course

CIMA 0707 - Focus on the Future: Reconceptualizing Curriculum

I. Course Information Course: CIMA 0707 - Focus on the Future: Reconceptualizing Curriculum Semester Credit Hours: 3.0 Course CRN and Section: 30995 - L01 Semester and Year: Winter 2025 Course Start and End Dates: 03/10/2025 - 05/04/2025 Building and Room: Online Venue - CANVAS

II. Instructor Information Professor: Dr. Michael R Simonson Email: [email protected] Phone: 2-8563

III. Class Schedule and Location Day Date Time Location Building/Room

03/10/2025 - 05/04/2025 Programs On-line Online Venue-CANVAS

IV. Course Description Catalog Description This course provides students with the opportunity to research current best practices in curriculum design for traditional electronic and distance learning environments and the skills and knowledge to assess relevant products. Prerequisite/s: None Course Rationale: This course uses research to develop an understanding of educational change. Peer and self-evaluations are encouraged. Students write fluent expositions about dynamic pedagogical issues. This course and the CIMA program apply a broad definition of curriculum to include schools, colleges, universities and corporate training organizations. This course and the CIMA program also emphasizes distance education approaches. This course is designed for trainers, consultants, educators, and administrators.

NOTE-This course and the CIMA specialist program do not lead to any endorsements or certifications for educators. Also important -- this course uses a broad definition of curriculum to include non-school organizations, such as in training organizations, colleges, businesses, the military, government, and consulting.

CURRICULUM: An operational definition of curriculum in this course is what is taught, how it is taught, and how to evaluate what is taught in a variety of educational and training organizations within and external to the school -- such as training organizations, business training departments, the military, the government, and private consulting.

V. Course Objectives / Learning Outcomes 1) Foster an understanding of change and the change process in curriculum/instructional programs and

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schools. 2) Current policy trends and concepts in curriculum research and practice. 3) Align curricular goals and objectives with instructional goals and objectives and desired outcomes when developing scope, sequence, balance, etc. 4) Interpret test scores for purpose of program development and curricular improvement. 5) Develop an understanding of the administrator's, teacher's, and/or leader's role in curriculum development and implementation. 6) Compare curricular models for similarities and/or differences. 7) Explain means of curriculum evaluation. By the end of this course, the student will be able to:

1. Establish skills in relating assessment, communication, information access, and decision-making to curriculum construction and design.

2. Demonstrate ability in relating assessment, communication, information access and decision-making to the educational change process.

3. Demonstrate skill in applying theoretical, conceptual, practical knowledge and research analytical knowledge to improve the work setting in terms of curriculum construction and design and the process of educational change.

4. Develop and demonstrate an in-depth understanding of the impact of leadership on curriculum construction and design.

5. Develop and demonstrate an in-depth understanding of the impact of leadership on educational change.

6. Develop and analyze an in-depth understanding of the relationship between historical and contemporary issues of curriculum construction and design.

7. Develop and demonstrate an in-depth understanding of the relationship of the educational change process and current curriculum issues.

8. Demonstrate an understanding of educational change related to distance education

VI. Materials and Resources Book Url: NSU Book Store Course Required Texts and Materials: English, F. W. (2010). Deciding what to teach and test: Developing, aligning and leading the curriculum (3rd ed.). Thousand Oaks, CA: Corwin. Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press. NOTE--Preferred Edition: Fullan, M. (2025) The New Meaning of Educational Change, 6th edition. American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author.

VII. Course Requirements VIII. Course Schedule and Topic Outline

Course Schedule: Module Topics Activities and Assignments

1 Curriculum Design/Delivery Types of Curriculum

Assignment 1 Due Discussion 1 Due Readings :English: pp. 1-37 Fullan: Chapter 1.

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2 Methods of Adopting/Adapting Curriculum Curriculum Guides

Assignment 2 Due Discussion 2 Due Readings: English: pp. 39-76 Fullan: Chapters 2 and 3.

