Relevant bibliographies by topics / Career Development Year (Program) Evaluation

Academic literature on the topic 'Career Development Year (Program) Evaluation'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Career Development Year (Program) Evaluation.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Career Development Year (Program) Evaluation"

1

Burns, Linda J., Charles P. Clayton, James N. George, Beverly S. Mitchell, and Scott D. Gitlin. "The ASH Clinical Research Training Institute (CRTI) Positively Impacts The Success Of Early Career Hematologists In Patient-Oriented Clinical Research." Blood 122, no. 21 (November 15, 2013): 1679. http://dx.doi.org/10.1182/blood.v122.21.1679.1679.

Full text
Abstract:
Abstract There is a recognized need to translate scientific discoveries to patient-oriented clinical research (POCR) in order to improve human health. To overcome obstacles that interfere with the recruitment and retention of physicians for POCR careers, in 2003 the American Society of Hematology (ASH) developed the Clinical Research Training Institute (CRTI), an enhanced and extensive mentored experience for early career POCR investigators. The ASH CRTI is limited to 20 trainees/year (senior fellows or junior faculty) with an equivalent number of faculty mentors. The year-long Institute includes a 1 week workshop with didactic sessions on a variety of POCR and career development topics, disease-specific small group sessions focusing on research protocol development with biostatistician participation, and one-on-one interactions with faculty and representatives with expertise in career-development awards from the U.S. National Institutes of Health. Trainees have additional interactions with their small groups and CRTI mentors throughout the ensuing year to promote career development and research collaborations. Communications between the trainees’ CRTI and home institution mentors are a vital component of the program. Evaluation of the POCR career development successes of the first 7 CRTI classes (140 trainees) was performed by reviewing trainees’ curriculum vitaes and their responses to an electronically distributed survey. Gender, racial and ethnic distributions were similar to that of U.S. Hematology/Oncology fellowship programs. The majority (66%) of trainees were senior fellows or graduates of adult hematology/oncology training programs, 31% of pediatric hematology/oncology programs and the remainder of other hematology-related programs. Eighty-six percent of trainees had self-described success establishing a POCR study and 85% considered themselves clinical investigators. Nearly half of trainees had positions that were primarily research focused. CRTI trainees received at least 144 external grant awards plus additional internal awards, and had published 1035 peer-reviewed manuscripts,173 chapters and 115 review articles. Over 95% of trainees were satisfied with their CRTI experience and testimonials supported their impression that CRTI had a significant impact on their career success. Enhancements introduced into the CRTI program, as a result of ongoing program evaluations, include broadening participant eligibility to include up to 5 international trainees per class to enhance global research collaborations and further enhancements to the trainee-mentor interactions. The outcomes of the ASH CRTI support the hypothesis that enhanced mentoring experiences contribute to the successful career development of physicians pursuing POCR careers. Disclosures: Clayton: American Society of Hematology: Employment.
APA, Harvard, Vancouver, ISO, and other styles
2

Mailhot-Larouche, Samuel, Vincent Chauvette, David Bergeron, Catherine Larochelle, Geneviève Du Pont-Thibodeau, Han Wang, Héloïse Cardinal, et al. "University of Montreal’s Clinician-Investigator Program: A 10-Year Descriptive Evaluation." Clinical and Investigative Medicine 45, no. 4 (December 31, 2022): E1–10. http://dx.doi.org/10.25011/cim.v45i4.39275.

Full text
Abstract:
Purpose: Clinician-investigators have an important role in the development and implantation of new therapies and treatment modalities; however, there have been several reports highlighting a pending shortage in the clinician-investigators’ workforce. In Canada, the Royal College has promoted the development of clinician-investigators programs (CIP) to facilitate the training of these individuals. There is currently a paucity of data regarding the outcomes of such programs. This study aims to identify the strengths and areas of improvement of the Montreal University CIP. Methods: An internet-based 51-question survey was distributed to all the alumni from the University of Montreal CIP. Participation was voluntary and no incentives were provided. The response rate was 64%. Results: Among respondents, 50% (n=16) had completed their clinical residency and all CIP requirements. The majority of these individuals (63%) had become independent investigators and had secured provincial and national funding. Satisfaction of the respondents was high regarding the overall program (85%), the research skills developed during the CIP (84%) and the financial support obtained during the program (72%). The satisfaction rate regarding career planning was lower (63%). Conclusion: This survey demonstrates that, while indicators are favorable, some areas still require improvement. Several steps to improve the CIP have been identified; notably, the transition from the CIP to early independent career has been identified as critical in the development of clinician-investigators and steps have been taken to improve this progression
APA, Harvard, Vancouver, ISO, and other styles
3

Keumala, Elsa, Juntika Nurihsan, and Amin Budiamin. "The Development of Career Learning Program with Modeling Technique to Improve Student Career Awareness." Islamic Guidance and Counseling Journal 1, no. 2 (June 30, 2018): 53. http://dx.doi.org/10.25217/igcj.v1i2.270.

Full text
Abstract:
The research is based on the lack of career students awareness in the elementary school. Focus on this research is the development of career guidance program with modeling technique to improve career awareness of student. The purpose of this study is to generate career guidance program with modeling technique to improve student career awareness. Research and development approach conducted through several steps, namely: needs assessment, program planning, implementation of program, evaluation, and follow-up. The data analysis technique was used Paired sample t-test to determine the impact of the program. The participant is the student at the fifth grade Al-Fityan elementary school Aceh in the year 2017/2018 which selected using purposive sampling. The self-developed career awareness instrument designed in the Likert scale with coefficient reliability 0,800. The finding of a research states that main indicator of the successful program evaluation is the improvement of the level of career awareness. This research concludes that the program of the career guidance using the modeling technique is effective to improve the awareness of student career.
APA, Harvard, Vancouver, ISO, and other styles
4

Choi, Jieun, and Youngsun Cho. "The Development of a Career Counseling Program for Protean Careers for University Students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 537–58. http://dx.doi.org/10.22251/jlcci.2022.22.14.537.

Full text
Abstract:
Objectives In this study designed a protean career-oriented career counseling program for university students and verified the effect of this program on the protean career cognition, protean career orientation, protean career behavior. Methods To this end, a protean career-oriented career counseling program was devised as an analysis, design, development, implement, and evaluation stage based on the ADDIE model. and the main program was provided to the experimental group of 13 university students, while an ordinary career counseling program was used for the comparison group of 13 students and nothing for the control group of 13 students. Results First, the final program was developed by establishing the purpose and goal of the program, activity goals and contents for each session, and teaching and learning strategies, and then going through expert validation. Second, as a result of the quantitative analysis, the overall protean career, and the average values of each sub-factor in the experimental group increased after participating in the program, compared to the other groups. Third, as a result of the qualitative analysis, the experimental group was able to develop identity, adaptability, self-directed, value-driven and coping with change, reflective behavior through this program. Conclusions Based on the results, the program developed in this study is different from existing career counseling programs as it was made suitable for current university students by considering the difference between the traditional and new concepts of career based on the protean career theory. In particular, this program has significance in that it laid the foundation for university students to systematically prepare for their careers while proactively creating their own portfolio from their early years of university.
APA, Harvard, Vancouver, ISO, and other styles
5

Pirl, William F., Joseph A. Greer, Elyse Park, Steven A. Safren, Lauren Fields, Lisa Wood, Lara Traeger, Areej El-Jawahri, Bradley Zebrack, and Jennifer S. Temel. "Development and evaluation of a six-day training program in supportive oncology research." Palliative and Supportive Care 16, no. 6 (December 28, 2017): 656–61. http://dx.doi.org/10.1017/s1478951517001092.

