Subject Index
Integrative Curricula: A Multi-Dimensional Approach to Pedagogy
ISBN: 978-1-80071-463-2, eISBN: 978-1-80071-462-5
ISSN: 2055-3641
Publication date: 26 July 2023
This content is currently only available as a PDF
Citation
(2023), "Subject Index", Sengupta, E. (Ed.) Integrative Curricula: A Multi-Dimensional Approach to Pedagogy (Innovations in Higher Education Teaching and Learning, Vol. 50), Emerald Publishing Limited, Leeds, pp. 183-191. https://doi.org/10.1108/S2055-364120230000050014
Publisher
:Emerald Publishing Limited
Copyright © 2023 Emerald Publishing Limited
INDEX
Academic communication
, 86
Academic development of staff
, 142
Academic gains
, 15
Academic programs
, 86
Accreditation Council for Pharmacy Education (ACPE)
, 65
Acculturation process
, 74
Accurate information on COVID-19
, 152
disseminate
, 150–151
Active learning
, 111, 139
approaches
, 140
strategies
, 67
Alignment
, 69
of application-related assessments
, 69
of expertise
, 66
Application
, 69
AUHCOP Environment
, 69–70
Fink’s Taxonomy
, 69
learning outcomes
, 70
Artificial intelligence (AI)
, 132
Assessment (of students)
, 27, 33
Assessment integration
, 67
Assessment practices for PBAs
, 69
Assessment process
, 45
Assignment objectives
, 105
Association for Experiential Learning, The
, 90
Association to Advance Collegiate Schools of Business (AACSB)
, 104
Auburn University Harrison College of Pharmacy (AUHCOP)
, 49
application
, 69–70
assessment approaches
, 49
caring AUHCOP environment
, 72
competency-driven curriculum
, 69
course
, 49
curriculum
, 65, 69
foundational knowledge
, 68
human dimension
, 70–71
integration
, 65
LPC
, 61–62
overall percentage of students successfully meeting competencies on formative and summative assessments
, 50–60
performance-based assessments
, 62
unit assessments and exams
, 62–64
Authentic assessment
, 138–139
Black, Asian, and Minority Ethnic (BAME) (students)
, 26, 35–36
Black Lives Matter (movement)
, 26
Black popular movements
, 27
Blackboard
, 94
Bloom’s Revised Taxonomy
, 106
Bologna action points
, 116
Bologna Process (BP)
, 8
Bologna Process as symbolic policy domain on international level
, 117–118
curriculum studies in context of Bologna Process
, 118–121
integrative curriculum in BP Post-2020
, 122–126
methodology
, 121–122
post-2020 international agenda
, 116
Bologna’s action points
, 121
Brightspace
, 94
Business pedagogy
, 109
Canada, international students in
, 85–85
Canvas
, 94
Caring
, 72
AUHCOP environment
, 72
Fink’s taxonomy
, 72
learning outcomes
, 72–73
Centre for Equity and Inclusion
, 29
Centre for Professional and Educational Development (CPED)
, 29
Change management
, 26
Co-teaching
, 102–103
Coaching
, 13
Co–creation of curricula
, 134
Collaborative approach to program design
, 142
Collaborative learning
, 91–92
Communication
, 104, 111–112
Community, competence with and for
, 142
Community connections, creating
, 93–94
Competence
, 134, 138
with and for community
, 142
Competence-based higher education (Competence-based HE)
, 132, 134–135, 144
challenge, context and change
, 132–133
as inclusive HE
, 134–135
knowledge management
, 136–140
self-awareness
, 140–144
at University of Hull
, 135
Competence-based programs
, 140
Competence-based teaching and learning
, 143–144
experience
, 143
knowledge
, 144
self-awareness
, 144
Competencies
, 62, 66–67, 69–70
Competency-based education (CBE)
, 69
Complementing
, 31
Computer science
, 132
Constructive feedback on group assignments
, 109
Content and language–integrated learning (CLIL)
, 9, 150
evaluation of integrative curriculum
, 158
extracts from reflective journals in first academic term
, 159–160
extracts from reflective journals in second academic term
, 160–161
extracts from reflective journals in third academic term
, 161–162
formative evaluation
, 158–159
implementation of integrative curriculum design
, 156–158
integrative curriculum design in light of CLIL for medical English courses
, 156
methods
, 152
nursing student’s opinion in Google Meet chat box during medical English course
, 163
observation
