Subject Index

Citation (2023), "Subject Index", Sengupta, E. (Ed.) Integrative Curricula: A Multi-Dimensional Approach to Pedagogy (Innovations in Higher Education Teaching and Learning, Vol. 50), Emerald Publishing Limited, Bingley, pp. 183-191. https://doi.org/10.1108/S2055-364120230000050014 Publisher: Emerald Publishing Limited Copyright © 2023 Emerald Publishing Limited INDEX Academic communication, 86 Academic development of staff, 142 Academic gains, 15 Academic programs, 86 Accreditation Council for Pharmacy Education (ACPE), 65 Acculturation process, 74 Accurate information on COVID-19, 152 disseminate, 150–151 Active learning, 111, 139 approaches, 140 strategies, 67 Alignment, 69 of application-related assessments, 69 of expertise, 66 Application, 69 AUHCOP Environment, 69–70 Fink’s Taxonomy, 69 learning outcomes, 70 Artificial intelligence (AI), 132 Assessment (of students), 27, 33 Assessment integration, 67 Assessment practices for PBAs, 69 Assessment process, 45 Assignment objectives, 105 Association for Experiential Learning, The, 90 Association to Advance Collegiate Schools of Business (AACSB), 104 Auburn University Harrison College of Pharmacy (AUHCOP), 49 application, 69–70 assessment approaches, 49 caring AUHCOP environment, 72 competency-driven curriculum, 69 course, 49 curriculum, 65, 69 foundational knowledge, 68 human dimension, 70–71 integration, 65 LPC, 61–62 overall percentage of students successfully meeting competencies on formative and summative assessments, 50–60 performance-based assessments, 62 unit assessments and exams, 62–64 Authentic assessment, 138–139 Black, Asian, and Minority Ethnic (BAME) (students), 26, 35–36 Black Lives Matter (movement), 26 Black popular movements, 27 Blackboard, 94 Bloom’s Revised Taxonomy, 106 Bologna action points, 116 Bologna Process (BP), 8 Bologna Process as symbolic policy domain on international level, 117–118 curriculum studies in context of Bologna Process, 118–121 integrative curriculum in BP Post-2020, 122–126 methodology, 121–122 post-2020 international agenda, 116 Bologna’s action points, 121 Brightspace, 94 Business pedagogy, 109 Canada, international students in, 85–85 Canvas, 94 Caring, 72 AUHCOP environment, 72 Fink’s taxonomy, 72 learning outcomes, 72–73 Centre for Equity and Inclusion, 29 Centre for Professional and Educational Development (CPED), 29 Change management, 26 Co-teaching, 102–103 Coaching, 13 Co–creation of curricula, 134 Collaborative approach to program design, 142 Collaborative learning, 91–92 Communication, 104, 111–112 Community, competence with and for, 142 Community connections, creating, 93–94 Competence, 134, 138 with and for community, 142 Competence-based higher education (Competence-based HE), 132, 134–135, 144 challenge, context and change, 132–133 as inclusive HE, 134–135 knowledge management, 136–140 self-awareness, 140–144 at University of Hull, 135 Competence-based programs, 140 Competence-based teaching and learning, 143–144 experience, 143 knowledge, 144 self-awareness, 144 Competencies, 62, 66–67, 69–70 Competency-based education (CBE), 69 Complementing, 31 Computer science, 132 Constructive feedback on group assignments, 109 Content and language–integrated learning (CLIL), 9, 150 evaluation of integrative curriculum, 158 extracts from reflective journals in first academic term, 159–160 extracts from reflective journals in second academic term, 160–161 extracts from reflective journals in third academic term, 161–162 formative evaluation, 158–159 implementation of integrative curriculum design, 156–158 integrative curriculum design in light of CLIL for medical English courses, 156 methods, 152 nursing student’s opinion in Google Meet chat box during medical English course, 163 observation, 153 preparation stage in development of integrative curriculum for medical English courses, 154–156 reflective journal writing, 153–154 research setting and