Academic literature on the topic 'Curriculum Engagement Program (CEP)'
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Journal articles on the topic "Curriculum Engagement Program (CEP)"
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Brugmann, Rashad, Nicolas Côté, Nathan Postma, Emily Shaw, Danielle Pal, and John Robinson. "Expanding Student Engagement in Sustainability: Using SDG- and CEL-Focused Inventories to Transform Curriculum at the University of Toronto." Sustainability 11, no. 2 (January 20, 2019): 530. http://dx.doi.org/10.3390/su11020530.
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The Expanded Student Engagement Project (ESE) has developed three comprehensive inventories which aim to increase student knowledge of sustainability-related course content and increase student engagement in on- and off-campus, curricular, and non-curricular sustainability projects at the University of Toronto (U of T). The first is a sustainability course inventory (SCI) generated using keyword search based on the UN Sustainable Development Goals (SDGs). This is the first SCI that has been based on the SDGs. The inventory identified 2022 unique sustainability courses and found that SDG 13 had the greatest representation and SDG 6 had the least. The second inventory is a community-engaged learning (CEL) sustainability inventory which found 154 sustainability-focused CEL courses and identified 86 faculty members who teach sustainability CEL. Finally, an inventory of sustainability co-curricular and extracurricular opportunities revealed that U of T has 67 sustainability-focused student groups and identified 263 sustainability-focused opportunities. These inventories are an important foundation for future initiatives to increase student engagement in sustainability on campus and in the community. The ESE will integrate this data into U of T’s course management system and use the inventories to develop a new sustainability pathways program.
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Friedman, S., D. Porplycia, J. Lexchin, K. Hayman, S. Masood, E. O'Connor, E. Xie, et al. "LO11: STAR-EM: An innovative summer research program for medical students in an urban Canadian academic emergency department." CJEM 22, S1 (May 2020): S10—S11. http://dx.doi.org/10.1017/cem.2020.67.
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Innovation Concept: Research training programs for students, especially in emergency medicine (EM), may be difficult to initiate due to lack of protected time, resources, and mentors (Chang Y, Ramnanan CJ. Academic Medicine 2015). We developed a ten-week summer program for medical students aimed at cultivating research skills through mentorship, clinical enrichment, and immersion in EM research culture through shadowing and project support. Methods: Five second year Ontario medical students were recruited to participate in the Summer Training and Research in Emergency Medicine (STAR-EM) program at University Health Network, Toronto, from June - Aug, 2019. Program design followed review of existing summer research programs and literature regarding challenges to EM research (McRae, Perry, Brehaut et al. CJEM 2018). The program had broad emergency physician (EP) engagement, with five EP research project mentors, and over ten EPs delivering academic sessions. Curriculum development was collaborative and iterative. All projects were approved by the hospital Research Ethics Board (REB). Curriculum, Tool or Material: Each weekly academic morning comprised small group teaching (topics including research methodology, manuscript preparation, health equity, quality improvement, and wellness), followed by EP-led group progress review of each student's project. Each student spent one half day per week in the emergency department (ED), shadowing an EP and identifying patients for recruitment for ongoing mentor-initiated ED research projects. Remaining time was spent on independent student project work. Presentation to faculty and program evaluation occurred in week 10. Scholarly output included one abstract submitted for publication per student. Program evaluation by students reflected a uniform impression that course material and mentorship were each excellent (100%, n = 5). Interest in pursuing academic EM as a career was identified by all students. Faculty researchers rated the program as very effective (80%, n = 4) or somewhat effective (20%, n = 1) in terms of enhancing productivity and scholarly output. Conclusion: The STAR-EM program provides a transferable model for other academic departments seeking to foster the development of future clinician investigators and enhance ED research culture. Program challenges included delays in REB approval for student projects and engaging recalcitrant staff to participate in research.
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Addleman, S., M. Yeung, S. Yiu, G. Mastoras, S. Tse, and J. Frank. "P001: Continuing professional development and faculty development: launching continuous practice enhancement for academic emergency physicians." CJEM 21, S1 (May 2019): S63. http://dx.doi.org/10.1017/cem.2019.192.
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Innovation Concept: Emergency medicine physicians must maintain a broad knowledge base and procedural skillset while fulfilling their academic roles as teachers, researchers and administrators. Most academic departments do not have a regular, affordable, formal continuing professional development (CPD) and faculty development (FD) curriculum for their staff. We set out to design and implement a novel continuous practice enhancement program to address this issue. Methods: Strategic planning by the Ottawa academic Department of EM identified CPD and FD as priorities. A program was created to support high quality, monthly CPD/FD courses provided by physicians. We had 5 goals: (1) enhance clinical and academic skills, (2) disseminate group best practices, (3) sustain skills in high impact/low frequency scenarios, (4) support physician academic careers, and (5) acquire new procedural skills. A CPD/FD Committee composed of local meded experts and experienced clinical teachers was tasked with overseeing the creation and evaluation of these sessions. Curriculum, Tool or Material: The longitudinal curriculum was informed by perceived needs (group survey), ascribed needs (M&M rounds, physician metrics and departmental leadership priorities) and participant feedback. The committee identified local experts to present on their areas of expertise in order to promote group best practice. Topics to-date have included clinical skills updates, teaching and coaching strategies and academic career planning. A comprehensive monthly simulation-based curriculum was rolled out simultaneously to give participants the opportunity to develop crisis resource management and critical care skills. Except for sessions requiring advanced equipment or cadavers, sessions are financed by academic funds and free for participants. Conclusion: Faculty academic learning and engagement is an important goal and participation in this curriculum is reviewed at each physician's annual reappointment. To-date, 18 physicians (21% of our group) have presented topics and 92% of physicians have participated in at least one session with 63% having attended three or more. Evaluations have been overwhelmingly positive, and a recent survey identified the CPD/FD program as a significant contributor to our physicians’ wellness. We introduced an innovative, structured CPD/FD program in response to perceived and ascribed needs of our physicians and departmental leadership. Our successful CPD/FD curriculum represents a model for other departments who are considering similar initiatives.
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Cortel-LeBlanc, M., J. Landreville, and L. Thurgur. "P025: Improving senior resident engagement at academic core rounds." CJEM 21, S1 (May 2019): S72. http://dx.doi.org/10.1017/cem.2019.216.
