Relevant bibliographies by topics / Curriculum projects

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Curriculum projects'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Curriculum projects"

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Kasten, Peggy. "Projects: Hawaii Algebra Learning Project." Mathematics Teacher 93, no. 3 (March 2000): 260. http://dx.doi.org/10.5951/mt.93.3.0260.

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The Hawaii Algebra Learning Project of the Curriculum Research and Development Group, University of Hawaii, has both a curriculum component and a professional development component. The project was made possible through funding from the National Science Foundation, the U.S. Department of Education, the McInerny Foundation, and the University of Hawaii. The original goal of the project was to develop curriculum materials that make algebra accessible to students of all ability levels. This materials component has been identified as a promising program in mathematics education by the Laboratory Network Program of the U.S. Department of Education's Office of Educational Research and Improvement.
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Durstenfeld, Matthew S., Scott Statman, Kerrilynn Carney, Brigette Cohan, Brian Bosworth, Kevin Hauck, and Andrew Dikman. "Swimming With Sharks: Teaching Residents Value-Based Medicine and Quality Improvement Through Resident-Pitched Projects." Journal of Graduate Medical Education 12, no. 3 (June 1, 2020): 320–26. http://dx.doi.org/10.4300/jgme-d-19-00421.1.

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ABSTRACT Background To create meaningful quality improvement (QI) curricula for graduate medical education (GME) trainees, institutions strive to improve coordination of QI curricula with hospital improvement infrastructure. Objective We created a curriculum to teach residents about QI and value-based medicine (VBM) and assessed curricular effectiveness. Methods We designed a 2-week required curriculum for internal medicine residents at a large academic program. After participating in basic skills workshops, trainees developed QI/VBM project ideas with faculty and nonclinical support and pitched them to hospital leaders at the end of the rotation. Pre-post and 1-year follow-up surveys were conducted for residents to self-assess knowledge, attitudes, and skills, participation in QI/VBM projects, and career intentions. We tracked QI/VBM project implementation. Results In the first 2 years (2017–2018), 92 trainees participated, and 71 of 76 (93%) recommended the curriculum. Surveys (76 of 92, 83%) show improvement in our learning objectives (12%–60% pre to 62%–97% post; P < .001 for all; Cohen's d effect size 0.7–1.2), which are sustained at 1-year follow-up (57%–95%; P < .01). Four of 19 projects have been implemented. At 1 year, 95% of residents had presented a quality/value poster presentation, 44% were involved in QI/VBM beyond required rotations, and 26% plan to pursue careers focused on improving quality, safety, or value. Conclusions Our project-based curriculum culminating in a project pitch to hospital leadership was acceptable to GME trainees, improved self-assessed skills sustained at 1 year, and resulted in successfully implemented QI/VBM projects.
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Stenglein, Sharon. "Projects: The Connected Geometry Project." Mathematics Teacher 89, no. 7 (October 1996): 612–14. http://dx.doi.org/10.5951/mt.89.7.0612.

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Kasten, Peggy. "Projects." Mathematics Teacher 91, no. 9 (December 1998): 809–10. http://dx.doi.org/10.5951/mt.91.9.0809.

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The Cincinnati Public Schools received a National Science Foundation, Urban Systemic Initiative (USI) Grant in 1994. The USl unit wanted to add an integrated mathematics component to its curriculum. Integrated Mathematics (SIMMS IM), an NSF curriculum project, seemed a good fit, and work began in 1995-1996 to plan its inclusion as a pilot curriculum.
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Stenglein, Sharon. "Projects." Mathematics Teacher 89, no. 9 (December 1996): 786–87. http://dx.doi.org/10.5951/mt.89.9.0786.

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In 1989, the Geometry Learning Project (GLP) of the Curriculum Research and Development Group of the University of Hawaii set out to develop a high school geometry curriculum that effectively supports students' construction of geometric knowledge, carrying out the mandates of the NCTM's Standards documents (1989, 1991, 1995) and other calls for substantive change in the htgh school geometry curriculum. Following seven years of intensive research and field testing, which was funded by the National Science Foundation, the United States Department of Education, and the University of Hawaii, a final set of curriculum materials is being made available for broader dissemination.
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Sepulveda, Debra, and Kalli Varaklis. "Implementing a Multifaceted Quality-Improvement Curriculum in an Obstetrics-Gynecology Resident Continuity-Clinic Setting: A 4-Year Experience." Journal of Graduate Medical Education 4, no. 2 (June 1, 2012): 237–41. http://dx.doi.org/10.4300/jgme-d-11-00158.1.

