Student Voices in Curricular Design: A Case Study

2001 ◽  
Vol 16 (1) ◽  
pp. 83-93 ◽  
Author(s):  
Cynthia Stanley ◽  
Himanshu Gopalan
Keyword(s):  
Student Voices ◽  
Curricular Design

The Creation of a Mental Health Policy in Higher Education

2021 ◽  
pp. 089590482110156
Author(s):  
Kelly A. Pilato ◽  
Madelyn P. Law ◽  
Miya Narushima ◽  
Shannon A. Moore ◽  
John A. Hay
Keyword(s):  
Critical Appraisal ◽  
Mental Health Policy ◽  
Student Voices ◽  
Limited Evidence ◽  
Comprehensive University ◽  
Qualitative And Quantitative ◽  
Student Union ◽  
The Creation ◽  
Mental Wellness

The mental wellness of university students can be critical for their success. In an attempt to minimize stress for students, many universities have implemented a policy for a fall break with limited evidence to support its intended outcomes. This case study offers a critical appraisal of the formation of the fall break policy at one medium sized comprehensive university using qualitative and quantitative forms of evidence triangulated from (1) University Student Union survey, (2) document analysis and; (3) informant interview. The lack of uniformity on how the fall break is labelled, the timing of the break and its evaluation emerged as design flaws in the creation stage that perhaps, could have been mitigated if faculty and student voices were included in policy creation decisions.

scholarly journals Implementation of a Playful Microproject Based on Traditional Games for Working on Mathematical and Scientific Content

2021 ◽  
Vol 11 (10) ◽  
pp. 624
Author(s):  
Alicia Fernández-Oliveras ◽  
María José Espigares-Gámez ◽  
María Luisa Oliveras
Keyword(s):  
Qualitative Methodology ◽  
Design Strategies ◽  
Scientific Content ◽  
Educational Approach ◽  
Curricular Design ◽  
Science Technology ◽  
Anthropological Study ◽  
And Mathematics ◽  
Different Cultures

According to previous research, we consider it necessary to extend the use of games, as mediating elements, in the learning of STEAM (Science, Technology, Engineering, Arts and Mathematics) contents rejected by many students. For this, we have carried out an educational research project on games, with an ethnomathematical approach, since games are an important cultural sign with mathematical and scientific potentialities. We have prepared an anthropological study and an analytical one, generating a catalogue of games from different cultures. Thus, we have verified that, starting with culture, we can get to the game, but we posed the query as to whether, starting from certain games, we could achieve enculturation, by activating mathematical and scientific content in the players. To answer this query, we have created a curricular design called “playful microproject” with three traditional games from different cultures and geographical contexts. The microproject was implemented with 32 participants, from 8 to 12 years old. To analyse the results of the microproject, a case study was carried out using qualitative methodology. As part of the playful microproject, the necessary materials for each game were made by hand, and the games were then played. Both the realization of the games and the act of playing showed evidence of mathematical and scientific content, although more in the act of playing. The results revealed that: (1) the three games mobilized 21 categories of analysis, made up of scientific-mathematical content; (2) the three games proved to be equivalent in strong didactic potential; (3) that the microproject provides a valuable intercultural educational approach. The contents evidenced constitute a fundamental part of the Primary Education curriculum: classify, organize, measure, and quantify items, as well as formulate hypotheses, draw conclusions, place oneself in space, and design strategies, among others. It is concluded that these games can promote scientific-mathematical enculturation in a contextualized way.

Authoring Student Voices on College Preparedness: A Case Study

2017 ◽  
Vol 50 (2) ◽  
pp. 209-221 ◽  
Author(s):  
Terry K. Flennaugh ◽  
Tyrone C. Howard ◽  
Mei-Ling Malone ◽  
Jonli Tunstall ◽  
Neshemah Keetin ◽  
...  
Keyword(s):  
College Preparedness ◽  
Student Voices

scholarly journals From “Slow” to “Being ‘Lazy’ and Slowing Down” and the Impact on Student Learning

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
M'Balia Thomas ◽  
Marta Carvajal Regidor
Keyword(s):  
Student Learning ◽  
Primary Source ◽  
The Body ◽  
Minimal Impact ◽  
Slowing Down ◽  
Curricular Design ◽  
Graduate Seminar ◽  
The Mind ◽  
The Impact

This paper presents a case study on the measurable impact of a decolonized approach to the Slow Movement on student learning in a graduate seminar. The study operationalizes principles of Being Lazy and Slowing Down (BLSD)—that is, to make peace with not doing or being productive, to de-privilege the need for a result, and to decenter the mind as the primary source of knowledge in order to make space for the body and spirit. The study then examines the uptake of these principles into the seminar’s instructional approach, curricular design, and semester-long project. Textual analysis of the project shows minimal adoption by students of the principles of BLSD. However, student feedback obtained through semi-structured oral interviews provides insight into this minimal impact: it suggests that even a decolonized approach to BLSD is a privileged position not afforded to all.