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Introduction: Royal College Emergency Medicine (EM) trainees at the University of Ottawa participate in weekly Academic Full Days (AFD) that consist of didactic activities, simulation-based learning, and core content sessions referred to as Core Rounds (CR). Despite CR being intentioned for all EM trainees, an attendance attrition has been noted as trainees progress towards their senior (SR) years (PGY3-5). The objectives of this study were to (1) identify barriers to SR trainee CR attendance and (2) identify areas for CR improvement. Methods: An on-line survey was administered to SR EM trainees (PGY3-5, n = 28) and recent graduates from our program (practice year 1-2, n = 20) to explore perceptions of the value of AFDs, CR attendance barriers, and areas for CR improvement. The survey consisted of 5-point Likert scales and free-text responses. Quantitative responses were analyzed using Microsoft Excel. Free-text responses were analyzed qualitatively using thematic analysis. Each free-text response was reviewed independently by two investigators (JML, MCL) and underwent line-by-line coding. Through joint discussions, the codes from each response were synthesized and themes were identified. Results: Of the 48 trainees and attendings surveyed, 32 responded (response rate 67%). Most respondents (90%) stated they benefited from SR trainee attendance when they were at a junior (JR) level. The majority perceived they benefited less from CR as a SR trainee compared to when they were a JR trainee (85%). Further, 87% responded that CR were not tailored to a SR level, and that they would attend more frequently if sessions were geared to their level (81%). From our thematic analysis, three themes emerged relating to SR trainee absenteeism: 1) CR quality, 2) External Factors (eg. trainee fatigue) and 3) Malalignment with trainees’ own education plan. We also identified three themes relating to areas for CR improvement: 1) CR content, 2) CR format and 3) SR trainee involvement. Conclusion: Respondents indicated a benefit to having SR trainee presence at CR. This study identified barriers to SR resident attendance at CR and areas for improvement. With the transition to competency based medical education it is critical that trainees engage in effective educational experiences, especially as the RCPSC does not mandate AFDs for EM training in this new curriculum. A culture-change initiative and CR reformat is now underway at our institution with planned post-implementation analysis.
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Woolfrey, K. G. "P130: Learning through simulation-a debriefing faculty development course." CJEM 19, S1 (May 2017): S122. http://dx.doi.org/10.1017/cem.2017.332.
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Introduction/Innovation Concept: Introduction of a new simulation program including structured debriefing represents a substantial challenge. Debriefing performance is critical for facilitating learning in simulation. However, many faculty members are unfamiliar with the debriefing process. Faculty receives no training for conducting impactful and safe debriefs. Consequently, they are uncomfortable and often disengaged. We designed, implemented, and evaluated an innovative faculty-debriefing curriculum. Do professional development efforts in simulation debriefing teaching result in improved engagement in simulation teaching by faculty, increased comfort with simulation teaching, and an acceptance of a critical thinking framework for simulation teaching? Methods: We designed the curriculum to include the flipped classroom and deliberate practice models. Participants (n=26; 42% of Emergency Medicine Faculty) were pre-circulated course materials, and then attended a full day course to introduce the simulation setting, the equipment, and two practice scenarios. Each scenario was followed by a group debrief. Twenty-one participants (80.7% response rate) completed pre and post course surveys; we analyzed the data using descriptive statistics. Curriculum, Tool, or Material: Results: Descriptive findings from a pre-course and post-course survey were conducted. Prior to participating in the innovation, 75% had participated in simulation teaching at Western, but only 30% of this faculty being comfortable with this teaching format. 65% of participants had no formal simulation training and 95% had no training in debriefing. Results of the post-course survey revealed 100% satisfaction with the flipped classroom model; and 48% and 52% were extremely likely and very likely to attend future faculty development courses respectively. 100% of participants felt comfortable in participating in debriefing post simulation teaching with 50% feeling comfortable to do this independently without a co-debriefer. 100% of participants felt that the critical thinking framework that was presented in the course for a debriefing model would translate into their clinical teaching in the future. Conclusion: Faculty development has a critical role to play in promoting academic excellence and innovation. Faculty development programs must respond to the changes in medical education. This education project integrated a unique model of learning for faculty, engaged faculty, and increased their comfort level for teaching in simulated setting and utilizing structured debriefing.
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Blyth, Dana M., Ana E. Markelz, Luke surry, David Lindholm, Heather Yun, and Alice Barsoumian. "138. Creation of a Clinical Educator Elective for ID Fellows." Open Forum Infectious Diseases 7, Supplement_1 (October 1, 2020): S199. http://dx.doi.org/10.1093/ofid/ofaa439.448.
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Abstract Background While fellows are expected to educate residents and students, they often receive limited formal instruction on how to teach. To address this, we developed a 2–4 week Clinical Educator Elective (CEE) for senior ID fellows. Goals were to increase fellow teaching engagement and promote excellence in medical education by improving understanding of adult learning theory and application to medical education. Methods Curriculum development: Methodology used Kern’s 6 step approach. A targeted needs assessment was obtained from CEE fellows at the start of the block. A reading list was created from key areas (table). Instructional methods included flipped classroom, learner-led discussions, and exercises in evaluation and feedback of peer and faculty teaching. Fellows completed a required capstone educational project. Learner Assessment: Standardized peer and faculty feedback surveys of fellow teaching were used. Program Assessment: CEE narrative assessments were evaluated. Anonymous pre- and post-CEE self-assessment fellow surveys rating their confidence in knowledge and skills in clinical education on a 1–10 scale (1 lowest, 10 highest) were compared. Post-CEE fellows’ medical student (MS3) teaching was compared to a 4-year pre-CEE historical cohort (PCHC). Results From 2017–9, 7 of 11 (64%) senior ID fellows completed the CEE. 5 (71%) were male, 3 started fellowship post-residency, 3 were chief residents, and 1 was an internist for 2 years. They had a median of 10 hours of prior faculty development (IQR 1–26). Career goals included GME in 6 of 7 pre-CEE. Narrative assessments revealed fellows highly valued the CEE. 6 available post-rotation surveys showed increased confidence in knowledge of adult learning theory, characteristics of effective educators, and fellows’ ability to teach across a range of settings (table). 5 of 7 CEE fellows precepted MS3s compared to 1 of 8 fellows in the PCHC (p=.04). CEE and PCHC fellows won 7 and 2 teaching awards, respectively. Fellows’ confidence in knowledge and skills of various aspects of medical education before and after the clinical educator elective Conclusion A CEE was highly valued and improved fellow self-assessed knowledge and skills in clinical teaching, even in those with prior teaching experience. It was also associated with more MS3 teaching. Future evaluations of long-term retention in academic medicine and teaching performance can further examine this approach. Disclosures All Authors: No reported disclosures
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Kennedy, W., D. Andruchow, S. Dowling, K. Lonergan, T. Rich, and C. Patocka. "MP23: Mixed methods analysis of an automated e-mail audit and feedback intervention for fostering emergency physician reflection." CJEM 22, S1 (May 2020): S50. http://dx.doi.org/10.1017/cem.2020.171.