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Abstract Background Although many residency programs are instituting quality improvement (QI) curricula in response to both institutional and external mandates, there are few reports of successful integration of resident initiated projects into these QI curricula with documented impact on health care processes and measures. Intervention We introduced a multifaceted curriculum into an Obstetrics-Gynecology continuity clinic. Following a needs assessment, we developed a didactic session to introduce residents to QI tools and the how to of a mentored resident-initiated project. Resident projects were presented to peers and faculty and were evaluated. A postgraduation survey assessed residents' satisfaction with the curriculum and preparedness for involvement in QI initiatives after residency. We also assessed whether this resulted in sustained improvement in health care measures. Results The curriculum was presented to 7 classes of residents (n = 25) and 17 resident initiated projects have been completed. Twenty-one residents (84%) completed the preintervention survey and 12 of 17 (71%) residents who completed the entire curriculum completed the postintervention survey. Sustained change in surrogate health measures was documented for 4 projects focused on improving clinical measures, and improvement in clinical systems was sustained in 9 of the remaining 13 projects (69%). Most of the respondents (75%, n = 9) agreed or strongly agreed that the projects done in residency provided a helpful foundation to their current QI efforts. Conclusion This project successfully demonstrates that a multifaceted program in QI education can be implemented in a busy Obstetrics-Gynecology residency program, resulting in sustained improvement in surrogate health measures and in clinical systems. A longitudinal model for resident projects results in an opportunity for reflection, project revision, and a maintenance plan for continued clinical impact.
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Stenglein, Sharon. "Projects." Mathematics Teacher 89, no. 8 (November 1996): 696a—699. http://dx.doi.org/10.5951/mt.89.8.696a.

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Getting Ready for Algebra is a unique staff-development program that models curriculum strategies and practices for pre-algebra and first-year-algebra teachers. It is intended to offer teachers the opportunity to observe their students learning from rich classroom activities and help them understand the underlying curriculum design so that they can adopt and adapt these strategies and become more effective at teaching all students of algebra.
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Mustafa, Reem A., Kristin Gillenwater, Suzanne K. Miller, Abdelrahman Aly, Hema Pamulapati, Travis M. Sifers, Darwish Naji, Betty Drees, and David Wooldridge. "QIPS CURE: Implementing a Quality Improvement and Patient Safety Curriculum and Resident Experience." Journal of Graduate Medical Education 12, no. 4 (August 1, 2020): 469–77. http://dx.doi.org/10.4300/jgme-d-19-00612.1.

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ABSTRACT Background Resident participation in quality improvement and patient safety (QIPS) programs is an essential training experience and Accreditation Council for Graduate Medical Education requirement. However, the most effective approach to achieve this is unclear. Objective We developed an experiential Quality Improvement and Patient Safety Curriculum and Resident Experience (QIPS CURE) program, which provides internal medicine (IM) residents with foundational QIPS knowledge, and evaluated its effectiveness. Methods After reviewing IM residency QIPS curricula and obtaining input from institutional stakeholders in 2013–2014, we launched a longitudinal QIPS curriculum for all 66 postgraduate year 1–3 IM residents in July 2014. The QIPS CURE included 2 major elements: didactics, delivered through a variety of sources, including online modules and workshops, and hands-on projects. We delivered this curriculum annually from 2014 to 2018. We used project completion and an attitude survey of participants to evaluate it. Results Six projects were completed in 2014–2015, and 10 projects completed yearly for the next 3 academic years. Residents presented all projects at regional meetings. Surveyed residents reported improvement in understanding (M = 5.71, SD = 1.07 pre- to M = 6.38, SD = 0.49 post-curriculum, P = .013) and competence (M = 3.31, SD = 1.18 pre- to M = 6.08, SD = 0.77, post-curriculum, P < .001) when comparing graduates of the curriculum with incoming interns. Qualitative analysis revealed perceived acquisition of skills needed to carry out successful QIPS projects. Conclusions This QIPS program was sustainable over 4 years and generally well-received by residents, with many projects completed each year.
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Kaput, Jim. "Projects: SimCalc Project." Mathematics Teacher 96, no. 2 (February 2003): 158. http://dx.doi.org/10.5951/mt.96.2.0158.

