading medical education journals. We identified 18,470 abstracts; 467 underwent duplicate full-text scrutiny. Results: Thirty-six articles met all eligibility criteria. Articles were abstracted independently by three authors, using a modified Kirkpatrick model for evaluating learning outcomes. Evidence for the effectiveness of diverse educational approaches is reported. Discussion: This review maps out empirical knowledge on the efficacy of a broad range of educational approaches in medical education. Critical knowledge gaps, and lapses in methodological rigour, are discussed, providing valuable insight for future research. The findings call attention to the need for adopting evaluative strategies that explore how contextual variabilities and individual (teacher/learner) differences influence efficacy of educational interventions. Additionally, the results underscore that extant empirical evidence does not always provide unequivocal answers about what approaches are most effective. Educators should incorporate best available empirical knowledge with experiential and contextual knowledge. [ABSTRACT FROM AUTHOR]

The article discusses the implementation of the catholic social teaching across the curriculum in higher education and how it affects students, highlighting students meeting with Catholic Relief Services country director for Honduras, Juan Sheenan.

Galvanised sheet metal was a popular and important material for producing handmade home utensils in Hong Kong from the 1930s onwards. It was gradually replaced by new materials like stainless steel and plastic because similar goods made with these are cheaper, more standardised, more durable and of much better quality. The handicrafts behind sheet metal products are also phasing out because the machine-based production process has become the norm. Today sheet metal handicraftsmen in Hong Kong are facing a survival problem. This article is a case study on the design of a 14-week curriculum, an assignment design and follow-up events aiming to preserve and disseminate the knowledge and skills of the craft to a younger generation of designers, who typically lack hands-on design-and-make experience since such hands are mostly replaced by computers. With the collaboration of a university design school, an NGO and a practising sheet metal handicraftsman, this design curriculum managed to achieve multiple-level objectives: the galvanised sheet metal handicraft being appreciated and inherited, the anonymous and forgotten blue-collar craftsmen being recognised as professional artisans, the birth of innovative products employing the material and the craft, as well as new job opportunities and markets explored for the profession in the contemporary world. From a pedagogical perspective, it also evaluates why the students found it a satisfying learning experience. The significance of the study is that it suggests a similar collaborative curriculum design could be applied to a broader scope of traditional handicrafts for cultural inheritance. [ABSTRACT FROM AUTHOR]

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Several papers propose analytical methods relating to the inclusion of sustainability in courses and universities. However, as sustainability is a complex subject, methodological proposals on the topic must avoid making disjointed analyses which focus exclusively on curricula or on organisational strategy, as often seen in the literature. Accordingly, the aim of this article was to propose a complex matrix for the analysis of sustainable transformative learning (CMASTL). This model integrates the change processes for sustainability and the management and teaching–learning processes, presenting different levels of sustainability inclusion in educational institutions. The basis of the CMASTL is a complex framework comparing different ways of understanding individuals and organisations that influence how sustainability is defined and the measures necessary for it to be achieved. The framework presents key concepts which informed the development of the CMASTL. In constructing the matrix, a number of articles from international periodicals proposing different sustainability evaluation tools for use in teaching institutions were consulted. The aim of the CMASTL was thus to both integrate and complement existing methodological proposals. As well as adding value to academic discussions, the CMASTL can be used as a guide for courses and universities seeking to implement positive changes for sustainable learning. [ABSTRACT FROM PUBLISHER]