Relevant bibliographies by topics / Curricular Pathway

Academic literature on the topic 'Curricular Pathway'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Curricular Pathway"

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Leetch, Aaron, Joshua Glasser, and Dale Woolridge. "A Roadmap for the Student Pursuing a Career in Pediatric Emergency Medicine." Western Journal of Emergency Medicine 21, no. 1 (December 9, 2019): 12–17. http://dx.doi.org/10.5811/westjem.2019.10.44466.

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Introduction: Three pathways are available to students considering a pediatric emergency medicine (PEM) career: pediatric residency followed by PEM fellowship (Peds-PEM); emergency medicine residency followed by PEM fellowship (EM-PEM); and combined EM and pediatrics residency (EM&Peds). Questions regarding differences between the training pathways are common among medical students. We present a comparative analysis of training pathways highlighting major curricular differences to aid in students’ understanding of these training options. Methods: All currently credentialed training programs for each pathway with curricula published on their websites were included. We analyzed dedicated educational units (EU) core to all three pathways: emergency department (ED), pediatric-only ED, critical care, and research. Minimum requirements for primary residencies were assumed for fellowship trainees. Results: Of the 75 Peds-PEM, 34 EM-PEM, and 4 EM&Peds programs screened, 85% of Peds-PEM and EM-PEM and all EM&Peds program curricula were available for analysis. Average Peds-PEM EUs were 20.4 EM, 20.1 pediatric-only EM, 5.8 critical care, and 9.0 research. Average EM-PEM EUs were 33.2 EM, 18.3 pediatric-only EM, 6.5 critical care, and 3.3 research. Average EM&Peds EUs were 26.1 EM, 8.0 pediatric-only EM, 10.0 critical care, and 0.3 research. Conclusion: All three pathways exceed pediatric-focused training required for EM or pediatric residency. Peds-PEM has the most research EUs, EM-PEM the most EM EUs, and EM&Peds the most critical care EUs. All prepare graduates for a pediatric emergency medicine career. Understanding the difference in emphasis between pathways can inform students to select the best pathway for their own careers.
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Morawicki, Patricia Mariela, Ana Gabriela Pedrini, and Alicia Tetzlaff. "The construction of the curricular design of the University Professor of Biology at the National University of Misiones and the formative pathway of Education for Health and the Environment." Revista de Ciencia y Tecnología, no. 36 (December 1, 2021): 01–12. http://dx.doi.org/10.36995/j.recyt.2021.36.001.

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The aim of this paper is to share the results of the process of formulating the curriculum for the 2016 University Teacher Training in Biology at the Faculty of Exact, Chemical and Natural Sciences of the National University of Misiones (UNaM) based on a collective construction among various stakeholders in the educational community and especially the proposal of the formative pathway of Education for Health and the Environment (EpSyA). The research used a qualitative and interpretative methodology based on the analysis of curricular documents, institutional agreements, national regulations, interviews and classroom observations. The different instances of discussion in the reformulation of the curricular project are reconstructed chronologically, the macro-decisions in the construction of the formative path of EpSyA are analysed and the hourly loads and minimum contents of the subjects and the teaching strategies are made explicit.
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Caballero Martínez, Fernando, Diana Monge, Cristina Garcia De Leonardo, Ricardo Abengozar, and Juan Perez-Miranda. "Curricular Journey on Ethics and Professionalism and its Impact on Students’ Attitudes." International Journal of Person Centered Medicine 3, no. 4 (May 12, 2014): 273–76. http://dx.doi.org/10.5750/ijpcm.v3i4.450.

