Curriculum design and review in the four case study institutions

2019 ◽  
pp. 153-161
Author(s):  
Gisele M. Arruda
Keyword(s):  
Curriculum Design

scholarly journals Problems Redesigning University EFL Curricula: A Case Study

2021 ◽  
pp. 20
Author(s):  
Giancarla Unser-Schutz
Keyword(s):  
Best Practices ◽  
Curriculum Design ◽  
English Education ◽  
Labor Laws ◽  
Education Programs ◽  
Timely Manner ◽  
Education Policies ◽  
University Admissions ◽  
Curriculum Changes

As English education programs mature, it is common for them to need to adjust their curricula. Adapting in a timely manner can be an especially acute problem at universities, which are under pressure to respond to changes in education policies while also following regulations to maintain accreditation as degree-granting institutions. To observe how these issues affect redesigning curricula, this article undertakes a case study of one faculty currently in the midst of change. The faculty went through two major periods of changes, but as will be observed, the timing and success of these changes has been swayed by major practical and procedural issues, including restrictions on curriculum changes for accreditation purposes, changes in the labor laws, budgetary restrictions limiting hiring, and changes in university admissions examinations. The discussion considers how these issues were approached while offering observations about how best practices in curriculum design can be implemented effectively given institutional restrictions. 英語教育プログラムの成長に伴い、カリキュラム改正が必要になることが多い。日々変わる教育政策に対応しながら認可にかかわる規則を厳守することが求められる大学にはカリキュラム改正がことに困難である。いかなる問題が発生するのかを究明するため、本稿では英語教育のカリキュラム改正に取り組んでいる学部の事例研究を試みる。当該学部が２期に渡ってカリキュラム改正に取り組んできたが、改正の時期と効果が大学認可に関するカリキュラム改正の規制・雇用法律の変化・人事上の予算的制限・大学入試の変化を含む内的・外的な要因に左右された。最終的にどのように対処したのかを考察しつつ、カリキュラム改正の計画と実施をするための工夫法も提示する。

scholarly journals Designing and Implementing Curriculum for Students with Special Needs: A Case Study of a Thinking Curriculum

2006 ◽  
Vol 1 (1) ◽  
Author(s):  
Tas Adam ◽  
Anna Rigoni ◽  
Arthur Tatnall
Keyword(s):  
Special Needs ◽  
Learning Community ◽  
Curriculum Design ◽  
School Environment ◽  
Pilot Project ◽  
Students With Special Needs ◽  
Knowledge And Skills ◽  
E Learning ◽  
Transition Issues

Over the years, ICT has emerged as a platform that is seen to enhance the knowledge and skills of students in mainstream learning environments. A growing number of schools however, now provide a separate alternative enrolment for students with special needs. Although there are valid opinions on what is the best method of educating these students (integration vs. segregation) it has been noted by many researchers that technology can play a major role in the learning process. In this paper, an e-learning paradigm is applied in a holistic manner to a special learning community with the aim of determining an appropriate e-learning model and platform to support curriculum design. The paper focuses on a pilot project at a suburban school for students with special needs. The aims of the project are to observe the level of immersion and engagement and its impact on curriculum outcomes of the group. This research project further investigates the transition issues and approaches for this group and the links and relationships beyond the normal school environment. The project has been funded by the School of Information Systems and the School Community.

Setting up a ‘Special Relationship’: Students as Co-Creators of a Research-based Curriculum

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Raphael Hallett ◽  
Charlotte Tomlinson ◽  
Tim Procter
Keyword(s):  
Significant Role ◽  
Curriculum Design ◽  
Special Relationship ◽  
Hybrid Identity ◽  
Special Collections ◽  
Institutional Ethos ◽  
The University ◽  
Insight Into ◽  
The Way

The idea of student/staff partnership has become ubiquitous in the way universities market their institutional ethos and enshrines an idealised 'dialogic structure' within curriculum design. Which universitities are actually putting this into practice and allowing their students a significant role in the machinations of curriculum design and enhancement?This case study investigates the emerging co-operation between the University of Leeds Library, a team of Special Collections interns and the academic and student communities they reach out to. It suggests, in microcosm, a model for the co-creation of the curriculum which positions the student as co-creator, certainly, but also as mediator, tutor, mentor and communicator.The project case study adds insight into the fascinating hybrid identity that students can occupy within the contested territory of university-wide curriculum design, and explores the complex status and authority of students and tutors as they explore fresh relationships of opportunity and expertise.