, 153
preparation stage in development of integrative curriculum for medical English courses
, 154–156
reflective journal writing
, 153–154
research setting and teaching context
, 152–153
results
, 154
student’s opinion
, 162–163
time and methodological triangulation
, 153
Convalescent Plasma
, 161
Conventional assessment strategies
, 49
Corporate strategies
, 30
Course design
, 33
Course development process
, 66, 107
Course leaders
, 39
COVID-19
, 156, 166–167
pandemic
, 27, 34, 84–85, 94
period
, 150
process
, 154
Creativity
, 5
Criminology
, 37
group work assessment in
, 38
Critical pedagogy approach
, 39
Critical theory
, 43
Critical thinking
, 5, 9, 49, 62, 71, 152–154, 158, 161
skills
, 73, 87
Culmination of specialization
, 113
Cultural skills
, 96
Culture curriculum, teaching about
, 92–93
Curricular development
, 69
team
, 71
Curricular integration
, 65–66
Curriculum
, 122, 125
Curriculum design
, 89
Curriculum developers
, 88, 92, 95
Curriculum development
four stages of
, 154
process
, 27, 39
Curriculum implementation
, 156–158
Curriculum integration
, 4–5, 74
Curriculum mapping
, 105
Curriculum Studies in Context of Bologna Process
, 118–121
Decision-making
process
, 124
and scheduling process
, 107–108
Decolonizing (the curriculum)
, 33, 36
Deep learning
, 67, 117
Developmental process for academic staff
, 142
Dialectic motif
, 104
Digital technologies
, 132
Digitalization of HE
, 120
Disciplinary experience
, 138–140
competencies
, 140
Disciplines
, 5–6
Doctor of Pharmacy curriculum
, 48
development process
, 49
Drug approval process
, 68
Education
, 45
Education for social justice
, 31
challenges for staff engagement
, 34–36
context and vision
, 27
curricular changes
, 36–39
higher education sector context
, 27–28
institutional history
, 28–29
integrative curriculum framework
, 32–34
London Met
, 28
from social mobility toward social justice
, 30–32
understanding institutional identity
, 30
Education for Social Justice Framework (ESJF)
, 6, 26, 28, 43
accessibility
, 44
critical theory and pedagogy
, 43
identity, personalisation, and reflection
, 43–44
inclusive assessment
, 44–45
inclusive leadership
, 45
purposes of
, 32–34
relationships and psycho-social environment
, 44
Educational process
, 16
Elevator Speech
, 72
Employability
, 138, 141
Endemic
, 159
English as a Second Language (ESL)
, 84
English for Academic Purposes (EAP)
, 7, 84
classrooms
, 86, 89, 91
curricula
, 87
curriculum
, 86
curriculum developers
, 90–91
example
, 91
instructors
, 87, 92
programs and curricula
, 86–87
students
, 87–89
English for specific purposes (ESP)
, 150
practitioner’s positive effect
, 159
practitioner’s scaffolding approach
, 159
English language programs
, 84
Entrepreneurship and Service Management
, 102
Epidemic
, 159
Equality
, 28
Equality Act (2010)
, 135
Equity
, 28
Ethical thinking
, 138
Europe
, 116
European countries’ National Qualification Frameworks
, 134
European Credit Transfer System (ECTS)
, 119
European Dimension in HE, The
, 120
European Higher Education Area (EHEA)
, 8, 116, 118
communiqué
, 8
ministerial communique
, 121
European Union (EU)
, 116
Examinations
, 49
Excelling students
, 13
Experience
, 143
Experiential learning
, 90–91, 112, 138
Faculty members
, 111
Field trips
, 112–113
Fink integration
, 65
Fink’s taxonomy
, 49, 66
application
, 69
caring
, 72
foundational knowledge
, 67–68
human dimension
, 70
integration
, 65
Fink’s Taxonomy of Significant Learning
, 48, 62, 74
Fink’s thinking pedagogy approach
, 70
First academic term, extracts from reflective journals in
, 159–160
Flipped classroom approach
, 139–140
Flipped learning
, 139
Formative assessments
, 62, 67
Formative course assessments
, 67
Formative evaluation
, 158–159
Foundational knowledge
, 67
AUHCOP Environment
, 68
Fink’s taxonomy
, 67–68
learning
, 67
learning outcomes
, 68–69
Fourth industrial age (4IA)
, 8, 132
Fourth industrial revolution (4IR)
, 132–133
Funding
, 103
Fusion
, 4
Games courses
, 38
Games module
, 37
Genuine learning
, 12
Globalization
, 137
Google Meet
, 162
