Week 3 replies part 2

Week 3 replies part two

Michael Wills

WednesdayNov 8 at 7:16pm

Manage Discussion Entry

The researcher is fascinated with curriculum design as he has to execute this in the real world at his children’s school. It is a University Model School where the curriculum focuses on discipleship throughout education (Turner, 2001). Establishing a need (Diamond, 2010) and then proceeding with starting the design process affected the researcher as it allows an individual autonomy to make improvements when necessary for an education organization. Considering all aspects of this process is essential. The researcher wanted to pick a topic he found interesting and would also impact students who could participate in the course. This part is valid for the researcher as he works through curriculum design at his children’s school for a new Family Ministry Program. Part of the reason the researcher chose to focus on Christian Counseling is due to the COVID-19 pandemic and the rise of issues associated with it, whether it be depression or any other effects that are still residual from that period (Bako & Zana, 2023). This aspect also provides students unique opportunities to enter the workforce with a skill set (Diamond, 2010) as counselors meet needs in an ever-changing world.

The program’s popularity was intrinsic to choosing Christian counseling for curriculum design, as there are many programs to choose from in the current academic world (Diamond, 2010). The program’s popularity indicates that this could be a viable option for students to choose (Diamond, 2010) at this unspecified university used in the design project. One website used for discovery talked of the top 20 Christian counseling programs nationwide and ranked each based on the different aspects that could meet different students’ needs. The other item discovered was the number of different ways the program shows to the public. There are options around online programs, resident programs, and other combinations. Some universities require the program to be completed in person, while others believe it is just as valuable to complete it online. The program was also interesting, allowing students to explore different options further. Diamond (2010) acknowledges that students like to uncover different problem sets and how to solve them while also taking classes based on the academics offered. It also indicates that students want different essential knowledge (Diamond, 2010). This aspect is important and integrates successfully as lessons in Christian counseling can be diverse. There are many ways to employ this type of program, such as classes in the New Testament and Old Testament, counseling techniques, and other contemporary issues of effective Christian counselors. The program could address all these needs, which was crucial in selecting this program.

Bakó, & Zana, K. (2023). 
Psychoanalysis, COVID, and mass trauma: the trauma of reality. Routledge.

Diamond, R.M. (2010).
 Designing and assessing courses and curricula: A practical guide. John Wiley & Sons, Incorporated.

Turner, J. W. (2001). 
Character driven college preparation: Parents and teachers in partnership through University-Model schooling. GPA Ministries

Matt Engel

TuesdayNov 7 at 10:41pm

Manage Discussion Entry

Faithful Foundations in Curriculum Design

Integrating the profound scholarly guidance of Diamond (2010) with the theological reflections upon the curriculum design process, one is drawn to the Biblical imperative of “testing everything; hold fast what is good” (
English Standard Version Bible, 2009, 1 Thessalonians 5:21). This scriptural wisdom underscores the value of the research and data-gathering phase to discern the soundness and integrity of curricular frameworks.

Exploration and Excellence: Proverbs 25:2 states, “It is the glory of God to conceal things, but the glory of kings is to search things out” (
English Standard Version Bible, 2009). This proverb aligns with Diamond’s (2010) call for a thorough exploration of existing curricular models, which honors the pursuit of academic excellence and due diligence in curriculum design.  Similarly, due diligence would include benchmarking as a stewardship function. The parable of the talents (
English Standard Version Bible, 2009, Matthew 25:14-30) encourages the faithful stewardship of one’s resources. Diamond (2010) echoes this through the benchmark analysis, where educators are tasked with the stewardship of educational resources, ensuring that the curriculum they develop is fruitful and accountable.

Informed Decision-Making: “The simple believes everything, but the prudent gives thought to his steps” (
English Standard Version Bible, 2009, Proverbs 14:15). The prudence advised in Proverbs guides curriculum designers to ground their programs in evidence-based research as recommended by Diamond (2010), ensuring that each step in curriculum development is thoughtful and well-informed. Innovation from precedence is a powerful perspective as well. Diamond (2010) encourages drawing inspiration from existing curricula to foster innovation. This concept reflects the wisdom of Ecclesiastes 1:9, which says, “What has been is what will be, and what has been done is what will be done, and there is nothing new under the sun” (
English Standard Version Bible, 2009). We can use past designs as a springboard for future innovation.

Competitive distinctiveness is another topic of consideration. Philippians 2:3 advises, “Do nothing from selfish ambition or conceit, but in humility count others more significant than yourselves” (
English Standard Version Bible, 2009). This encourages curriculum designers to approach benchmarking with a spirit of humility, seeking to understand and differentiate their program in a way that serves students and the greater good, resonating with Diamond’s (2010) strategies for competitive positioning.

Building on these scriptural and educational foundations, this author also considers the work of Fink (2013), who reiterates the importance of intentional curriculum design that leads to significant, transformative learning experiences. Fink’s emphasis on an integrated approach aligns with the holistic Christian educational mission of shaping students intellectually, spiritually, and morally (Fink, 2013).

In summary, as part of curriculum design, the research and data-gathering phase is critical in ensuring the program is rigorous and relevant to the educational institution’s mission. This approach is underpinned by Biblical principles of wisdom, stewardship, and humility, providing a foundation for developing curricula that are spiritually nourishing, scholarly, and robust.

References

Diamond, R. M. (2010). 
Designing and assessing courses and curricula: A practical guide. Jossey-Bass.

English Standard Version Bible. (2009). Crossway. (Original work published 2001)

Fink, L. D. (2013). 
Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.