Full text
Abstract:
AbstractObjectiveEarly career investigators have few opportunities for targeted training in supportive oncology research. To address this need, we developed, implemented, and evaluated an intensive, six-day workshop on methods in supportive oncology research for trainees and junior faculty across multiple disciplines.MethodA multidisciplinary team of supportive oncology researchers developed a workshop patterned after the clinical trials workshop offered jointly by the American Society of Clinical Oncology and American Association of Cancer Research. The curriculum included lectures and a mentored experience of writing a research protocol. Each year since 2015, the workshop has accepted and trained 36 early career investigators. Over the course of the workshop, participants present sections of their research protocols daily in small groups led by senior researchers, and have dedicated time to write and revise these sections. Primary outcomes for the workshop included the frequency of completed protocols by the end of the workshop, a pre- and posttest assessing participant knowledge, and follow-up surveys of the participants and their primary mentors.ResultOver three years, the workshop received 195 applications; 109 early career researchers were competitively selected to participate. All participants (109/109, 100%) completed writing a protocol by the end of their workshop. Participants and their primary mentors reported significant improvements in their research knowledge and skills. Each year, participants rated the workshop highly in terms of satisfaction, value, and likelihood of recommending it to a colleague. One year after the first workshop, most respondents (29/30, 96.7%) had either submitted their protocol or written at least one other protocol.Significance of resultsWe developed a workshop on research methods in supportive oncology. More early career investigators applied for the workshop than capacity, and the workshop was fully attended each year. Both the workshop participants and their primary mentors reported improvement in research skills and knowledge.
APA, Harvard, Vancouver, ISO, and other styles
6

Domino, Steven E., and R. Kevin Reynolds. "Implementation and Initial Evaluation of an Academic Career Development Curriculum for Fellows." Journal of Graduate Medical Education 2, no. 1 (March 1, 2010): 133–35. http://dx.doi.org/10.4300/jgme-d-09-00025.1.

Full text
Abstract:
Abstract Objective To develop and evaluate an academic career development curriculum. Methods We anonymously surveyed 25 fellows and advanced trainees in 9 obstetrics and gynecology subspecialty fellowships prior to the start of an academic career development common curriculum in 2007. Results were compared with responses from the same survey given at the completion of the 2-year program to guide and improve the curriculum. Fourteen surveys were completed for both administrations. Results Most fellows expressed the desire to pursue academic careers and planned to present and publish research from their fellowship in both surveys. After completing the curriculum, fellows reported overall improvement in self-appraised confidence for speaking at national meetings and preparing a research grant. The most substantial change in self-assessment was increased awareness and utilization of departmental research support personnel. Elements of training that showed improvement but were not main topics of core sessions included the frequency of constructive feedback from mentors and peers, and frequency of discussion of research ethics. Conclusion Instituting an academic career development curriculum for obstetrics and gynecology fellows was associated with increased self-appraised confidence in specific academic skills as assessed by anonymous survey.
APA, Harvard, Vancouver, ISO, and other styles
7

Antonellou, Polyxeni, and Kalliope Kounenou. "Evaluation of a career counselling program focused on Greek elementary school children's career interests." European Journal of Counselling Psychology 5, no. 1 (December 23, 2016): 4–17. http://dx.doi.org/10.5964/ejcop.v5i1.83.

Full text
Abstract:
Although childhood is the most significant period in one's career development process, little research attention has been paid to the evaluation of career counselling intervention programs in elementary-aged children. An intervention study was carried out in order to evaluate a career counselling program implemented in one Greek elementary school which focused on the enrichment of the children's career interests. The research methodology used was the quasi experimental research design. Children (N = 84) aged 8-11 years were distributed in experimental and control groups. Τhe impact of the intervention focused on the enrichment of their career interests, which was assessed via semi-structured interviews and use of drawings. The results showed a statistical significant difference between groups concerning children's career interests after intervention, while the analysis of drawings revealed more differences in self-confidence, self- esteem and extraversion in favour of the children that participated in the experimental group. Gender and age differences were also explored and revealed. The results are discussed in relation to various aspects of children's career development, as well as to the significance of career counselling intervention programs.
APA, Harvard, Vancouver, ISO, and other styles
8

Patel, Tanha, Sabina Gesell, and Doug Easterling. "3403 Understanding the career pathways of scholars participating in Scholar Programs and Academy." Journal of Clinical and Translational Science 3, s1 (March 2019): 76. http://dx.doi.org/10.1017/cts.2019.180.

Full text
Abstract:
OBJECTIVES/SPECIFIC AIMS: The Wake Forest Clinical and Translational Science Institute (CTSI) put in place a KL2 program in 2007 and introduced an 18-month Translational Research Academy (TRA) in 2010. The TRA provides education and leadership development training, research support services, mentoring, and networking opportunities to 15-20 early-career clinical and translational researchers, including those receiving KL2 awards. The KL2 and TRA programs make up the Mentored-Career Development Core that is administered by the Wake Forest CTSA Education Program. Over the years, the program administrators have collected feedback from the graduates on what they liked and did not like about the programs. However, a comprehensive evaluation to understand the impact of the trainings on helping scholars advance their research and their research careers was not conducted. The purpose of this evaluation was to assess if and how the KL2 and TRA programs are helping scholars advance their research and career in research. METHODS/STUDY POPULATION: Semi-structured phone interviews were conducted with 11 selected CTSI scholars from both KL2 and TRA programs. The interviews focused on 4 key areas: expectations coming into the program, role the program played in their career development over time, what else could/should have program done to support them and their research, and which of the other CTSI services were valuable in their career development. RESULTS/ANTICIPATED RESULTS: Even though scholars joined the program as an early-career researcher, the amount of experience in research they had varied and so did their areas of interest. The participants in the program also included both clinician and basic researchers. Scholars came into the program with different level of expectations and drive to use this program as a platform to lift their research careers. The conversations during these interviews gave an insight on career trajectories that the scholars have taken before and after joining the academy. For example, among the scholars that had graduated from the programs, 5 of the 6 had received a career development award, all 6 had their own grants to support their research, 3 had received professional promotions, and all 6 have an administrative leadership role they play, in addition to focusing on their research career. The information on where the scholars were at the beginning and the pathway they have taken to get to where they are now allowed us to better understand what aspects of the program was most valuable. The scholars noted that sessions around grant writing and developing specific aims were very helpful. Among the services provided, having a grant editor support was something that everyone noted as the most important service to them, even after leaving the program. DISCUSSION/SIGNIFICANCE OF IMPACT: The impact of the interviews and candid feedback provided by the scholars have been immensely valuable to program administrators to really understand the impact the program (and which components specifically) is having for the scholars. Looking at the career trajectories of the scholars, it was noted that scholars coming in to the academy with some experience doing research and ability to continue engaging in research benefited the most from what the program had to offer. Scholars that were still very early in their research career gained knowledge but were not always able to apply it because they were not working towards a grant at the time. Using the data on career trajectories, recommendations for improving the program, and other CTSI services that were most valuable, the program administrators decided to redesign the curriculum. The new version of the program is now tailored for scholars who have research experience and are working towards a career development grant such as a K or R. This will allow them to have a curriculum that is more intense and hands-on with an expectation that the scholars will submit the application towards the end of the program. A separate program is being developed for early-career researchers who are still setting their foot into t field to provide them basic research competencies through ad hoc courses and seminars.
APA, Harvard, Vancouver, ISO, and other styles
9

