Academic development through a negotiated curriculum

Abstract

This paper examines the use of curriculum negotiation in programmes designed to prepare academics for their teaching role, arguing that this is an effective way to meet growing demands for professionalism in higher education teaching. A postgraduate certificate course which has been developed and evaluated by the authors for three years constitutes a case study through which the issues are examined. The course is based on nine basic principles derived from the literature on teaching and learning in academic contexts. These principles provide a framework for discussing the course and the responses of its participants. Implications of this case study for the wider use of negotiation as a way of developing the teaching professionalism of academics from a wide range of disciplinary contexts are then discussed.     

Promoting student agentic engagement through curriculum: exploring the Negotiated Integrated Curriculum initiative

Building on the various works of theorists pertaining to curriculum negotiation, the Negotiated Integrated Curriculum (NIC) initiative detailed in this article attempts to redress the imbalance within curricular decision-making whereby student voice and learner agency is largely absent. The NIC initiative enquires into students’ concerns about life and constructs a curriculum to address these concerns as a mechanism that can be shaped to make learning more meaningful through agentic engagement. Based on a longitudinal study of two primary schools, this small scale, exploratory research details the influence of this process on learners and educators and the challenges that were faced during its implementation. The findings of this study examine two main issues: the first is how student voice, particularly around the decision-making of pedagogical activities, can be practically implemented to enhance the perceived relevance of a curriculum; and secondly the process of negotiation between teachers and students to achieve this. Recommendations for the promotion of learner agency and further research are discussed in the context of Irish curriculum reform.     

Influencing student understanding of the nature of science: Data from a case of curriculum development

The purpose of this study was to investigate the effects of the first-year field test BSCS middle school science program on student understanding of the creative, developmental, testable, and unified nature of science. The experimental group, which was exposed to the BSCS program, and the control group, which was taught using a more traditional middle school science curriculum, were administered a pretest and posttest using the Modified Nature of Scientific Knowledge Scale (MNSKS). Analyses of the results showed that the understanding of students who experienced the BSCS science program decreased significantly in regard to the developmental and testable nature of science. The understanding of students who experienced the control-group science program decreased significantly in regard to the creative nature of science. Analyses of covariance indicated that students in the control group possessed a significantly better understanding of the testable nature of science than did students who used the BSCS science program. Implications of these results are related to the constructivist view of learning, the development of curricula designed to facilitate scientific literacy, and future research endeavors.     

Teacher professional development through curriculum development: teachers' experiences in the field trialling of on-line curriculum materials

ABSTRACT

This paper, which arises out of wider Economic and Social Research Council (ESRC) funded research, examines the provision of information technology in ten British secondary schools. The longitudinal nature of the research allows us to test a model proposed by Wellington, which describes the evolution of information technology in secondary schools from a vertical to a horizontal approach, against the data from the ten schools. We explore tensions between vertical and horizontal approaches and show that the evolutionary process is more complex than suggested by the model. We focus on the role of the information technology co‐ordinator in promoting horizontal approaches to information technology and explore the conditions under which the role is carried out.     

Creating high challenge/high support academic environments through constructive alignment: student outcomes

Higher education needs to provide challenging yet supportive learning environments catering for students with diverse academic needs. There is also an emphasis on using student-driven outcome measures to determine teaching effectiveness. How can these measures be used to reflect upon and evaluate teaching initiatives? Using an undergraduate occupational therapy programme as the site for exploration, this article reports on an application of constructive alignment principles and describes how available empirical data were used to explore student outcomes. A comparison was made between student evaluations and academic grades prior to, and after the implementation of the initiative. Results provide evidence of improvement in student satisfaction and academic grades as a result of implementing constructive alignment. Whilst it is acknowledged that changes in academic grades and student evaluations can be attributed to a number of factors, findings of this study support a view that constructive alignment facilitates students' learning and experiences.     

