DPE 102 {Curriculum Development}

Expectations and Attendance

A. Attendance.
Excused absences include documented illness, deaths in the immediate family and
other documented crises, call to religious holy days, and official University activities.
Accommodations for these excused absences will be made and will do so in a way that
does not penalize students who have a valid excuse. Consideration will also be given to
students whose dependent family members (e.g., children or parents) experience
serious illness. All students are expected to abide by this class attendance policy.
Students must also provide, when possible, advance notice of absences as well as
relevant documentation regarding absences to the instructor as soon as possible
following the illness or event that led to an absence. Regardless of whether an absence
is excused or unexcused, the student is responsible for making up all work that is
missed. University-wide policy requires all students to attend the first-class meeting of
all classes for which they are registered.
B. Expectations.
Laptop computers will be allowed in the class, for the purposes of taking notes and
referring to electronic readings only. Please plan to arrive on time and attend class for
the entire class session. Because this is a long Sunday course in a gclassrroom.
Finally, we have a rich diversity of professional, academic, and life experiences to draw
upon in this course and enrich our examination of the readings and studies we will
discuss. This is an asset. As such, we will be attentive to treating one another
withrespect.
C. Grading.
Grades will be reduced by five percentage points for each 24-hour period in which it is
late. If you haveextenuating circumstances that keep you from turning in assignments
by their due dates, it is your responsibility to contact me at least two days before the
paper’s due date to make alternative arrangements. Grades for the course will be based
on the following:
Essays + Critiques 35%
Research paper (prospectus = 5% of this grade) 30%
{zoom} Oral presentation of paper 15%
{zoom}Leading class discussions 10%
{zoom} Class participation, attendance, and discussion 10%
Total 100%
D. Assignments.
A. Course Outline/Learning Element Format
I. Objectives
II. Documentation
III. Content Outline
IV. The Report V. Conclusion
4.1 Introduction
4.2 Body
V. Conclusion
VI. Evaluation (10 Questions w/ answers)
B. Essay critiques Papers.
Each student will be expected to prepare and complete three critical
essays, based on the primary sections of the class. The first essays should be
between 3-4 pages long, and the second will be 5-6 pages long, double-spaced.
The review essay should identify a point of view or perspective that you take
away from the readings in that section – including supplemental readings. Your
essay should develop this theme with appropriately cited references to the text
that support your point of view. Due dates are li
 sted in the course calendar.
C. PeerFeedback reviews. The purpose is to (a) learn how to give feedback, (b)
see other approaches to writing academic papers, (c) observe the strengths and
weaknesses of graduate student writing and in turn (d) learn how to make your
own papers better (often easier to identify strengths and weaknesses in others'
writing than in our own) and (e) what to consider in evaluating graduate student
writing (for your potential future career stages). Your "peer feedback" will be
evaluated on the basis of the quality and the thoughtfulness you put into the
evaluation. Remember to be constructive rather than just critical. I selected a
series of peer evaluation prompts intended to elicit constructive feedback
targeted towards achieving goals a-e.
D. Research paper.
Each student will prepare a 15-page research paper on a topic of interest to them
in the sociology of education. There are three options for this paper:
1. An empirical paper testing a hypothesis relevant to an issue discussed during
the course (in the style of an article in Sociology of Education)
2. A research synthesis (in the style of Annual Review of Sociology)
3. A research proposal (in the style of a dissertation proposal). Choose the paper
type most appropriate to your current academic goals. All three will be important
styles to master in the long run for those who are pursuing a career in academia,
but the paper should help you complete your goals – working with data you
currently have that may be rigorous enough to publish, mastering an area of the
research literature relevant to a research question you would like to pursue, or
preparing a proposal for the department or for external funding.
The paper should include at least 10-15 references.
Your research paper must be underway by mid-semester. To ensure that
your research paper will be completed by the end of the term and reflect the high
standards required for the course, you must have a one-page prospectus to me
no later than Jul 11th. After your prospectus is approved, I will be happy to
review "pages in progress." This process of reviewing your draft paper can help
focus your energy, develop your ideas, and correct early errors. Oral report - A
very brief but comprehensive oral presentation based on your paper will be
presented in class on the last day of class. Your 10-minute presentation should
cover the following: What did you study and why? What have you learned that
you did not know before? What key information should others know about this
topic? What are the implications for the field? N. Schedule of Course Readings
and Assignment Dates Notes: Readings are to be done in advance of the class
for which they are listed. Papers are due electronically by 11:59 pm the day of
the class meeting. Optional readings are truly optional, intended to help guide the
development of a literature base in areas of interest and to continue the
intellectual conversation over holiday break periods.
E. LATE WORK: All work is due on the assigned date to help move us through the
course at a steady pace. There will be a 10% penalty for information that is not posted
in a timely manner. Make sure that you check for assignments and respond daily to
accumulate full points
NOTE:
Please take note of your assigned date for your ZOOM discussion in the class, you
should provide the zoom account for us to participate during in your respective date
scheduled. Failure to follow the date assigned is no more chance to do it because our
time were already scheduled to other activities and other student.
But before presenting to the class you should give me your course outline for
your topic in the gclassroom. {format is you can see in the net or you can design
it}
Record your zoom discussion to be submitted in the gclassroom as your Oral
presentation Topic 1 and 2