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In traditional medical schools, patient contact is made through specialized clinical services that provide the students with a fragmented view of medicine, and ethical and professional issues are handled separately from clinical practice, in many cases as a theoretical debate unconnected to clinical reality. Under these conditions, it is difficult for future doctors to get a style of person-centered practice, combining both the scientific and humanistic aspects of the profession (relational and communication skills, professional attitudes and values, ethical criteria, etc).Currently there are no established guidelines on the most effective ways of supporting medical students to develop high standards of medical ethics and professionalism. Francisco de Vitoria University has developed its own curricular pathway to promote them. The curricular journey focuses on five main areas to support the development of ethics and professionalism in medical students: student selection, curriculum design, role modeling, new teaching and learning methods as well as assessment methods.The School of Medicine of Francisco de Vitoria University in Madrid, Spain, started its Medicine Degree in the the 2010-2011 academic year. The first cohort of 50 medical students, currently on the third academic year, has been following this medical ethics and professionalism pathway. Our experience confirms the idea of structuring a formal program in five main themes as a way of supporting the development of professionalism in medical students.
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Sklarew, Dann. "Learning to realize a more sustainable world." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8d023.

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The United Nations Sustainable Development Goals (2015) established 17 targets — such as “no hunger,” “clean water” and “climate action” — to unite humanity in pursuit of a shared, prosperous future. These diverse global goals provide a universal agenda to enlist today’s learners in creatively ensuring our collective well-bring throughout their careers. How can higher education foster effective, intentional learning across courses and curricula to prepare our students to realize these global goals? George Mason University has established a diverse set of over 130 “green leaf” courses, along with regular co-curricular activities, to help our students develop their sustainability skills and practical expertise. These span a new 18-credit “sustainability pathway” through our Mason Core general education requirements and a score of undergraduate and graduate academic programs. Together, these curricula – and others Mason faculty might opt to deliver — permit students to move from first year through accelerated graduate programs while continuously building their sustainability understanding, reflection and intentionality. Meanwhile, co-curricular activities like Mason Earth Month, organic food gardening and Patriot Green Fund projects provide students opportunities to develop and apply “critical doing” skills far beyond the classroom as well.
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Budak, Jehan, David Sears, Brian Wood, Shireesha Dhanireddy, Shireesha Dhanireddy, Arianne Teherani, Brian Schwartz, and Brian Schwartz. "2533. HIV Training Pathways in Residency: A National Survey of Curricula and Outcomes." Open Forum Infectious Diseases 6, Supplement_2 (October 2019): S880—S881. http://dx.doi.org/10.1093/ofid/ofz360.2211.

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Abstract Background Despite dramatic advances in the care of people with HIV (PWH), the shortage of HIV providers is worsening. An approach to this workforce shortage has been integration of robust HIV training into residency. We created a national survey to describe curricula and outcomes of formal HIV training pathways and how this may impact the HIV workforce shortage. Methods We designed a cross-sectional study of Internal Medicine (IM) and Family Medicine (FM) Residency HIV pathways in the United States. We identified programs via literature review, internet search, and snowball sampling. A draft survey was piloted with two pathway directors, and in January 2019, the final survey was sent via email to all pathway directors. This survey included 33-items, predominantly quantitative, and focused on program organization, curricular content, graduate outcomes, and challenges. We used descriptive statistics to summarize numeric responses. Results Twenty-five residency programs with dedicated HIV pathways were identified; 11 IM and 15 FM. The majority of the programs are in the West and Northeast United States. Twenty-four (96%) of programs have completed the survey. Since the first program was established in 2006, 228 residents have graduated from HIV pathways in the United States (151 IM, 77 FM). Programs have varying goals, application procedures, clinical requirements, didactic structures, graduation requirements, and assessments of competency. Of graduates, 108 (47%) have American Academy of HIV Medicine (AAHIVM) certification. Ninety-two (42%) of graduates are reported as currently providing primary care to ≥ 20 PWH (the majority in the West and Northeast United States). The most commonly cited reported barrier to graduates finding jobs caring for PWH are lack of job opportunities in their geographic area. Conclusion HIV pathways in IM and FM programs are heterogenous in their structure and curricula. Less than 50% of pathway graduates remain in the HIV provider workforce, and the majority of those work in the West and Northeast United States. The impact of these programs might be enhanced by interventions to increase graduate retention in this workforce and to launch pathways in the areas of greatest need, such as the Southern United States. Disclosures All authors: No reported disclosures.
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Golafshani, Nahid. "Teaching mathematics to all learners by tapping into indigenous legends: A pathway towards inclusive education." Journal of Global Education and Research 7, no. 2 (July 2023): 99–115. http://dx.doi.org/10.5038/2577-509x.7.2.1224.