Communicative-based curriculum innovations between theory and practice: implications for EFL curriculum development and student cognitive and affective change

This qualitative study examines the influence of teacher conceptualisations of communicative language teaching on their actual classroom practice and student cognitive and affective change. The qualitative paradigm underpinned this research at the levels of ontology (multiple teacher realities), epistemology (interaction with, rather than detachment from, the respondents), and methodology through using an idiographic strategy (qualitative case study), instruments (qualitative interviews, participant observation and questionnaires), and data analysis technique (explanation-building). The results indicated that teachers who understood CLT and managed to materialise its principles into action significantly improved student language learning (cognitive change) and motivation (affective change). Moreover, traditional, structural and didactic teaching as well as communicative knowledge that was not translated into practice had almost a typical negative impact on student learning and motivation. Recommendations for curriculum development, teacher development, teacher training and future research are made.     

Creating Futures: lessons from the development of a livelihood-strengthening curriculum for young people in eThekwini's informal settlements

Comprehending praxis is a critical step in developing interventions that can have a real-world impact on people's lives. In this paper, we reflect on the lessons learned in the development of a curriculum for young people living in informal settlements in eThekwini, who are exposed to numerous vulnerabilities, including HIV-related risks associated with precarious urban livelihoods. Behavioural interventions have not led to commensurate reductions in HIV incidence, and the impact of these approaches remains regulated by numerous contextual conditions affecting those participating. Our collaborative project tested the impact of implementing a combination of the well-tested gender transformation intervention, Stepping Stones, with a new livelihood transformation curriculum, Creating Futures, among young people in eThekwini's informal settlements. Creating Futures was grounded in the theory and practice of sustainable livelihoods, but equally in the experience of the multi-disciplinary project team members who have conducted both research and development work among youth in the eThekwini area. Our approach was founded on the work of Doug Kirby, and we are indebted to him for his inputs. His logical model approach ensured that the team remained orientated to specific curriculum outcomes. Analysis of the results at 12 months post-baseline indicates positive livelihood outcomes.     

The estimation of a conceptual model of nontraditional undergraduate student attrition

The purpose of this study was to estimate a conceptual model of nontraditional student attrition. Data were gathered from 624 nontraditional (commuter, part-time) freshmen at a midwestern urban university enrolling 22,000 students. For these nontraditional students, dropout was a function of GPA and credit hours enrolled, as well as the utility of education for future employment, satisfaction with the student role, opportunity to transfer, and age affecting dropout through intent to leave. In addition, absence from class, age, high school performance, and ethnicity had indirect effects on dropout through GPA. These results suggested that nontraditional students dropped out of college for academic reasons or because they were not committed to attending the institution, but their reasons for leaving were unrelated to social factors at school. The findings helped validate the conceptual model.An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, San Francisco, April 1986.     

University teaching with a disability: student learnings beyond the curriculum

This research examines the learning experience of university students who were tutored by a teacher with quadriplegia mixed type cerebral palsy. It was inspired by Pritchard's [2010. “Disabled People as Culturally Relevant Teachers.” Journal of Social Inclusion 1 (1): 43–51] argument that the presence of people with a disability in the classroom is important as these teachers deliver both content and generate ‘other’ learnings. This study examines what was different about the learning experience and what additional learnings may have occurred because of the students' interaction with a tutor with a disability. It begins to explore what educational scaffolding may be needed to facilitate and maximise student learning in this scenario both in the classroom and online learning environment with a tutor with a disability affecting physical movement and verbal communication. It seeks to advocate for the potential role of people with a disability in academia.     

Assessment matters: Early intervention: Using assessment to reduce student attrition

Brian A. Vander Schee describes how incorporating the College Student Inventory into an existing freshman seminar measurably improved student retention.     

The development of reflective practice through student journals

This paper explores the design and assessment of reflective journals in a course on spirituality and management in a tertiary institution. The purpose of reflection in education is to develop students’ self‐awareness and inner leadership. Yet, such assessment poses challenges in terms of design, content and grading. This paper explores the literature surrounding these issues, and then describes the introduction of such an approach through a case study. Two types of assessment were developed to assist students to explore self‐awareness. The first was through reflective journal entries completed throughout the course, and the second was a report due at the end of the course, describing the journey of the student’s most significant learning. The paper concludes by assessing the effectiveness of such an approach through qualitative measures. The use of student narratives from their journals, with their consent, illustrates the power of the reflective method.     

