Inked assumption that teachers implicitly know how to develop curricula, or perhaps because curriculum development activities have traditionally received little (if any) credit toward promotion and tenure decisions.
A significant curriculum revision or the development of a new curriculum will require faculty to look beyond their own clinical specialties and courses. They need to consider which philosophical approaches and concepts should underpin the curriculum, and what the curriculum goals, subject matter, and methods to achieve the goals should be. As well, they must examine how all aspects of a curriculum interact, and the best course configuration. To develop a unified curriculum in a timely fashion, faculty and other stakeholders might require assistance with the curriculum development process itself, as well as with curriculum implementation. Accordingly, faculty development must occur in tandem with curriculum development. Chapter 4 presents a description of faculty development, and each subsequent chapter includes ideas for faculty development related specifically to the chapter content.
Faculty Development Related to Organizing for Curriculum Development Once a decision has been made to proceed with curriculum development, it is worthwhile to have a faculty development session about the curriculum development process itself. Specifically, a summary of the entire process will help novices appreciate that curriculum development is an iterative process, replete with concurrent and recurrent sub processes. However, to ensure that faculty does not feel overwhelmed, it is wise to identify the concrete tasks that ensure timely completion of the work. The goal is for faculty to comprehend the process and believe that it is manageable. Therefore, an overview of the logistics of getting organized is essential. Importantly, faculty development could also address the topic of leadership, since many faculty members assume leadership roles on various subcommittees or task forces involved in curriculum development.
Getting organized for curriculum development activities comprises attention to both the processes of working together and the logistics of getting the work done. Effective leadership and decision-making procedures are of paramount importance. Determining committee structures and establishing a work plan provide a concrete basis for progress. Inclusion of people beyond the nursing faculty will assist with completion of the work and broaden the perspectives of nursing faculty, and ultimately, the curriculum. Attention should be given to issues of academic freedom and publication possibilities at the outset, since these are directly relevant to the careers of nursing faculty. Finally, it is essential to secure the necessary resources to carry out the plans. Faculty development is integral to all these activities.
Completion of their tasks. These can be included in the critical path, or a separate listing of meeting dates can be prepared to coincide with the critical path. In either case, early development of a meeting schedule with a notation about the major task to be achieved will help to ensure that curriculum developers reserve the time for meetings and that curriculum work proceeds in a timely fashion.
As the overall plan for curriculum development is shaped, the necessary resources will become apparent. Concrete requests for resources should be made. The requests could include release time from teaching for key curriculum developers; a specific budget for data collection activities, faculty development, or curriculum consultation; and secretarial support. Although alterations in work assignments maybe subject to collective agreements, they are worthy of exploration, since it is primarily the faculty who must develop, accept, and implement the curriculum.
Discussing the Relationship of Curriculum Development to Academic Freedom
Academic freedom is “the free search for truth and its free exposition” (American Association of University Professors [AAUP, nod]). This includes freedom in teaching, research, publication, and criticism of the institution. However, “academic freedom is a qualified right;… a privilege enjoyed in consequence of incumbency in… an academic role and it is enjoyed conditionally in conformity with certain obligations to the academic institution and its rules and standards” (Shills, 1993, p. 189).
Larson (1997) suggests that faculty sometimes perceive academic freedom as giving each faculty member the right to plan courses independently, without attention to how these conform to the entire curriculum. She contends that this is not realistic nor should it be supported. Faculty are granted freedom in the classroom in discussing their subject (AAUP, nod; Canadian Association of University Teachers, 1979); yet teaching must be undertaken “with due respect to what is thought by qualified colleagues” (Shills, 1993, p. 190).
There must be unity and progression within professional curricula. Therefore, creating courses in isolation from one another and without reference to agreed-upon philosophical approaches and curriculum goals is neither acceptable nor sound. Curriculum development, however, should not be so constrained that creativity, pedagogical preferences, and expertise of faculty are stifled. There should be a balance between faculty autonomy and curriculum intent. A frank discussion among faculty and the school leader would ensure resolution of the latitude possible within courses.
Contributing to certified nursing assistant online classes development by all faculties is essential for a successful outcome. Because this requirement may compete with other scholarly activities, such as research, some faculty may feel their academic freedom is restricted. If this is the case, open discussion about academic rights and responsibilities is warranted, and thought should be given to adjustments in work assignments of some faculty.
Discussing Potential for Publication and Authorship
The possibility of publication arising from the cna online training development process should be discussed and agreed to in advance. Dialogue about this must occur early, since many expository and research articles could be generated as part of curriculum development.
Publications about the cna online courses development process itself are important to consider. There may be aspects of the process that are unique, or insights attained that are worthy of sharing through journal articles. Often the ‘lessons learned’ are relevant to curriculum developers in other settings.
If it is decided that there are some researchable questions or other new knowledge to add to the body of cna online degree development scholarship, the topic of authorship should be addressed. Many issues should be resolved early. For example, will one person or a team be responsible for writing proposals and articles? How will contributors be acknowledged in publications? Will primary authorship rotate among faculty and be dependent on who takes the leadership role in specific publications? Perhaps there are faculty on the curriculum development team who would thrive on being involved in research and writing, and these could be an added incentive for their participation in cna online schools development.
Faculty development is foundational to the creation and implementation of a online cna classes that reflects a new perspective and is true to the espoused philosophical approaches. It is paramount that faculty move from established styles of thinking and interacting to methods that reflect the new vision. Therefore, faculty development must be preeminent throughout the curriculum development process.
Faculty development is a joint obligation of individual faculty, groups of faculty, and the school leader. Finke (2005) asserts that faculty development for the teaching role should include attention to competencies associated with online cna training and course development. These include knowledge of the content area; writing learning objectives; developing learning activities; selecting and presenting learning experiences; using appropriate teaching-learning theories in classroom and clinical settings; specifying expectations; providing feedback; facilitating development of critical thinking skills; using information technologies; and evaluating learning. These are essential skills for teachers and are prerequisite to curriculum development, but are not in themselves sufficient for curriculum development.
Faculty development has been described as the “essence of curriculum development” (Rush, Ouellet, & Wasson, 1991). Indeed, attention has been given to developing faculty to teach and to evaluate student learning in changed curricula However, faculty development about the curriculum development process itself is rarely addressed, perhaps because of an exam.