Preventing Curriculum Drift: Sustaining Change and Building upon Innovation

Wilson, Emery A.; Rudy, David W.; Elam, Carol L.; Pfeifle, Andrea; Straus, Robert

doi:10.1007/bf03355202

Cited by 16 publications

(8 citation statements)

References 6 publications

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“…Curriculum drift is explained as the insidious process by which the curriculum returns to its pre-innovative state. [26] Another factor which might have caused curriculum drift in this situation is the fact that many of the champions (12 educator midwives) will retire within the next five years.…”

Section: Discussionmentioning

confidence: 99%

What went wrong? A critical reflection on educator midwives’ inability to transfer education knowledge

Botma

Nyoni

2015

JNEP

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As part of a competency-based curriculum development exercise, educator midwives were required to apply the design principles of constructivism, constructive alignment, scaffolding and authenticity in the development of teaching and learning material for a newly approved curriculum. Through action research cycles, the facilitators and educator midwives reflected on possible reasons why they struggled to apply the mentioned principles in developing learning activities for students. The unit of analysis comprised the reflections of facilitators and 12 educator midwives. Ten of the 12 educator midwives were older than 40 years and all had qualifications and experience in midwifery and education. The action-reflection cycles contributed to improvement in the quality of the learning activities but application of the scaffolding principle remained a challenge. Failure of the educator midwives to transfer their learning raised concerns about their ability to facilitate deep learning. Considering the age of the group and the ingrained rote memorisation characteristic of education methods during their training made curriculum drift a real threat. Educator midwives struggled to integrate education knowledge into educational practice. Nursing schools that are in the process of changing their teaching paradigm may find this article useful to identify possible challenges and suggested solutions.

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Section: Discussionmentioning

confidence: 99%

What went wrong? A critical reflection on educator midwives’ inability to transfer education knowledge

Botma

Nyoni

2015

JNEP

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“…Curriculum drift describes the process of "drift" that can occur when multiple faculty make different curriculum choices in teaching a course with the same standards, objectives, and assessments. Curriculum drift is a process in which the curriculum returns to a pre-innovative state, and faculty return to teaching what they know (Wilson, Rudy, Elam, Pfeifle, & Straus, 2012). It is the gap between the curriculum and what is actually taught (van de Mortel & Bird, 2010).…”

Section: Curricular Alignment and Driftmentioning

confidence: 99%

“…Curriculum drift explains how an apparently quality, cohesive curriculum can appear vastly different when looking at numerous syllabi from the same course. Wilson et al (2012) argued that curriculum drift can be unpredictable, yet when teacher education programs understand the forces that promote curricular drift, this may lead to the development of preventable strategies. Zemksy (2014) argued that a program's curriculum is the best place to start looking for solutions to problems in the program.…”

Section: Curricular Alignment and Driftmentioning

confidence: 99%

Studying cultural relevance in online courses: A thematic inquiry

Adams¹,

Rodriguez²,

Zimmer³

2019

OLJ

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This study investigated if culturally relevant pedagogy was embedded into online reading courses at the undergraduate and graduate level in at a southeastern university college of education. The goals of the study were: to highlight the importance of a fully developed syllabus for adjunct and part-time faculty who rely heavily on the syllabus; to emphasize the importance of syllabi for curriculum and course integrity when programs move to fully online; to investigate whether the cultural relevance emphasized at the program level was evident in the syllabi. The findings indicate that alignment between assessment and objectives and a detailed syllabus in online courses are critical in creating culturally relevant online courses. This study is important to the field in several ways. First, colleges of education may benefit from the findings on explicit instructions in shared syllabi and in alignment in programs and courses. Additionally, including democratic classrooms and ensuring depth of knowledge in reading programs is important in program evaluation.

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“…The curriculum is seen as a multi-layered phenomenon encompassing the espoused curriculum, the enacted curriculum and the experienced curriculum. [3] Changes in the needs of society influence HEIs to innovate their espoused curriculum [4,5] through the introduction of new learning outcomes, new teaching and assessment methods and even different pedagogical values. [6] Failure to promote the implementation of such curricular innovations may result in curricular drift, which Woods [5] describes as the difference between the espoused curriculum and the enacted curriculum.…”

Section: Researchmentioning

confidence: 99%