Dahlstrom, Erin K., Christine Bell, Shine Chang, Hwa Young Lee, Cheryl B. Anderson, Annie Pham, Christine Maidl Pribbenow, and Carrie A. Cameron. "Translating mentoring interventions research into practice: Evaluation of an evidence-based workshop for research mentors on developing trainees’ scientific communication skills." PLOS ONE 17, no. 2 (February 2, 2022): e0262418. http://dx.doi.org/10.1371/journal.pone.0262418.

Full text
Abstract:
A key part of keeping doctoral and postdoctoral trainees in STEM research careers is mentoring. Our previous research indicates that mentoring trainees in scientific communication (SC) skill development increases research career intention through two social-cognitive constructs, self-efficacy in and outcome expectations for acquiring SC skills, as well as science identity. While many mentor training interventions exist, no programs focus on developing SC skills specifically. The “Scientific Communication Advances Research Excellence” (SCOARE) program trains mentors to address trainee scientific communication (SC) skill development as an innovative approach to increase trainee research career persistence. The SCOARE training is a half-day workshop for faculty mentors of research trainees at five sites nationally. Informed by previous research, workshop content focuses on practical, effective mentoring strategies to develop trainee speaking and writing skills. Anonymous evaluation data collected after each workshop indicates participant satisfaction and reported positive increases in skills and knowledge in applying new and various techniques when mentoring trainees (skills) and how linguistic bias influences our perception of others (knowledge). This article outlines the research-based development of the SCOARE program, the first two years’ of workshop evaluations showing positive increases in skills and knowledge, and lessons learned to increase participant satisfaction with the program.
APA, Harvard, Vancouver, ISO, and other styles
10

Lacasse, Miriam, Annie St-Pierre, Andreane Lalumiere-Saindon, Marie-Helene Dufour, Anik Giguere, and Guy Beland. "Supporting early academic family medicine careers with the clinician scholar enhanced-skills program." Canadian Medical Education Journal 10, no. 4 (November 28, 2019): e62-e79. http://dx.doi.org/10.36834/cmej.57012.

Full text
Abstract:
Context: The Clinician Scholar Program (CSP) is an enhanced-skills (R3) residency program to train clinician researchers/educators/leaders for academic family practice. This article intends to share Laval University’s CSP development and evaluation strategy, and provide recommendations for similar innovations in other disciplines/settings. Methods This article uses Kern’s model to present the program development, and a program-oriented approach for program evaluation, carried from 2011 to 2017 using descriptive data. Questionnaires, reflexive texts and an Objective Structured Teaching Exam supported data collection. Results 7 CSP graduates and 14 controls participated in the program evaluation. Residents were highly satisfied with the program, nevertheless suggested allowing training later in career. The CSP enriched knowledge, skills and attitudes about academic practice. CSP increased residents’ entrustment level about academic competencies. All graduates joined an academic practice within five years of program completion. Conclusions Key recommendations to implement similar programs include academic medicine core training, project-based learning with learner-centered objectives, relevant and authentic learning and assessment, and multi-level program evaluation approach. Programs should consider concomitant graduate studies and opportunity to offer such training after a few years of clinical practice to meet other needs at a timely stage of career.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Career Development Year (Program) Evaluation"

1

Johnson, William Raymond. "Four-Year Music Degree Program Perceptions of Value from Administrators and Students: A Mixed Methods Study." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460725110.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Schleppegrell, Sara. "Career development group program evaluation." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998schleppegrells.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Davis, Juanita Johnson. "The evaluation of an urban career guidance program based on the national career development guidelines." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134922/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Willment, Jo-Anne Helen. "Study groups in first-year university classes, program development and evaluation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ35424.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Houseman, J. Cary. "An evaluation of a career development program in a government research and development center." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54447.

Full text
Abstract:
With the increase in employer-sponsored career development programs (CDPs) there has been the need to evaluate the effects of CDP interventions on the both individual and the organization. Previous-follow-up evaluations of participants in workshop oriented CDPs have focused on the effects of CDP intervention services in terms of individual outcomes (i.e., career/life planning, decision making, stress management), but have not dealt directly with the impact of CDPs on the organization, nor compared the CDP participant group with a group of nonparticipants. The subjects for this study were all employees of NASA Langley Research Center, Hampton, Virginia. The CDP services are offered in a neutral on-site area, the Career Development Center (CDC), housed in the Technical Library. Using follow-up questionnaires and interviews, this study replicated many aspects of previously reported CDP evaluations. The results were generally comparable to those studies with respect to the positive impact of the CDP intervention on the individual. Specifically, participants evaluation of the CDC services received were: 1. positive with respect to the CDC process meeting their needs, 2. positive with respect to staff responsiveness, 3. positive with respect to questions they wanted answered, and 4. positive with respect to using the services again if the need arose. The matched groups of nonparticipants and participants scores (fifty in each group) were compared on the dependent variables of job satisfaction, job. commitment, and "actions taken" related to training services offered by the organization. The statistical analyses indicated nonsignificant differences with respect to job satisfaction, and significant differences with respect to job commitment and "actions taken" in the direction of the control group of nonparticipants. This study concluded from the comparative findings, with the equivocation of the job satisfaction measures, the differences noticed in job commitment were an attempt to use the services of the CDP to "self-actualize" their careers and better utilize their skills both on the job and in nonjob related activities. The "actions taken" variable did not show a high degree of involvement of the CDP participants in the organization's training services, but they did become more involved in nonjob related activities. Finally, questions were raised concerning the appropriateness of the dependent variables and matched groups design used in this study for measuring CDP effectiveness. Alternative approaches were suggested for future research.
Ed. D.
APA, Harvard, Vancouver, ISO, and other styles
6

Dean, Geoffrey Sholes. "Strategies for the Development of Integrated Career and Technical Education Program Evaluation Systems." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27807.

Full text
Abstract:
This research effort was designed to analyze the current federal career and technical education legislation to determine methods of â operationalizingâ the policy at the state and local levels. In performing the policy analysis, organizational and systems viewpoints were consistently used in determining the intent of the legislation and then how to structure a program evaluation system to fulfill the policy goals. The research methodology is a hybrid interdisciplinary method that combined policy and system analyses. Secondary career and technical education legislation served as a test case to develop the program evaluation system strategies and requirements because the researcher was familiar with this segment of education and the policies associated with it. Program evaluation theoretical foundations were presented as means to understand the policy intentions and to develop a conceptual system model. The resulting system model was presented with actual examples of system constructs. Detailed process flowcharts were developed to show the system structure and functions. Organizational responsibilities and requirements were addressed in the system model development. An additional component of the systems analysis was to determine the system implementation sequence. The implementation sequence is based on a longitudinal program evaluation design that spans a five-year interval for each graduation year cohort. The system model resulting from this research is one of many possible variations that could be developed to satisfy the requirements of the federal Carl D. Perkins Vocational and Applied Technology Education Act of 1998. The system analysis and model development strategies can be applied to other education and socioeconomic policies that deliver human services with accountability requirements. No attempt was made to perform a system cost analysis in this research effort.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
7

Copman, Sandra. "An evaluation of the effects of a career development program for students with disabilities at transition from high school to adult life." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32749.