nursing student’s opinion in Google Meet chat box during medical English course
, 163
Governance
, 117
Graduate-level knowledge acquisition
, 133
Group work
, 139
Guidance
, 144
Gustavson School of Business, The
, 102
Gustavson service management students
, 105
Hard governance
, 117
Harden’s integration ladder (see Student-centered, problem-based learning, integrated teaching, community-based, electives, and systematic model (SPICES model))
Health and Social Care
, 37
course
, 38
Healthcare professions
, 49
Healthcare system
, 68
Higher education (HE)
, 6, 26, 28, 116, 132 (see also Competence-based higher education (Competence-based HE))
approach to integrative curriculum in
, 12–13
sector
, 29
sector context
, 27
systems
, 31
History program
, 142
Human dimension
, 70
AUHCOP environment
, 70–71
Fink’s taxonomy
, 70
learning outcomes
, 71
Identity (staff, students)
, 28, 43–44
Inclusion
, 135
of technology
, 88
Inclusive assessment
, 44–45
Inclusive behaviour
sessions
, 35
training programme
, 31
Inclusive HE, Competence-based HE as
, 134–135
Inclusive leadership
, 45
Inclusive practices
, 135, 138–139
Inclusivity
, 26, 30, 44
philosophy of
, 35
Individual topic sequencing
, 108
Infodemic
, 160
Infoxication
, 150
Institutional history
, 28–29
Institutional identity
, 30
Integrated Curriculum Model
, 151
Integrated teaching
, 66
communication
, 111–112
day one
, 110–111
integration components
, 112–113
literature review
, 103
planning for service management module
, 105–110
program structure
, 110
team teaching
, 103–104
Integration
, 65, 110, 151
assessment integration
, 67
AUHCOP environment
, 65
components
, 112–113
curricular integration
, 65–66
of curriculum
, 74
Fink’s Taxonomy
, 65
learning outcomes
, 67
teaching teams and learning communities
, 66
Integrative curricula
, 8
Integrative curriculum
, 4, 12, 89, 116, 122, 152
approach to integrative curriculum in higher education
, 12–13
in BP Post-2020
, 122–124
evaluation of
, 158
preparation stage in development of integrative curriculum for medical English courses
, 154–156
Integrative curriculum design
implementation of
, 156–158
in light of CLIL for medical English courses
, 156
Integrative curriculum framework
, 32, 40
purposes of education for social justice framework
, 32–34
Integrative curriculum in EAP programs
design and delivery considerations for integrative EAP curricula
, 88–94
EAP programs and curricula
, 86–87
international students in Canada
, 85–85
literature review
, 85
LMS
, 94–95
online tools
, 95
online video conferencing tools
, 94
supporting EAP Students
, 87–88
technology-supported teaching and learning and virtual classrooms
, 94
Integrative EAP curricula, design and delivery considerations for
, 88
collaborative learning
, 91–92
creating community connections
, 93–94
experiential learning
, 90–91
relevance
, 89–90
teaching about culture and intercultural curriculum
, 92–93
Integrative EAP curriculum
, 93
Integrative learning
, 84, 143
Integrative teaching
, 143
Interactive team teaching
, 104
Intercultural curriculum, teaching about
, 92–93
International Bologna Follow-up Group
, 125
International Student Office
, 88
International students
, 84, 88
in Canada
, 85–86
International Women’s Day
, 36
Internationalization of post-secondary campuses
, 92
Intervention techniques
, 21
Knowledge
, 144
Knowledge management
, 136
competencies
, 137
disciplinary and professional experience
, 138–140
disciplinary and professional experience competencies
, 140
Language
, 86
development of
, 89
learners
, 91
learning process
, 87, 89–90
and skills
, 90
studies
, 85
Leadership
, 29, 33
Learning community (LC)
, 66, 134, 144
Learning environment
, 48
Learning how to learn
, 73–74
AUHCOP environment
, 73
Fink’s taxonomy
, 73
learning outcomes
, 73–74
Learning learning and assignment objectives
, 105
Learning management system (LMS)
, 94–95, 111
Learning outcomes
, 140
Learning pedagogies
, 107
Learning process
, 6, 73
Learning within integrated pharmacy course
application
, 69–70
AUHCOP assessment approaches
, 49–64
caring
, 72–73
Doctor of Pharmacy Curriculum development process
