Curriculum Development Essays and Research Papers

Instructions for Curriculum Development College Essay Examples

Title: Faculty Support and Development in Curriculum Development

  • Total Pages: 5
  • Words: 1364
  • Sources:5
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: • You are the director of an Associate-degree nursing program. There has been intense interest within the community to develop an RN-to-BSN degree completion program. What would be the first steps that you would take as you begin to explore this option? In addition to curriculum development, also address resources, anticipated positive and negative consequences, timeline, and so on. 300 words

Critical Thinking Exercises: (80 points)??"each case study is worth 40 points 1200 words total for 2 case studies
Case Study #1: Meadowvale University School of Nursing (40 points)
Dr. Manuela Lopez is director and professor of Meadowvale University School of Nursing. Enrollment is 550 undergraduate and 85 graduate students. The teaching staff comprises 26 full-time faculty (19 doctorally-prepared, 7 masters-prepared) and 40 part-time faculty (22 masters-prepared, 18 baccalaureate). Approximately 30% of faculty members were hired in the previous 3 years. Dr. Lopez is an active member of the university administrators group, the community health administrators association, and nursing professional organizations. She keeps abreast of changes in nursing, nursing education, and health care. She has excellent relationships with faculty members, university administrators, and clinical and professional colleagues.
The undergraduate curriculum was first implemented 15 years ago. Since then, there have been minor curriculum revisions, but the philosophical approaches, goals, and basic structure of the largely behaviorist curriculum have remained unchanged.
Although faculty have attended workshops and conferences on new and evolving educational paradigms, some are generally comfortable with the present curriculum. Some act more in accordance with a caring, humanistic-educative approach, and others are strong feminists. Some advance ideas of social justice in the courses they teach.
Members of the School of Nursing were shocked when, for the first time, nearly 20% of graduates failed the NCLEX. Those graduates were public in voicing their displeasure with the School. Along with this, there has been informal feedback from a few employers that Meadowvale graduates are having difficulties beyond those experienced by new graduates of other schools. Further, there has been increasing pressure from the university’s central administration to increase the number and size of research grants and the publication rate of faculty. The school is 3 years away from an accreditation review and Dr. Lopez thinks that the time might be right for discussion about curriculum development. She calls a special meeting to discuss the possibility of curriculum development.
1. What factors or influences would propel Meadowvale nursing faculty toward curriculum development? What might be the objections and responses to these?
2. What could be the sources of support for curriculum development? Sources of resistance?
3. How would Dr. Lopez’s initiation of the idea of curriculum development influence faculty members’ decision about whether or not to proceed?
4. What is a suitable timeframe for curriculum revision in light of the reasons for curriculum development and the upcoming accreditation review?
5. How would Dr. Lopez assess faculty members’ acceptance of the need for curriculum development and their readiness to support the process?
Case Study # 2: Rosemount University School of Nursing (40 points)
Rosemount University School of Nursing has offered baccalaureate and masters programs in nursing for 40 years. Most faculty have kept abreast of current curriculum paradigms and teaching-learning methods in order to deliver the “best” nursing program to qualified students. Faculty development through attendance at occasional in-house meetings or attendance at local, national, or international conferences has been considered important to most of the faculty. However, an ongoing faculty development program was not implemented due to resistance from a few “senior” faculty members.
Recently, Dr. Angela Fabatini, director of the school, attended a national meeting of baccalaureate nursing program deans and directors. One recommendation, among many others developed by the group, was that faculty development include activities intended to facilitate participation in curriculum development.
On returning from the conference, Dr. Fabatini called a faculty meeting. A review of faculty development activities was undertaken. The results revealed a fragmented approach to faculty development, sporadic faculty attendance, and very little attention to the specifics of the curriculum process. Inexperienced faculty members wanted an ongoing faculty development program to assist them in revising the present baccalaureate-nursing program. Two “senior” experienced faculty members voiced their resistance to this activity, claiming that the past practice of ad hoc meetings was satisfactory and that there was no necessity for change, since the program is accredited.

l. What are the strengths and limitations in the present faculty development system?
2. What strategies might be instituted to encourage participation in faculty development?
3. When agreement is reached to undertake faculty development for curriculum change, what would be the goals of this activity? What development activities could be instituted?
4. What responses might be appropriate for those faculty members resisting change?
5. If the Rosemount University faculty decide to proceed with curriculum development, which change theory would be useful, and how could it be used?