Full text
Abstract:
Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study provided an evaluation of a career development program called the Health Education and Careers Network (HECN). Designed for inner city high school students with and without disabilities the program has been in existence since 1991, focusing on preparing students for education or careers in the allied health care industry. The program's overall goal was to increase the rate of positive high school outcomes, in particular for students at risk for high school drop out, unemployment and other negative post-high school outcomes. Based on anecdotal reports, the program appeared to facilitate successful student outcomes. However, no systematic analysis of the outcomes had been conducted. The researcher collected outcome data on 111 students with disabilities who had participated in the program since 1993 and who had left high school since 1995. She disaggregated the data and performed statistical analyses to evaluate whether there were any differences in outcomes based on race or type of disability. Additionally, she used case profiles of six randomly selected students to offer more insights about the complexity of providing transition services to inner city students with disabilities and the kinds of strategies that might be most effective. The analysis revealed that students with serious cognitive impairments had the highest rate of employment as compared to students with other disabilities, and that white students had the highest rate of achieving a certification and employment in an allied health care field as compared to students from other racial groups. Overall, data from the study revealed that students who participated in the program surpassed the local and national rates on the graduation of students with disabilities, and that independent of race or disability, the program's strategies effected positive transition outcomes for all students.
2031-01-01
APA, Harvard, Vancouver, ISO, and other styles
8

Donahoe, Jennifer E. "Evaluation of the freshman seminar program at Eastern Illinois University and its perceived impact on first-year student development /." View online, 2000. http://ia301519.us.archive.org/1/items/evaluationoffres00dona/evaluationoffres00dona.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Browne, Jennifer M. "An internship report including an evaluation of the Student Work and Service Program at Memorial University." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ42354.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ramlakhan, Nirmala. "A Comparative Investigation of Career Readiness and Decidedness in First Year STEM Majoring Students Participating in a STEM Mentoring Program Imbedded in a Living-Learning Community With Focused Data on Female STEM Students." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5447.

Full text
Abstract:
Female mentoring success was investigated as an undergraduate intervention utilizing career development practices to reduce dysfunctional career thinking and STEM major retention in first year freshmen females within a living-learning community. Repeated measures MANOVAs and canonical correlations in the causal comparative research design evaluated mentoring's influence on first year females. Male voluntary participants (n = 126) formulated the comparison group, and female voluntary participants (n = 75) filled the treatment group. Repeated measure multivariate analyses of variances compared differences between the interaction of mentoring and gender over time on dysfunctional career thinking using two assessments: Career Thoughts Inventory (CTI) and Career Decision Scale (CDS) and their five subscales (decision-making confusion, commitment anxiety, external conflict, certainty and indecision). Canonical correlations analyzed the effect participation rates had on student change scores on the CTI and CDS, indicating mentoring intervention effects on reducing dysfunctional career thinking and decidedness. Conclusions included: (a) females had higher levels of dysfunctional career thinking than males; (b) overtime both groups decreased dysfunctional thoughts,and solidifying their STEM career choices; (c) females had reduced levels of career decidedness compared to males; (d) both groups increased certainty overtime, solidifying their STEM career choice, and (e) when the STEM career choice was made, female certainty was more solidified than males. The study adds to the career development research within STEM at the undergraduate level providing colleges and universities with a structured first year female mentoring program in STEM. The GEMS model may be ideal for colleges and universities utilizing living-learning communities to increase underrepresented female retention and those without STEM career planning courses.?
Ph.D.
Doctorate
Education and Human Performance
Education; Science Education
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Career Development Year (Program) Evaluation"

1

Brandt, Richard Martin. An evaluation of the career development pilot program appeals process. Raleigh, NC: North Carolina General Assembly, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Brandt, Richard Martin. An evaluation of the career development pilot program appeals process. Raleigh, N.C: N.C. General Assembly, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Brown, William H. Evaluation of the four-year old child development program. Columbia]: South Carolina Education Oversight Committee, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

North Carolina. Dept. of Public Instruction. Division of Personnel Relations. Student achievement in career development program pilot units, 1985-88: Submitted to North Carolina State Board of Education, Raleigh, North Carolina. Raleigh, N.C: The Division, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Research and Service Institute (Nashville, Tenn.). Evaluation of North Carolina's School Career Development Pilot program: A report of an outside evaluation prepared for the Joint Legislative Commission on Government Operations, Raleigh, North Carolina. Brentwood, Tenn: The Institute, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Life skills training: Promoting health and personal development : year 3 teacher's manual. Princeton, N.J: Princeton Health Press, Inc., 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

United States. Congress. Senate. Committee on Banking, Housing, and Urban Affairs. Subcommittee on Housing and Transportation. HUD's program, budget and management priorities for fiscal year 2002: Hearing before the Subcommittee on Housing and Transportation of the Committee on Banking, Housing, and Urban Affairs, United States Senate, One Hundred Seventh Congress, first session on the examination of the new administration's program, budget and management priorities for fiscal year 2002, for the U.S. Department of Housing and Urban Development, April 25, 2001. Washington: U.S. G.P.O., 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Life skills training: Promoting health and personal development : year 2 teacher's manual : for middle / junior high school. Princeton, N.J: Princeton Health Press, Inc., 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Office, General Accounting. Welfare reform: Implementing DOT's Access to Jobs program in its first year : report to Congressional committees. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Career Development Year (Program) Evaluation"

1

Murdoch, Callum, Lisa Keppler, Tillem Burlace, and Christine Wörlen. "Using a Realist Framework to Overcome Evaluation Challenges in the Uncertain Landscape of Carbon Finance." In Transformational Change for People and the Planet, 127–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78853-7_9.

Full text
Abstract:
AbstractIn 2013, the United Kingdom Department for International Development and the Department of Business, Energy, and Industrial Strategy published a business case for the Carbon Market Finance Programme (CMFP). The core mandate: to build capacity and develop aids for least developed countries in sub-Saharan Africa to access finance via the carbon market. The chosen strategy involved signing emission reduction purchase agreements with private sector enterprises, using the United Nations Framework Convention for Climate Change’s Clean Development Mechanism (CDM) to verify generation of tradeable certified emissions reductions. The World Bank’s Carbon Initiative for Development (Ci-Dev) would implement the 12-year program. The team for the 2019 midterm evaluation found that program uncertainty—from sociopolitical challenges in pilot markets to global indecision on the future of Article 6 and carbon markets—would complicate assessing progress toward business case objectives. The collapse and failed recovery of the carbon market impacted underlying assumptions of the CMFP’s theory of change, and uncertainty about CDM’s future complicated evaluation of program sustainability. This chapter presents a practical approach to using realist evaluation to overcome the contextual uncertainties of the carbon market landscape, providing strengths and weaknesses of the approach applied and recommending a revised approach for future evaluations.
APA, Harvard, Vancouver, ISO, and other styles
2

Bragg, Debra D. "An Integrative Framework for Evaluating the Impact of Career Pathways." In Career Pathways, 15–35. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190907785.003.0002.

