Global Curriculum Development

How can higher education empower students as agents of the social transformations that our societies need so urgently? Linn Friedrichs connects John Dewey's education theory, current research on globalization, and inclusive curriculum design approaches to propose a new educational model for our age of complexity, crisis, and innovation. Drawing lessons from NYU's efforts to globalize its research, pedagogy, and social impact, she presents building blocks for a new curricular core that is structured around the key challenges of our time and the competencies of »complexity resilience«. It becomes the essential foundation for action-oriented partnerships across cultural, disciplinary, generational, and institutional boundaries.

959. Online CME Successful at Improving Knowledge, Competence and Confidence on Incorporating mAbs for COVID-19 Among a Global Audience

Background The incorporation of effective treatments is critical to improving patient care for COVID-19. We assessed the educational impact of a series of continuing medical education (CME) activities on knowledge, competence, and confidence changes in US and OUS physicians related to the use of monoclonal antibodies (mAbs) for COVID-19. Methods 10 online, CME-certified activities were delivered in multiple formats. For individual activities, educational effect was assessed with a repeated pairs pre-/post-assessment study including a 1 to 7-item, multiple choice, knowledge/competence questionnaire and one confidence assessment question. To assess changes in knowledge, competence, and confidence, data were aggregated across activities and stratified by learning theme. McNemar’s test or paired samples t-test (P< .05) assessed educational effect. The activities launched between November 2020 and May 2021; data were collected through May 2021. Results To date, the 10 activities have reached over 50,000 clinicians, including 24,627 physicians. Selected improvement/reinforcement in knowledge/competence measured as relative % change in correct responses pre/post education across the learning themes are reported. (i) 89% improvement/reinforcement among US ID specialists in knowledge/competence incorporating mAbs into patient care and 83% improvement among outside the US (OUS) ID specialists (P < .001). (ii) 70% improvement/reinforcement among US PCPs in knowledge/competence incorporating mAbs into patient care and 55% improvement among OUS PCPs (P < .001). (iii) 52% improvement/reinforcement in knowledge/competence among US PCPs regarding clinical data for mAbs and 44% among OUS PCPs (P < .001). (iv) 42% of US ID specialists and 29% of OUS ID specialists had a measurable improvement in confidence in identifying patients who would benefit from mAbs (P < .001). Conclusion This series of online, CME-certified educational activities resulted in significant improvements in knowledge, competence, and confidence regarding the appropriate use of mAbs for SARS-CoV-2 in clinical practice. These results demonstrate the effectiveness of global curriculum-based education for clinicians designed to address specific gaps in care. Disclosures All Authors: No reported disclosures

Decolonising globalised curriculum landscapes: The identity and agency of academics

This article explores how academics in a higher education institution (HEI) make sense of the challenges that they encounter in a neoliberal context typified by an increasingly globalised curriculum landscape. Two key questions are explored: What are the contours of the shifting boundaries which define the ‘global curriculum’ in HEI contexts? How do academics navigate and make sense of this fluidity in an uncertain and disputed landscape? Using reflections on practice emanating from the redesign of educational courses to respond to a rapidly changing student cohort, this inquiry takes an auto-ethnographic approach, offering the perspectives of five academic staff from a UK-based HEI through the lens of their lived experiences, and acknowledging the emerging shifts in identities that they experience and the need to confront tensions in this curriculum space. We conclude that our own scrutiny of, and critical reflections on, our identity and positionality as teachers and education practitioners represent a form of decoloniality, enabling us to find ways to share what we know without excluding knowledge outside it and to welcome contributions and possibilities beyond our own experiences. In terms of how we should act, we recognise that it must be through a dialectic that does not seek cultural supremacy or sovereignty.

Children as courseware collaborators: Using participatory research to produce courseware integrating science and sustainable development

UNESCO’s 2014 report on education for sustainable development (ESD), Shaping the Future We Want, shows that there have been worldwide advances in integrating ESD into school curriculums. Although there is a global curriculum in ESD, children as the end users of the curriculum are not actively involved in constructing sustainable discourses. Cognisant of children’s role in materials development, this research investigates how teachers can collaborate with children in producing teacher-made courseware using participatory action research (PAR). The study was conducted with 37 teachers enrolled in a graduate course on second-language teaching. Its goal was to produce courseware that promotes ESD and science concepts, such as global warming and the environment. Using PAR, the children collaborated with the teachers in designing the content. Interviews, focus-group discussions and surveys show that the courseware promoted excitement, science and ESD concepts, but suggested revising and trimming some videos and reading texts.

Development of a Building Information Modelling Threshold Capability Framework to Enable Global Curriculum Co-Integration

The construction and project management graduates are entering an ever-changing workforce that will require a smarter way of working. Creation, use, and management of building information modelling (BIM) models is a critical part of this smarter world. The aim of this research is to develop a threshold capability framework within the context of a broader digital construction project management curriculum to enable the global integration of BIM into a construction management curriculum. This chapter reports the evaluation of the framework through an analysis of 21 interviews with key stakeholder groups. Much effort is required to guide Australian construction practitioners to embrace a greater use of BIM in practice. This research identifies that the concept of graduate resilience skills in students is critical for the success of such a transition. Infusing construction management digital literacy is a long term and evolving exercise, and confidence in delivery capability must be simultaneously built.

Provincial and Outdated?

What happens to a school when education is an international commodity and teachers are recruited globally? Bringing in their own luggage and agendas and asking, “Why not do something else?” The school does not fall apart. Modern management keeps it running smoothly. In terms of educational institutions, a good reputation seems to sustain. Elaborated strategies define potential new roles for the school in the world. Does culture beat strategy, is there a ghost in the machine that cannot be removed? Or is the school transforming into something found anywhere in the world, and mostly mediocre? A few years ago, a known figure in the EAAE system stated that: “There is no such thing as a global curriculum in architecture”, believing that schools gave priority to and took care of their own identities. Was this a false statement? Discussing the relationship between school and society, is the concept of belonging still valid and possible to pursue? If so, what measures are relevant?