teaching context, 152–153 results, 154 student’s opinion, 162–163 time and methodological triangulation, 153 Convalescent Plasma, 161 Conventional assessment strategies, 49 Corporate strategies, 30 Course design, 33 Course development process, 66, 107 Course leaders, 39 COVID-19, 156, 166–167 pandemic, 27, 34, 84–85, 94 period, 150 process, 154 Creativity, 5 Criminology, 37 group work assessment in, 38 Critical pedagogy approach, 39 Critical theory, 43 Critical thinking, 5, 9, 49, 62, 71, 152–154, 158, 161 skills, 73, 87 Culmination of specialization, 113 Cultural skills, 96 Culture curriculum, teaching about, 92–93 Curricular development, 69 team, 71 Curricular integration, 65–66 Curriculum, 122, 125 Curriculum design, 89 Curriculum developers, 88, 92, 95 Curriculum development four stages of, 154 process, 27, 39 Curriculum implementation, 156–158 Curriculum integration, 4–5, 74 Curriculum mapping, 105 Curriculum Studies in Context of Bologna Process, 118–121 Decision-making process, 124 and scheduling process, 107–108 Decolonizing (the curriculum), 33, 36 Deep learning, 67, 117 Developmental process for academic staff, 142 Dialectic motif, 104 Digital technologies, 132 Digitalization of HE, 120 Disciplinary experience, 138–140 competencies, 140 Disciplines, 5–6 Doctor of Pharmacy curriculum, 48 development process, 49 Drug approval process, 68 Education, 45 Education for social justice, 31 challenges for staff engagement, 34–36 context and vision, 27 curricular changes, 36–39 higher education sector context, 27–28 institutional history, 28–29 integrative curriculum framework, 32–34 London Met, 28 from social mobility toward social justice, 30–32 understanding institutional identity, 30 Education for Social Justice Framework (ESJF), 6, 26, 28, 43 accessibility, 44 critical theory and pedagogy, 43 identity, personalisation, and reflection, 43–44 inclusive assessment, 44–45 inclusive leadership, 45 purposes of, 32–34 relationships and psycho-social environment, 44 Educational process, 16 Elevator Speech, 72 Employability, 138, 141 Endemic, 159 English as a Second Language (ESL), 84 English for Academic Purposes (EAP), 7, 84 classrooms, 86, 89, 91 curricula, 87 curriculum, 86 curriculum developers, 90–91 example, 91 instructors, 87, 92 programs and curricula, 86–87 students, 87–89 English for specific purposes (ESP), 150 practitioner’s positive effect, 159 practitioner’s scaffolding approach, 159 English language programs, 84 Entrepreneurship and Service Management, 102 Epidemic, 159 Equality, 28 Equality Act (2010), 135 Equity, 28 Ethical thinking, 138 Europe, 116 European countries’ National Qualification Frameworks, 134 European Credit Transfer System (ECTS), 119 European Dimension in HE, The, 120 European Higher Education Area (EHEA), 8, 116, 118 communiqué, 8 ministerial communique, 121 European Union (EU), 116 Examinations, 49 Excelling students, 13 Experience, 143 Experiential learning, 90–91, 112, 138 Faculty members, 111 Field trips, 112–113 Fink integration, 65 Fink’s taxonomy, 49, 66 application, 69 caring, 72 foundational knowledge, 67–68 human dimension, 70 integration, 65 Fink’s Taxonomy of Significant Learning, 48, 62, 74 Fink’s thinking pedagogy approach, 70 First academic term, extracts from reflective journals in, 159–160 Flipped classroom approach, 139–140 Flipped learning, 139 Formative assessments, 62, 67 Formative course assessments, 67 Formative evaluation, 158–159 Foundational knowledge, 67 AUHCOP Environment, 68 Fink’s taxonomy, 67–68 learning, 67 learning outcomes, 68–69 Fourth industrial age (4IA), 8, 132 Fourth industrial revolution (4IR), 132–133 Funding, 103 Fusion, 4 Games courses, 38 Games module, 37 Genuine learning, 12 Globalization, 137 Google Meet, 162 nursing student’s opinion in Google Meet chat box during medical English course, 163 Governance, 117 Graduate-level knowledge acquisition, 133 Group work, 139 Guidance, 144 