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Education and Medicine Join Hands: Future Educators Develop Curriculum Through Problem-Based Learning That Incorporates Medical Expertise to Fight Type-2 Diabetes
Unformatted Document Text:  Through this project and accompanying research students will develop an understanding of curriculum development which is content driven and standards based while learning to incorporate existing programs and outside expertise in the form of partnerships as an integral part of the educational experience. The partnership between the university and the local medical community will provide the ideal setting for preparing teachers to teach using a real world problem in a real world setting. Section II: Outcomes and MethodsA. Learner/Participant Outcomes It is intended that participants will come to embrace partnerships as a valuable asset for education. Through this research we are hoping to convince teacher educators to be more willing to explore partnership opportunities and include them in the curriculum. In addition, participants will come to embrace problem-based learning as an integrative curriculum approach that is high interest, technology based, and evidence based that embraces all types of learners in solving real world problems in real world situations. Finally, outcomes from this research will help to further direct research and projects in this area. B. Methods: In this round table discussion participants will have the opportunity to meet with a member of the faculty involved with the development and implementation of the program, the chairman of the department of education at the university, and the doctor responsible for developing the initial program and overseeing the development and implementation of the new program resulting from this partnership. The group will present an overview and description of the program and findings. The description will include information about how the partnership came about and how decisions were made to provide context for the learning. Example of products developed by the participants in the curriculum and assessment class will be available for viewing by participants. Discussion will be open with the intent of gaining ideas for further directions for the partnership and research. References:California Alliance of Pre K-18 Partnerships. Literature review. Retrieved June 2, 2005, form http://www.ced.csulb.edu/california-alliance/index.html Russell, J.F. & Flynn, R.B. (2000). Commonalities across effective collaboratives.Peabody Journal of Education, 75(3), 196-204 . Riley, Richard W. (2002). Education reform through standards and partnerships, 1993-2000. Phi Delta Kappan, 83(09), 700-707. Delisle, R. (1997). How to use problem-based learning in the classroom. Alexandria: ASCD. O’Malley, C., Vavoula, G., Glew, J.P., Taylor, J., Sharples, M. and Lefrere, P. (2003). Guidelines for learning/teaching/tutoring in a mobile environment. Retrieved May 19, 2005 from www.mobilearn.org/results/results.htm

Authors: Steffen, Cherry., Warner, Mark. and Beno, Luke.
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Through this project and accompanying research students will develop an understanding
of curriculum development which is content driven and standards based while learning to
incorporate existing programs and outside expertise in the form of partnerships as an integral part
of the educational experience. The partnership between the university and the local medical
community will provide the ideal setting for preparing teachers to teach using a real world
problem in a real world setting.
Section II: Outcomes and Methods
A. Learner/Participant Outcomes
It is intended that participants will come to embrace partnerships as a valuable asset for
education. Through this research we are hoping to convince teacher educators to be more willing
to explore partnership opportunities and include them in the curriculum. In addition, participants
will come to embrace problem-based learning as an integrative curriculum approach that is high
interest, technology based, and evidence based that embraces all types of learners in solving real
world problems in real world situations. Finally, outcomes from this research will help to further
direct research and projects in this area.
B. Methods:
In this round table discussion participants will have the opportunity to meet with a
member of the faculty involved with the development and implementation of the program, the
chairman of the department of education at the university, and the doctor responsible for
developing the initial program and overseeing the development and implementation of the new
program resulting from this partnership. The group will present an overview and description of
the program and findings. The description will include information about how the partnership
came about and how decisions were made to provide context for the learning. Example of
products developed by the participants in the curriculum and assessment class will be available
for viewing by participants. Discussion will be open with the intent of gaining ideas for further
directions for the partnership and research.
References:
California Alliance of Pre K-18 Partnerships. Literature review. Retrieved June 2, 2005, form
Russell, J.F. & Flynn, R.B. (2000). Commonalities across effective collaboratives.
Peabody Journal of Education, 75(3), 196-204
.
Riley, Richard W. (2002). Education reform through standards and partnerships, 1993-2000. Phi
Delta Kappan
, 83(09), 700-707.
Delisle, R. (1997). How to use problem-based learning in the classroom. Alexandria: ASCD.
O’Malley, C., Vavoula, G., Glew, J.P., Taylor, J., Sharples, M. and Lefrere, P. (2003). Guidelines
for learning/teaching/tutoring in a mobile environment. Retrieved May 19, 2005 from


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