3 Curriculum Alignment Teaching To the Test vs. Teaching the Test Change in the Educational Environment

Assignment 3 Due Discussion 3 Due Readings: English: pp. 77-103 Fullan: Chapters 4 and 5

4 Curriculum Leadership Accountability Models Value and Relevancy of Data Change in the Educational Environment

Assignment 4 Due Discussion 4 Due Readings: English:pp. 105-119 Fullan: as assigned

5 Management Models Top-Down Supervisory Approaches Change in the Educational Environment

Assignment 5 Due Discussion 5 Due Readings:English:pp. 119-126 Fullan: Chapters 6 and 10

6 Educational Change Discussion 6 Due Fullan; Chapters 11, 12 and 13

6 continued

Educational Change Assignment 6 Due Discussion 7 Due

6 continued

Course Reflection Discussion 8 Due

Module Topics Activities and Assignments

IX. Assignments DESCRIPTION OF ASSIGNMENTS (Your textbooks are essential for completing these assignments)

NOTE - In this course and this EdS program, curriculum is a broad term relating to what is taught, how teaching occurs, and methods for evaluation and assessment--in schools and in training.

NOTE 2 - Each paper should begin with a compelling first sentence and conclude with a comprehensive final sentence--remember, brevity is a virtue (and it is more difficult to reply clearly and comprehensively in a shorter paper than in a longer one.)

Assignment 1: The Function of Curriculum in training organizations, schools, and other institutions (500 word paper, =/- 10 %)

Review and reflect on the curriculum in your organization's setting. Section 1: Using the information in readings, describe the perspectives of curriculum in your organization. Section 2: What problems do you identify with curriculum in your organization's setting? What would you change? Why? Section 3: Of the problems cited in readings, analyze why they are or are not a problem in your

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organization. Citations from the assigned readings are required to support your statements and comments.

Assignment 2: A Plan for Curriculum Construction (500 word paper, =/- 10 %)

Review and reflect on the curriculum in your organization setting using the information in readings. Describe the ways in which the curriculum content is selected in a setting. Describe how you think the process could be improved. Citations from the assigned readings are required to support your statements and comments.

Assignment 3: Aligning the Curriculum (500 word paper, =/- 10 %)

Review and reflect on the curriculum in a setting using the information in Chapter 3 and respond to the following questions:

Is your organization frontloading, backloading, or using alignment? What evidence can you provide to support your decision? Is your organization “teaching to the test, or training to the bottom line?” Provide evidence to support your statement. Explain the importance of alignment? Support your responses with evidence.

Your paper should include citations from texts.

Assignment 4: Leadership: Part 1 (500 word paper, =/- 10 %)

Using the information in your readings, examine and reflect on these topics: Examine the full responsibility of curriculum leadership, Recognize the avoidance of deficit mindsets, models, and cultural marginalization of others, Measure the value and relevance of data.

Your paper should include citations from texts.

Assignment 5: Curriculum Leadership: Part 2 (500 word paper, =/- 10 %)

Continuing with information from readings as well as other sources, examine and reflect on these topics: Recognize avoidance of outmoded management models, Understand the drawbacks of top-down supervisory approaches, The nexus of leadership.

Your paper should include citations from texts.

Assignment 6: Educational Change

This assignment is divided into two parts:

Part 1: Research and locate 5 scholarly articles pertaining to education/training change and write short annotated bibliographies for each. The annotated bibliographies should follow APA standards. Each bibliography should be 100 words.

Part 2: Use the information from the five articles and information from your textbooks to write a paper that details what you foresee for education’s next 20 years, including the growth of distance education/e’learning. (500 word paper, =/- 10 %)

Quiz

An objective examination with multiple choice and true/false questions covering readings, viewings, presentations, and other course materials will be offered during the term. The specifics about this quiz will

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be provided by your instructor and/or provided in the course management system.

Discussions, Reflections & Synchronous Sessions:

A series of discussion questions will be posted and required during the term. Also, reflections on required readings will be assigned according to the schedule published by the instructor. Zoom Sessions - zoom sessions will be assigned and graded. Recordings will be available for viewing.

X. Grading Criteria Final Course Grade:

Course Assignments and their percentage of the final grade: Assignment % Apprroximate Week #

Assignment 1 15 1

Assignment 2 15 2

Assignment 3 15 3

Assignment 4 15 4

Assignment 5 15 5

Assignment 6 20 7

Quiz/ExamDiscussions/Reflections/Zoom Participation -- synchronous sessions

10

10

1-8

Master's & EdS Grading Scale

Letter Grade

Percentage Quality Points

A 90-100 4.0

B 80-89 3.0

C 70-79 2.0

F Below 70 0.0

As of August 19, 2019

XI. Course Policies Students are expected to meet all requirements of this course as specified in the syllabus and by the instructor including frequent participation in the online course area.

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Zoom Name Policies -- If zoom videoconferencing meetings are held, students are expected to: use their complete names for their zoom names enable video students can be seen live.