Gustavson School of Business, The, 102 Gustavson service management students, 105 Hard governance, 117 Harden’s integration ladder (see Student-centered, problem-based learning, integrated teaching, community-based, electives, and systematic model (SPICES model)) Health and Social Care, 37 course, 38 Healthcare professions, 49 Healthcare system, 68 Higher education (HE), 6, 26, 28, 116, 132 (see also Competence-based higher education (Competence-based HE)) approach to integrative curriculum in, 12–13 sector, 29 sector context, 27 systems, 31 History program, 142 Human dimension, 70 AUHCOP environment, 70–71 Fink’s taxonomy, 70 learning outcomes, 71 Identity (staff, students), 28, 43–44 Inclusion, 135 of technology, 88 Inclusive assessment, 44–45 Inclusive behaviour sessions, 35 training programme, 31 Inclusive HE, Competence-based HE as, 134–135 Inclusive leadership, 45 Inclusive practices, 135, 138–139 Inclusivity, 26, 30, 44 philosophy of, 35 Individual topic sequencing, 108 Infodemic, 160 Infoxication, 150 Institutional history, 28–29 Institutional identity, 30 Integrated Curriculum Model, 151 Integrated teaching, 66 communication, 111–112 day one, 110–111 integration components, 112–113 literature review, 103 planning for service management module, 105–110 program structure, 110 team teaching, 103–104 Integration, 65, 110, 151 assessment integration, 67 AUHCOP environment, 65 components, 112–113 curricular integration, 65–66 of curriculum, 74 Fink’s Taxonomy, 65 learning outcomes, 67 teaching teams and learning communities, 66 Integrative curricula, 8 Integrative curriculum, 4, 12, 89, 116, 122, 152 approach to integrative curriculum in higher education, 12–13 in BP Post-2020, 122–124 evaluation of, 158 preparation stage in development of integrative curriculum for medical English courses, 154–156 Integrative curriculum design implementation of, 156–158 in light of CLIL for medical English courses, 156 Integrative curriculum framework, 32, 40 purposes of education for social justice framework, 32–34 Integrative curriculum in EAP programs design and delivery considerations for integrative EAP curricula, 88–94 EAP programs and curricula, 86–87 international students in Canada, 85–85 literature review, 85 LMS, 94–95 online tools, 95 online video conferencing tools, 94 supporting EAP Students, 87–88 technology-supported teaching and learning and virtual classrooms, 94 Integrative EAP curricula, design and delivery considerations for, 88 collaborative learning, 91–92 creating community connections, 93–94 experiential learning, 90–91 relevance, 89–90 teaching about culture and intercultural curriculum, 92–93 Integrative EAP curriculum, 93 Integrative learning, 84, 143 Integrative teaching, 143 Interactive team teaching, 104 Intercultural curriculum, teaching about, 92–93 International Bologna Follow-up Group, 125 International Student Office, 88 International students, 84, 88 in Canada, 85–86 International Women’s Day, 36 Internationalization of post-secondary campuses, 92 Intervention techniques, 21 Knowledge, 144 Knowledge management, 136 competencies, 137 disciplinary and professional experience, 138–140 disciplinary and professional experience competencies, 140 Language, 86 development of, 89 learners, 91 learning process, 87, 89–90 and skills, 90 studies, 85 Leadership, 29, 33 Learning community (LC), 66, 134, 144 Learning environment, 48 Learning how to learn, 73–74 AUHCOP environment, 73 Fink’s taxonomy, 73 learning outcomes, 73–74 Learning learning and assignment objectives, 105 Learning management system (LMS), 94–95, 111 Learning outcomes, 140 Learning pedagogies, 107 Learning process, 6, 73 Learning within integrated pharmacy course application, 69–70 AUHCOP assessment approaches, 49–64 caring, 72–73 Doctor of Pharmacy Curriculum development process, 49 foundational knowledge, 67–69 human dimension, 70–72 integration, 65–67 learning how to learn, 73–74 