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Book part
Publication date: 1 September 2014

Li Wang

Information literacy education plays a vital role in developing students’ information capabilities in higher education. Curriculum integration of information literacy is advocated…

Abstract

Information literacy education plays a vital role in developing students’ information capabilities in higher education. Curriculum integration of information literacy is advocated by ACRL (2000) in the United States and ANZIIL (Bundy, 2004) in Australia and New Zealand. Research (Derakhshan & Singh, 2011; Dixon-Thomas, 2012) suggests that the most effective way to provide information literacy education is to integrate information literacy throughout the curriculum. The purpose of this chapter is to discuss curriculum in higher education and to introduce a model of curricular integration of information literacy.

The curriculum of a university (as one form of higher education) is usually seen as an educational plan to engage learners in the acquisition of knowledge and skills leading to a degree, diploma or certificate. The curriculum can be viewed at various levels, namely: institutional, faculty, programme, course and class levels. Therefore, information literacy can be integrated at different levels: university, faculty, programme, or courses and associated classes. This chapter will explain a model of curriculum integrated information literacy developed by Wang (2010) which was based on sociocultural theories and practitioners’ experiences in information literacy curriculum integration in higher education. Explanations of how to apply it in curriculum integration and curriculum design in higher education will also be provided.

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Developing People’s Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts
Type: Book
ISBN: 978-1-78190-766-5

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Book part
Publication date: 7 October 2019

Vernon J. Richardson and Yuxin Shan

The accounting profession is beginning to demand data analytics skills from its professionals to handle the increasing amount of data available to address accounting questions…

Abstract

The accounting profession is beginning to demand data analytics skills from its professionals to handle the increasing amount of data available to address accounting questions. Indeed, the explosion of data availability and data are changing the accounting profession, providing accountants the opportunity to continue as key financial information providers to decision-makers. We conducted a survey of accounting department chairs to help understand if, when and how accounting programs would include data analytics in its curriculum. The authors find that 90.7% of accounting department chairs believe that data analytics belongs in the accounting curriculum, with 59.3% planning to introduce an accounting data analytics course in the next three to five years. Most (66.5%) prefer an accounting data analytics course as compared to the general business analytics course and more than half of respondents (56.2%) predict that their coverage of data analytics will be incorporated both throughout the regular accounting curriculum and in a standalone data analytics course. Combined with the requirement of 2018 Association to Advance Collegiate Schools of Business standards, the authors propose that data analytics should be incorporated both in the undergraduate level and graduate level, starting from basic analytics tools and ending with advanced emerging techniques.

Abstract

Details

A Machine Learning, Artificial Intelligence Approach to Institutional Effectiveness in Higher Education
Type: Book
ISBN: 978-1-78973-900-8

Book part
Publication date: 18 February 2011

Lynnette B. Erickson and Amy B. Miner

Purpose – This narrative inquiry chronicles our experiences in a social studies methods course and the understandings we gained as we engaged alongside our teacher candidates in…

Abstract

Purpose – This narrative inquiry chronicles our experiences in a social studies methods course and the understandings we gained as we engaged alongside our teacher candidates in democratic practices.

Approach – Our narrative inquiry began as we wondered whether modeling democratic practices and establishing democratic classrooms in our social studies methods courses would enable future teachers to construct democratic classrooms. Through analysis of our field notes from several semesters, we captured and examined our process of curriculum making with our teacher candidates.

Findings – Through recounting and unpacking four stories of our curriculum making, we demonstrate that to prepare future teachers to prepare their students as citizens, teacher educators must do more than merely model democratic practices. While modeling, they must explicitly teach the concepts behind the practices and attend to nondemocratic and missed opportunities for engaging in democratic practices. They must create opportunities for teacher candidates to plan, practice, observe, and critique democratic practices.

Value – To many, social studies is limited to the study and memorization of facts about history and geography. However, the primary purpose of the K-12 social studies is citizenship education (NCSS, 1994). Social studies teacher educators are responsible to prepare future teachers to meet this purpose through social studies methods courses where democratic practices are modeled and explicitly taught, and where teacher candidates are given opportunities to engage in democratic classrooms.

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Narrative Inquiries into Curriculum Making in Teacher Education
Type: Book
ISBN: 978-0-85724-591-5

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Book part
Publication date: 18 February 2011

Debbie Pushor

Purpose – The purpose of this chapter is to define and explain a curriculum of parents, its purpose and importance as an addition to teacher education curriculum, and how the…

Abstract

Purpose – The purpose of this chapter is to define and explain a curriculum of parents, its purpose and importance as an addition to teacher education curriculum, and how the author lives out this curriculum alongside teacher candidates.

Approach – The chapter gives an account of the author's narrative inquiry into the lived experiences of two teacher candidates who were engaged in a curriculum of parents.