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This study explored the use of Indigenous storytelling in the planning and teaching of mathematical content. In collaboration with Indigenous and non-Indigenous educators, a culturally inclusive mathematical lesson was developed, implemented, and reviewed in an elementary school in Northern Ontario. This study used a culturally authentic approach to address the current educational issue of diversity within the Ontario curriculum and education system. The results of this study suggested that utilizing Indigenous storytelling for teaching mathematical curricular expectations could benefit both Indigenous and non-Indigenous students. Storytelling can allow students to relate abstract mathematical concepts to their own lived experiences, to be exposed to diverse cultures, and to foster a positive and open learning environment that is conducive to academic and non-academic learning.
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Robinson, Ann, Jill L. Adelson, Kristy A. Kidd, and Christine M. Cunningham. "A Talent for Tinkering: Developing Talents in Children From Low-Income Households Through Engineering Curriculum." Gifted Child Quarterly 62, no. 1 (October 26, 2017): 130–44. http://dx.doi.org/10.1177/0016986217738049.

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Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science content achievement, engineering knowledge, and engineering engagement. The sample comprised 1,387 Grade 1 students across 62 classrooms. Multilevel modeling was used separately for each of the three student outcome measures. The intervention resulted in an effect size of 0.28 on an out-of-level science content assessment and effect size of 0.66 for the engineering knowledge measure. Students in the intervention group reported a high level of engineering engagement. General education teachers were trained to implement the curricula through a summer institute and received coaching throughout the subsequent academic year. Evidence suggests the intervention functioned as a talent-spotting tool as teachers reported they would nominate a substantial portion of low-income and culturally diverse students for subsequent gifted and talented services. Discussion focused on the match between the needs and preferences of students from low-income households for hands-on design experiences and the curricular affordances in the engineering domain as a talent development pathway for young, poor children.
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Gillies, Carmen Leigh. "Curriculum Integration and the Forgotten Indigenous Students: Reflecting on Métis Teachers’ Experience." in education 26, no. 2 (June 3, 2021): 3–23. http://dx.doi.org/10.37119/ojs2021.v26i2.477.

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Curriculum integration, or in other words, changing what students are taught within racially desegregated Canadian schools, has served as a primary but incomplete pathway to racial justice. In this paper, I present evidence from a qualitative critical race theory (CRT) methodological study with 13 Métis teachers to demonstrate how curricular integration has been framed as a key solution to inequitable outcomes concerning Indigenous students. This strategy has been instilled within the Saskatchewan K–12 education system by a wide spectrum of authorities over several decades. Although absolutely essential for multiple reasons, I argue that teaching students about Indigenous knowledge systems and experiences, as well as anti-racist content, cannot resolve the systemic racial injustices encountered by Indigenous students who attend provincial schools. In particular, three CRT analytical tools—structural determinism, anti-essentialism, and interest convergence—are utilized to examine the limitations of curricular integration as a strategy of racial justice. Keywords: Métis teachers; Indigenous education; critical race theory; integrated schools
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Chen, Xinnian, John M. Redden, Aiyana Bobrownicki, Julia Gill, and Mark J. Graham. "Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses." CBE—Life Sciences Education 20, no. 2 (June 2021): es5. http://dx.doi.org/10.1187/cbe.19-07-0147.