The "assignment breakdown with respect to writing papers would then be

as follows:
MIDTERM TOPICS: Midterm exam August 8, 2012 11-12pmNeed Half payment of
Tuition fee
MODULE I. INTRODUCTION TO CURRICULUM DEVELOPMENT
Samtana Joice Ares Jully 11, 2021 8-12pm

 Concept, Nature and Purposes of curriculum

 Elements/components of Curriculum
 Teaching learning Processes and Curriculum Development
MODULE 2. CURRICULUM DEVELOPMENT IN THE PHILIPPINES
Sunshine baton July 18, 2021 8-12pm
Chona Sontousidad
 The Pre-Spanish Curriculum
 The Spanish-devised Curriculum
 The American-devised curriculum
 The curriculum during commonwealth
 The Japanese-devised curriculum
 The Curriculum during Liberation period
 The curriculum during the Philippine Republic
 The curriculum in the new society
 Element’s components of curriculum
 Teaching learning process and curriculum development
MODULE 3. CRAFTING THE CURRICULUM
Nina Villa Lobitana July 25, 2021 8-10am

 Curriculum Models and Types

 Principles and dimensions of Curriculum design
 Approaches to curriculum Design
MODULE 4. IMPLEMENTING THE CURRICULUM
Carlisle Mayol July 25, 2021 10-12pm
 The rule of Stakeholders in CurriculumImplementation
 The role of Technology in delivering the Curriculum
 Pilot Testing, Monitoring and Evaluationthe Implementation of Curriculum
MODULE 5. ASS ESSING THE CURRICULUM
Erika Joanna Marie Mendel August 1, 2021 8-10am

 Intended vs Implemented vs Achieved curriculum

 Criteria for curriculum Assessment
 Tools to assess curriculum
 Linking curriculum, instruction and Assessment {CIA} Making a fit
 MODULE 6. ADDRESSING THE FUTURE
Shunne Nueva August 1, 2021 10-12pm

 Curriculum innovations: Local and Global trends

 Issues and Concerns in curriculum
FINAL TOPICS: Final Exam September 5, 2021 11-12pm Need Full payment of
Tuition fee
Unit 1: Curriculum: an Academic Plan
Samtana Joice August 15, 2021 8-10am
Unit Description: This unit focuses on defining curriculum in higher education
Goal: The learner will develop an understanding of the curriculum as an academic plan
Objectives: The learner will:
1.1 explain the definition of curriculum as an academic plan.
1.2 discuss the influences of an academic plan.
1.3 will know how to construct a plan.
1.4 discuss the advantages of an academic plan

Unit II: Creating an Academic Plan & Models and Strategies of Curricular Change
Nina Villa LobitanaAugust 15, 2021 10-12pm
Unit Description: This unit focuses on creating a plan and looking at strategies that
develop curriculum Goal: The learner will be a to understand models and strategies that
create a curriculum plan
Objectives: The learner will:
2.1 create a curriculum.
2.2 explain models and strategies that help develop academic plans.

Unit III: Administering Academic Plans

Carlisle Mayol August 22, 2021 8-10 am
Unit Description: This unit will focus on the administration of the curriculum
Goal: The learner will understand the challenges of administering curriculum
Objectives: The learner will:
3.1 discuss the challenges of administering the curriculum.
3.2 describe the leadership and administrative roles.

Unit IV: External Influences: Sociocultural Context; Internal Influences: College

and University Contexts; Internal influences: Academic Fields
Erika Joanna Marie MendelAugust 22, 2021 10-12pm
Unit Description: This unit will focus on external and internal forces that guide
curriculum development Goal: The learner will understand the internal and external
forces that affect curriculum
Objectives: The learner will:
4.1 discuss internal forces that affect curriculum.
4.2 discuss external forces that affect curriculum.
4.3 discuss challenges in the academic field.

Unit V: Learners; Instructional Processes

Sunshine baton and Chona Sontousidad August 29 8-10am
Unit Description: This unit will focus on the learner and instructional design
Goal: The learner will understand learners in a curriculum design
Objectives: The learner will:
5.1 discuss the learner and their influences on planning.
5.2 discuss perspectives of learning.
5.3 explain the learning process.
5.4 discuss instruction.

Unit VI: Evaluating and Adjusting Academic Plans

Shunne Nueva August 29 10-12pm
Unit Description: This unit will focus on assessment
Goal: The learner will understand evaluate and assess the learner and the academic
plan
Objectives: The learner will:
6.1 discuss what is evaluation.
6.2 explain assessment.
6.3 explain who is accountable for learning.

Leading class discussions {zoom recorded}

You will beresponsible for initiating and leading class discussion for that day. The
preparation of a single sheet ofdiscussion questions or some other visual aid to engage
the class (Power Point, poster, etc.) isencouraged. Presentations should help engage
the class in a lively discussion of the readings. If studentswish to change the week(s)
that they present, they will have to swap days with another member of theclass and
notify the instructor no later than the morning of that class meeting.

Prepared:
NIKKITHEA L. BEDUYA, Ph.D., Dev.Ed.D.
Associate Professor I