Full text
Abstract:
During the past several years, career pathway systems have expanded to prepare adults for the workforce. Although career pathways are not new, numerous states, the federal government, and philanthropic foundations continue to advance the idea to offer more postsecondary education and workforce training opportunities for adults. Coordinated policies, programs, and services involving adult basic education, community colleges, and workforce development are viewed as vital to creating highly functioning career pathways systems. This chapter describes three core functions of career pathways systems—pathway entry, integrated training, and career progression—and advances the notion that evaluations should be aligned to these functions to inform future policy and practice. Recognizing the value that these functions play independently and collectively in implementation and evaluation is key to supporting continuing efforts to scale career pathways systems nationwide.
APA, Harvard, Vancouver, ISO, and other styles
3

Payne, Amy. "Designing a Professional Development Program." In Adult and Continuing Education, 655–72. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch036.

Full text
Abstract:
Professional development is an essential aspect of any career. Many professions have minimum standards or requirements of training each year to maintain a license and/or job. This chapter outlines the necessary components for effective professional development training in terms of technology use, and examines some reasons why certain professional development programs may be ineffective. The chapter also discusses ways to assess the overall efficiency of a professional development program and highlight some outstanding professional development programs/practices in existence. A comparison between professional development practices performed in the United States with other countries around the world is provided to offer an understanding how professional development can vary depending upon culture.
APA, Harvard, Vancouver, ISO, and other styles
4

Presadă, Diana, and Mihaela Badea. "Evaluating Teacher Education Programs for Philology Students." In Handbook of Research on Teacher Education and Professional Development, 93–111. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch006.

Full text
Abstract:
The chapter will deal with the process of training philology students for their future careers as language and literature teachers in the compulsory education system of Romania. Based on the concurrent model, their training implies studying at the same time for the Bachelor's and Master's degree and a teaching qualification. An analysis of the transformations undergone by Romanian teacher training education in the last twenty years may enable an exchange of opinions among the researchers concerned with the improvement of the field. The chapter will offer a chronological analysis of the process of training philology undergraduate and graduate students paying particular attention to the creation and development of new programs at academic level.
APA, Harvard, Vancouver, ISO, and other styles
5

"Urban and Community Fisheries Programs: Development, Management, and Evaluation." In Urban and Community Fisheries Programs: Development, Management, and Evaluation, edited by Mark Howell, Brian Van Zee, and Robert K. Betsill. American Fisheries Society, 2008. http://dx.doi.org/10.47886/9781934874042.ch21.

Full text
Abstract:
<em>Abstract.-</em>The Texas Parks and Wildlife Department (TPWD) has promoted urban fishing for years, but recent population growth added impetus to provide high quality fishing “close to home” for the state’s 17 million urbanites. A statewide network of community fishing lakes in small towns had been stocked annually with 229 mm channel catfish <em>Ictalurus punctatus </em>in the fall and 200 mm rainbow trout <em>Oncorhynchus mykiss </em>in the winter. However, this practice had limited success in providing year-round fishing or recruiting new anglers. Therefore, TPWD biologists developed an improved Neighborhood Fishing Program focused on the large metropolitan areas where 80% of the population lives. Initially, we reviewed programs in other states and then evaluated usage, harvest, angler expenditures, demographics and regulation compliance within the TPWD program. Our program enhancements were based upon ongoing evaluations and a model program has now developed that provides quality, year-round angling opportunities in metropolitan areas and targets nontraditional users. Our program aims to be self-supporting, easily expandable, to form effective partnerships, include angler education and tackle loans, plus have a successful marketing strategy. Some 30,000 anglers participated in the pilot phase in 2006 at eight small urban impoundments.
APA, Harvard, Vancouver, ISO, and other styles
6

Morris, James T. "Perspectives on a 30-Year Career of Salt Marsh Research." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0053.

Full text
Abstract:
A hallmark of my career has been the development of a model of the responses of salt marsh vascular plants to changes in sea level. This discovery would not have been possible without long-term support from the National Science Foundation (NSF) Long-Term Ecological Research (LTER) and Long-Term Research in Environmental Biology (LTREB) programs. The LTER and LTREB programs have provided platforms for student research that would have been difficult or impossible to duplicate. Most of my students have benefited from the background of data, which stimulate a never-ending source of thesis topics and from the logistical support. My communication skills have been improved by LTER-sponsored workshops with journalists. I also have had an opportunity to share my enthusiasm for fieldwork with primary school students and teachers. Many of my numerous collaborations are consequences of novel, long-term data that emerged from research supported by the LTER and LTREB programs. There are important environmental trends that develop slowly in response to climate or that reveal themselves infrequently, such as disturbance responses, thresholds, and tipping points. These require long-term, place-based observation of the kind that the LTER and LTREB programs are designed to facilitate. My history with the LTER program began in the late 1970s. As a Yale graduate student working at The Ecosystems Center, Marine Biological Laboratory (MBL) at Woods Hole, I participated in a workshop organized by Dan Botkin to develop a rationale for a longterm ecological monitoring program (Botkin 1978). After a 2-year postdoctoral fellowship, I moved in 1981 to the University of South Carolina (USC), which had sponsored one of the first LTER sites, North Inlet (NIN). North Inlet was the perfect place for starting a research program in salt marsh ecology, and my research there eventually was supported by the NSF LTREB program. I owe a great deal to NSF for that. My early career benefited enormously from infrastructure at USC’s field laboratory and support by the NIN LTER program, which I did not fully appreciate at the time.
APA, Harvard, Vancouver, ISO, and other styles
7

"Urban and Community Fisheries Programs: Development, Management, and Evaluation." In Urban and Community Fisheries Programs: Development, Management, and Evaluation, edited by Edward F. Woltmann, Gregory Kozlowski, and Charles A. Guthrie. American Fisheries Society, 2008. http://dx.doi.org/10.47886/9781934874042.ch25.

Full text
Abstract:
<em>Abstract.-</em>New York’s involvement in urban fisheries can be traced back to 1978 when a two-year demonstration project was initiated in New York City and other urban areas in the state. Unfortunately, the program failed to consider the inherent differences between metropolitan New York and the Midwest in terms of what the public expectations were of such a program. While the St. Louis program was achieving use rates of over 10,000 h/acre, the New York program was only achieving use rates of 49-2,176 h/acre annually, resulting in its demise in 1980. In 1992, the New York State Department of Environmental Conservation began a new community fishing initiative in Nassau County (Long Island). This initiative used traditional and innovative strategies to encourage local governments to work to improve the County’s freshwater resources, encourage individuals to try the sport of fishing, better manage existing fish populations, and enhance existing fishing opportunities through a fall trout stocking program. These efforts contributed to an 85% to 162% increase in angler use of individual ponds and a 111% increase in the number of angler-days expended in Nassau County.
APA, Harvard, Vancouver, ISO, and other styles
8

Sidorowicz, Kara, and Anthony Yang. "Strengthening College and Career Readiness With Social and Emotional Learning." In Leading Schools With Social, Emotional, and Academic Development (SEAD), 247–72. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6728-9.ch013.