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This Essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. It discusses how this approach can improve curricular design, course evaluation, student assessment, and communication between co-instructors.
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Wu, Maryann, Dabrick A. Brill, Mrunmayee Prakash Shirodkar, Jianxuan Tan, Mukesh Poptani, Ying Wang, and Ian S. Haworth. "Using technology to automate syllabus construction for programmatic, curricular, faculty and experiential assessment activities." International Journal of Educational Management 36, no. 1 (November 30, 2021): 49–62. http://dx.doi.org/10.1108/ijem-10-2020-0494.

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PurposeWith a growing need to assess multiple aspects of healthcare education, the goal of this study was to develop an innovative web-based application to streamline assessment processes and meet the increasingly complex role of the educational manager.Design/methodology/approachAARDVARC (Automated Approach to Reviewing and Developing Valuable Assessment Resources for your Curriculum) was created with the core function of standardizing course syllabi through the use of a web-based portal and the ability to query fields within the portal to collect multiple points of data. AARDVARC permits quick and efficient gathering of programmatic, curricular, faculty, teaching, preceptor and financial data to facilitate meaningful change and a shared responsibility of assessment. This software has allowed automatic completion of complex analytics each semester, including coverage of program outcomes, course learning objectives, teaching and assessment methods, course readings, topics covered in the curriculum, faculty teaching hours, experiential activities, coverage of disease states and scheduling of peer observation of teaching.FindingsThree years after its initial launch, AARDVARC is now used by 520 faculty, 60 staff, 44 preceptors and over 2,000 students across multiple health profession and science programs. Data analytics through AARDVARC have allowed the School to reimagine how assessment can be conducted and have provided a pathway for making evidence-based programmatic and curricular changes.Originality/valueThis original software has provided an innovative approach to conduct assessment that combines best practices in curriculum, assessment, data analytics and educational technology while improving the overall quality, speed, and efficiency of academic and business operations.
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Dissertations / Theses on the topic "Curricular Pathway"

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Thompson-Arjona, William G. "Curricular Optimization: Solving for the Optimal Student Success Pathway." UKnowledge, 2019. https://uknowledge.uky.edu/ece_etds/139.

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Considering the significant investment of higher education made by students and their families, graduating in a timely manner is of the utmost importance. Delay attributed to drop out or the retaking of a course adds cost and negatively affects a student’s academic progression. Considering this, it becomes paramount for institutions to focus on student success in relation to term scheduling. Often overlooked, complexity of a course schedule may be one of the most important factors in whether or not a student successfully completes his or her degree. More often than not students entering an institution as a first time full time (FSFT) freshman follow the advised and published schedule given by administrators. Providing the optimal schedule that gives the student the highest probability of success is critical. In efforts to create this optimal schedule, this thesis introduces a novel optimization algorithm with the objective to separate courses which when taken together hurt students’ pass rates. Inversely, we combine synergistic relationships that improve a students probability for success when the courses are taken in the same semester. Using actual student data at the University of Kentucky, we categorically find these positive and negative combinations by analyzing recorded pass rates. Using Julia language on top of the Gurobi solver, we solve for the optimal degree plan of a student in the electrical engineering program using a linear and non-linear multi-objective optimization. A user interface is created for administrators to optimize their curricula at main.optimizeplans.com.
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Griffin, Melinda Rose. "Curricular pathways to Algebra I in eighth grade." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154079.

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Moran, Renee Rice, Karen Keith, and Huili Hong. "One University’s Pathway to Implementation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/977.

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This chapter focuses on the process of implementing problem based assessment at the college/university level in teacher education. Past research points to an overemphasis on factual information, lecture, and paper and pencil tests in higher education. Performance based assessment is discussed as an alternative and a measure that calls for students to demonstrate more active participation, critical thinking, and work that aligns more closely to what they will actually be engaged in in the field of education after graduation. Particularly, a case study of one university's path in the implementation of performance based assessment is highlighted. The process of implementing three specific performance based assessments are considered as well as roadblocks, assets, and specific methods found to be beneficial and/or challenging.
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Gower, D. M. "Pathways to understanding science." Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377746.

