Improving Classroom Guidance Curriculum With Understanding by Design

Dack, Hilary; Merlin‐Knoblich, Clare

doi:10.15241/hd.9.2.80

Cited by 17 publications

(12 citation statements)

References 2 publications

(10 reference statements)

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“…Applying the concept of “understanding by design” to this context, the most logical consideration when prioritizing a topic is its prevalence within the scope of practice of the generalist pharmacist [ 9 ]. The lens we applied goes beyond prevalence of a topic or medical condition, and emphasizes the role of the pharmacist within that topic area.…”

Section: Discussionmentioning

confidence: 99%

“…Within pharmacy education, Longyhore, Dixon and Noel propose using a modified Ebel grid for setting curricular boundaries in pharmacy school by evaluating topics on a scale from “need to know” to “nice to know”, taking into consideration a topic’s criticality and relevance [ 6 ]. Outside of pharmacy education, other models proposed for evaluating curricular content include shifting the emphasis of course content from acquiring textbook knowledge to developing scientific thinking skills through the use of journal articles, the use of concept mapping when performing quality improvement on individual courses and entire curricula, and the use of the “understanding by design” framework for purposeful planning of curricula [ 7 , 8 , 9 ]. Despite these helpful resources, this process can still be difficult to operationalize beyond the individual course level at an institution because they all rely on the assumption that faculty generally agree on what is considered important.…”

Section: Introductionmentioning

confidence: 99%

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Adapting a National Framework to Inform Curricular Redesign Focused on Enhancing Student Clinical Competency

et al. 2021

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Doctor of Pharmacy (PharmD) programs continually engage in curricular redesign to ensure practice readiness of graduates. With ever-increasing demands on clinical competency and curricular time, it is important to be intentional when determining curricular priorities and prioritize contemporary pharmacist practice. This paper describes how to adapt a national framework for pharmacotherapy curricula to emphasize the pharmacist’s role within a given topic area in order to facilitate conversations about allotting curricular time during a curricular redesign. Customized Tier descriptions based on various factors expected of student pharmacists during Advanced Pharmacy Practice Experiences (APPEs) were developed (e.g., relative autonomy of the pharmacist in managing the topic, emphasis on licensing exams, frequency with which students can expect to encounter the topic at school-specific experiential placements, and condition-specific information). Topics were also reprioritized to address regional variations in practice and ideologies. Customizing a national framework to determine program-specific considerations for prioritizing topics within the pre-APPE curriculum can help faculty and students alike maintain focus on highly critical and foundational concepts, while also making sure not to completely disregard topics of lower priority. We have proposed such a framework for programs to utilize when facilitating conversations surrounding curricular reforms and topic prioritization.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Adapting a National Framework to Inform Curricular Redesign Focused on Enhancing Student Clinical Competency

et al. 2021

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“…School counseling programs that follow this ASCA model assist the school by creating and delivering classroom lessons and providing individual and group counseling (Randick et al, 2018), while focusing students’ mental health and academic success after suffering from months of a crisis. School counselors can develop action plans aligning with the ASCA Mindsets & Behaviors standards and include an evaluation to ensure effectiveness (ASCA, 2019; Dack & Merlin-Knoblich, 2019).…”

Section: The Role Of the School Counselormentioning

confidence: 99%

COVID-19’s Effect on Students: How School Counselors Rise to the Rescue

et al. 2020

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The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic.

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“…La incidencia de las prácticas de orientación sobre los estudiantes puede entenderse como una formación de sus virtudes, emociones, y formas de ver el mundo y de relacionarse con uno mismo (Romito, 2019). También existen iniciativas para estimular la participación de los orientadores en diseños curriculares que promuevan la prevención de problemas emocionales (Dack y Merlin, 2019).…”

Section: Discusión Y Conclusionesunclassified

Percepción social de la orientación escolar en orientadores de Bogotá

Salamanca

2020

REOP

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RESUMENSe presentan los resultados de una encuesta de percepción social sobre la orientación escolar diligenciada por 1007 orientadores de Bogotá. Esta encuesta se realizó con el apoyo de la Secretaría de Educación de la ciudad en el marco del Congreso de Orientación y Asesoría Escolar realizado en 2018. Estuvo compuesta por 10 ítems con respuesta tipo Likert sobre aspectos relativos a la actividad profesional. Se compararon las respuestas según la formación de pregrado del orientador, ya que en Colombia ese cargo está abierto a distintas profesiones. Los datos se analizaron en términos de variables nominales y ordinales dada la naturaleza de las escalas Likert y con el estadístico chi cuadrado. Entre los resultados se destacan: (a) La percepción social general de los orientadores hacia la orientación es favorable pese a las dificultades que enfrentan en su trabajo. Dicha favorabilidad es consecuencia de la reflexión sobre su práctica. (b) La formación de pregrado del orientador influye en la percepción de la orientación como una actividad docente X2 (12, N=1007) =32.152, p <0.05. Aunque no todos los orientadores participantes se ven a sí mismos como maestros, en sus actividades promueven procesos de formación. Esto coincide con el panorama de la investigación correspondiente y fundamenta discusiones frente a la relevancia de la formación in situ de los orientadores y a la dimensión pedagógica de su práctica.ABSTRACTThis paper presents the results of a survey of social perception on school guidance completed by 1007 Bogotá’s counselors. This survey was carried out with the support of the Ministry of Education of the city within the framework of the School Counseling and Advisory Congress held in 2017. It was composed of 10 items with a Likert-type response on aspects related to professional activity. The answers were compared according to the undergraduate training of the counselor, since in Colombia that position is open to different professions. The data were analyzed in terms of nominal and ordinal variables given the nature of the Likert scales and the chi-square statistic. Among the results are: (a) the general social perception of counselors towards guidance is favorable despite the difficulties they face in their work. Said favorability is a consequence of the reflection on its practice. (b) The undergraduate training of the counselor influences the perception of the orientation as a teaching activity X2 (12, N = 1007) = 32,152, p <0.05. Although not all participating counselors see themselves as teachers, in their activities promotes training processes this coincides with the panorama of the corresponding research and bases discussions on the relevance of the in-situ training of counselors and the pedagogical dimension of their practice.

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Improving Classroom Guidance Curriculum With Understanding by Design

Cited by 17 publications

References 2 publications

Adapting a National Framework to Inform Curricular Redesign Focused on Enhancing Student Clinical Competency

Adapting a National Framework to Inform Curricular Redesign Focused on Enhancing Student Clinical Competency

COVID-19’s Effect on Students: How School Counselors Rise to the Rescue

Percepción social de la orientación escolar en orientadores de Bogotá

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