Identifying generic skills through curriculum mapping: a critical evaluation

Sumsion, Jennifer; Goodfellow, Joy

doi:10.1080/0729436042000235436

Cited by 136 publications

(115 citation statements)

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“…Similar fi ndings were reported in the literature by Sumsion and Goodfellow (2004). Zelenitsky et al (2014) found that curriculum mapping helped instructors evaluate their courses and make changes to content, pedagogy, and teaching and learning activities.…”

Section: Professional Learning In a Complex Curriculum Reviewsupporting

confidence: 75%

“…Zelenitsky et al (2014) noted that the process of curriculum mapping fostered a shared terminology for faculty members to discuss curricular issues. In other studies, it has been found that instructors who have worked through the mapping process also engaged in refl ection about their teaching and identifi ed aspects of their course or their approach to teaching that led them to consider changing (Oliver et al, 2010;Spencer et al, 2012;Sumsion & Goodfellow, 2004). Uchiyama and Radin (2009) reported that the faculty members who participated in curriculum mapping benefi ted from increased collegiality and collaboration.…”

Section: Curriculum Reviews In Higher Educationmentioning

confidence: 99%

“…Second, discussions based on data analysis led to revisions aimed at improving student learning for each of the programs undergoing a review (Sumsion & Goodfellow, 2004). Many of the revisions were curricular in nature.…”

Section: J P C O E N E T a R T I C L E A M O D E L T O B U I L D C mentioning

confidence: 99%

“…Examining curriculum mapping data that are presented visually and in aggregate form can result in benefi ts that are not realized by a single instructor looking at his or her course in isolation, and mapping is critical to understanding the curriculum at a program level. Mapping data, then, inform faculty discussions about strengths, gaps, general patterns and trends, links between diff erent courses, and other aspects of the curriculum, which can lead instructors to new insights about a curriculum (Harden, 2001;Holycross, 2006;Robley, Whittle, & Murdoch-Eaton, 2005;Sumsion & Goodfellow, 2004).…”

Section: Curriculum Reviews In Higher Educationmentioning

confidence: 99%

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A Model to Build Capacity through a Multi-Program Curriculum Review Process

Dyjur

Lock

2016

JPCOE

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Curriculum reviews are becoming more prevalent in higher educational institutions as a means to address quality assurance and improve program off erings. However, the review process can be structured so that instructors experience professional learning benefi ts as they work with program-level learning outcomes, map their courses, and analyze curriculum data with their colleagues. This paper shares an approach that was used to conduct a 1-year, complex, multi-program curriculum review in a faculty's graduate unit. This approach enhanced the instructors' continuing growth and their ability to carry out a curriculum review. To illustrate the dynamic nature of the curriculum review process, RésuméComme réponse à l'assurance qualité et à l'amélioration de l'off re des programmes, les révisions de programmes deviennent de plus en plus communes dans les institutions d'enseignement supérieur. Toutefois, le processus de révision peut être structuré de façon à ce qu'il procure aux éducateurs des avantages liés au perfectionnement professionnel tandis qu'ils travaillent avec des résultats d'apprentissage liés au niveau du programme, qu'ils planifi ent leurs cours et analysent les données du programme avec leurs collègues. Ce document partage l'approche utilisée pour élaborer une révision de multiprogramme d'un an fort complexe au sein du cycle supé-rieur d'une faculté. Cette approche a amélioré la croissance continue des éducateurs, et 1 JPCOE JFPPEL J P C O E , V o l 2 . 1 , 2 0 1 6 J F P P E L , V o l 2 . 1 , 2 0 1 6 J P C O E . n e t

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Section: Professional Learning In a Complex Curriculum Reviewsupporting

confidence: 75%

Section: Curriculum Reviews In Higher Educationmentioning

confidence: 99%

Section: J P C O E N E T a R T I C L E A M O D E L T O B U I L D C mentioning

confidence: 99%

Section: Curriculum Reviews In Higher Educationmentioning

confidence: 99%

See 2 more Smart Citations

A Model to Build Capacity through a Multi-Program Curriculum Review Process

Dyjur

Lock

2016

JPCOE

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“…In spite of the speed with which universities responded to the government's graduate attributes agenda at a policy level however, the implementation and uptake of effective initiatives has remained 'patchy' (Barrie, 2005;Barrie, 2006). At best, many universities have produced 'curriculum maps', which show areas of graduate skills or attribute development within existing curricula (Barrie, 2005;Hager, Holland & Beckett, 2002), but as Sumsion and Goodfellow (2004) point out, such curriculum mapping has the potential to foster superficial and ineffective approaches to the development of graduate attributes.…”

Section: Contextmentioning

confidence: 99%

Facing up to the challenge: why is it so hard to develop graduate attributes?

Green

Hammer

Star

2009

Higher Education Research & Development

229

196

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Facing up to the challenge: why is it so hard to develop graduate attributes?Debate continues regarding the nature and desirability of graduate attributes, driven partly by stakeholder expectations that universities will prepare employees for the knowledge economy, and partly by higher education academics and learning specialists. While universities appear to have accepted their new vocational role, there is considerable confusion over how these things -graduate skills, attributes or capabilities -should be defined and implemented. Conceptual confusion, combined with a range of external pressures and internal management issues have the potential to derail this important project. To date, stakeholders such as government and business, as well as universities have seriously underestimated the kind of cultural, institutional and policy changes required to implement the graduate skills agenda. This paper outlines the issues that will need to be addressed by the higher education sector if universities are to play a proactive rather than reactive role in shaping the graduate attributes agenda.

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A Model for an Integrated Predoctoral Implant Curriculum: Implementation and Outcomes

Jahangiri

Choi²

2008

Journal of Dental Education

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The implementation of an implant dental curriculum in U.S. dental schools has been consistently increasing from 33 percent in 1974 to 97 percent in 2004. Among these, only 51 percent have clinical components implemented. A survey of students conducted in 2004 at New York University College of Dentistry (NYUCD) showed an inadequacy in clinical implant restoration experience by graduation. This prompted the development of an extensive dental implant curriculum at NYUCD to meet the needs of the dental students. This report addresses the challenges in implementing such a curriculum and describes a step-by-step approach to develop a program that encompasses didactic, simulation, and patient care components. In 2005, a fully integrated predoctoral implant curriculum was initiated. In 2008, nearly all of the NYUCD students (91.8 percent) completed implant restorations/prosthesis on patients. An assessment revealed a 30 percent increase in students' positive perceptions of the implant curriculum. Based on our experiences at NYUCD, it is recommended that an implant curriculum become part of the core predoctoral curriculum and be integrated throughout the four years of dental education. This article reports on a model for a predoctoral implant curriculum, which includes planning, curriculum implementation, program management, and post-implementation stages. Using this model, dental schools can develop implant education for their students that is adapted to their institutional missions, priorities, and resources.

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Identifying generic skills through curriculum mapping: a critical evaluation

Cited by 136 publications

References 6 publications

A Model to Build Capacity through a Multi-Program Curriculum Review Process

A Model to Build Capacity through a Multi-Program Curriculum Review Process

Facing up to the challenge: why is it so hard to develop graduate attributes?

A Model for an Integrated Predoctoral Implant Curriculum: Implementation and Outcomes

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