Full text
Abstract:
Social-emotional skills are essential for navigating the rapidly evolving world, especially for students who will become the makers and doers of tomorrow. The literature suggests that a technology-driven shift in needs is fueling a skills gap within a workforce needing social-emotional competencies. These shifts have grown the need for students to develop their social-emotional skills for professional and personal success. Experts suggest infusing social and emotional learning (SEL) in career and technical education (CTE) to address this. This study documents and explores a strategy for explicit SEL in CTE at Clark County School District in Nevada, USA during the 2019-2020 school year. Usage and student answers suggest promising value of SEL in CTE for student learning, but a need to better support teacher adoption. Findings from this study contribute preliminary guidance on program development and implementation upon which future educators and researchers can build.
APA, Harvard, Vancouver, ISO, and other styles
9

"Urban and Community Fisheries Programs: Development, Management, and Evaluation." In Urban and Community Fisheries Programs: Development, Management, and Evaluation, edited by Theresa Stabo. American Fisheries Society, 2008. http://dx.doi.org/10.47886/9781934874042.ch28.

Full text
Abstract:
<em>Abstract.-</em>The Wisconsin Department of Natural Resources (WI DNR) has long had an urban fishing program in Milwaukee County, the state’s largest population center. The program has largely consisted of hosting youth fishing clinics twice a year (winter and spring) on stocked ponds in county parks. The WI DNR launched an internship program to provide fishing coaches at urban community centers in 2005. These positions were designed to provide more frequent fishing opportunities for urban youth than the traditional one-day clinic model. The first intern was stationed at the Urban Ecology Center (UEC) on the banks of the Milwaukee River in a neighborhood known for poverty, drugs, and violence. The partnership between the WI DNR the UEC has been effective at introducing Milwaukee-area youth to overlooked fishing opportunities and nearby water resources. Based on the success of the Milwaukee fishing coach, a second intern was stationed at the Boys and Girls Club of Dane County (BGCDC) in Madison in 2006. Challenging socioeconomic backgrounds limit fishing opportunities for youth served by both the UEC and the BGCDC. This program helps to meet the needs of low-income urban youth by providing supervised fishing opportunities in or near their neighborhood.
APA, Harvard, Vancouver, ISO, and other styles
10

Jones, Jennifer V., and Cecilia C. Arias. "Lessons Learned from Designing and Implementing a Three-Year Professional Development Program." In Handbook of Research on Teacher Education and Professional Development, 415–27. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch023.

Full text
Abstract:
This chapter highlights a process of creating, revising, and evaluating a professional development (PD) program for in-service upper elementary teachers (grades 3-6), titled the Central New Jersey Partnership to Enhance Mathematics Achievement (CNJ PEMA). Beginning with the research base that informed the initial design of the multi-year program, a description of the program components and implementation, a discussion of the revision process, and lessons learned from formal evaluation (daily feedback forms) and teacher reflections are provided. In particular, attention is focused on how the program sought to include teachers as partners in the creation and revision process as a way to provide them with a voice and choice in their own professional learning.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Career Development Year (Program) Evaluation"

1

Jerkunkova, Aleksandra, Irena Katane, and Regina Baltusite. "Changes in the engineering students’ procrastination self-evaluation within the experimental approbation of career education program." In Research for Rural Development 2020. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/rrd.26.2020.041.

Full text
Abstract:
One of the modern education problems being investigated is a phenomenon of student procrastination and minimisation of its influence on achievement of career goals. A transformative pedagogical experiment was carried out involving 1st year engineering students of Latvia University of Life Sciences and Technologies during the 2018/2019 academic year. The aim of the transformative pedagogical experiment was to promote the reduction of student procrastination levels and achievement of their goals by practical experimental approbation of a career education program. During the experiment, self-evaluation of student procrastination was performed before and after the implementation of the career education program. The methodology included 20 indicators of procrastination self-evaluation. The program included three topic-based parts: 1) understanding and setting student career goals; 2) defining procrastination levels and factors; 3) the influence of procrastination minimisation on career goals’ achievement. The study results allowed to conclude that due to the career education program elaborated and implemented in practice, substantial changes in student procrastination self-evaluation took place during the transformative pedagogical experiment. There was a significant difference in student procrastination levels before and after the transformative pedagogical experiment. The study results demonstrated that the elaborated and experimentally implemented career education program is valid and can be further used for minimisation of student procrastination, it can contribute to career goals’ achievement and for the reduction of early discontinuation of studies and dropping out of university as there is a correlation between procrastination and dropout phenomena.
APA, Harvard, Vancouver, ISO, and other styles
2

Mirshams, Reza A., Yong X. Tao, Xun Yu, and Azize Akcayoglu. "Assessment Development for Accreditation of an Innovative Mechanical and Energy Engineering Program." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-36280.

Full text
Abstract:
The addition of Energy to the Mechanical Engineering curriculum created a new mechanical engineering model of engineering education in the baccalaureate-level and an opportunity for providing the academic foundation for successful career preparation and lifelong learning for the students. The curriculum has been designed with a system-level approach to traditional mechanical engineering based design, on the fundamentals of undergraduate level engineering within the mechanical engineering discipline, and has provided experiential-oriented approaches for the better understanding of classical mechanical engineering principles. The interdisciplinary nature of energy systems and mechanics requires a cross-cutting education that draws from the synergy of traditional disciplines of mechanical engineering, materials engineering and manufacturing, and computational methods and engineering. We are going to present the outcome based assessment in undergraduate level and discuss components of the program from freshman to senior years, and our successful implementation in developing student learning outcomes assessment, and evaluation approach for ABET accreditation.
APA, Harvard, Vancouver, ISO, and other styles
3

Milstein, Elana. "ACADEMIC-CITY: EVALUATION OF AN EDUCATIONAL INTERVENTION PROGRAM IN A DEVELOPMENT CITY IN ISRAEL- (2ND YEAR)." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0121.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Milstein, Elana, and Adi Levy Levi Vered. "ACADEMIC-CITY: EVALUATION OF AN EDUCATIONAL INTERVENTION PROGRAM IN A DEVELOPMENT CITY IN ISRAEL- (1ST YEAR PILOT)." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0896.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Nisiyama, Tsubura, Norio Nakazawa, Masafumi Sasaki, Masumi Iwai, Haruo Katagiri, and Noritoshi Handa. "Status of the Automotive Ceramic Gas Turbine Development Program: Year Five Progress." In ASME 1996 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-gt-036.