lessons learned, 74 Lifelong learning, 116 Literacy Education for Adults and Families Program (LEAF Program), 90 London Met, 28, 31, 43 London Metropolitan University, 26 Longitudinal patient case (LPC), 61–62 grading rubric, 77–80 Longitudinal study, 153 Manual thematic analysis, 121 Marketing, 102, 112 Material policies, 118 Media, 132 Medical education, 150–151 Medical English courses, 152 integrative curriculum design in light of CLIL for, 156 nursing student’s opinion in Google Meet chat box during, 163 preparation stage in development of integrative curriculum for, 154–156 Medical journals, 152 websites of, 155 Mentees, 14, 17–20 Mentors, 14, 19–20 Multidisciplinary course development team, 66 Multidisciplinary curriculum, 5 Mutual benefit, 21 for mentors and mentees, 15 National Middle School Association, The, 12 National Qualifications Frameworks, 123 Non-communicable diseases (NCDs), 158 North American culture, 92 Novel coronavirus (2019-nCoV), 150 Novel coronavirus-infected pneumonia (NCIP), 150 Novel teaching approaches, 48 Nursing students, 156, 162–163 interests, 161 opinion in Google Meet chat box during medical English course, 163 Objective feedback on group assignments, 109 Observation, 153 Online tools, 95 Open coding, 121 Open Method of Coordination (OMC), 116–117 Organisation of Economic Co-operation and Development (OECD), 116 Organizational Development, 144 Overarching curriculum, 123 Overarching Framework of Qualifications of the EHEA (QF-EHEA), 123 p-value, 19 Pandemic, 159 Partnership-based program design, 142 Pedagogy, 43 Peer Assistance Support Scheme (PASS), 16 Peer feedback, 71, 73 Peer learning, 14 (see also Content and language–integrated learning (CLIL)) advantages of, 15 Peer support, 13 Peer Support Program (PSP), 5, 13, 20 aim of chapter, 17 benefits of peer support, 14–16 concerns, 16 data analysis, 17 data collection, 17 mentees, 17–19 mentors, 19–20 our approach to integrative curriculum in higher education, 12–13 peer tutoring and support, 13 working definition, 13–14 Peer teaching, 14 advantages of, 15 Peer tutoring, 13 Peer-support method, 125 Performance-based assessments (PBAs), 61–62, 70 Personal growth, 13, 16 Pharmacists’ Patient Care Process (PPCP), 68 Pharmacy profession, 49 PharmD curriculum, 74 redesign process, 66 Phoenicia University (PU), 13–14, 17 Policies, 107 Post-secondary institutions, 88, 94 Post–2020, 117 agenda, 121–123 context, 121 Practice Ready Curriculum (PRC), 49 Pre-test questionnaire, 19 Problem–solving, 142 Professional, scholarly & research bodies (PSRBs), 137 Professional experience, 138–140 competencies, 140 Professional organizations, 108 Program designers, 88 Psycho-social environment, relationships and, 44 Purposeful learning, 69 Quizzes, 49 Race Equity Strategic Plan, 31 Racism (in HE), 26 Reciprocity, 21 Reflections, 73, 141 Reflective journals, 158 extracts from reflective journals in first academic term, 159–160 extracts from reflective journals in second academic term, 160–161 extracts from reflective journals in third academic term, 161–162 writing, 153–154 Reflective practice, 153 Relational pedagogy, 38 Relevance, 89–90 Relevant topics, 7 Research-based learning, 124 Retention, 68 Rome Ministerial Communique, 123–124 Rotational team teaching, 104 Rubrics, 74 Schools, 69 Screen, 132 Second academic term, extracts from reflective journals in, 160–161 Self-reflective reports, 9 Self-regulated learning, 73 Self–assessment, 71 assignment, 73 process, 73 Self–awareness, 140, 144 competence with and for community, 142 competencies, 141–142 developing competence-based teaching and learning, 143–144 Self–satisfaction, 15 Semi-structured observation, 153 sheet and checklist for observation, 166 Sequential method, 104 Service management, 102 decision-making and scheduling process, 107–108 learning and assignment objectives, 105–107 planning for service management module, 105 planning for