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Moran, Renee Rice, Karen Keith, and Huili Hong. "One University's Pathway to a Change in Practice." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/986.

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This chapter focuses on the process of implementing problem based assessment at the college/university level in teacher education. Past research points to an overemphasis on factual information, lecture, and paper and pencil tests in higher education. Performance based assessment is discussed as an alternative and a measure that calls for students to demonstrate more active participation, critical thinking, and work that aligns more closely to what they will actually be engaged in in the field of education after graduation. Particularly, a case study of one university's path in the implementation of performance based assessment is highlighted. The process of implementing three specific performance based assessments are considered as well as roadblocks, assets, and specific methods found to be beneficial and/or challenging.
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Talley, Nancy Hoggard. "The effect of SAS curriculum pathways on student science achievement." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/talley/TalleyN0811.pdf.

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In this investigation SAS Curriculum Pathways, an online technology based curriculum, was implemented with the purpose of improving student achievement. SAS Curriculum Pathways provided a curriculum-based technology learning experience to both individual and group work settings. Student performance on summative assessments did not show marked improvement following the treatment. Students demonstrated and expressed more positive attitudes toward science.
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Moran, Renee Rice, and Stacey J. Fisher. "Photo-ethnography: A Pathway to Understanding One Policy Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3597.

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Imbrenda, Jon-Philip. "For argument's sake: Building a pathway to college for urban adolescents." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/373054.

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Teaching & Learning
Ph.D.
Drawing on a sociocultural view of learning as acculturation into the distinct social language of academic communities, this study reports the developmental impacts of an intervention program designed to prepare students from a comprehensive urban high school for the rigors of college reading and writing. Statistical analysis of students’ pre-, mid- and post-test performances on a university writing placement exam demonstrates significant growth. Qualitative analysis of their formal and informal writing employing three semantic differential scales designed to measure reciprocity, indexicality, and intertextuality, however, illuminates how struggles to negotiate the terms of participation in an academic community of practice and students’ conceptual orientations toward written texts limited the extent to which students could fully master the social language of academic argumentation.
Temple University--Theses
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Moran, Renee Rice, Karin J. Keith, and Huili Hong. "Using Performance Based Assessments with Pre-Service Teachers: One University’s Pathway to Implementation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3593.

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Book Summary: Performance-based assessments have become a critical component of every teacher education program. Such assessments allow teacher candidates to demonstrate their content and pedagogical knowledge, skills, and dispositions in an authentic setting.Evaluating Teacher Education Programs through Performance-Based Assessments analyzes and discusses the theory and concepts behind teacher education program evaluation using assessment tools such as lesson plans, classroom artifacts, student work examples, and video recordings of lessons. Emphasizing critical real-world examples and empirically-based studies, this research-based publication is an ideal reference source for university administrators, teacher educators, K-12 leaders, and graduate students in the field of education.
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Lamb, Richard Lawrence. "Review of the Efficacy of SAS Curriculum Pathways on Student Understanding in Chemistry." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-06032008-214734/.

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The purpose of the study is to review the efficacy of the SAS Curriculum Pathways (SIS) chemistry modules on student achievements in a high school academic level chemistry class. The research question was âDo SIS modules (numbers 692 chemical quantities, 867 chemical reactions and module 10 the mole) increase student understanding of chemistry concepts in which they are designed to teach when compared to student groups receiving traditional instruction (i.e., without the integration of the SIS modules) Comparing pre and post-tests means through a t-Test, it was found that after a unit was taught using SIS Curriculum Pathways students showed a significant (p<0.05) increase in understanding of the chemistry topics covered in the modules. Student journals were kept during the time frame of the study. Qualitative results suggest that there are three factors which may affect the student outcomes concerning the use of simulations: student comfort with the computer, amount and availability of information in the simulation, and the novelty of using computer simulations in a science class.
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Books on the topic "Curricular Pathway"

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Hughes, Sherry. Positive pathways: Curriculum for students with developmental disabilities. [Mississauga, Ont.]: Peel District School Board, 2003.

