NR524 Curriculum Development Week 1 Discussion

NR524 Curriculum Development

Week 1 Discussion

In this course, you will have the opportunity to work with your peers as you develop different components of a curriculum. You will be asked to choose one of three groups to participate in peer collaboration. The three groups are the following.

An Associate degree program in a community college

A prelicensure BSN program in a public university

A hospital staff development department in a Magnet Hospital

Instructions on how to join the groups can be found here: Joining a Peer Discussion Group (Links to an external site.)

Please view the presentation on How to Collaborate with Peers prior to posting in the peer collaboration area.

Please note there is a specific grading rubric for the peer collaboration area.

In this first week, you will begin to develop a Mission Statement for the program you have chosen. Write your Mission Statement and post it in the peer collaboration area. Then read and provide a substantive critique to two classmates on their mission. For the academic programs (ADN and BSN), please use the Chamberlain University Mission Statement (Chamberlain Mission Statement: To educate, empower, and embolden diverse healthcare professionals who advance the health of people, families, communities, and nations) as the mission statement of the parent organization.

For the hospital-based program, please use the mission statement from your current work setting as the mission statement of the parent organization.

Please post the parent institution mission statement, followed by your individual mission statement, in the peer collaboration area.

Phases of Curriculum

The first phase of curriculum development is needs assessment. This phase is essential in creating an understanding of the objectives and expectations of a completed curriculum. The second phase is the planning session. Here, discussions are held about the content to be created and delivered in the curriculum. The third phase is content development. This phase stems from the planning session and it is the core of the curriculum development process. Here, performance goals are completed for every content area. It also involves the development of instructional methods, lesson plans, materials, and training aids. This is an extremely lengthy process in curriculum development. The fourth phase is curriculum pilot delivery and revision. Here, a sample of the curriculum is given to the target audience to corroborate the content, instructional techniques, and anticipated outcomes of the program. The fifth step is an accomplished curriculum package. The authenticated curriculum package entails all pertinent materials required in the delivery of the curriculum to the intended audience (Tractenberg et al., 2020).

The essential elements that need to be identified in the planning phase to develop a course or program include course objectives. The objectives involve what the course or program seeks to achieve. Determination of the objectives is critical in providing purpose and focus in planning (Drahmann, 2020). The other element of planning is the content of the course or program. The content involves specific areas that the course or program should work on to ensure desired changes or improvement. The other element is the development of entitlement and enrichment. This involves creating learners’ entitlement and illustrating the plans to widen the curriculum with extracurricular activities, educational visits, and other experiences.

The mission and philosophy of a school or institution can inform the development of the curriculum by helping educators to develop arguments, beliefs, and assumptions and also make value decisions. Philosophy creates a wide perspective and also assists in answering the purpose of learning institution, the subjects valued, how students should learn, and the kind of methods and materials that should be utilized. Philosophy and mission help in the development of a curriculum by informing decision-making about education in its entirety (Zhang, 2021). They also establish the dimensions of the curriculum, thus, defining the scope of the curriculum development process.

References

Drahmann, M. (2020). Teacher education in Germany: A holistic view of the structure, curriculum, development, and challenges. In Teacher education in the global era (pp. 13-31). Springer, Singapore. DOI: 10.1007/978-981-15-4008-0_2

Tractenberg, R. E., Lindvall, J. M., Attwood, T., & Via, A. (2020). Guidelines for curriculum and course development in higher education and training. https://osf.io/preprints/socarxiv/7qeht/

Zhang, L. J. (2021). Curriculum innovation in language teacher education: reflections on the PGDELT program’s contributions to EFL teachers’ continuing professional development. Chinese Journal of Applied Linguistics, 44(4), 435-450. https://doi.org/10.1515/CJAL-2021-0028

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Evaluation Methods

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Graded Item	Points	Weighting
Discussion (50 points, Weeks 1–7; 25 points, Week 8)	375	37.5%
Shared Governance Model Paper (Week 3)	200	20%
Management of Power Paper (Week 5)	200	20%
Executive Summary (Week 7)	225	22.5%
Total	1,000	100%

No extra credit assignments are permitted for any reason.

All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.