Creating a responsive curriculum for postgraduates: lessons from a case in Ghana

A responsive curriculum addresses the changing needs of students, bridging the gap between universal knowledge and theories on one hand and contextual, continuously changing realities of everyday life and the world of work, on the other. Though several higher education institutions appreciate the value of making curriculum responsive, how to do this remains a challenge. This paper first identified unique attributes of responsive curriculum development based on literature and assessed their manifestation in the creation of a new Masters curriculum in natural resource and environmental governance in Ghana. The role of actors within and outside academia and its implications, were also investigated. The study was designed as participatory action research. Key process attributes identified include, among others, iteration, built-in learning within the curriculum development process, and the contribution of actors from outside academia to curriculum design and implementation. The study also shows the important role of the so-called champion of the process and the expert facilitators. The paper does not seek to provide a blue-print but rather provides a valuable example for future initiatives at creating curriculum that better responds to current needs of students.     

Dropouts and turnover: The synthesis and test of a causal model of student attrition

The purpose of this research is to investigate the determinants of student attrition in institutions of higher education. A causal model was developed which synthesized research findings on turnover in work organizations and on student attrition. Questionnaires were distributed to university freshmen (N = 1,171). The data was analyzed using multiple regression and path analysis. The regressions produced anR ² = .36 for females and .27 for males. Findings indicate that three surrogate measures for pay were significantly related to intent to leave for both sexes and that the theories and determinants developed in research on turnover are useful in studies of student attrition.Paper presented at the Annual Meeting of American Educational Research Association, San Francisco, April 1979.     

Creating and sustaining a campus ethos encouraging student engagement

Ethos, the fundamental character of a culture that underlies its beliefs and customs, can create strong emotional attachments if it is thoughtfully conceived and carefully nurtured. Adrianna Kezar describes how several institutions tend this fundamental character, with positive results for student engagement.     

The national curriculum vs. the ideal curriculum: acknowledging student learning interests

For many students, school is a place that makes no sense; a place where students’ interests are not reflected in the curriculum. Using mixed methods research, we developed an instrument that identifies student interests. This instrument was applied in a pilot study that considered 10th-grade students from three schools in Santiago, Chile. We compared student interest and national curriculum for different factors and established how well aligned these are. The results reveal that private school students prefer subjects that require greater cognitive development, related to Young’s powerful knowledge. Students from voucher schools, on the other hand, prefer to develop their knowledge of the arts and physical education, both of which are subjects they tend to enjoy. These findings are coherent with Bernstein’s theories. This pattern is also repeated when comparing high-performing students with their low-performing counterparts, regardless of school type. The findings of this study not only help identify which subjects the students want to study, but also to understand the reasons behind their preferences. Understanding these reasons is key for developing a more contextualised curriculum that makes more sense to the students.     

The problem of student attrition in higher education: An alternative perspective

Student attrition continues to be a significant and costly challenge for higher education institutions across the globe. In Australia, universities cite the importance of addressing student attrition through strategic statements and policy documents, and expend time and resources on the problem. Despite vast expenditures, they have made little impact on student attrition, which continues to negatively impact reputation and revenue. Using a regional Australian university as a case study, this paper analyses a student exit survey to identify the complex and inter-related array of factors that contribute to student attrition. It was found that attrition would be better conceptualised as a wicked problem, which is one that cannot be strategically addressed using traditional approaches to problem-solving. The practical implications of these findings reinforce that current approaches to attrition are likely to fail. Therefore, the wicked nature of the attrition problem needs to be taken into account when developing strategies or policies within higher education.     

Formula student as part of a mechanical engineering curriculum

Formula Student (FS) is a multi-university student design competition managed by the UK Institution of Mechanical Engineers. Students are required to demonstrate and prove their creativity and engineering skills through the design, manufacture and financing of a small formula style race car. This paper seeks to explore the educational value that derives from the FS activity through a series of semi-structured interviews with key stakeholders. Through the analysis of the interview data, it was found that the FS activity supported development of student skills and competencies in the following areas: use of engineering knowledge to support the application of existing and emerging technology; application of theoretical and practical knowledge to the solution of engineering problems; development of technical and commercial management skills; development of effective interpersonal skills, including communication skills; and demonstration of personal commitment to professional development. In addition, a number of areas for implementing ‘good practise’ have been identified. The information herein supports educators in their responsibility to help meet the needs of the engineering industry for high quality graduates.