XII. University Policies Sexual violence and sexual harassment are contrary to our core values and have no place at Nova Southeastern University. In accordance with Title IX and other laws, NSU prohibits discrimination, including sex-based discrimination and discrimination towards pregnant/parenting students. If you or someone you know experiences sexual violence and/or sexual harassment, there are resources and options available. To learn more or to report an incident, please visit the NSU Title IX website at www.nova.edu/title-ix. Please be aware that your instructor is not a confidential resource, and the instructor is required to report any incident of sexual misconduct to the NSU Title IX Coordinator. Alternatively, you may choose to contact Laura Bennett, Title IX Coordinator, directly at [email protected], 954-262-7858 to report an incident or receive support and resources.A. Academic Misconduct The University, as a community of scholars, embraces the free expression of ideas in furthering the acquisition of knowledge, while upholding the principles of trust, responsibility, honor, integrity, and ethical behavior in meeting program and degree requirements. As such, students are expected to adhere to a standard of academic honesty in all work submitted. Violations of academic honesty standards constitute academic misconduct, and violate the NSU Code of Student Conduct and Academic Responsibility, available online http://education.nova.edu/students/current-students/studentcataloghandbook.html.

The following acts violate the academic honesty standards and will result in a finding of academic misconduct: 1. Cheating in any form: intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise, or having others complete work or exams and representing it as one's own. 2. Fabrication: intentional and unauthorized falsification or invention of any information or citation in an academic exercise. 3. Facilitating academic dishonesty: intentionally or knowingly helping or attempting to help another to violate any provision of this code. 4. Plagiarism: the adoption or reproduction of ideas, words, or statements of another person as one's own without proper acknowledgment (see Academic Honesty Standards). 5. Conspiracy to commit academic dishonesty: assisting others to commit acts of academic misconduct 6. Misrepresentation: intentionally making false statements or omissions of facts in a contract. Examples include, but are not limited to portfolios, cover sheets, and clinic, training station, and practicum agreements. 7. Bribery: offering of goods, services, property, or money in an attempt to gain an academic advantage. 8. Forging or altering documents or credentials: examples include, but are not limited to signatures, dates, and other information on portfolios, cover sheets, and clinic, training station, and practicum agreements. 9. Knowingly furnishing false information to the institution.

Penalties for academic misconduct can range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. Academic misconduct may also result in dismissal from the Abraham S. Fischler College of Education and School of Criminal Justice without the possibility of re-enrolling at any time. Students may not withdraw from a course in progress to avoid a failing grade upon receiving notice that academic misconduct may have occurred.

Note: If a charge of academic misconduct is determined in a course, any student-initiated withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course.

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B. Plagiarism Work that is submitted for credit must be the original work of the student. Original work: Assignments, such as course preparations, exams, texts, projects, term papers, practicum, or any other work submitted for academic credit must be the original work of the student. Original work may include the thoughts and words of another author. Entire thoughts or words of another author should be identified using quotation marks. At all times, students are expected to comply with the university and/or program center’s recognized form and style manual and accepted citation practice and policy. Work is not original when it has been submitted previously by the author or by anyone else for academic credit. Work is not original when it has been copied or partially copied from any other source, including another student, unless such copying is acknowledged by the person submitting the work for the credit at the time the work is being submitted, or unless copying, sharing, or joint authorship is an express part of the assignment. Exams and tests are original work when no unauthorized aid is given, received, or used before or during the course of the examination, reexamination, and/or remediation.

The use of Artificial Intelligence : Students' use of generative artificial intelligence (e.g., ChatGPT, Google Bard, Dall-E, Midjourney, etc.) or similar resources on any coursework or academic assessments without the prior permission of their faculty member, or the use of these resources in any way that violates the academic standards of NSU and/or a student's academic program, is expressly prohibited.

Tendering of information: All academic work must be the original work of the student. Knowingly giving or allowing one’s work to be copied, giving out exam questions or answers, or releasing or selling term papers is prohibited. This includes the posting of course content, exam questions and/or answers, or other work submitted for academic credit to online sources or otherwise making such materials publicly available without the prior consent of appropriate faculty members and/or their academic program.

