Leading and Organizing Curriculum Development.
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Discussion Question:
Please respond to ONE of the following prompts:
How much influence should regulatory bodies, such as state boards of nursing, CCNE, and NLNAC have on curriculum development? To what extent should NCLEX pass rates of graduates dictate the need for curricular revision? Leading and Organizing Curriculum Development.
OR
If you have been involved in curriculum development or revision, please share your experiences. Specifically, what leadership styles did you observe (or if you were the leader, what leadership style did you utilize)? Discuss the organization of the curriculum development/revision: who was involved, what was the committee structure, how did the decision-making and approval process proceed? How was work shared and credit given as appropriate? In retrospect, are there aspects of the curriculum development/revision process that could have been improved? Leading and Organizing Curriculum Development.
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N 584 Module 3: Assignment
Remember to submit your work following the file naming convention FirstInitial.LastName_M01.docx. For example, J.Smith_M01.docx. Remember that it is not necessary to manually type in the file extension; it will automatically append.
Start by reading and following these instructions:
1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.
2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
3. Consider the discussions and the any insights gained from it. Leading and Organizing Curriculum Development.
4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.
Assignment:
Critical Thinking Exercises :
Case Study #1: Mountainview College Department of Nursing
Mountainview Community College , an associate degree-granting college, is located in a medium-sized metropolitan city of approximately 400,000 inhabitants. Health facilities include four hospitals, several-drop in clinics staffed by physicians and primary health care nurse practitioners; and a visiting nurse service in which all community-based health care except medical care is coordinated. The College provides business, technology, community service, and health science programs to approximately 6500 full and part-time students. Among the programs is a 2-year, associate-degree nursing (ADN) program. Springhaven University is also located in the city and offers a 4-year baccalaureate nursing (BSN) program. In addition to offering the 2-year ADN program, Mountainview College has entered into a collaborative partnership with Springhaven University, to offer the first two years of the BSN program. Springhaven will offer the third and fourth years. There is agreement to develop a new curriculum together. Participants from both institutions and the health community are working collaboratively to develop the new BSN curriculum. Leading and Organizing Curriculum Development.
1. Describe matters that the dean of nursing at Springhaven University and the Chair of the nursing department at Mountainview Community College should discuss about leadership of the collaborative curriculum development project.
2. What factors should be considered when deciding on leadership for the collaborative curriculum development process?
3. How might a curriculum leader be selected or appointed? Who should the leader be? Should there be two leaders, one for each institution? Why or why not? How could community nursing leaders contribute to the leadership of the curriculum development enterprise?
4. What should be included in a faculty development program to prepare potential curriculum leaders?
Case Study #2: Montag College Department of Nursing
Old Ivy University College of Nursing offers BSN, BSN completion, MS, and PhD programs. It is located in a large metropolitan city of approximately 2,500,000 inhabitants. Health facilities include twelve hospitals, nurse practitioner clinics, home health services, and drop-in clinics. The university provides graduate and undergraduate programs to 52,000 full-and part-time students in a full range of programs.
The College of Nursing has approximately 1300 students, of whom approximately sixty percent are full-time, and these mainly in the BSN program. The BSN program has been accredited. Although the curriculum content and teaching-learning approaches have been updated periodically, the overall structure of the curriculum and the location of clinical experiences have undergone little change. Most faculty members believe that the curriculum has lost its unity and that it is time to develop a new curriculum with more progressive philosophical approaches and learning experiences. Leading and Organizing Curriculum Development.
Most faculty teaching classroom courses in the BSN program have a PhD degree; some have a master’s degree. Some clinical instructors have master’s degrees, although the majority has a BSN. Doctorally-prepared faculty teach in the MS and PhD programs although most without an undergraduate teaching assignment do guest lectures in the BSN program.
Dr. Lumella, the Dean of the College of Nursing, is supportive of the undergraduate faculty’s proposal to design a completely new curriculum. She has appointed Dr. Beverly Eme, an experienced and long-time faculty member, as the curriculum leader. Dr. Eme is a popular choice since she teaches in the BSN program and is highly supportive of faculty colleagues. Dr. Eme begins to plan how to proceed with her colleagues. Leading and Organizing Curriculum Development.
1. How can Dr. Eme help the faculty choose a change theory to guide their overall process?
2. What committees could be struck in order to facilitate curriculum development? What purposes would they serve? How should committee members be selected or appointed? Who should the members be?
3. If some of the faculty teaching in the MS and PhD programs are reluctant to participate in undergraduate curriculum development, how could Dr. Lumella and Dr. Eme encourage them to do so?
4. What decision-making approaches would be effective for the curriculum developers?
5. What could be a practical work plan for developing the curriculum? What are the logistical factors associated with joint curriculum planning by faculty members of two institutions?
6. What potential is there for publication arising from curriculum development? How might faculty determine authorship? Leading and Organizing Curriculum Development.
7. What resources might be needed for the curriculum work to be achieved?
8. What faculty development activities would be helpful?
N 584 Module 3: Leading and Organizing Curriculum Development
Leading and Organizing Curriculum Development
Module 3 begins with an overview of leadership, specifically, into formal leadership for curriculum development. Effective leadership is foundational for curriculum redesign to occur and the curriculum leader’s responsibilities are delineated. Organizing curriculum development is the second focus of this module. Practical guidelines about the first steps of curriculum development are provided. Once a decision has been made to proceed with curriculum development, it is essential that the enterprise be organized in such a way that the work can be satisfactorily completed in a timely fashion. Matters such as stakeholders to be involved, committee structure, decision-making, work plans, authorship, academic freedom, faculty development, and the acquisition of resources must be determined before the process of curriculum development can begin. Leading and Organizing Curriculum Development.
Time Requirements:
The amount of time required to complete assignments in this module is approximately 17 to 20 hours.
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Objectives:
After completing this module, students should be able to:
Compare and contrast conceptions of leadership and leaders.
Analyze factors and influences that are important in leading and organizing curriculum
Articulate the formal curriculum leader’s roles and responsibilities
Contemplate faculty development activities related to leading and organizing curriculum development
Identify stakeholders who should be involved in curriculum development
Implement activities to organize curriculum development
Learning Materials:
Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Boston: Jones & Bartlett. (Chapters 3 and 4)
Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York: Springer. (Chapter 2)
PowerPoint:
Chapter 3 (Iwasiw): Leading Curriculum Development
Chapter 4 (Iwasiw): Organizing Curriculum Development
Leading and Organizing Curriculum Development.
Summary:
Effective leadership is of paramount importance in curriculum development. Determining who the formal curriculum leader will be, and the responsibilities inherent in the position, lay the groundwork for success. Curriculum development leadership requires knowledge of the curriculum process, management and organizational skills, and the ability to work collaboratively with others.
Getting organized for curriculum development activities comprises attention to both the process of working together and the logistics of getting the work done. Effective decision-making procedures are of paramount importance. Determining committee structures and establishing a work plan provide a concrete basis for progress. Inclusion of people beyond the nursing faculty will assist with completion of the work and broaden the perspectives of nursing faculty, and ultimately, the curriculum. Attention should be given to issues of academic freedom and publication possibilities at the beginning of the curriculum development process, since these are directly relevant to the careers of the faculty. Leading and Organizing Curriculum Development.