, 49
foundational knowledge
, 67–69
human dimension
, 70–72
integration
, 65–67
learning how to learn
, 73–74
lessons learned
, 74
Lifelong learning
, 116
Literacy Education for Adults and Families Program (LEAF Program)
, 90
London Met
, 28, 31, 43
London Metropolitan University
, 26
Longitudinal patient case (LPC)
, 61–62
grading rubric
, 77–80
Longitudinal study
, 153
Manual thematic analysis
, 121
Marketing
, 102, 112
Material policies
, 118
Media
, 132
Medical education
, 150–151
Medical English courses
, 152
integrative curriculum design in light of CLIL for
, 156
nursing student’s opinion in Google Meet chat box during
, 163
preparation stage in development of integrative curriculum for
, 154–156
Medical journals
, 152
websites of
, 155
Mentees
, 14, 17–20
Mentors
, 14, 19–20
Multidisciplinary course development team
, 66
Multidisciplinary curriculum
, 5
Mutual benefit
, 21
for mentors and mentees
, 15
National Middle School Association, The
, 12
National Qualifications Frameworks
, 123
Non-communicable diseases (NCDs)
, 158
North American culture
, 92
Novel coronavirus (2019-nCoV)
, 150
Novel coronavirus-infected pneumonia (NCIP)
, 150
Novel teaching approaches
, 48
Nursing students
, 156, 162–163
interests
, 161
opinion in Google Meet chat box during medical English course
, 163
Objective feedback on group assignments
, 109
Observation
, 153
Online tools
, 95
Open coding
, 121
Open Method of Coordination (OMC)
, 116–117
Organisation of Economic Co-operation and Development (OECD)
, 116
Organizational Development
, 144
Overarching curriculum
, 123
Overarching Framework of Qualifications of the EHEA (QF-EHEA)
, 123
p-value
, 19
Pandemic
, 159
Partnership-based program design
, 142
Pedagogy
, 43
Peer Assistance Support Scheme (PASS)
, 16
Peer feedback
, 71, 73
Peer learning
, 14 (see also Content and language–integrated learning (CLIL))
advantages of
, 15
Peer support
, 13
Peer Support Program (PSP)
, 5, 13, 20
aim of chapter
, 17
benefits of peer support
, 14–16
concerns
, 16
data analysis
, 17
data collection
, 17
mentees
, 17–19
mentors
, 19–20
our approach to integrative curriculum in higher education
, 12–13
peer tutoring and support
, 13
working definition
, 13–14
Peer teaching
, 14
advantages of
, 15
Peer tutoring
, 13
Peer-support method
, 125
Performance-based assessments (PBAs)
, 61–62, 70
Personal growth
, 13, 16
Pharmacists’ Patient Care Process (PPCP)
, 68
Pharmacy profession
, 49
PharmD curriculum
, 74
redesign process
, 66
Phoenicia University (PU)
, 13–14, 17
Policies
, 107
Post-secondary institutions
, 88, 94
Post–2020
, 117
agenda
, 121–123
context
, 121
Practice Ready Curriculum (PRC)
, 49
Pre-test questionnaire
, 19
Problem–solving
, 142
Professional, scholarly & research bodies (PSRBs)
, 137
Professional experience
, 138–140
competencies
, 140
Professional organizations
, 108
Program designers
, 88
Psycho-social environment, relationships and
, 44
Purposeful learning
, 69
Quizzes
, 49
Race Equity Strategic Plan
, 31
Racism (in HE)
, 26
Reciprocity
, 21
Reflections
, 73, 141
Reflective journals
, 158
extracts from reflective journals in first academic term
, 159–160
extracts from reflective journals in second academic term
, 160–161
extracts from reflective journals in third academic term
, 161–162
writing
, 153–154
Reflective practice
, 153
Relational pedagogy
, 38
Relevance
, 89–90
Relevant topics
, 7
Research-based learning
, 124
Retention
, 68
Rome Ministerial Communique
, 123–124
Rotational team teaching
, 104
Rubrics
, 74
Schools
, 69
Screen
, 132
Second academic term, extracts from reflective journals in
, 160–161
Self-reflective reports
, 9
Self-regulated learning
, 73
Self–assessment
, 71
assignment
, 73
process
, 73
Self–awareness
, 140, 144
competence with and for community
, 142
competencies
, 141–142
developing competence-based teaching and learning
, 143–144
Self–satisfaction
, 15
Semi-structured observation
, 153
sheet and checklist for observation
, 166
Sequential method
, 104
Service management
, 102
decision-making and scheduling process
, 107–108