Any assignment that is not the original work of the student is considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Plagiarism occurs when another person's work, words, or ideas are represented as one's own without the use of a school-recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author) or when another person's work is copied or otherwise duplicated for academic credit. Plagiarism also occurs when knowingly giving or allowing one's own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting one's own work for academic credit (i.e., work that has previously been submitted for academic credit). Cutting and pasting from online sources on the Internet without proper acknowledgment and citation of primary and secondary sources (e.g., writers/authors/organizations) also constitutes plagiarism. Penalties for plagiarism may range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. A subsequent determination of plagiarism in a future course (i.e., a second violation) may result in dismissal from the Abraham S. Fischler College of Education and School of Criminal Justice without the possibility of re-enrolling at any time. Course assignments submitted in partial fulfillment of degree requirements may be checked for plagiarism. Students may not withdraw from a course in progress to avoid a failing grade or other consequence upon receiving notice that plagiarism may have occurred. If a charge of plagiarism is determined in a course, any student-initiated course withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course [see Academic Misconduct]. Student access to online courses, and attendance at site-based courses, will be discontinued following a determination of plagiarism that results in an "F" for the course. All students are entitled to due process pursuant to Fischler College of Education policies and procedures.

C. Americans with Disabilities Act (ADA) Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. No qualified individual with a disability shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any activity, service, or program of the university solely by reason of his or her disability. Each qualified individual with a disability

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who meets the academic and technical standards required to enroll in and participate in Nova Southeastern University's programs shall be provided with equal access to educational programs in the most integrated setting appropriate to that person's needs through reasonable accommodation. At the postsecondary level, it is the student's responsibility to initiate the process for disability services. The process for obtaining a reasonable accommodation is an interactive one that begins with the student's disclosure of disability and a request for a reasonable accommodation. The student has the responsibility to provide Nova Southeastern University with proper documentation of a disability from a qualified physician or clinician who diagnoses disabilities and sets forth the recommended accommodations.

The necessary forms and procedures for requesting disability-related accommodations can be obtained from the NSU Office of Student Disability Services through its website at http://www.nova.edu/disabilityservices/index.html, via e-mail at [email protected], or by calling 954-262-7185 (toll-free at 800-986-3223, ext. 27185).

To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation should be submitted to the NSU Office of Student Disability Services a minimum of four (4) weeks prior to the commencement of classes for any given semester.

D. Course/Instructor Evaluation It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of the course. Notices of Course/Instructor Evaluation access are sent to registered students by NSU email.

E. The current edition of the FCE&SCJ Catalog and Student Handbook is available http://education.nova.edu/students/current-students/studentcataloghandbook.html. This document provides extensive information on University and FCE policies, regulations, and procedures. NSU Class Recording Policy: Class content throughout this course may be recorded in accordance with the NSU Class Recording Policy. If class content is recorded, these recordings will be made available to students registered for this course as a supplement to the classroom experience. Recordings will be made available to all students who were registered to attend the live offering of the class, regardless of a student’s section or discipline, or whether the student is participating in the course online. If recordings are intended to be accessible to students or third parties who were not registered for the live offering of the class, students’ personally identifiable information will be removed or redacted from the recording, unless (1) their written consent to such disclosure was previously provided, or (2) the disclosure is permissible in accordance with the Family Educational Rights and Privacy Act (“FERPA”). Students are prohibited from recording audio or video, or taking photographs in classrooms (including online classes) without prior permission from the instructor or pursuant to an approved disability accommodation, and from reproducing, sharing, or disseminating classroom recordings to individuals outside of this course. Students found engaging in such conduct will be in breach of the Student Code of Conduct and subject to disciplinary action.

XIII. Bibliography

XIV. Appendix/Appendices USE OF AI CHATBOT TECHNOLOGY IN SELECTED COURSES Version 5 – January 15, 2025 Chatbot AI technologies, such as ChatGPT, Gemini or VideoGen, may be permitted for use by students in this class, according to these provisions:

1. With the permission of the instructor, Chatbot AI technology such as ChatGPT and Gemini may be used in the process of developing and drafting early versions of papers and assignments -- however, the final submission must be the work of the student.

2. Use of AI Chatbot technology in the development and drafting of assignments must be

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acknowledged in writing in the final assignment submission, by including this statement: NOTE: During the preparation of this assignment, I used Chatbot technology to assist me to draft early versions of this assignment. The final submission is my work. If it is subsequently discovered or determined that Chatbot technology was used without acknowledgement, the grade for the assignment in question may be F.

Course Syllabus Management Team Lead Faculty: Michael Simonson, PhD Last Revised Date: January 2025

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