Full text
Abstract:
Petroleum Energy Center of Japan has been carrying out a 7-year development program to prove the potential of an automotive ceramic gas turbine for five years with the support of the Ministry of International Trade and Industry. The ceramic gas turbine now under development is a regenerative single shaft engine. The output is 100kW, and the turbine inlet temperature (TIT) is 1350°C. All the ceramic components are now entering the 1350°C TIT test phase after completing 1200°C TIT evaluation tests, including durability tests, in various types of test rigs. The compressor-turbine combined test rig and the full assembly test rig which is the same as an actual engine and incorporates all the components are now going through 1200°C TIT function and performance evaluation tests. In the near future, we are planning to increase the TIT to 1350°C. In consideration of the current level of high-temperature, long-term strength available from the ceramic materials, we decided to change the rated speed to 100,000 rpm because the initial rated speed of 110,000 rpm, if unchanged, involves considerable risks. Then we reviewed mainly the designs of the compressor and turbine and revised the target values of the individual components to match the specifications that satisfy the target performance of the engine.
APA, Harvard, Vancouver, ISO, and other styles
6

Itoh, Takane, and Hidetomo Kimura. "Status of the Automotive Ceramic Gas Turbine Development Program: Year 2 Progress." In ASME 1993 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1993. http://dx.doi.org/10.1115/93-gt-040.

Full text
Abstract:
A seven-year program, designated “Research & Development of Automotive Ceramic Gas Turbine Engine (CGT Program)”, was started in June 1990 with the object of demonstrating the advantageous potentials of ceramic gas turbines for automotive use. This CGT-Program is conducted by PEC with the support of MITI. The basic engine is a 100-kW, single-shaft engine having a turbine inlet temperature of a 1350°C and a rotor speed of 110,000 rpm. During the second year of the program, experimental evaluation of the various components was started, including a centrifugal compressor, a radial turbine rotor, a high speed rotor system and initial ceramic hot parts. Cold and hot spin testing of ceramic rotors from three different ceramic suppliers was also initiated.
APA, Harvard, Vancouver, ISO, and other styles
7

Itoh, Takane, and Hidetomo Kimura. "Status of the Automotive Ceramic Gas Turbine Development Program: Year 3 Progress." In ASME 1994 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1994. http://dx.doi.org/10.1115/94-gt-011.

Full text
Abstract:
Under the ongoing seven-year program, designated “Research and Development of Automotive Ceramic Gas Turbine Engine (CGT Program)”, started in June 1990. Japan Automobile Research Institute. Inc. (JARI) is continuing to address the issues of developing and demonstrating the advantageous potentials of ceramic gas turbines for automotive use. This program has been conducted by the Petroleum Energy Center (PEC) with the financial support of MITI. The basic engine is a 100 kW, single-shaft regenerative engine having a turbine inlet temperature of 1350°C and a rotor speed of 110,000 rpm. In the third year of this program, the experimental evaluation of the individual engine components and various assembly tests in a static thermal test rig were continued. Exhaust emissions were also measured in a performance test rig for an initially designed pre-mixed, pre-vaporized lean (PPL) combustor. A maximum speed of 130,700 rpm was obtained during hot spin tests of delivered ceramic turbine rotors, which was almost the same level as during cold spin tests. A dynamic thermal test including a centrifugal compressor, a ceramic radial turbine rotor and all the ceramic stationary hot parts was initiated.
APA, Harvard, Vancouver, ISO, and other styles
8

Walker, Becca, Sarah R. Hall, Calla M. Schmidt, and John R. Paul. "DEVELOPMENT, IMPLEMENTATION, AND ASSESSMENT OF A MULTI-INSTITUTIONAL UNDERGRADUATE ENVIRONMENTAL SCIENCE FIELD AND CAREER PREPARATION PROGRAM: A REPORT FROM YEAR 1 OF THE ESTEM PROJECT." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-302771.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Storhaug, Gaute, Erlend Moe, Ricardo Barreto Portella, Tomazo Garzia Neto, Nelson Luiz Coelho Alves, Sun Gun Park, Dong-Kwon Lee, and Yooil Kim. "First Ocean Going Ships With Springing and Whipping Included in the Ship Design." In ASME 2011 30th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2011. http://dx.doi.org/10.1115/omae2011-49366.

Full text
Abstract:
It is well known that ships vibrate due to waves. The wave induced vibrations of the hull girder are referred to as springing (resonance) and whipping (transient vibration from impacts). These vibrations contribute to the fatigue damage of fatigue sensitive details. An Ore Carrier of 400 000 dwt is currently being built by DSME, and at time of delivery, it will be the world’s largest bulk (ore) carrier. The scantlings of large ships must be carefully designed with respect to global loading, and when extending the design beyond experience, it is also wise to consider all aspects that may affect operation and the life time costs. The vessel will also enter a long term contract and is therefore to be evaluated for 30 year Brazil-China operation. In order to minimize the risk of fatigue damage, the vessel is designed according to DNV’s class notation CSA-2 requiring direct calculations of the loading and strength. Further it has been requested to include the effect of springing and whipping in the design. Reliable numerical tools for assessing the additional fatigue effect of vibrations are non-existing. DNV has, however, developed an empirical guidance on how the additional effect may be taken into account based on previous development projects related to the effect of vibrations on large ore carriers Due to the size and route of operation of the new design, it has, however, been required by the owner to carry out model tests in both ballast and cargo condition in order to quantify the contribution from vibration. The results from this project have been used for verification and further calibration of DNV’s existing empirical guidance. A test program has been designed for the purpose of evaluating the consequence in head seas for the Brazil to China trade. Full scale measurements from previous development projects of ore carriers and model tests have been utilized to convert the current model tests results into estimated full scale results for the 400 000 dwt vessels. It is further important to carefully consider how the vibrations are to be included in the design verification, and to develop a procedure for taking into account the vibrations which results in reasonable scantlings based on in-service experience with similar designs and trades. This procedure has been developed, and a structural verification has been carried out for the design. The final outcome of the model test was in line with previous experience and in overall agreement with DNV’s empirical guidance, showing a significant contribution from vibrations to the fatigue damage. The springing/whipping vibrations more than doubled the fatigue damage compared to fatigue evaluation of the isolated wave induced loading. The cargo condition vibrated relatively more than experienced on smaller vessels. Various sources to establish the wave conditions for the Brazil to China ore trade were used, and the different sources resulted in significant differences in the predicted fatigue life of the design.
APA, Harvard, Vancouver, ISO, and other styles
10

Kidwell, J. R., L. J. Lindberg, and R. E. Morey. "ATTAP/AGT101: Year 2 Progress in Ceramic Technology Development." In ASME 1990 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1990. http://dx.doi.org/10.1115/90-gt-305.

Full text
Abstract:
In the second year of a five-year Department of Energy (DOE) funded program, the Advanced Turbine Technology Applications Project (ATTAP) pushed ceramic automotive gas turbine technology state-of-the-art forward in: • Ceramic materials assessment and characterization • Ceramic impact damage assessment • Ceramic combustor evaluation • Turbine inlet particle separator development • Impact-tolerant turbine designs • Net-shape ceramic component fabrication Materials characterization progressed from specimens to cut-up components. Impact damage threshold velocities were measured, using graphite projectiles against specimens and full-size rotors. Lean-burn ceramic combustor evaluations included ignition and carbon formation tests with DF-2, JP-4, and ethanol fuels. A third-generation ceramic turbine inlet particle separator demonstrated 97.5-percent effectiveness against rotor-damaging graphite particles. Improved ceramic component design capabilities are providing lower-stress components for incorporation into the critical hot flow path. Component fabrication development focussed on net-shape forming techniques, using Taguchi experiments. ATTAP is funded by DOE and administered by NASA under Contract DEN3-335.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Career Development Year (Program) Evaluation"

1

McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.