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Works Cited:

Iwasiw, C.; Goldenberg, D. & Andrusyszyn, M. (2009). Curriculum Development in Nursing Education. Jones and Bartlett Learning.

Keating S.B. (2011). Curriculum Development and Approval Processes in Changing Educational Environments. Curriculum Development and Evaluation in Nursing.

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Title: curriculum

  • Total Pages: 2
  • Words: 644
  • References:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: I request T. Lavinder

Write a response to each of these questions. The response should be about one paragraph in length. References do not have to be given as the responses should be in your own words. The answers to these summitive questions will be covered in your readings. I would suggest that you answer them as they are covered each week and not put it off until the last week.

1. How would you characterize the general field of curriculum?
2. Why is it necessary to understand the history of curriculum?
3. What approach to curriculum do most educators adopt? Why?
4. define curriculum?
5. Why do most theorists define curriculum in terms of generic principles or processes, not specific subject matter?
6. How do the foundations of education influence curriculum? Are some foundations more important than others?
7. What is the difference between curriculum development and design?
8. How do you define the role of the local school people (principal & teachers) in curriculum design and development?
9. How can we distinguish educational aims from educational goals (give examples)?
10.How will the internet affect curriculum design & development?

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Title: education

  • Total Pages: 2
  • Words: 715
  • Works Cited:0
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Topic: Which do you think is most important for effective education, curriculum development and instructional strategies? Take a stand and justify your response.

Note: Need Conclusion. Use scholarly information or citations to support generalizations.

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Works Cited

Haberman, M. & Post, L. (1994). Multicultural schooling: Developing a curriculum for the real world. Peabody Journal of Education, 69(3), 101-115.

Ogbu, J.U. (1992). Understanding cultural diversity and learning. Journal of the Education of the Gifted, 354-383.

Patrick, D. & Reinhartz, J. (1999). The role of collaboration in teacher preparation to meet the needs of diversity. Education, 119.

Portman, P.A. (1993). Barriers to change in teacher education. Action in Teacher Education, XV (1), 12-21.

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Title: Curriculum Laws anf Gifted Education

  • Total Pages: 4
  • Words: 1402
  • Bibliography:5
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: In an essay, address the following questions:
1. What historical or political occurrences do you think have most influenced current curriculum design?
In your opinion, what events, legislation, etc. in the last 10 years have most dramatically changed curriculum in the schools? Justify your choices.
2. What impact has ELL laws and SIOP had on curriculum development? Address both negative and positive impacts; provide examples (i.e., the benefits of SIOP for non-ELL teachers).
3. How has the “gifted education” movement impacted the evolution of curriculum development? Address both negative and positive impacts; provide examples (i.e., creation and application of related learning models and theories).


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Appalachia Regional Comprehensive Center. (2007). SIOP Implementation: NC Success Stories.

Retrieved August 13, 2013, from http://www.arcc.edvantia.org.

Cal Sheltered Instruction Observation Protocol. (2013). What is the SIOP Model? Retrieved

August 14, 2013, from http://www.cal.org/siop/about/.

Hockett, J.A. (2009). Curriculum for Highly Able Learners That Conforms to General

Education and Gifted Education Quality Indicators. Journal for the Education of the Gifted, 32(3), 394-440.

National Clearinghouse for English Language Acquisition. (2007). Q: What legal obligations

Do schools have to English language learners (ELLs)? Retrieved August 14, 2013, from http://www.ncela.gwu.edu.

People Learn. (2003). Social and Historical Foundations of Curriculum. Retrieved August 14,

2013, from http://www.peoplelearn.homestead.com.

Zehr, M.A. (2009). In Schools With Few ELLs, ESL Placement Has Negative Effect. Education Week. Retrieved August 14, 2013, from http://blogs.edweek.org.

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