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The SimCalc Project, partially supported for almost ten years by the National Science Foundation, is a research project involving colleagues from several universities, many middle schools, and high schools. Its goal is to use innovative but affordable technology and instructional materials to democratize access to the mathematics of change and variation. It includes, for example, ideas underlying calculus, beginning in the middle school through algebra and onward into university calculus. SimCalc approaches involve a growing mix of visually editable graphs that control dynamic simulations, visualization and data-import tools, and curriculum materials that use these software capabilities, as well as such traditional ones as function graphers. These strategies address the basic ideas of rate, slope as rate, linear functions, simultaneous conditions, interpreting graphs and modeling word problems (including more realistic ones than those that appear in most textbooks), the idea of average, mixture problems, equations, signed numbers and areas, variables and variation, and so on. They also include such ideas as periodicity, velocity and position, and rate and totals connections, including the slope and area ideas underlying the fundamental theorem of calculus.
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Kasten, Peggy. "Projects: Delaware 6-12 Exemplary Mathematics Curriculum Implementation." Mathematics Teacher 93, no. 9 (December 2000): 798. http://dx.doi.org/10.5951/mt.93.9.0798.

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The Delaware 6–12 Exemplary Mathematics Curriculum Implementation (DEMCI) project seeks to substantially scale up from existing pilot projects to implement research-based, standardsdriven mathematics curricula in middle school and high school programs throughout Delaware. This National Science Foundation (NSF)–funded project is a partnership of fourteen Delaware school districts, the University of Delaware, and the Delaware Department of Education. Over the 38-month life of the project, 300 middle school and high school mathematics teachers—nearly two-thirds of all secondary mathematics teachers in Delaware— will engage in a substantial program of professional development that exceeds 150 hours for all teachers and may approach 200 hours for many.
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Dissertations / Theses on the topic "Curriculum projects"

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Buttle, Joseph Walter. "Educational projects : theory, practice and curriculum change." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306000.

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This thesis sets out to add to our understanding of the "what" "how" and "why" of curriculum change in the following ways: (a) it takes a broad view of "curriculum", including the interactive as well as the pre-active; and evaluation and pedagogy as well as curriculum content. By means of the concept of "curricularisation", it forces attention upon the constructed nature of curriculum and the knowledge-constitutive interests it serves, whilst the notion of "evolution" is looked at in the context of cultural hegemony; (b) by focussing upon the "educational project" and its relationships between theory and practice, it renders problematic the rationalism, pedagogy and assessment procedures associated with traditional education; (c) substantively, it takes two sixth-form student projects as case-studies: the "pure" science of Nuffield Biology, and the "applied" science of Cambridge Technology; (d) methodologically, it views their pre-active curricula from both micro- and macro- sociohistorical perspectives, and studies their interactive curricula by ethnographic methods. The former method explores the cultural roots of the curriculum and the major external forces acting upon it, whilst the latter seeks to identify its internal dynamics in terms of linguistic sequences and their associated control. The sociohistorical evidence presented suggests that, contrary to fashionable belief, it is the aristocratid culture with its academic curriculum which is hegemonic. Whilst interactional data shows that, despite opportunities for "practical" curricularisation, it is the "technical" mode which predominates, raising the issue of the limits of curriculum change. Several other issues are raised in the course of this research. Those addressed here concern the problematic relationships between theory and practice in the fields of subject content, pedagogy and evaluation. Whilst underlying all such issues are the assumptions, foundations and curriculum structures which, although problematic, are taken for granted.
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Kong, Yick-cheong. "Professional development through curriculum reform projects a case study /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35523013.

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Kong, Yick-cheong, and 江奕昌. "Professional development through curriculum reform projects: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35523013.

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McGee, Patricia Ann. "Unintended professional development in curriculum-based K-12 telementoring projects /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Chen, Huei-Lien. "Projects-to-think-with and projects-to-talk with : how adult learners experience project-based learning in an online course." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/234.

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Tai, Chih-Che. "Lessons and Best Practices of ITQ Projects." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3301.

