Towards the development of an archival core curriculum: The United States and Canada

2006 ◽  
Vol 6 (2) ◽  
pp. 133-150 ◽  
Author(s):  
Jeannette A. Bastian ◽  
Elizabeth Yakel
Keyword(s):  
United States ◽  
Core Curriculum ◽  
The United States

Developing the Discipline and Practice of Comprehensive Men’s Health

2013 ◽  
Vol 7 (4) ◽  
pp. 342-349 ◽  
Author(s):  
Salvatore J. Giorgianni ◽  
Demetrius J. Porche ◽  
Scott T. Williams ◽  
Janet H. Matope ◽  
Brandon L. Leonard
Keyword(s):  
United States ◽  
Health Care ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Core Curriculum ◽  
Care Delivery ◽  
Building Blocks ◽  
The United States ◽  
Men’S Health ◽  
Men's Health

Men of all ages in the United States experience disproportionately higher rates of morbidity and premature death than females. The reasons for this are complex and include biological, sociological, and health system–related issues, but this is also in part due to the fact that men and boys tend to lead more risky lifestyles and generally avoid preventive care when compared with women and girls. These disparities not only affect males but also their loved ones and can adversely affect their participation in the workforce and in their communities. Better understanding of the drivers of men’s health disparities is needed to enable health professionals to more effectively address this problem. One of the fundamental building blocks for changing health care delivery to males is to provide a core curricular framework for education and training of health professionals related to the specific health issues of men and boys. This article will present a study assessing what men’s health courses are available in the United States and identifying the content within such courses that will prepare health care professionals to deliver programs and care to this demographic. The study identified that as of 2012, there were only 21 courses in 18 institutions that address gender-appropriate health care for boys and men. The authors conclude that developing and incorporating an expert, consensus-based men’s health core curriculum in universities and colleges, particularly in health professional programs, is an extremely important cornerstone in advancing the science and practice of true and balanced gender-based care delivery.

scholarly journals Planets, Pulsars, And Poetry

1990 ◽  
Vol 105 ◽  
pp. 57-61
Author(s):  
S.B. Yorka
Keyword(s):  
United States ◽  
General Education ◽  
Core Curriculum ◽  
The United States ◽  
Science Class

For many of us in the United States, the majority of our students are in descriptive astronomy classes. And since these classes typically satisfy general education or core curriculum requirements that must be completed by all students, the students can range from those genuinely interested in astronomy to those who are taking the class because “it sounded less boring” than other options available. Whichever end of that spectrum the students occupy, many of them approach astronomy with quite a bit of anxiety because it is a science class. In student lore, a science class is a class that is by definition more difficult — perhaps verging on the impossible — than other classes, one that discusses totally foreign things in an arcane language and, above all, is a class that has no connection with anything else in the curriculum, except maybe another science class.

scholarly journals A Comparative Study of Three Key Features in the Design and Practice of Teacher Education in the United States and Norway: Part I. Findings from a Study in the United States [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Karen Moore Hammerness
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Teaching Practice ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Clear Vision ◽  
Design And Practice

This paper draws upon recent research on program features that characterize powerful teacher education. This research suggests that teacher education programs need to promote a clear vision of teachers and teaching; must be coherent, reflecting a shared understanding of teaching and learning among faculty and students; and finally, need to be built around a strong core curriculum deeply tied to teaching practice. However, we know little about whether these features also characterize powerful teacher education programs in other countries. To address that gap, I share research from two studies, one in the United States, and one in Norway (in the linked paper that follows). The studies examined the visions, coherence, and relationship to practice in a range of teacher education programs. This first paper examines the nature and role of vision, coherence and opportunities to learn in three teacher education programs in the United States.

scholarly journals A Comparative Study of Three Key Features in the Design and Practice of Teacher Education in the United States and Norway: Part II. Findings from a Study in Norway [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Karen Moore Hammerness
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Teaching Practice ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Clear Vision ◽  
Design And Practice

This paper draws upon recent research on program features that characterize powerful teacher education. Based upon research and scholarship in the U.S., suggests that teacher education programs need to promote a clear vision of teachers and teaching; must be coherent, reflecting a shared understanding of teaching and learning among faculty and students; and finally, that they need to be built around a strong core curriculum deeply tied to teaching practice. However, we know little about whether these features also characterize powerful teacher education programs in other countries. To start to address that gap, I describe research from two separate studies, one conducted in the United States and one in Norway. Both studies examined the visions, coherence, and relationship to practice in a range of teacher education programs. In this second paper, I share the findings from the Norwegian study. An opportunity to look across two contexts at the same features helps provide some initial insights about key characteristics of teacher education that may matter most.

Palliative and end-of-life care in the masters of social work curriculum

2017 ◽  
Vol 16 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Cathy Berkman ◽  
Gary L. Stein
Keyword(s):  
United States ◽  
Health Care ◽  
Palliative Care ◽  
Social Workers ◽  
Core Curriculum ◽  
The United States ◽  
Care Practice ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Wide Range

ABSTRACTObjective:There is a shortage of social workers who have palliative care expertise. The aging U.S. population and advances in extending life for seriously ill persons require social workers in a wide range of health care and other settings with specialized palliative care expertise, as well as those with basic competence in palliative care. The objective of the present study was to document course content on palliative care in MSW programs in the United States and Canada.Method:A cross-sectional design with an online questionnaire was used. All 248 accredited MSW programs in the United States and 32 programs in Canada were invited to participate. The measures included the characteristics of the courses on palliative care.Results:Of the 105 participating programs, only 10 had courses dedicated to palliative care, 9 of which were part of a specialization/certificate program. Few programs had plans to develop a dedicated course. There were 106 courses in 63 MSW programs with some content on palliative care. The majority of these had <25%, and few had at least 50%, of palliative care content.Significance of Results:Curricula are needed for preparing MSW graduates for specialty hospice and palliative care practice and non-specialty practice. While there are practice competencies for specialty practitioners, consensus on a core curriculum for all MSW students would be beneficial. Consensus on basic palliative care knowledge and skills for non-specialty social workers in health care and other settings and subsequent curriculum development are also needed. Innovative ways in which to introduce basic and more specialized content on palliative care into the already-crowded MSW curricula will be needed.

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