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Enriched learning projects: A practical pathway to 21st century skills. Bloomington, IN: Solution Tree Press, 2010.

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Association, Community College Baccalaureate, ed. Alternative pathways to the baccalaureate. Sterling, Va: Stylus Pub., 2013.

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Beesley, Michael. " Stilling": A pathway for spiritual learning in the national curriculum. Salisbury: Salisbury Diocesan Board of Education, 1990.

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Ontario, Ministry of Training Colleges and Universities. Apprenticeship subject pathways. Toronto, ON: Ministry of Education, Ministry of Training, Colleges and Universities, 2002.

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Career pathways for STEM technicians. Waco, Texas: Daniel Hull, PI, 2012.

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Disrupting tradition: Research and practice pathways in mathematics education. Reston, VA: National Council of Teachers of Mathematics, 2011.

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Ontario. Program Pathways for Students at Risk Work Group. Building pathways to success: Final report of the Programs Pathways for Students at Risk Work Group. [Toronto]: Program Pathways for Students at Risk Work Group, 2003.

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E, Miller Ross, and Association of American Colleges and Universities, eds. Purposeful pathways: Helping students achieve key learning outcomes. Washington, D.C: Association of American Colleges and Universities, 2006.

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Hughes, Katherine L. Pathways to college access and success. Washington, D.C: U.S. Dept. of Education, Office of Vocational and Adult Education, 2005.

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Book chapters on the topic "Curricular Pathway"

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Wood, Meena Kumari, and Nick Haddon. "Implementation: Curriculum pathways." In Secondary Curriculum Transformed, 156–72. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-20.

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Taplin, Margaret. "Guided Visualizations for Integrating Education in Human Values into Curriculum Subjects." In A Human Values Pathway for Teachers, 17–31. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0200-9_3.

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Ramos, M. B., and M. J. Litchard. "The New Pathway Curriculum at Harvard Medical School." In Akademische Chirurgie, 66–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77569-7_5.

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McKnight, Lucinda, and Emma Charlton. "Pathways and Praxis: Designing Curriculum for Aspirational Programs." In University Pathway Programs: Local Responses within a Growing Global Trend, 207–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72505-5_12.

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Baldacchino, John, and Faisal Abdu'Allah. "Doing art, (un)colonised bodies immersing curricula in our acts of living." In Opening Pathways for Inclusion in Primary Schools, 91–107. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003137634-7.

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McPhail, Graham. "Pathways to Powerful Knowledge: A Case for Music’s ‘Voice’." In Knowledge and the Future of the Curriculum, 123–35. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137429261_8.

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Oloruntoba, Samuel Ojo. "The State and the State of Knowledge Production in African Universities: Rethinking Identity and Curricula." In Pathways to Alternative Epistemologies in Africa, 61–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60652-7_4.

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Gao, Desheng, Le Zhang, and Yan Tang. "Exploring the Pathways to Connect to Children’s Lives in Morality and Law." In Curriculum Reform and School Innovation in China, 25–66. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1937-3_2.

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Knapp, Mariella, and Stefan Hopmann. "School Leadership as Gap Management: Curriculum Traditions, Changing Evaluation Parameters, and School Leadership Pathways." In Bridging Educational Leadership, Curriculum Theory and Didaktik, 229–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58650-2_6.

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Fisher, Matthew A. "Adverse Outcome Pathways: Connecting Sustainability, Green Chemistry, Toxicology, and Undergraduate Biochemistry." In Chemistry Education for a Sustainable SocietyVolume 2: Innovations in Undergraduate Curricula, 47–54. Washington, DC: American Chemical Society, 2020. http://dx.doi.org/10.1021/bk-2020-1345.ch004.