learning and assignment objectives
, 105–107
planning for service management module
, 105
planning for student team experience
, 108–110
Service operations
, 109
Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2)
, 158
Significant learning experience (SLE)
, 48
Social conflict
, 16
Social dimension
, 118
Social integration
, 4
Social isolation
, 160
Social justice
, 30
from social mobility toward
, 30–32
Social mobility
, 30
from social mobility toward social justice
, 30–32
Socialization
, 88
Soft governance
, 117
concept of
, 118
style
, 124
Staff (faculty) development course
, 31
Staff and student engagement
, 40
Staff engagement, challenges for
, 34–36
Standardized persons (SPs)
, 70
Student experience
, 31, 44
Student partnership
, 26, 38
Student team experience, planning for
, 108–110
“Student to student” support
, 13
Student-centered, problem-based learning, integrated teaching, community-based, electives, and systematic model (SPICES model)
, 65
Student-centered learning (SCL)
, 120–121, 123
Student-centeredness of education
, 121
Students experience
, 103
Summative assessments
, 62, 67
Supplemental Instruction (SI)
, 16
Support
, 122
Sustainability
, 89
Symbolic policies
, 118, 122, 124–126
concept
, 118
domain on international level, Bologna Process as
, 117–118
Talent management
, 102, 107, 112
Teachers
, 38
Teaching
about culture and intercultural curriculum
, 92–93
within distinction motif
, 104
four components of
, 66
process
, 6
teams
, 66
Teaching Excellence Academy
, 143–144
Team teaching
, 7, 102–103
approach
, 103
benefits and challenges of
, 104–105
Teams (Online Video Conferencing Tools)
, 94
Technological development
, 124
Technology-supported teaching and learning
, 94–95
Textile Design course
, 36
Thematic analysis
, 154
Thinking pedagogy approach
, 49
Third academic term, extracts from reflective journals in
, 161–162
Three-cycle study system
, 119
Traditional centralized legislative methods
, 117
Transdisciplinary curriculum
, 5
Transdisciplinary teaching
, 151
Transforming Programs process of curricula reform
, 133
Triangulation, time and methodological
, 153
Tutors
, 14–15
UK HE subject benchmarks
, 137
UK Industrial Strategy
, 132
UK Qualification Descriptors
, 139
UK Quality Assurance Agency (QAA)
, 135, 139
UK’s 2017 Industrial Strategy
, 132
Unit assessments and exams
, 62–64
United Nations Education, Science and Culture Organization (UNESCO)
, 133
Universities
, 132
University of Hull
, 133, 142
competence-based HE at
, 135
University of New South Wales (UNSW)
, 16
University of Queensland (UQ)
, 16
US Healthcare System (USHCS)
, 6, 49
Value-added datasets
, 31
Values (institutional, staff/faculty)
, 30
Virtual classrooms
, 94–95
Vygotsky’s social development theory
, 14
Whiteness (in higher education)
, 26
Whole institution approach
, 40
Widening access
, 120
World Economic Forum (WEF)
, 132–133, 138
World Health Organization (WHO)
, 8
Zoom (Online Video Conferencing Tools)
, 94
- Prelims
- Part I: Integrating Student's Experience
- Chapter 1: Introduction to Integrative Curricula: A Multidimensional Approach to Pedagogy
- Chapter 2: The Peer Support Program: A Case Study of Peer Mentoring and Tutoring Across Freshman Calculus Courses
- Chapter 3: Education for Social Justice: An Integrative Framework for Inclusive Curriculum Redesign to Enable Fair Outcomes and Promote Social Change
- Chapter 4: Designing, Implementing, and Assessing Learning within an Integrated Pharmacy Course
- Part II: Designing Integrative Curricula
- Chapter 5: The Integrative Curriculum in EAP Programs: Design and Instructional Considerations
- Chapter 6: Teaching Three Courses Like One: A Case for Integrated Teaching
- Chapter 7: Tracing “Symbolic” Policy Ideas About an Integrative Curriculum in the Bologna Process Post-2020 International Agenda
- Chapter 8: Competence-Based HE: Future Proofing Curricula
- Chapter 9: Designing an Integrative Curriculum Using CLIL for Medical English Courses in the Faculty of Health Sciences During COVID-19
- About the Authors
- Name Index
- Subject Index