Abstracts
Abstract
There is a global trend toward improving programs and student experiences in higher education through curriculum review and mapping of degree programs. This paper describes an action research approach to program improvement for a course-based MEd degree. The driver for continual program improvement came from actions and recommendations that arose from an institutionally mandated, year-long, faculty led curriculum review of professional graduate programs in education. Study findings reveal instructors’ perceptions about how they enacted the recommendations for program improvement, including (1) developing a visual conceptualization of the program; (2) improved connections between the courses; (3) articulation of coherence in goals and expectations for students and instructors; (4) an increased focus on action research; (5) increased ethics support and scaffolding for students; and (6) the fostering of communities of practice. Study findings highlight strengths of the current program and course designs, action items, and research needed for continual program improvement.
Résumé
Il existe une tendance mondiale à améliorer les programmes d’études supérieures ainsi que l’expérience des étudiants par la révision et l’articulation des programmes. Nous décrivons une approche recherche-action pour améliorer un programme de cours de maîtrise en éducation. Une révision des programmes d’éducation au niveau supérieur imposée par l’institution et menée par des membres de la faculté a engendré des actions et recommandations vers l’amélioration des programmes. Les résultats montrent les perceptions des chargés de cours en ce qui concerne la manière dont ils ont réalisé ces recommandations. Parmi celles-ci, (1) développer une conceptualisation visuelle du programme; (2) améliorer les connexions entre les cours; (3) clarifier les buts et les attentes des étudiants et professeurs; (4) élargir le focus sur la recherche-action; (5) offrir aux étudiants l’échafaudage et plus de soutien pour l’éthique; et (6) encourager des communautés de pratique. Les résultats de l’étude soulignent les forces du programme actuel et des configurations de cours, et des suggestions pour action et recherche qui seraient nécessaires pour continuer à améliorer le programme.
Download the article in PDF to read it.
Download
Appendices
Bibliography
- Brown, B., Eaton, S. E., Jacobsen, M., Roy, S., & Friesen, S. (2013). Instructional design collaboration: A professional learning and growth experience. MERLOT Journal of Online Learning and Teaching, 9(3). Retrieved from http://jolt.merlot.org/vol9no3/brown_0913.htm
- Brown, B., Eaton, S. E., Dressler, R., & Jacobsen, M. (2015). Professional collaboration as responsive pedagogy. In P. Preciado Babb, M. Takeuchi, & J. Lock (Eds.),Proceedings of IDEAS 2015: Designing Responsive Pedagogy Conference (pp. 101–108). Calgary, AB: Werklund School of Education, University of Calgary. Retrieved from https://prism. ucalgary.ca/handle/1880/50864
- Council of Ministers of Education Canada (CMEC). (2007). Ministerial statement on quality assurance of degree education in Canada. Retrieved from http://www.cicic.ca/docs/cmec/QA-Statement-2007.en.pdf
- Dyjur, P., & Lock, J. (2016). Three strategies for moving curriculum mapping online. Educational Developments, 17(2), 15–19.
- Hendricks, C. (2016). Improving schools through Action Research: A reflective practice approach (4th ed.). Upper Saddle River, NJ: Pearson Education.
- Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Singapore: Springer.
- MacDonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13(2), 34–50.
- McNay, M. (2009). Western guide to curriculum review – The University of Western Ontario-Teaching Support Centre. Retrieved from https://www.uwo.ca/tsc/resources/pdf/PG_4_Curriculum.pdf
- McNiff, J. (2013). Action research: Principles and practice. New York, NY: Routledge.
- McNiff, J. (2014). Writing and doing action research. Thousand Oaks, CA: Sage Publications.
- Miles, M., Huberman, A., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA: Sage Publications.
- Oliver, S. L., & Hyun, E. (2011). Comprehensive curriculum reform in higher education: Collaborative engagement of faculty and administrators. Journal of Case Studies in Education, 2, 1–20. Retrieved from http://files.eric.ed.gov/fulltext/EJ1057195.pdf
- Oliver, B., Ferns, S., Whelan, B., & Lilly, L. (2010). Mapping the curriculum for quality enhancement: Refining a tool and processes for the purpose of curriculum renewal. Proceedings of the Australian Quality Forum: Quality in Uncertain Times (pp. 80–88). Gold Coast, Queensland, Australia: Australian Universities Quality Agency.
- Parsons, J., Hewson, K., Adrian, L., & Day, N. (2013). Engaging in action research: A practical guide to teacher-conducted research for educators and school leaders. Edmonton, AB: Brush Education.
- Shulman, L. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59.
- Shulman, L. (2007). Practical wisdom in the service of professional practice. Educational Researcher, 36(9), 560–563.
- Spencer, D., Riddle, M., & Knewstubb, B. (2012). Curriculum mapping to embed graduate capabilities. Higher Education Research and Development, 31(2), 217–231. http://dx.doi.org/10.1080/07294360.2011.554387
- Uchiyama, K.P., & Radin, J. L. (2009). Curriculum mapping in higher education: A vehicle for collaboration. Innovative Higher Education, 33(4), 271–280. doi: 10.1007/s10755-008-9078-8
- University of Calgary. (2015a). Academic quality assurance handbook: Curriculum reviews. Office of the Provost and Vice President Academic. Retrieved from http://www. ucalgary.ca/provost/activities/reviews
- University of Calgary. (2015b). Werklund School of Education Graduate Programs in Education: Course-based programs curriculum review report, executive summary. Retrieved from https://www.ucalgary.ca/provost/files/provost/werklund_gpe_ curriculum_review_executive_summary_sept_25_2015.pdf
- Willis, J., Inman, D., & Valente, R. (2010). Completing a professional practice dissertation: A guide for doctoral students and faculty. Charlotte, NC: Information Age Publishing.
- Wooltorton, S., Wilkinson, A., Horwitz, P., Bahn, S., Redmond, J., & Dooley, J. (2015). Sustainability and action research in universities. International Journal of Sustainability in Higher Education, 16(4), 424–439. http://dx.doi.org/10.1108/IJSHE-09-2013-0111.