student team experience, 108–110 Service operations, 109 Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), 158 Significant learning experience (SLE), 48 Social conflict, 16 Social dimension, 118 Social integration, 4 Social isolation, 160 Social justice, 30 from social mobility toward, 30–32 Social mobility, 30 from social mobility toward social justice, 30–32 Socialization, 88 Soft governance, 117 concept of, 118 style, 124 Staff (faculty) development course, 31 Staff and student engagement, 40 Staff engagement, challenges for, 34–36 Standardized persons (SPs), 70 Student experience, 31, 44 Student partnership, 26, 38 Student team experience, planning for, 108–110 “Student to student” support, 13 Student-centered, problem-based learning, integrated teaching, community-based, electives, and systematic model (SPICES model), 65 Student-centered learning (SCL), 120–121, 123 Student-centeredness of education, 121 Students experience, 103 Summative assessments, 62, 67 Supplemental Instruction (SI), 16 Support, 122 Sustainability, 89 Symbolic policies, 118, 122, 124–126 concept, 118 domain on international level, Bologna Process as, 117–118 Talent management, 102, 107, 112 Teachers, 38 Teaching about culture and intercultural curriculum, 92–93 within distinction motif, 104 four components of, 66 process, 6 teams, 66 Teaching Excellence Academy, 143–144 Team teaching, 7, 102–103 approach, 103 benefits and challenges of, 104–105 Teams (Online Video Conferencing Tools), 94 Technological development, 124 Technology-supported teaching and learning, 94–95 Textile Design course, 36 Thematic analysis, 154 Thinking pedagogy approach, 49 Third academic term, extracts from reflective journals in, 161–162 Three-cycle study system, 119 Traditional centralized legislative methods, 117 Transdisciplinary curriculum, 5 Transdisciplinary teaching, 151 Transforming Programs process of curricula reform, 133 Triangulation, time and methodological, 153 Tutors, 14–15 UK HE subject benchmarks, 137 UK Industrial Strategy, 132 UK Qualification Descriptors, 139 UK Quality Assurance Agency (QAA), 135, 139 UK’s 2017 Industrial Strategy, 132 Unit assessments and exams, 62–64 United Nations Education, Science and Culture Organization (UNESCO), 133 Universities, 132 University of Hull, 133, 142 competence-based HE at, 135 University of New South Wales (UNSW), 16 University of Queensland (UQ), 16 US Healthcare System (USHCS), 6, 49 Value-added datasets, 31 Values (institutional, staff/faculty), 30 Virtual classrooms, 94–95 Vygotsky’s social development theory, 14 Whiteness (in higher education), 26 Whole institution approach, 40 Widening access, 120 World Economic Forum (WEF), 132–133, 138 World Health Organization (WHO), 8 Zoom (Online Video Conferencing Tools), 94 Book Chapters Prelims Part I: Integrating Student's Experience Chapter 1: Introduction to Integrative Curricula: A Multidimensional Approach to Pedagogy Chapter 2: The Peer Support Program: A Case Study of Peer Mentoring and Tutoring Across Freshman Calculus Courses Chapter 3: Education for Social Justice: An Integrative Framework for Inclusive Curriculum Redesign to Enable Fair Outcomes and Promote Social Change Chapter 4: Designing, Implementing, and Assessing Learning within an Integrated Pharmacy Course Part II: Designing Integrative Curricula Chapter 5: The Integrative Curriculum in EAP Programs: Design and Instructional Considerations Chapter 6: Teaching Three Courses Like One: A Case for Integrated Teaching Chapter 7: Tracing “Symbolic” Policy Ideas About an Integrative Curriculum in the Bologna Process Post-2020 International Agenda Chapter 8: Competence-Based HE: Future Proofing Curricula Chapter 9: Designing an Integrative Curriculum Using CLIL for Medical English Courses in the Faculty of Health Sciences During COVID-19 About the Authors Name Index Subject Index

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