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Innovation Concept: Emergency physicians (EP) rarely receive timely, iterative feedback on clinical performance that aids their reflective practice. The Calgary zone ED recently implemented a novel email-based alert system wherein an EP is notified when a patient whose ED care they were involved in is admitted to hospital within 72-hours of discharge from an index ED visit. Our study sought to evaluate the general acceptability of this form of audit and feedback and determine whether it encourages practice reflection. Methods: This mixed methods realist evaluation consisted of two sequential phases. An initial quantitative phase used data from our electronic health record and a survey to examine the general features and acceptability of 72-hour readmission alerts sent from May 2017-2018. A subsequent qualitative phase involved semi-structured interviews exploring the alert's role in greater depth. Quantitative data were summarized using descriptive statistics and qualitative data were analyzed using thematic and template analysis techniques. Results of both phases were used to guide construction of context-mechanism-outcome statements to refine our program theory. Curriculum, Tool, or Material: 4024 alerts were sent over a 1-year period, with each physician receiving approximately 17 alerts per year (Q1: 7, Q3: 25, IQR: 18). The top five CEDIS complaints on index presentations were abdominal pain, flank pain, shortness of breath, vomiting and/or nausea, and chest pain (cardiac features). The majority of re-admissions (78.6%) occurred within 48 hours after discharge. Immediate alert survey feedback provided by EP's noted that 52.65% (N = 471) of alerts were helpful. Thematic analysis of 17 semi-structured interviews suggests that the alert was generally acceptable to physicians, However, certain EPs were concerned that the alert impacted hire/fire decisions even when leadership didn't endorse this sentiment. Physicians who didn't believe alerts were involved in hire/fire decisions, described greater engagement in the reflective process. Conversely, physicians, who believed alerts were involved in hire/fire decisions, were more likely to defensively change their practice. Conclusion: Most EPs noted that timely notification of 72-hour readmissions made them more mindful of documenting discharge instructions. Our implementation of a 72- hour readmission alert was an acceptable format for audit and feedback and appeared to facilitate physician reflection under certain conditions.
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Izquierdo, Adriana, Michael Ong, Esmeralda Pulido, Kenmeth B. Wells, Marina Berkman, Barbara Linski, Vivian Sauer, and Jeanne Miranda. "Community Partners in Care: 6- and 12-month Outcomes of Community Engagement versus Technical Assistance to Implement Depression Collaborative Care among Depressed Older Adults." Ethnicity & Disease 28, Supp (September 6, 2018): 339–48. http://dx.doi.org/10.18865/ed.28.s2.339.
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Objective: Community Partners in Care, a community-partnered, cluster-randomized trial with depressed clients from 95 Los Angeles health and community programs, examined the added value of a community coalition approach (Community Engagement and Planning [CEP]) versus individual program technical assistance (Resources for Services [RS]) to implement depression collaborative care in underserved communities. This exploratory subanalysis examines 6- and 12-month outcomes among CPIC participants aged >50 years.Design: Community-partnered, cluster-randomized trial conducted between April 2010 and March 2012.Setting: Hollywood-Metropolitan (HM) and South Los Angeles (SLA) Service Planning Areas (SPAs), Los Angeles, CaliforniaParticipants: 394 participants aged >50 years with depressive symptoms (8-item Patient Health Questionnaire score ≥ 10).Intervention: A community-partnered multi-sector coalition approach (Community Engagement and Planning [CEP]) vs individual program technical assistance (Resources for Services [RS]) to implement depression collaborative care.Main Outcome Measures: Depressive symptoms (PHQ-8 score), mental health-related quality of life (MHRQL), community-prioritized outcomes including mental wellness, homelessness risk and physical activity, and services utilization.Results: At 6 months, CEP was more effective than RS at improving MHRQL and mental wellness among participants aged >50 years; no differences were found in the effects of CEP vs RS on other outcomes. No significant outcome differences between CEP and RS were found at 12 months.Conclusions: A multisector community coalition approach may offer additional benefits over individual program technical assistance to improve outcomes among depressed adults aged >50 years living in underserved communities. Ethn Dis.2018;28(Suppl 2):339-348; doi:10.18865/ed.28.S2.339.
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Le, Emily, and Sheila Sy. "Incorporating Community Engagement into Asian American Studies Curriculum Reform." AAPI Nexus Journal: Policy, Practice, and Community 16, no. 1-2 (September 23, 2019): 137–52. http://dx.doi.org/10.36650/nexus16.1-2_137-152_lesy.
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This article examines the assessment of the UCLA Asian American studies program and resulting curriculum reform that was put into effect as of Fall 2013. The essay will discuss the context leading up to the 2013 curriculum reform, including the 2011 UCLA Asian American Studies Curriculum Assessment Project, the departmental curriculum restructure process, the most recent Academic Senate program review, and initial response to the community engagement courses. This serves as a case study of curriculum reform that successfully addressed the needs of the students, met Academic Senate requirements, and returned the department to the original principle of service through community engagement and partnerships.
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Guillotin, Bertrand. "Strategic internationalization through curriculum innovations and stakeholder engagement." Journal of International Education in Business 11, no. 1 (May 8, 2018): 2–26. http://dx.doi.org/10.1108/jieb-04-2017-0015.