Full text
Abstract:
The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
APA, Harvard, Vancouver, ISO, and other styles
2

Nassar, Sylvia C., and Aisha Al-Qimlass. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0045.1709.

Full text
Abstract:
Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.
APA, Harvard, Vancouver, ISO, and other styles
3

DEFENSE NUCLEAR AGENCY WASHINGTON DC. Defense Nuclear Agency, Fiscal Year 1995. Program Document: Research, Development, Test and Evaluation, Defense Agencies (Supports Congressional Budget Estimates, February 1994). Fort Belvoir, VA: Defense Technical Information Center, February 1994. http://dx.doi.org/10.21236/ada277390.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

DEFENSE NUCLEAR AGENCY WASHINGTON DC. Defense Nuclear Agency Fiscal Year 1994 Program Document. Research, Development, Test and Evaluation, Defense Agencies. (Supports Congressional Budget Estimates) April 1993. Fort Belvoir, VA: Defense Technical Information Center, April 1993. http://dx.doi.org/10.21236/ada264197.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

Full text
Abstract:
The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
APA, Harvard, Vancouver, ISO, and other styles
6

Prokhorov, Оleksandr V., Vladyslav O. Lisovichenko, Mariia S. Mazorchuk, and Olena H. Kuzminska. Developing a 3D quest game for career guidance to estimate students’ digital competences. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4416.

Full text
Abstract:
This paper reveals the process of creating a career guidance 3D quest game for applicants who aim to apply for IT departments. The game bases on 3D model of computer science and information technologies department in the National Aerospace University “Kharkiv Aviation Institute”. The quest challenges aim to assess the digital competency level of the applicants and first- year students. The paper features leveraged software tools, development stages, implementation challenges, and the gaming application scenario. The game scenario provides for a virtual tour around a department of the 3D university. As far as the game replicates the real-life objects, applicants can see the department's equipment and class-rooms. For the gaming application development team utilized С# and C++, Unity 3D, and Source Engine. For object modeling, we leveraged Hammer Editor, Agisoft PhotoScan Pro, and the photogrammetry technology, that allowed for realistic gameplay. Players are offered various formats of assessment of digital competencies: test task, puzzle, assembling a computer and setting up an IT-specialist workplace. The experiment conducted at the open house day proved the 3D quest game efficiency. The results of digital competence evaluation do not depend on the testing format. The applicants mostly preferred to take a 3D quest, as more up-to-date and attractive engagement.
APA, Harvard, Vancouver, ISO, and other styles
7

Erulkar, Annabel, and Erica Chong. Evaluation of a savings and micro-credit program for vulnerable young women in Nairobi. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1010.

Full text
Abstract:
Tap and Reposition Youth (TRY) was a four-year initiative undertaken by the Population Council and K-Rep Development Agency to reduce adolescents’ vulnerabilities to adverse social and reproductive health outcomes by improving livelihoods options. The project targeted out-of-school adolescent girls and young women aged 16–22 residing in low-income and slum areas of Nairobi. TRY used a modified group-based micro-finance model to extend integrated savings, credit, business support, and mentoring to out-of-school adolescents and young women. A longitudinal study of participants was conducted with a matched comparison group identified through cross-sectional community-based studies, undertaken at baseline and endline to enable an assessment of changes associated with the project. This report states that 326 participants and their controls were interviewed at baseline and 222 pairs were interviewed at endline. The results suggest that rigorous micro-finance models may be appropriate for a subset of girls, especially those who are older and less vulnerable. The impact on noneconomic indicators is less clear. Additional experimentation and adaptation is required to develop livelihoods models that acknowledge and respond to the particular situation of adolescent girls.
APA, Harvard, Vancouver, ISO, and other styles
8

Vieira, Gonçalo, Maria Teresa Cabrita, and Ana David. Portuguese Polar Program: Annual Report 2019. Centro de Estudos Geográficos, Universidade de Lisboa, November 2020. http://dx.doi.org/10.33787/ceg20200002.

Full text
Abstract:
This Annual Report of the Portuguese Polar Program, PROPOLAR reports the main activities conducted between August 2018 and December 2019 The PROPOLAR is led by the CEG/IGOT University of Lisbon, under a Coordinating Committee that includes members of other 4 Portuguese research institutions CCMAR University of the Algarve, MARE University of Coimbra, CQE University of Lisbon, and CIIMAR University of Oporto The Program is funded by the Fundação para a Ciência e a Tecnologia MCTES FCT) as a development of its former Polar Office The activities herein disclosed reflect a very busy and inspiring year The PROPOLAR supported fifteen projects that were successfully carried out in the Arctic and Antarctica Logistics continued to be based on international cooperation and on a Portuguese funded Antarctic flight open to partner programs Logistical support in Antarctica was mainly provided by Spain, Chile and the Republic of Korea, also with strong cooperation in research and facilities with Argentina, Brazil, Bulgaria, China, Peru, Turkey, United States of America and Uruguay Participation in international meetings and workshops, as well as the organisation of a symposium and an international meeting, and the support provided to the Portuguese Conference on Polar Science, fulfilled and enriched this very active period, also helping to reinforce the credibility and relevance of the program in the international polar arena B ringing together all these efforts and resources will surely attract and mobilise more young researchers into a Polar scientific career, thus ensuring the future of the Portuguese Polar science, and that the program will continue to blossom We are confident that the successes that PROPOLAR has had in 2019 will serve as an impetus for our very dynamic and committed community of polar researchers to move forward in in vesting in the future of the Portuguese P olar science and preparing to seize new opportunities
APA, Harvard, Vancouver, ISO, and other styles
9

Jeong, Stephen, Sarah Stawiski, Sol Bukin, and Heather Champion. Stemming the Great Resignation through Leadership Development. Center for Creative Leadership, 2022. http://dx.doi.org/10.35613/ccl.2022.2051.

Full text
Abstract:
The recent rise in voluntary turnover has sparked a renewed focus on attracting and retaining talent. In their attempts to stem the tide of the Great Resignation, organizations are augmenting traditional retention strategies – e.g., higher pay, enhanced benefits, more opportunities for career advancement etc. – with remote and hybrid work schedules brought about by the COVID pandemic. Given its inherent appeal to both employees and organizations, leadership development (LD) opportunities have long been believed to play a crucial role in helping to attract and retain employees. While the body of existing correlational research does point to a positive relationship between LD opportunities and retention, there is scant research that elucidates the mechanism(s) that may help to bridge the two. Guided by existing research, this paper examined Center for Creative Leadership’s large database of program evaluation data to uncover those potential mechanisms. We found preliminary support for three specific outcomes of leadership development that may serve as potential mediators linking LD with retention; they include enhanced self-efficacy, meaningful connections, and capacity to engage followers. We conclude with implications of these findings for future research as well as some caveats related to our investigation.
APA, Harvard, Vancouver, ISO, and other styles
10

Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

Full text
Abstract:
The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Career Development Year (Program) Evaluation' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography