Integrated Curriculum

Drake, Susan M.; Reid, Jo‐Anne

doi:10.4324/9781138609877-ree135-1

Cited by 28 publications

(43 citation statements)

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“…Central to the design of the toolkit was consideration of all three curricular domains; i) the knowledge of the importance of scientific communication and approaches used; ii) the skills which are required to prepare communication outputs for varied audiences and iii) attributes required to communicate effectively, all of which follow the basis of the "Know/Be/Do framework" (23)(24)(25). A significant emphasis was placed on the skills domain, with an overlap between all three domains.…”

Section: Discussion the Development Of Online Resourcesmentioning

confidence: 99%

Embedding Scientific Communication and Digital Capabilities in the Undergraduate Biomedical Science Curriculum

et al. 2023

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Introduction: Scientific communication, particularly the dissemination of research findings to both the scientific community and the general public, are skills required of graduates embarking on post-graduate studies and employment within the biomedical sciences sector. The aims of this action research project were to i) co-design an online scientific communication and digital capabilities resource, constructively aligned to the learning objectives of a final year undergraduate investigative research project; ii) ensure resource flexibility for future adaptation by others iii) embed authentic scientific communication learning assessments, namely, the preparation of a lay summary and visual abstract and iv) promote students’ awareness of developed digital capabilities and transferable skills through written reflection.Materials and Methods: Student engagement, self-efficacy, experiences and performance and staff perceptions (n = 15) were evaluated by a mixed methods approach. Qualitative data was gathered from focus sessions, free text responses within questionnaires and content analysis of students’ written reflections (n = 104). Quantitative data from 5-point Likert responses within student questionnaires (n = 31) and analysis of student scientific and lay writing (n = 146) using the readability parameters Flesch-Kincaid Grade Level and Flesch Reading Ease were analysed using non-parametric statistical methods.Results: A learning resource was co-designed with students, staff, local, national and international contributors and valued by both students and staff, enabling students to prepare scientific communication outputs of a professional standard by application of digital, analytical and scientific communication skills. Students prepared lay summaries which were statistically (p < 0.0001) more readable than their paired scientific abstracts. Significant correlations between easier readability of lay summaries and awarded marks for the written elements of the module were noted. Students reported their digital and communication capabilities increased significantly (p < 0.0001) throughout, from limited to good/excellent and reflected on the numerous transferable skills developed during preparation of assessments, with 75% reflecting on their digital capabilities.Discussion: Undergraduate students developed, appreciated and used varied scientific communication and digital skills to articulate research findings. The embedding of such activities throughout all levels of higher education will enable students to develop their digital and scientific skills and reflect on the development of such transferable skills for application in their future careers.

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Section: Discussion the Development Of Online Resourcesmentioning

confidence: 99%

Embedding Scientific Communication and Digital Capabilities in the Undergraduate Biomedical Science Curriculum

et al. 2023

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“…The focus of this article is creating arts-infused learning experiences in which students explore the connections between the arts. Through such intentional instruction, the boundaries of each discipline may disappear (Drake & Burns, 2004). It is the space between disciplines in which learning becomes intensely meaningful.…”

Section: Benefits Of Arts-infused Instructionmentioning

confidence: 99%

Connecting the Dots Through Arts-Infused Activities

Anderson

2023

Journal of General Music Education

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Exploring authentic connections between the arts leads to a deeper understanding of artistic processes and prepares students for formulating connections in our increasingly interrelated world. Differentiated assessments allow students to demonstrate understanding through their choice of artistic media and work at their individual level increasing student motivation and engagement. Student peer-to-peer collaboration further enhances arts-infused activities by encouraging positive social interaction. This article provides step-by-step directions for how to create arts-infused activities and assessments in which multiple arts share common concepts.

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“…Theoretically, curriculum integration can be understood through poststructural theories that conceptualize knowledge as inherently integrated (Watkins & Kritsonis, 2011). Subsequently, integration can be understood as blurring traditional boundaries between disciplines (Kneen, Breeze, et al, 2020) across space and time (Davies & Trowsdale, 2021) and holistically interweaving disciplines (Drake et al, 2014) for the purpose of enhancing student learning (Drake, 1998; Pring, 1973). In relation to literacy, we conceptualize literacy integration as multiple literacy practices used alongside and in relation to interdisciplinary curricular aims.…”

Section: Valuing Expansive Views Of Literacymentioning

confidence: 99%

Examining evolutions of literacy integration with physical education and health in an after‐school program

Johnston

Marttinen

2023

J Adolescent & Adult Lit

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In this article, the authors analyze the ways literacy integration evolved in a multi‐year interdisciplinary after‐school program that supports youth through a focus on literacy, physical activity, and health. To deviate from the increasingly siloed assumptions around literacy education and attend to a more interdisciplinary, integrated perspective, the authors theorized literacy across multiple theoretical perspectives to examine 5 years of program implementation in three different sites (New York City, Los Angeles, and Paraguay) with culturally and linguistically diverse youth (ages 9–14), program leaders, and researchers. Drawing on assemblage theory to guide the analysis, the authors sought to identify the multidimensional (im)materialities that converged to produce evolutions of literacy integration in an after‐school program. Analyzing data for assemblaging factors that produced youths' literacy engagement differently throughout program years led to identifying three emergent assemblages that frame the findings: (1) Well‐intentioned literacy integration but more complex than expected, (2) Imprints of schooled literacy with sociocultural emergence, and (3) Community‐ and youth‐centered literacy integration. The authors conclude with implications for educators and after‐school leaders seeking to integrate literacy with interdisciplinary aims.

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Integrated Curriculum

Cited by 28 publications

References 0 publications

Embedding Scientific Communication and Digital Capabilities in the Undergraduate Biomedical Science Curriculum

Embedding Scientific Communication and Digital Capabilities in the Undergraduate Biomedical Science Curriculum

Connecting the Dots Through Arts-Infused Activities

Examining evolutions of literacy integration with physical education and health in an after‐school program

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