Findings – The chapter highlights how the teacher candidates’ acceptance of dominant notions of parents as outsiders to the processes of schooling or as individuals to be wary or fearful of was interrupted by their experiences within a curriculum of parents. An account is given of their dis/positioning as they came to “un-know” their understandings of professional as someone with power and control and to reknow it as an act of standing together with parents; as a reflection of the “person to person.”

Research implications – This initial narrative inquiry makes visible how intentionally making and living out a curriculum of parents alongside teacher candidates impacts their beliefs and assumptions about parents and the way in which they position themselves as teachers in their work with parents and families.

Value – The value of the chapter is that it is the first work that has detailed a curriculum of parents. The chapter shows the major contributions such a curriculum can add to teacher education programs – as it moves the curricular commonplace of milieu from a subordinated position in relation to the other commonplaces of student, teacher, and subject matter to one of coordination.

Details

Narrative Inquiries into Curriculum Making in Teacher Education
Type: Book
ISBN: 978-0-85724-591-5

Keywords

Content available
Book part
Publication date: 26 July 2023

Abstract

Details

Integrative Curricula: A Multi-Dimensional Approach to Pedagogy
Type: Book
ISBN: 978-1-80071-462-5

Book part
Publication date: 1 January 2012

Julie White

This examination of the higher education landscape now shifts to consider the relationship between the university and the teaching profession. The intention of this chapter is to…

Abstract

This examination of the higher education landscape now shifts to consider the relationship between the university and the teaching profession. The intention of this chapter is to focus on pre-service teacher education to examine how professional identity and university curriculum have become managed. This chapter will introduce the conception of the scholarly blind eye to illustrate how performativity works in the modernised university and three central arguments are forwarded. Firstly, that pre-service teacher education programs are increasingly managed from outside the university. Secondly, that this represents a significant change to higher education. And thirdly, that higher education is contributing to the reworking of teacher identity.

Details

Hard Labour? Academic Work and the Changing Landscape of Higher Education
Type: Book
ISBN: 978-1-78052-501-3

Book part
Publication date: 8 August 2022

Karolina Doulougeri, Antoine van den Beemt, Jan D. Vermunt, Michael Bots and Gunter Bombaerts

Challenge-based learning (CBL) is a trending educational concept in engineering education. The literature suggests that there is a growing variety in CBL implementations, stemming…

Abstract

Challenge-based learning (CBL) is a trending educational concept in engineering education. The literature suggests that there is a growing variety in CBL implementations, stemming from the flexible and abstract definition of CBL that is shaped by teachers' perceptions. The chapter discusses how the CBL concept has been developed at Eindhoven University of Technology and describes the development and use of two educational resources aimed to facilitate conceptualization, design, and research of CBL for curriculum designers and teachers. The first resource is a set of CBL design principles for framing the variety of CBL and providing teachers with advice about how to develop CBL courses within an overall CBL curriculum. The second resource is a curriculum-mapping instrument called the CBL compass, which aims at mapping CBL initiatives and identifying gaps, overlaps, and misalignments in CBL implementation at a curriculum level. Both CBL design principles and the CBL compass have been developed by combining insights from theory and practical examples of CBL at TU/e into a higher order model of vision, teaching and learning, and support. We discuss the two educational instruments and showcase their application in the Eindhoven Engineering Education (E3) program, and we discuss preliminary findings and insights. The chapter concludes with recommendations for future practice and research.

Abstract

Details

Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-84950-868-1

Book part
Publication date: 15 January 2021

Jessica Herling

Purpose: This chapter examines the implementation of lesbian, gay, bisexual, transgender, and queer (LGBTQ) health curricula in medical education, focusing on how this content is…

Abstract

Purpose: This chapter examines the implementation of lesbian, gay, bisexual, transgender, and queer (LGBTQ) health curricula in medical education, focusing on how this content is presented to students to understand if these curricula can fulfill goals of achieving healthcare equity for LGBTQ populations.

Methodology: This research draws on data from six months of participant observation of an academic medical center and school and 28 interviews with medical faculty, students, community members, administrators, and LGBTQ Health Center employees.

Findings: This research has three findings: (1) this medical school has variable definitions for LGBTQ health, making it a hybrid form of knowledge based in (a) understanding the unique health needs of; (b) being culturally competent to; and (c) being a (structural) advocate for LGBTQ patients; (2) LGBTQ health is integrated into multiple courses in the curriculum; and (3) LGBTQ health is becoming a medical specialty frequently delivered to students by LGBTQ health experts.

Research limitations and implications: This research used snowball sampling to recruit participants engaged in LGBTQ health at the institution; it therefore risks self-selection bias. Findings from this study are not generalizable.

Originality: This research argues that LGBTQ health experts engage in a new kind of diversity and inclusion work because (1) these health experts are not always LGBTQ identified; (2) this work is not necessarily unpaid or involuntary; and (3) it involves a hybrid knowledge requiring an understanding of LGBTQ identity, medical knowledge, and social science. Because these LGBTQ health experts opt into this work, and broadly define it, a message available to other physicians and students is that LGBTQ health remains elective.

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