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This study was conducted to track content as representations in the experienced curriculum of a secondary environmental science class. The qualitative analyses involved both the identification and the tracking of pieces of content within and across curriculum occasions. Curriculum and instructional features were found to exist as patterns as content was represented in curriculum occasions. The patterns included an evolution from one or few representations to multiple representations. This evolution was commonly facilitated by the teacher during discourse episodes in which students' comments and questions were utilized in order to introduce alternative or different representations of pieces of content. Patterns also existed in the ways in which the teacher's knowledge of the students, the content, and the curriculum were related to representations of content. The findings suggest that content, embedded in the curriculum occasions in which it is represented, can be studied in an ecologically valid manner. Also, the close association found to exist between teacher knowledge and content representation suggests that arbitrary separations of the two in classroom inquiries may be inappropriate.

Class of 2010 Abstract / OBJECTIVES: The purpose of this study was to determine the relative amount of time committed to each content area of the ACPE guidelines for curricular content and the three “outcomes expected of graduates” domains of the University of Arizona College of Pharmacy and to identify potential areas of weakness within the current curriculum. METHODS: Course coordinators were emailed and asked to fill out a questionnaire that addressed the amount of time that was spent on a given topic during lectures. The questionnaire included all topics necessary for the education of all pharmacists according to the ACPE guidelines. Questionnaires were collected from all required courses in the Doctor of Pharmacy program curriculum. Each course coordinator was asked to respond to every section with a numerical value of 0-3, indicating the amount of time spent on each topic. RESULTS: Surveys were completed by all 37 course coordinators for required courses. 42 subsections were recommended to be reviewed by the curriculum committee. CONCLUSIONS: There is a need for revision to the ACPE guidelines. A detailed description of the time and depth of each content area that should be covered within the curriculum would provide further guidance to colleges of pharmacy. Since this is not currently available, the data collected should be used as a tool to determine possible areas of deficiency within the University of Arizona Doctorate of Pharmacy curriculum. These areas need to be addressed by the curriculum committee.

Class of 2009 Abstract / OBJECTIVES: The objectives of this study were 1) to review the University of Arizona College of Pharmacy’s curriculum to assess if courses cover pertinent topics in the use of prescription and over-the-counter (OTC) medications by pregnant and lactating women based on The American Association of Colleges of Pharmacy (AACP) Gender and Sex-Related Health Care Pharmacy Curriculum Guide and 2) to assess pharmacy students’ knowledge and abilities to counsel women during pregnancy and breastfeeding. METHODS: The curriculum review was a retrospective, descriptive analysis to assess how well the required curriculum addressed eight pertinent topics in the use of prescription and OTC medications by pregnant and lactating women. The self-assessment questionnaire was a cross-sectional, descriptive analysis that measured student pharmacists’ comfort level with counseling pregnant and lactating women, their perception of how well pharmacy school has prepared them for this role, and their familiarity with and use of available resources. RESULTS: The College of Pharmacy was not in compliance with AACP’s Pharmacy Curriculum Guide. This was reinforced by the questionnaire, which showed that the majority of students, regardless of year in school, did not feel they had been adequately prepared to counsel or to make recommendations to this population. CONCLUSIONS: It is recommended that the curriculum be amended by adding a lecture on teratogenicity. A list of gender and sex- related topics should be provided as well as a handout with available resources. In addition, case studies in each course should be revised to include critical decision-making, recommendations, and counseling if the patient were pregnant or breastfeeding.

Class of 2009 Abstract / This study was partially funded by the Centers for Disease Control Grant No. 1U38GD000070 OBJECTIVES The purpose of this study was to assess the level of pharmacogenetics and pharmacogenomics instruction and of faculty and curriculum development in schools and colleges of pharmacy (here after colleges of pharmacy) in the United States based on the current AACP policy. METHODS: A revised questionnaire based on a previous study by Latif and McKay and 2008 House of Delegates of the American Association of Colleges of Pharmacy (AACP) was sent via email to 90 contacts identified by their respective deans at colleges of pharmacy in the United States. RESULTS: Of the 90 questionnaires sent, seventy-five (83.3% ) usable questionnaires were returned to the investigators. Coverages in the curriculum and its level of importance to the responder were assessed based on the guidelines outlined by AACP. Ninety-one percent of the colleges of pharmacy are currently including pharmacogenetics and pharmacogenomics at the PharmD level, a significant increase (p = 0.0134) from Latif and McKay, with the majority of the instruction as a required didactic course. Less than half (46.7%) of the colleges of pharmacy are planning to increase their course work of pharmacogenetic/pharmacogenomic over the next three years, at the same time as 54.7% have no plans to follow the AACP policy for faculty development. CONCLUSIONS: The genetic basis of disease core competency is being covered and considered important in pharmacogenetic/pharmacogenomic curriculum. Ethical, social and economic implications are also considered an equally important competency in this curriculum; however, it is not being adequately covered. Although pharmacogenetic/pharmacogenomic is currently in the curriculum, the majority of colleges of pharmacy are not adequately prepared to comply with the AACP policy regarding faculty development.

"The general purpose of the study is to provide an instrument for evaluating physical education. This will aid in determining where a school is now in its physical education program and be instrumental in pointing the way toward future progress. No effort is made to determine a high or low numerical score. Specifically, the study strives to point out the composites of a well-balanced physical education program: its philosophy; what it embraces in the way of equipment, facilities and program materials; and the values to be found in such a program. The need of a well-balanced program of physical education in the elementary school is emphasized for the sake of improving the program and increasing the contribution it can make to the total school program"--Introduction. / Typescript. / "May 19, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Grace Fox, Professor Directing Paper. / Includes bibliographical references (leaves 58-62).

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains viii, 132 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 117-130).

Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Feb. 17, 2010). Advisor: Eunsook Hyun. Keywords: higher education curriculum; theological education curriculum; grounded theory; case study; comprehensive curriculum reform; faculty role in curriculum; administration role in curriculum; faculty and administration collaboration; curriculum model; organiz. Includes bibliographical references (p. 265-265).

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