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Conference papers on the topic "Curricular Pathway"

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Paredes, Carlos, Ricardo Castedo, Rogelio de la Vega, José Eugenio Ortiz, and Celia Sanchiz. "La integración del aprendizaje académicoen un itinerario metacognitivo ascendente curricular - [The integration of academic learning into a curricular bottom-up metacognitive pathway]." In Innovaciones docentes en tiempos de pandemia. Actas del VI Congreso Internacional sobre aprendizaje, innovación y cooperación, CINAIC 2021. Zaragoza: Servicio de Publicaciones Universidad, 2021. http://dx.doi.org/10.26754/cinaic.2021.0074.

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El-Mounayri, Hazim A., Eugenia Fernandez, and Tamer Wasfy. "Development of an Online Virtual Reality-Based Advanced Manufacturing Curriculum for Use in Professional Certification." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-69147.

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An innovative online module in advanced manufacturing is developed based on a state-of-the-art virtual reality learning tool. The Advanced Virtual Manufacturing Laboratory (AVML) is a collaborative web-based virtual learning environment for integrated lecture and lab delivery which focuses on advanced machining using Computer Numerically Controlled (CNC) machine tools. The system seamlessly and synergistically integrates multimedia lecture, interactive 3D simulation, and realistic experimentation in a virtual reality environment. The development involves three main elements: a simulator for CNC milling and lathe machines, a virtual-environment display engine, and an intelligent-agent engine. The virtual reality environment provides training in different modes on different operating procedures with the help of an intelligent virtual tutor. The AMVL content was designed to lead to certification. With the help of a NIMS certified practitioner the curriculum is refined to ensure a successful pathway to certification. Support for this pathway to certification is provided by the results of a quasi-experimental randomized study to assess the learning effectiveness of the curriculum content of the AVML. The development of the AVML, its pathway to certification, and the results of the learning effectiveness of the online virtual reality environment are presented in this paper.
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Jackson, Kathy L., Ivan Esparragoza, Jacquelyn Huff, Paul C. Lynch, Steven Nozaki, Andrea M. Ragonese, Joseph Ranalli, and Nancy E. Study. "Developing an Interdisciplinary Pathway for Engineering Education Master's Curriculum." In 2021 IEEE Frontiers in Education Conference (FIE). IEEE, 2021. http://dx.doi.org/10.1109/fie49875.2021.9637390.

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Soare, Emanuel. "Integrative Learning Pathways In Competence Based Curriculum." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.1.

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Roca Bosch, Elisabet, Esther Real Saladrigas, and Ivet Ferrer Martí. "Integrating Sustainability snd Social Commitment (S&SC) competences in the curriculum at the Barcelona School of Civil Engineering." In Annual Conference of The European Society for Engineering Education. European Society for Engineering Education (SEFI), 2022. http://dx.doi.org/10.5821/conference-9788412322262.1162.

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The importance of integrating the Sustainable Development Goals (SDG) in the curriculum of all the bachelor and master degrees at UPC has been legally and institutionally recognised. At the Barcelona School of Civil Engineering, issues such as professional ethics, environmental impacts of infrastructures, respect for cultural diversity and gender perspective are currently cross-cutting competences highlighted and stated in the study plans as a transversal competence on Sustainability and Social Commitment (S&SC). However, its effective implementation requires significant teaching efforts in order to adapt academic curricula, so far limited to individual non- coordinated initiatives. The launch of the “ODS-Camins Toolkit” project (Toolkit for the Promotion of SDG in the Civil and Environmental Engineering Fields) seeks to encourage the implementation of teaching innovation practices that contribute to the deployment and assessment of S&CS competences. The aim of the project is to exchange experiences, develop new practices, and draft a common pathway for the promotion and implementation of the SDGs in the field of civil and environmental engineering studies. The paper will explain the experience of this one-year project, highlighting barriers, challenges, and sharing the lessons learned with the final purpose of involving all the community in the years to come. It will also present the Toolkit for the Promotion of SDGs in the Civil and Environmental Engineering Fields
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Olmstead, Alice R., and Chandra Turpen. "“Curriculum swaps” as a pathway into a geographically-distributed instructional community." In 2018 Physics Education Research Conference. American Association of Physics Teachers, 2019. http://dx.doi.org/10.1119/perc.2018.pr.olmstead.