Information Systems Curriculum Design Processes

2009 ◽  
pp. 628-641
Author(s):  
Paulette Alexander ◽  
Carol Gossett
Keyword(s):  
Information System ◽  
Information Systems ◽  
Curriculum Development ◽  
Curriculum Design ◽  
Course Content ◽  
Systems Analysts ◽  
The Many ◽  
Professional Systems ◽  
Information Systems Curriculum

The process of designing a university curriculum in the information systems discipline needs to follow many of the same processes that professional systems analysts use. Of concern are the product, the stakeholders, the drivers, and the methods; indeed, an information systems curriculum is an information system. This chapter presents a case study of one small regional university’s efforts to create an updated information systems curriculum addressing the challenges of curriculum development using the framework of the very systems analysis and design course content that the students are expected to learn. The chapter identifies each component of the information system curriculum and details the processes supporting each development step along the way, from problem identification to system operation and support. This case study presents a cohesive approach to dealing with the many pressures associated with information systems curriculum development and might be instructive for curriculum development in other disciplines as well.

scholarly journals Towards an Integrated Approach to Cabin Service English Curriculum Design: A Case Study of China Southern Airlines’ Cabin Service English Training Course

2016 ◽  
Vol 6 (2) ◽  
pp. 30 ◽  
Author(s):  
Liu Xiaoqin ◽  
Zhu Wenzhong
Keyword(s):  
Curriculum Design ◽  
Communication Competence ◽  
Integrated Approach ◽  
Essential Elements ◽  
Flight Attendants ◽  
English Curriculum ◽  
Training Development ◽  
History Of ◽  
English Training

<p>This paper has reviewed the history of EOP (training) development and then illustrated the curriculum design of cabin service English training from the three perspectives of ESP, CLIL and Business Discourse. It takes the cabin crew English training of China Southern Airlines (CZ) as the case and puts forward an operational framework composed of three integrated essential elements: language basic skills, cabin service practices and cabin service communication competence. It argues that on the basis of mastery of language skills and cabin service practices flight attendants should further to improve their communication competence as the course objective of cabin service English training.</p>

A Case Study in Curriculum Design

1982 ◽  
Vol 2 (1) ◽  
pp. 28-31
Author(s):  
Tal Younis
Keyword(s):  
Curriculum Design

scholarly journals Reconciling Institutional and Professional Requirements in the Specialised Inverse Translation Class – A Case Study

2018 ◽  
Vol 63 (1) ◽  
pp. 47-71
Author(s):  
Patricia Rodríguez-Inés ◽  
Olivia Fox
Keyword(s):  
Curriculum Design ◽  
Native Language ◽  
Degree Programs ◽  
Design Assessment ◽  
Professional Requirements ◽  
Market Niche ◽  
Professional Workplace ◽  
Requirements Development ◽  
Inverse Translation

Translating into a language that is not one’s native language is no easy task, but one which may be necessary in certain settings. If a market niche exists for professional translators whose working language is not their native language, as studies have shown it does in Spain, it seems appropriate that translation trainees should be encouraged to develop their competence in what is generally known in Translation Studies as inverse (A-B/C) translation, in order to satisfy market requirements. Given current European Higher Education Area (EHEA) requirements for training students for the professional workplace, most translation degree programs in universities in Spain include subjects in which students are required to translate into the foreign language. This paper describes an early attempt to reconcile institutional requirements (curriculum design, assessment, reporting) and professional requirements (development of translation and instrumental competences, together with so-called softskills) in the specialised inverse translation class in the Faculty of Translation and Interpreting of the Universitat Autònoma de Barcelona. A competence-based, learner-centred, process-oriented curriculum was instituted.

Strategic Curriculum Design: An Engineering Case Study

1997 ◽  
Vol 22 (1) ◽  
pp. 19-33 ◽  
Author(s):  
ALEKSANDAR SUBIC ◽  
DON MACONACHIE
Keyword(s):  
Curriculum Design
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