2 Curriculum Development and Design Essay

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Chapter 2

Chapter 2

Curriculum Development and Design

11

Curriculum Development and Design
Sue Baptiste, Patricia Solomon

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Contents

The Pedagogical Framework: Problem-based Learning

. . 12

Approaching the Task of Curriculum Renewal . . . . . . . 13 Where to Begin? . . . . . . . . . . . . . . . . . . . . . . . 14 Designing Our New Programs . . . . . . . . . . . . . . . . 16

Redevelopment Within a Problem-based Learning Culture . . . . . . . . . . . . . . . . . . . . . . . . 18 Integration of Experiential Practice Preparation Within a Problem-based Learning Framework . . . . . . . 18 Evaluation Within a Graduate Problem-based Learning Framework . . . . . . . . . . . . . . . . . . . . . 19 Conclusion . . . . . …show more content…
This task is made even more daunting when circumstances provide a chance to do something different based on external forces and not a need to change because “something is broken”. Over the past few years, and in several years to come, many educational programs in rehabilitation science are facing this situation. The changing nature of the entry-level credential for occupational therapists and physiotherapists demands that faculty undertake a detailed review of curricula, to determine the optimal approach to moving toward graduate-level preparation, or, at the very least, complete a review of existing curricula models to identify their responsiveness and congruence with emerging practice expectations and demands. Approaches to such a massive task can vary from ensuring the preservation of what is good from the existing curriculum to making a total shift and adopting a radically

Table 2.1. Principles for curricular change and innovation Rationale should be articulated explicitly Overall goals should be reiterated constantly throughout the process Continuing communication is essential, coupled with a clear rationale Ensure that the intended change is in response to a defined and recognized need or purpose Ensure that the innovation is seen as a high institutional priority Focus on pedagogy and not on resources for implementation Foster strong leadership support Identify incentives for faculty
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