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Villanueva Alarcon, Idalis. "Practical Strategies to Mentor around Hidden Curriculum Pathways in Engineering." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962679.

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Jain, Garima, Fred Martin, Bernardo Feliciano, Hsien-Yuan Hsu, Barbara Fauvel-Campbell, Gillian Bausch, Lijun Ni, and Elizabeth Thomas-Cappello. "CS Pathways: A Culturally Responsive Computer Science Curriculum for Middle School." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962664.

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Wu, Jia-Long, and Alice Agogino. "ABET Alignment of Learning Resources in the Engineering Pathway Digital Library." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42531.

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The Engineering Pathway (EP) digital library (www.engineeringpathway.com) strives to provide quality educational resources for learners of all age levels. ABET Engineering Criteria has been the driving force behind modern engineering education reform since its introduction at the turn of the century. In order to help engineering educators and administrators meet the challenges of developing and teaching a learning outcomes-focused curriculum, EP is linking existing resources to appropriate ABET criteria. This paper summarizes the research behind using our ABET alignment process where computational linguistics and information retrieval tools are used to augment the ABET alignment process. Experts then review these recommendations and make corrections where needed. By taking this approach, we not only shorten the time to align existing learning resources; but also improve the scalability by aligning new resources as they are being submitted. The technologies can also be applied to the development of thesauri and recommender systems that can be tailored to individual faculty needs.
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Matevska, Jasminka, Justyna Szostak, Zbigniew Łubniewski, Szymon Krawczuk, and Marek Chodnicki. "Engineering and Management of Space Systems (EMSS) - an international joint Master's double-degree program." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.130.

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Dynamic development of the space sector of European, and especially of Polish and German economies results in a necessity for suitable Higher Education Institution graduates. The increasing digitization, distribution and networking of technical systems leads to the necessity of a degree programme teaching “the systems view” and “interdisciplinarity” methods and skills. Furthermore, it is necessary to consider the entire life cycle of the systems starting with the analysis of the requirements, through design, integration, verification, to operation and maintenance, with supplementation of management, social and intercultural skills. Since interdisciplinarity and internationality are essential for engineering and management of space systems, the international project was launched early last year by two universities – Hochschule Bremen (Bremen City University of Applied Sciences, HSB, Germany) and Politechnika Gdańska (Gdańsk University of Technology, Gdańsk Tech, Poland) establishing an international interdisciplinary joint Master's double-degree program - Engineering and Management of Space Systems (EMSS). It consists of three different fixed three- or four- semester study paths of several mobility schemes, though individual educational pathways adjusted to students' preference are also allowed. Each path includesa joint academic year – first semester is conducted in Gdańsk, the second in Bremen. The remaining semesters can be studied at either of the universities. All of the EMSS curricula meet the highest education standards of both countries. Several mandatory modules and many elective courses are included in the EMSS curricula. Upon graduation, students of the program are awarded two Master’s degrees - in Space and Satellite Technologies, issued by Gdańsk Tech, and, depending on the chosen study path, in Aerospace Technologies, Computer Science, or Electronics Engineering issued by HSB. Work on the establishment of a new, international, joint field of study - Engineering and Management of Space Systems, run by both universities is currently in progress. The curriculum of the new study programme will be based on the recommendations of the International Council On Systems Engineering (INCOSE) and its German Chapter, Gesellschaft für Systems Engineering (GfSE), and will offer the possibility of certification as a Systems Engineering Professional, Associate Level. This paper includes the lecturers’ and students’ perspective on the program and its future development.
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Reports on the topic "Curricular Pathway"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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