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Purpose Anti-globalization and protectionism movements have transformed strategic internationalization, international business (IB) student engagement and enrollment growth into very complex endeavors. Whereas the literature is rather scarce on solutions, this paper aims to offer some best practices at a highly ranked IB program that can be very useful to business school leaders. Design/methodology/approach Descriptive case study of the Fox IB program (Temple University, USA) is based on an inductive approach and the Quality Function Deployment framework to design and internationalize the curriculum. Findings Listening to the voice of the customers through student and employer testimonials, the author found the elements that make an IB program and curriculum successful. Even senior students who are “between opportunities” feel that the new IB curriculum have prepared them well for their career. Research limitations/implications While the case study methodology is well-suited to understand strategies and processes, this research has natural limitations in terms of generalizability. Practical implications Academic Directors and business school leaders can use these best practices to innovate, engage their stakeholders and grow enrollments. By increasing job placement opportunities and enrollments, they create a virtuous cycle of success and can obtain additional resources for their program. Social implications The value of management education to society is almost incalculable. IB is an integrative management discipline that is instrumental to the success of the global economy and society. Originality/value The best practices of the highly ranked Fox IB program and the 21 student and employer testimonials in this case study have never been shared before.
Dissertations / Theses on the topic "Curriculum Engagement Program (CEP)"
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Olejnik, Mandy Rhae. "Rhetoric, Civic Engagement, and the Writing Major." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531918970120753.
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Leiken, Susan M. "Does Dental Hygiene Student Engagement While Enrolled in the Dental Hygiene Program Influence Academic Achievement?" University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1437744763.
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MURDOCH, AMY R. "EVALUATING AN INTERVENTION PROGRAM DESIGNED TO IMPROVE EARLY LITERACY SKILLS BY INCREASING CHILD AND TEACHER ENGAGEMENT IN LITERACY ACTIVITIES." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029156503.
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Norris, Jessica R. "FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3575.
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This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement.
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Chenoby, Helen. "The role of ICT in student engagement in learning mathematics in a preparatory university program." Thesis, 2014. https://vuir.vu.edu.au/25852/.
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The steady decline of students’ competency in mathematics has become known as the “Mathematics Problem”. Researchers identified that the level of student engagement is one of the most important factors affecting the academic performance of mathematics students. Strong link between students’ attitudes towards the use of technology for learning mathematics and their achievements also has been identified by recent studies. The mathematical problems have a multidimensional source and are initiated from the students’ personal characteristics and attitudes. Thus attitude is important educational concept about learning mathematics with technology. The association between student engagement and the use of ICT suggests that a positive attitude toward the use of ICT in learning mathematics is an important outcome in itself, especially when ICT is used. Student engagement can be influenced by a plethora of factors. These factors include student personal characteristics, learning experiences, perceptions, three aspects of engagement (cognitive, affective and behavioural) and attitudes towards the use of technology in learning of mathematics. This study is aimed at further investigating the factors that might be affected by the use of ICT with two major purposes: (1) to investigate the complex interrelationships between students’ demographic factors, mathematics confidence, access to technology outside university, confidence with technology, perception towards the use of technology for learning and attitude towards learning mathematics with technology, cognitive, affective and behavioural engagement; and student achievement and (2) to determine if the use of ICT impacts on the level of student engagement and achievements in mathematics.
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Smith, Sue Erica. "To be wise and kind: a Buddhist community engagement with Victorian state primary schools." Thesis, 2010. https://vuir.vu.edu.au/15538/.
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This is a case study of the development of the Buddhist Education in Victorian Schools program in state primary schools. It is located alongside the theoretical and policy
frameworks of Australian state schooling and a growing but disparate international movement that is applying meditative techniques and principles with roots in the Buddha- Dharma in secular and pluralist education. The meta-ethics of wisdom and compassion, it is argued, are the foundation for spiritual education, personal development and positively engaged citizenship in the Dharma. These are also and congruent with the intrinsic aims of education.
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(10665573), Helen C. Bentley. "“I’VE COME SO FAR IT’S HARD TO SAY IT ALL”: A NARRATIVE APPROACH TO CHANGES IN PERCEPTIONS OF STUDENT IDENTITY IN A STUDENT SUCCESS PROGRAM." Thesis, 2021.
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This four-year study centers on identity research, exploring a two-year student success program in a midwestern school. The program follows a “school-within-a-school” model (Indiana Department of Education website, 2020) as it is housed on the same grounds as the main school but in a different building. The student-to-teacher ratio is lower than traditional schools and the English class covers less material, but in more depth, than parallel 9th and 10th grade classes. The study follows two students as they progress through the two-year program and integrate into the main student body for 11th and 12th grade, to understand how they narrate their journey through high school. The 9th and 10th grade teachers provide a sense of the impact of teacher identity on the student participants. A narrative approach (Connelly & Clandinin, 1990) is used to examine individual’s perspectives- rooted in their experiences- to dig into my participants’ stories, framing them within an equity literacy context (Gorski, 2014). Using equity literacy allows for the exploration of biases and inequities that student participants may face in our education system. The findings of this dissertation study have three major implications: 1. Home identity has a significant effect on student identity. As such, an awareness of what high school students bring to the classroom and how this affects their thinking and motivation to participate in class is critical; 2. The importance of not only making lessons relevant to student lives, but also helpful. Both student participants appreciate being given space to write what they want to write, rather than being told what to write. As a result, writing becomes a means of processing events happening in their lives, and has a positive effect on self-efficacy; 3. Given the second implication, teacher educators need to provide space for preservice teachers to explore ways to make lessons helpful to their students by encouraging them to tell their own stories through discussions in a safe space, while modeling behaviors such as showing vulnerability in the classroom.
Books on the topic "Curriculum Engagement Program (CEP)"
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Kinch, Jeff. Evaluation of the Community Engagement Program (CEP), December 2002: Milne Bay community-based coastal and marine conservation program. Alotau, P.N.G: Conservation International, 2003.
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Hamson-Utley, Jordan, Cynthia Kay Mathena, and Tina Patel Gunaldo, eds. Interprofessional Education and Collaboration. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215504.
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Interprofessional Education and Collaboration: An Evidence-Based Approach to Optimizing Health Care is a groundbreaking text in the field of interprofessional education (IPE) and interprofessional collaborative practice (IPCP). As the health care industry continues to grow, it is critical that those entering health care careers possess interprofessional competency and a collaborative skill set. As such, the World Health Organization and academic program accreditors have amplified their calls for interprofessional training. This text guides the reader through the core competencies for interprofessional collaborative practice that have been set by the Interprofessional Education Collaborative (IPEC) and takes an inclusive approach to the education standards set by professional programs that are members of the Health Professions Accreditors Collaborative (HPAC), including the Commission on Accreditation of the Athletic Training Education (CAATE). Authored by a team of experts representing seven health care professions, this text uses simple definitions and uniform terminology to supply a foundational basis for IPE and IPCP. Introductory topics include building professional t`knowledge of self and others, creating a culture for teams, building interprofessional relationships, and fostering collaboration. Later chapters move beyond the basics to provide guidance in leading interprofessional teams, managing conflict, and sustaining the interprofessional effort. Interprofessional Education and Collaboration offers a unique pedagogical structure that links IPE concepts with IPCP strategies by connecting research with evidence-based practices. Case studies create opportunities to assimilate and discuss IPE concepts. To optimize student engagement and comprehension, each chapter contains the following valuable learning aids: • Each chapter begins with a Case Study that presents a realistic IPCP scenario. At the close of each chapter, the case study is revisited to apply the chapter themes to the case study, and three to five discussion questions are supplied. • Collaborative Corner sidebars aid comprehension with reflective questions or statements related to chapter topics. This feature will facilitate collaborative learning as students share their interprofessional perspectives. • Tools of IPE sidebars equip readers with resources such as surveys, inventories, and activities to implement in their daily practice. • EBP of Teamship sidebars showcase contemporary research articles and findings. This feature reinforces the connection between IPE and IPCP by summarizing relevant research and supplying corresponding evidence-based ICPC strategies. As leading health care institutions continue to prioritize IPE and IPCP, educators have a responsibility to shape the future of health care through an interprofessional curriculum. Interprofessional Education and Collaboration is focused on developing a dual identity that leads to intentional behaviors designed to improve patient outcomes through IPCP. Readers will conclude this text with a firm understanding of IPE concepts and IPCP implementation strategies that aim to create change in daily practice and improve the impact of health care.
Book chapters on the topic "Curriculum Engagement Program (CEP)"
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Kothapalli, Naga Rama. "Four-Year Research Engagement (FYRE) Program at the University of Oklahoma: Integrating Research in Undergraduate Curriculum." In ACS Symposium Series, 23–31. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1275.ch002.
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Kırkgöz, Yasemin. "Development of an Enhanced Study Abroad Curriculum in Teacher Education." In Academic Mobility Programs and Engagement, 198–224. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1607-2.ch007.
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This chapter describes the design of an enhanced innovative study abroad curriculum to be integrated into teacher education programs. The curriculum is based upon the results of in-depth interviews administered to teacher candidates and/or practicing teachers of English following their return from a study abroad program. It is designed to meet the needs of prospective study abroad student teachers of English and to address possible challenges that may result from their participation in such programs. The enhanced curriculum is comprised of 10 modules, each focusing on a different topic. Integrated into the enhanced curriculum are tasks and problem scenarios reflecting on the real experiences of the returned study abroad sojourners. It is expected that the curriculum will increase teacher educators' knowledge about the learning needs of prospective study abroad participants and enhance their awareness of the contribution(s) study abroad makes to create global citizens.
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Roush, Connie, Barbara J. Kruger, Edessa Jobli, Linda K. Connelly, Cindy Cummings, and Judy M. Comeaux. "Nursing Student Engagement in a Program-Wide Community-Based Learning Curriculum." In Community-Based Transformational Learning, 97–109. Bloomsbury Publishing Plc, 2020. http://dx.doi.org/10.5040/9781350095847.0015.
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Sedivy-Benton, Amy L., James M. Fetterly, Betty K. Wood, and Bronwyn D. MacFarlane. "Using Creativity to Facilitate an Engaged Classroom." In Andragogical and Pedagogical Methods for Curriculum and Program Development, 169–94. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5872-1.ch009.
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Student achievement, learning, and engagement are at the forefront of the educational concerns for both school administrators and teachers. While it seems to be common knowledge that engaged students tend to retain more from the lesson, a bigger question is how does a teacher create lessons that lead to this engagement? How can teachers structure these learning experiences in a creative way to obtain their objectives? One approach to this is by designing lessons with creative brainstorming to promote different ways of thinking. Creativity is the springboard that allows for critical thinking and engagement. The first instance of this should be in the planning of lessons. This chapter demonstrates how a simple lesson can be redesigned through creative practices and concludes with a checklist that can be used by school administrators, program coordinators, and teachers to quickly evaluate how engaging and creative their teaching truly is.
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Butler, S.J., Jack. "Reflection and Core Renewal." In Curriculum by Design, 62–68. Fordham University Press, 2023. http://dx.doi.org/10.5422/fordham/9781531501327.003.0007.
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By revisiting our recent history, this chapter examines how the process of the Core Renewal Program emerged and consolidated at Boston College, from a casual conversation over breakfast, to a large-scale project that engaged faculty and students. During those conversations, new concepts were brought to the forefront (like “formation”), traditional pedagogical approaches were given preeminence (like the Jesuit “experiments”), and classical educational procedures were reevaluated and given new meaning. The result was the Core Renewal program, with two sets of prototypic models (“Complex Problems” and “Enduring Questions”), that emphasized “Reflection” as the key element in all its specific courses. Reflection is a hermeneutic that emphasizes dialectics as its modus operandi. It is defined as an active process of intellectual engagement, capable of integrating the cognitive and the imaginative in our students, making them become aware and attentive to different views and possibilities, and leading them to action. In that sense, reflection is distinctive to our brand of education, not because it belongs to us in propriety, but because it is essential to our ethos as a Jesuit institution.
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Raby, Rosalind. "Using the International Negotiation Modules Project (INMP) to Build a Learning Community." In Student Engagement and Participation, 652–66. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch033.
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This chapter profiles a program that uses online simulation to internationalize the community college curriculum. For the past two decades the International Negotiation Modules Project (INMP) has had a particular effect on the construction of knowledge for community college students who often need non-traditional approaches to learning for their success. Through active learning and collaborative work on cross-disciplinary concepts, the simulation enhances overall student comprehension. In the process, the INMP helps to build a cohesive learning community that begins with student teams, continues with classroom learning, and transcends to multi-college classroom dialogue. This chapter explores how unique interactions inherent in INMP reinforce student engagement that, in turn, enhances overall student success.
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Efrat, Rafael, and Scott W. Plunkett. "Evaluating the Impact of the VITA Program on Attitudes and Motives Regarding Volunteering and Civic Engagement." In Advances in Accounting Education: Teaching and Curriculum Innovations, 89–106. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s1085-462220200000024011.
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Williams, Patricia Hrusa, and Amanda Labelle. "Making Space for Place." In Community Engagement Program Implementation and Teacher Preparation for 21st Century Education, 66–81. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0871-7.ch004.
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Research conducted in the last 15 years suggests that Place-Based Education (PBE) has the potential to address many problems found within America's schools including student disengagement, teacher disempowerment in an era of standardized curriculum and testing, and the isolation felt in many communities. This chapter examines challenges in PBE and practices associated with successful K-12 efforts. Barriers to adopting PBE include administrator, teacher, and community resistance, difficulties in identifying and sustaining collaborative efforts, lack of sustained professional development opportunities, and challenges presented by an increased emphasis on educational standards and standardized testing to assess student progress. Strategies to facilitate efforts include effective communication, institutionalizing school and community supports, improving access to high quality professional development opportunities, and aligning PBE curriculum with standards. PBE efforts also require teachers, students, classrooms, schools, and communities to share responsibility for learning.
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Taylor, Jonathan E. "Starting with the Learner." In Andragogical and Pedagogical Methods for Curriculum and Program Development, 55–80. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5872-1.ch004.
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The central thesis of this chapter is that in order for effective learning to occur, teachers must facilitate learner engagement, and in order to do so, learning resistance has to be conceptually understood, acknowledged, identified, and addressed as a part of the curriculum for any given class, course, or program. This chapter provides a comprehensive overview of the literature on learning resistance, identifies three significant disjunctures between the theory and practice of curriculum development and instructional systems design, and analyzes the relationship between learning resistance and that theory-practice gap. The failure to see motivation and learning as an integrated whole, the mass production of curriculum, and the hesitance to teach something that cannot be measured are all discussed in detail, and suggestions are made for mitigating the negative effects of each.
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Grant, Gittel T. "From the Classroom to the Startup Playground." In Business Community Engagement for Educational Initiatives, 63–77. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6951-0.ch004.
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The goal of the author's curriculum is to create a foundational understanding of engineering. Creating this program was a long and bumpy road. The methodology was important. The author has long been a fan of inquiry-based science, and her classes were very often hands-on and discovery aligned. It took a few years, but eventually she ironed out the social setting, the real-world connections, and the hands-on open-ended challenges that allowed students to apply their science information. Originally, the author only intended to use the materials in her own classroom, but when she felt it would be a huge benefit to other educators who were grappling with similar challenges, she began to seek publishers. She went through quite a few false starts—scams, lazy publishers, and rejections—until she decided to self-publish. The author discussed, marketed, strategized, and partnered, and now the curriculum is approved for government funding and will be live in January on global digital platform. For every success, there are a dozen failed attempts. However, she had a great support system that was always ready to help her to the next opportunity. This chapter explores that journey.
Conference papers on the topic "Curriculum Engagement Program (CEP)"
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Cano-Ciborro, Víctor. "Cartografiando el acoso sexual: dos TFG sobre mujeres y espacio público en India." In Jornadas sobre Innovación Docente en Arquitectura. Grup per a la Innovació i la Logística Docent en l'Arquitectura (GILDA), 2023. http://dx.doi.org/10.5821/jida.2023.12227.
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In the context of Undergraduate Theses (TFG) within the Urban Design program at CEPT University (Ahmedabad, India), there is a course that promotes engagement in research projects led by professionals. The aim is to foster a deep understanding of relevant and contemporary urban concerns, something that rigid curriculum structures rarely delve into, but which this course seeks to promote as a potential starting point for a professional career. This approach to tackling TFGs involves enrolling in the "Directed Research Projects" (DRP) course, which takes place in the fifth year and constitutes the final essential requirement for obtaining the degree. This article presents both the DRP proposed by the author, titled "Narrative Cartographies in Contested Situations," and the process and results of this teaching experience through two Theses focused on the sexual harassment experienced by women in Indian cities. En el contexto de las Tesis Fin de Grado (TFG) del programa de Diseño Urbano de CEPT University (Ahmedabad, India), se establece una asignatura que promueve la incursión en proyectos de investigación liderados por profesionales. Se busca una comprensión profunda de las preocupaciones relevantes y contemporáneas de la ciudad, algo en lo que las rígidas mallas curriculares difícilmente profundizan, pero que este curso busca promover como potencial punto de partida de una carrera profesional. Esta manera de abordar las TFG implica cursar la asignatura “Directed Research Projects” (DRP), que tiene lugar el quinto año y constituye el último requisito esencial para la obtención del título. Este artículo presenta tanto el DRP propuesto por el autor, titulado “Narraciones cartográficas en situaciones conflictivas”, como el proceso y resultados de esta experiencia docente mediante dos TFG focalizadas en el acoso sexual que sufren las mujeres en las ciudades indias.
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Khuriyati, Nafis, Adi Djoko Guritno, Muhammad Prasetya Kurniawan, Nurulia Hidayah, and Jans Hendry. "Dissemination of SDGs 4, 9, 13 through Strengthening Curriculum for Senior Vocational High Schools." In 3rd International Conference on Community Engagement and Education for Sustainable Development. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.151.32.
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Education for Sustainable Development (ESD) plays a vital role in achieving the 17 Sustainable Development Goals (SDGs) and simultaneously addressing today's global challenges. The development of ESD in Senior Vocational High Schools (SMK) provides opportunities for teachers and students to contribute to achieving these goals. SMKN 1 Nanggulan was chosen as this study's object as it promotes a program and curriculum that aligns with Kulonprogo's necessity to prepare future leaders with technological and agricultural-based expertise. To obtain further information as a sharpening strategy for SDGs (4,9,13) diffusion strategies in SMKN 1 Nanggulan, data collection methods were carried out: (1) surveys; (2) in-depth interviews with the teachers and students; and (3) Focus Group Discussion (FGD) with teachers, groups of farmers, Fablab UGM, and policy implementers (Department of Education). Purposive sampling (non-probability sampling) was conducted to identify learning outcomes for 97 students who took IPAS (Ilmu Pengetahuan Alam dan Sosial, Natural, and Social Science course) about sources of information on SDGs. Three main activities have been communicated and evaluated with the teachers of SMKN 1 Nanggulan to sharpen and diffuse learning resources and increase awareness to implement the SDGs, especially regarding quality education (SDG 4), innovation for creative industries (SDG 9), and climate change mitigation (SDG 13). In addition, implementing digital literacy usage and supervision for media learning must be improved to enhance learning outcomes.
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Hartopo, Anggoro B., Effika N. Putri, Maria P. Inggriani, Jajah Fachiroh, and Fatwa S. T. Dewi. "Ischemic Electrocardiogram Patterns among Population of Universitas Gadjah Mada Health and Demographic Surveillance System Sleman: The Community-Based Learning and Community Service by Cardiology and Vascular Medicine Residency Program at Universitas Gadjah Mada." In 3rd International Conference on Community Engagement and Education for Sustainable Development. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.151.6.
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Screening for coronary heart disease in the community can be performed by a simple method, namely an electrocardiography (ECG) examination. However, the ECG-based screening program has not been routinely performed in the Indonesian population, probably due to a scarcity of human resources e to interpret the ECG results. The ECG pattern recognition needs prolonged training, completed during Cardiology and Vascular Medicine Residency Program. Most Cardiology and Vascular Medicine Residency Program activities are performed in teaching hospitals. The involvement of cardiology and vascular medicine residents' involvement in interpreting ischemic ECG pattern during populational survey is necessary to fulfill their national standard competence and perform community service during the residency education program. Therefore, besides clinical services in teaching hospitals, community services in the population must be implemented during the residency program. The Universitas Gadjah Mada Health and Demographic Surveillance System (HDSS) Sleman is a longitudinal and community-based surveillance by the Faculty of Medicine, Public Health and Nursing Universitas Gadjah Mada in Sleman Regency, Yogyakarta since 2014 to obtain data regarding community health status, including cardiovascular diseases. The study aimed to investigate the ischemic ECG abnormal pattern and the feasibility of integrating community-based learning and community service by UGM HDSS Sleman, Yogyakarta, Indonesia residents. The results showed that among 787 subjects of the HDSS Sleman population, the prevalence of ischemic ECG pattern was only minority (n=48, 6%) and mostly among females (10.2%). The ischemic ECG pattern was associated with cardiovascular risk factors: hypertension (12.3% vs. 5.5%, p=0.035) and obesity (10.1% vs. 5.2%, p=0.035). By interpreting ECG patterns, residents can directly implement education and consultation to promote the community's cardiovascular disease prevention programs. This study highlights the feasibility of integrating community-based learning and community service performed by cardiology and vascular medicine residents during the residency education program embedded in the residency program curriculum.
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H. Flores, Nuno, and Rui Pinto. "Quest-based Gamification In A Software Development Lab Course: A Case Study." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16110.
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Motivation and engagement play a crucial role in student success in a course. Students may lose interest or underestimate courses that tackle non-core learning outcomes to their specific curriculum or program. Gamification, using game elements (e.g., rewards, challenges) in non-game contexts, is one way to motivate and engage students. Some educational courses use project-based learning, where students tackle problems, overcome obstacles, and gain knowledge. Quest-based games are designed as systems of challenges that players must complete to advance and win the game. They were linked with education by applying specific game mechanics to a computing course unit. This paper case studies the application of a quest-based gamification approach in a mandatory software engineering course to boost engagement among higher education students. Results were collected through observational methods and surveying the students, indicating a tendency for higher grades in course years implementing gamification while maintaining satisfactory levels of motivation and engagement.
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Nga, Tran Thi. "ALTERNATIVE EDUCATIONAL ACTIVITIES TO ENHANCE YOUTH’S PARTICIPATION IN SOCIAL INNOVATION IN HIGHER EDUCATION: THE CASE STUDY OF “ACTIVE CITIZENS” PROGRAM BY BRITISH COUNCIL IN A VIETNAMESE UNIVERSITY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end072.
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"The paper will provide the overview and practices of embedding social innovation into higher education through extra-curriculum activities in Vietnamese universities. The paper argues that the educational experiences provided by “Active Citizens” program can provide the youth necessary global skills, mindset and hand-on experiences to engage youth to social innovation through their social action projects. The study also recognizes that most challenging issue in carrying out this kind of program is to sustain students’ engagement and their active investment in their initiatives. The study also sees great potentials for enhanced partnerships among university-community in terms of both professional and financial support for student’s projects. Finally, there are discussions on embedding social innovation into Vietnamese universities to serve for higher education’s third mission."
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Assif, Maria, Sonya Ho, Shalizeh Minaee, and Farah Rahim. "Undergraduate Students as Partners in a Writing Course: A Case Study." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.012.
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Abstract Engaging undergraduate students and faculty as partners in learning and teaching is arguably one of the most important and flourishing trends higher education in the 21st century, particularly in the UK, North America, Australia, and New Zealand. Students as partners is a concept that intersects with other major teaching and learning topics, such as student engagement, equity, decolonization of higher education, assessment, and career preparation. In this context, the aim of this presentation is to report on a case study, where four undergraduate students (hired as undergraduate research students) and a faculty/program coordinator collaborated in the fall of 2020 to review and re-design the curriculum of English A02 (Critical Writing about Literature), a foundational course in the English program at the University of Toronto Scarborough. This presentation will serve as a platform for these students and faculty to share the logistics of this partnership, its successes, challenges, future prospects, and possible recommendations for faculty and students who may partake similar projects in the future. Keywords: Students as Partners (SaP), writing, curriculum, decolonization
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Carriere, Michael, and David Schalliol. "Engagement as Theory: Architecture, Planning, and Placemaking in the Twenty-First Century City." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335068.
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Our recent book, "The City Creative: The Rise of Urban Placemaking in Contemporary America" (University of Chicago Press, 2021), details how participatory design and community engagement can lead to democratically planned, inclusive urban communities. After visiting more than two hundred projects in more than forty cities, we have come to understand that planning, policy, and architectural design should be oriented by local communities and deep engagement with intervention sites. Of course, we are not the first to reach such a conclusion. In many ways, our work builds off contributions made by individuals, including Jane Jacobs, Kevin Lynch, and Christopher Alexander, and such movements as Team 10 and the advocacy architecture movement of the 1960s. Nevertheless, we need to broaden this significant conversation. Importantly, our classroom work has allowed us to better understand how histories often left out of such discussions can inform this new approach. To that end, we have developed community-student partnerships in underserved neighborhoods in cities like Milwaukee and Detroit. Through these connections and their related design-build projects, we have seen how the civil rights movement, immigration narratives, hip-hop culture, and alternative redevelopment histories, such as in urban agriculture, can inform the theory and practice of design. We want to bring these perspectives into dialogue with the mainstream approach to development and design. How does this look and work? Using a case study from the Milwaukee School of Engineering (MSOE) University Scholars Honors Program curriculum, we highlight the redevelopment of Milwaukee’s Fondy Park, an effort to create community-centered spaces and programming in an underserved African American community. Lessons include those essential for pedagogy and education, as well as for how these issues are theorized and professionally practiced, with implications for institutions, programs, and individuals.
