Team-based curriculum design as an agent of change

Burrell, Andrew; Cavanagh, Michael; Young, Sherman; Carter, Helen

doi:10.1080/13562517.2015.1085856

Cited by 31 publications

(21 citation statements)

References 8 publications

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“…It is important to note that capacity for staffing should reflect each individual institution's needs and will, therefore, vary by institution. To meet our university's needs, we were intentional in establishing each team member's role because a team‐based approach is effective when it utilizes a group of people with different experiences and expertise who are working toward a shared goal or outcome (Burrell, Cavanagh, Young, & Carter, ).…”

Section: Curriculum Development Modelmentioning

confidence: 99%

Applying service design in competency‐based curriculum development

Scoresby

Tkatchov

Hugus

et al. 2018

J of Competency-Based Ed

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| INTRODUC TI ONHigher education institutions are adopting competency-based education (CBE) models because they want to become more learnercentered and improve outcomes for graduates (Nodine, 2016). CBE is inherently learner-centered because it "enables personalized learning to provide flexibility and supports to ensure mastery of the highest standards possible. With clear and calibrated understanding of proficiency, learning can be tailored to each student's strengths, needs, and interests and enable student voice and choice in what, how, when, and where they learn" (CompetencyWorks, 2012).Although implementation of CBE can take a multitude of forms, the common theme is demonstrated learning rather than seat time.Our institution has a long history in online adult education in the traditional time-based model and is venturing into CBE to provide flexible, learner-centered options for our student market. We, the CBE curriculum team, were tasked with managing CBE development across colleges within the institution. To define our expectations for CBE program development, we looked for resources available to help institutions get started in creating quality CBE programs, such as the Competency-Based Education Network; however, while there are various frameworks and standards published, they do not include detailed examples or blueprints for implementing those standards in practice. Even if a detailed blueprint did exist, no one model or framework is going to perfectly fit every institution's needs. Therefore, we realized the need to research various potential applications of CBE and our unique student market to effectively customize a quality, learner-centered, competency-based learning experience for our students.Viewing students as customers who deserve and demand a quality learning experience and evidence to show employers that they have developed valuable skills to a level of competence upon graduation, we applied service design principles to the design and development of a CBE initiative. Service design is a methodology for creating user-centered services that takes into account the customer experience holistically, ensuring that all aspects of a service work together as one to give the customer the best possible experience (Pang, 2009). Specifically, designers systematically manage and intentionally plan the user experience by looking at all service elements that deliver the experience as part of one system (Pullman & Gross, 2004). When designing a service experience, designers must identify and make decisions about all parts of the service. The challenge is making sure that the customer experience is intentionally designed for the target customer market (Goldstein, Johnston, Duffy, & Rao, 2002). In our institution, service design was leveraged to develop CBE policies, operational processes, IT requirements, and curriculum. However, the focus of this article will be on how we leveraged service design specifically to develop curriculum.As CBE was a completely new endeavor for our institution, and we had no concr...

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Section: Curriculum Development Modelmentioning

confidence: 99%

Applying service design in competency‐based curriculum development

Scoresby

Tkatchov

Hugus

et al. 2018

J of Competency-Based Ed

View full text Add to dashboard Cite

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“…Beyond the professional development of individual teachers, the educational climate at an institution also beneits from CCD approaches to curriculum design and review [5]. Robert Rothieaux, the facilitator of a new, collaboratively-built MBA curriculum at Hamline University in St. Paul, Minnesota, has found indications that collaboration on innovative curriculum can prompt longer-term institutional change and develop a culture of collaboration more generally [6].…”

Section: Beneits Of Ccd For Teachers and Educational Facultymentioning

confidence: 99%

Collaborative Contagion: A Case Study in Curriculum Development, Distribution, and Adoption

Harrigan¹,

Yonk²,

Mason

2017

Global Voices in Higher Education

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The collaborative contagion model is the culmination of a three-year project designed irst to develop a curriculum in business ethics and entrepreneurship (BE&E), then to increase the adoption of that curriculum by leveraging professional educators' established networks. The development of a new curriculum, the collaborative portion of the program, was accomplished through a series of four-day, in-person disruptive innovation workshops (DIWs), after which educators continued their working relationships in a specially developed online community. To distribute this curriculum, we developed the contagion portion of the model, through which we encouraged and incentivized not only adoption of the curriculum on the part of the participants themselves, but also on the part of people in their broader networks. After our irst year of workshops, 18 K-12 and 21 higher education participants helped formulate 10 modules and 60 grade-speciic K-12 lesson plans. We have established pilot programs at 13 separate institutions, and built partnerships with seven organizations. These early results indicate that the collaborative contagion model is a viable, and potentially strong method by which curricular materials can be developed, and then disseminated to a broad audience.

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“…Advantages for individual teachers aside, the educational climate at an institution stands to benefit from CCD (Burrell et al, 2015). Robert Rothieaux (2015), the facilitator of a new, collaboratively-built MBA curriculum at Hamline University suggests that the "design and implementation of innovative curricula can provide a reason and means to break down barriers and create a more collaborative culture and climate" (p. 124).…”

Section: Benefits Of Ccd For Teachers and Educational Facultymentioning

confidence: 99%