scholarly journals Assessing a Longitudinal Reflection Curriculum: A Case Study Of Student Self-Awareness Expressed Through Rotation Goal Achievement

2018 ◽  
Vol 9 (2) ◽  
pp. 5
Author(s):  
Eric Gilliam ◽  
Jason M. Brunner ◽  
Meghan N. Jeffres ◽  
Wesley Nuffer ◽  
Megan Thompson
Keyword(s):  
Professional Growth ◽  
Affective Domain ◽  
Goal Achievement ◽  
Pharmacy Education ◽  
Personal Attributes ◽  
Self Awareness ◽  
Curricular Design ◽  
Curricular Elements ◽  
Key Aspects

The Center for the Advancement of Pharmacy Education 2013 Affective Domain mandates students develop self-awareness of personal attributes affecting professional growth. Students should self-identify needs, create and implement goals, and evaluate success. This case study describes the qualitative and quantitative findings of an intentional reflection assignment prompting students to engage in a cycle of goal writing – monitoring – reflection – new goal writing, during an immersive clinical practice experience. A blinded review of 144 student assignments is presented in the context of a curricular review of the Reflective Practitioner Program (RPP), a longitudinal reflective thread spanning four years of professional pharmacy training. Evidence gathered in the assignment review indicates that students are sufficiently capable of establishing meaningful goals and describing why the goal is important to their professional development. In contrast, students struggle with articulating strategies for goal achievement and emotions experienced during goal monitoring. In consideration of these findings, RPP faculty identified three major themes when discussing key aspects of the RPP curricular design: 1) students need to articulate strategies for goal achievement in addition to stated aims, 2) students hesitate to identify emotions when reflecting, and 3) reflection needs to be both retrospective and prospective in nature.  This case study has resulted in meaningful changes to RPP curricular design and illustrates how programs may approach assessment of the Affective Domain via common curricular elements. Conflict of Interst: None   Type: Case Study

scholarly journals “I didn’t say, ‘Macbeth,’ it was my Google Doc!”: A secondary English case study of redefining learning in the 21st Century

2018 ◽  
Vol 16 (1) ◽  
pp. 46-62 ◽  
Author(s):  
Rick Marlatt
Keyword(s):  
21St Century ◽  
Relevant Literature ◽  
Social Contexts ◽  
Secondary English ◽  
Google Docs ◽  
Curricular Design ◽  
Literacy Methods ◽  
Digital Pedagogy ◽  
Samr Model

The substitution, augmentation, modification, redefinition (SAMR) model offers a framework by which schools and teachers can implement digital tools through curricular design that encourages participatory learning. 21st Century students should be producing content and making meaning in educational settings with high levels of engagement and by the same literacy methods they use in social contexts. This case study examines the digital pedagogy of one English teacher at a Western United States high school. Using the SAMR model as a theoretical framework, this article first reviews relevant literature on creating participatory cultures in schools with Google Docs. Then, through observations, interviews, and artifacts, the analysis attempts to pinpoint specific phases of the teacher’s instruction where the potential to enhance academic opportunities is transformed by creativity and collaboration and leads to a redefinition of the learning environment. This article considers both the teacher’s pedagogy in her Macbeth unit as well as the school’s technology procedures in measuring its progress within the SAMR model.

scholarly journals Network analysis: An indispensable tool for curricula design. A real case-study of the degree on mathematics at the URJC in Spain

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248208
Author(s):  
Clara Simon de Blas ◽  
Daniel Gomez Gonzalez ◽  
Regino Criado Herrero
Keyword(s):  
Higher Education ◽  
Network Analysis ◽  
Decision Model ◽  
Real Case ◽  
Course Selection ◽  
Curricular Design ◽  
Global Properties ◽  
Indispensable Tool ◽  
Study Plan

Content addition to courses and its subsequent correct sequencing in a study plan or curricula design context determine the success (and, in some cases, the failure) of such study plan in the acquisition of knowledge by students. In this work, we propose a decision model to guide curricular design committees in the tasks of course selection and sequencing in higher education contexts using a novel methodology based on network analysis. In this work, the local and global properties stemming from complex network analysis tools are studied in detail to facilitate the design of the study plan and to ensure its coherence by detecting the communities within a graph, and the local and global centrality of the courses and their dependencies are analyzed, as well as the overlapping subgroups and the functions and different positions among them. The proposed methodology is applied to the study of a real case at the Universidad Rey Juan Carlos.

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