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Alves, Anabela C., and Celina P. Leão. "Action, Practice and Research in Project Based Learning in an Industrial Engineering and Management Program." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51438.
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Engineering is a profession that suffers from rapid obsolescence because of constantly new market needs. Therefore, the engineering education curriculum must be adapted to accommodate change and to prepare as well as possible new engineers. To achieve this, Project-Based Learning (PBL) as an active learning methodology, assumes greater importance. PBL has been implemented for a decade (since 2004/05) in the first semester of the first and fourth year of the Master Degree in Industrial Engineering and Management (IEM) at University of Minho, Portugal, by a team of IEM teachers. This paper describes this last decade of teaching, learning and researching in a PBL environment in this degree. PBL engages students in their own learning. In IEM program, PBL also engaged teachers in improving their teaching methods by questioning continuously these. Throughout ten years, the coordination team of IEM program faced many challenges and brought significant contributions to discussion, researching on how PBL process in IEM could be improved and studying different PBL models for different students’ needs. By following this path, this paper disseminates the practices researched in PBL process of IEM program and the benefits founded by applying this learning methodology through an analysis of the results of this research published in international conferences, journals and books (more than 70 publications). In light of the results achieved, as well as feedback from researchers and students, the authors believe that PBL is one of the best practices for student learning and teacher engagement.
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Schumacher, Lauren N., and Ronald M. Barrett. "Guided Munition Adaptive Trim Actuation System for Aerial Gunnery." In ASME 2018 Conference on Smart Materials, Adaptive Structures and Intelligent Systems. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/smasis2018-8032.
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Twenty-two years ago, adaptive munitions using piezoelectric actuators were conceived. The Barrel-Launched Adaptive Munition (BLAM) program used piezoelectric elements to articulate a 10 deg. half-angle conical section on the nose of a 73 mm caliber supersonic wind tunnel model. The test article was designed to pivot the forward portion of the round about the aerodynamic center (which was collocated with the forward section center of gravity). While effective in trim articulation, the majority of actuator power was expended resisting nose inertia rather than manipulating air loads. Adaptive actuators for guided munitions have progressed greatly since that time. In 2001, major advances canard articulation for guided bullets were achieved. These were followed by the Shipborne Countermeasure Range-Extended Adaptive Munition (SCREAM) program. While the piezoelectric effectors designed for these historic programs would allow for respectable deflections, the invention of post-buckled piezoelectric (PBP) actuation would dramatically boost total deflection levels while maintaining full blocked force capabilities. These PBP actuators would be used in a variety of flight control mechanisms for different classes of UAVs. In addition to these applications, the high bandwidth of piezoelectric actuators are particularly well suited to guided munitions. This paper describes the structural mechanics and dynamics of the PBP-class actuator as integrated in guided munitions. As a critical element in ultra-high bandwidth flight control actuation, PBP actuators have been shown to possess pseudo-corner frequencies in excess of 1 kHz. Additionally, PBP actuators have been integrated into tight packing volumes in guided cannon shells while demonstrating setback acceleration tolerances of tens of thousands of g’s. Previous work illustrates several different actuation configurations as well as integration methods with canards and fins. This study links the structural mechanics of previous authors with aeromechanics to arrive at performance predictions in aerial combat. The paper lays out a guided aerial round based on the PBP concept, then uses circular error probable (CEP) predictions in a standard atmosphere quantify the required deflections for engagement of a variety of targets. The results show one order of magnitude fewer rounds being expended per kill in direct air-to-air engagements with peer aircraft. The paper shows that PBP-class actuators could be used for defensive engagements as well with the engagement of oncoming hostile missiles. The paper concludes with prediction of engagement improvements for modern aircraft like the F-35 with 25 mm rounds as well as aircraft like the F-15 with 20 mm guided ammunition.
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Gil, Einat, and Alison Gibbs. "Introducing secondary school students to big data and its social impact: a study within an innovative learning environment." In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16401.
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In this paper we report on a study of an innovative curriculum unit in which secondary school students learned about Big Data using real multivariate data with local and global contexts. The unit was designed to promote students’ covariational reasoning and engagement with big data concepts, while experiencing how statistical tools can be used to investigate trends and relationships to make decisions that can positively impact society. Inspired by notions of Classroom of the Future, the program used Interactive Orchestrated Learning Space (IOLS) and knowledge community approaches to create a multi-disciplinary learning environment. Students’ learning was investigated with mixed methods research tools. Findings from this study, including knowledge gains, are presented together with examples of students’ use of covariational reasoning to create arguments for change in a large city.
Reports on the topic "Curriculum Engagement Program (CEP)"
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Olsen, Laurie, Elvira Armas, and Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.
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A panel of 32 reviewers analyzed the Local Control and Accountability Plans (LCAPs) of same sample of 29 districts for the second year of implementation of the 2013 California Local Control Funding Formula (LCFF). Using the same four questions as the Year 1 report, the Year 2 analysis also addresses the key differences between first and second-year LCAPs. Key findings from the Year 2 LCAPs review include: (1) similarly weak responses to the needs of ELs by LEAs in Year 2; (2) some improvement in clarity about services provided to ELs in some areas, though most evidence was weak; (3) minimal attention to the new English Language Development Standards; (4) minimal investment in teacher capacity building to address EL needs; (5) lack of attention to coherent programs, services and supports for ELs and failure to address issues of program and curriculum access; (6) weak engagement of ELs’ parents in LCAP process and content of LCAP plans; (7) poor employment of EL data to inform LCAP goals and weak use of EL indicators as an LCAP accountability component; (8) lack of specificity in describing district services and site allocations for supplemental and concentration funding; and (9) difficulty identifying the coherence of responses of EL needs in year 2 LCAPs. Overall, the analysis of the 29 LCAPs continue to signal a weak response to EL needs. The authors reassert the urgency of the recommendations in the Year 1 report, offer additional specific recommendations for the state, county offices of education, and districts, and call upon the state to reaffirm the equity commitment in the LCFF design.