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Monaheng, Nkaiseng ̕Mamotšelisi. "Implementation tensions and challenges in donor funded curriculum projects: a case analysis of environmental and population education projects in Lesotho." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003450.

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This study aims to capture the challenges and tensions that arise in donor funded curriculum projects in Lesotho. Through an interpretive case study research design I investigated these challenges and tensions in two projects relevant to Education for Sustainable Development, namely the Lesotho Environmental Support Project (LEESP) and the Population/Family Education (POP/FLE) projects which are donor funded curriculum projects funded by DANIDA and UNFPA respectively. A review of donor funded curriculum projects in the field of environmental education/Education for Sustainable Development was undertaken to provide background and a theoretical context for the study. It highlighted different challenges and implementation tensions experienced by other similar projects in other countries. At the heart of such projects lies a particular political economy, which is based on development assistance to poor countries. Such development assistance is constructed around concepts of need, participation and innovation, and donor-recipient relationships. It is structured around a system of governance and management that normally uses logical framework planning as its main methodology. This political economy has shaped the two donor funded projects that were considered in this study, and has shaped many of the tensions and challenges identified in the study. To investigate the two projects, data for this study was generated through in-depth interviews, document analysis and focus group interviews, with people who had been involved with the projects at the national level. The data generation process did not involve the schools where the projects were ultimately implemented, as it was seeking to identify how local institutions such as the National Curriculum Development Centre could support better synergies between donor funded initiatives and the local context. The findings of the study revealed the ambivalent nature of donor initiatives, and identified that the political economy and donor-recipient relations influence the projects. Aspects such as the design and management of projects, the processes associated with introducing innovation in educational ideas and paradigms, pedagogical issues, and staff contributions and ownership were identified as some of the key tensions that existed in the projects. Other factors such as poor capacity levels of local staff, non-alignment with existing structures, inadequate sustainability mechanisms and the difficulty of the envisaged integration of new paradigm thinking (methods and approaches) into the existing curriculum framework were also significant tensions, given the positivist history of the Lesotho curriculum. The study recommends the need to establish mechanisms for working with donors to tackle the tensions that arise in such projects within longer-term donor assistance. It proposes that government should expedite the development of policy on donor coordination. Both donors and the NCDC need to put mechanisms in place to allow for debate and discussions on innovations brought in by the donors in relation to local needs. The study further recommends that in cases where more than one donor exists, the NCDC and the donors should work towards developing synergies between the different initiatives to avoid duplication and overlap. Finally, there is a need for projects to use bottom-up approaches for the design and formulation of projects to ensure ownership.
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Holliday, Adrian. "Dealing with tissue rejection in EFL projects : the role of an ethnographic means analysis." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278339.

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Teague, Carolyn L. "Perceptions of the silent majority projects as assessments in a brain compatible curriculum /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1140744633.

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TEAGUE, CAROLYN LOUISE. "PERCEPTIONS OF THE SILENT MAJORITY: PROJECTS AS ASSESSMENTS IN A BRAIN COMPATIBLE CURRICULUM." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140744633.

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Books on the topic "Curriculum projects"

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Holcombe, Mike, Andy Stratton, Sally Fincher, and Gary Griffiths, eds. Projects in the Computing Curriculum. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7.

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Adeyemi, Martina A. Curriculum change and innovation: Impact on science curriculum projects. Ipaja, Lagos: Deutchetz Publishers, 1995.

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1967-, Peters Jacqui, ed. Creative physical education: Integrating curriculum through innovative projects. Champaign, IL: Human Kinetics, 2012.

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Open University. Institute of Educational Technology., ed. Teaching through projects. London: Kogan Page, 1994.

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Stoehr, Judy. Getting started: Projects for the integrated curriculum. Tucson, Ariz: Zephyr Press, 1997.

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Walter, Werner. Assessing school improvement projects. [Vancouver]: Centre for the Study of Curriculum and Instruction, University of British Columbia, 1988.

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Out of bounds: Music projects across the curriculum. Oxford [England]: Oxford University Press, Music Dept., 1987.

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Susan, Jolie. Funding: Obtaining money for curriculum transformation projects and activities. Baltimore, MD: National Center for Curriculum Transformation Resources on Women, 1997.

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B, Cobb Eulalia, Shoenberg Robert E, and Fund for the Improvement of Postsecondary Education, eds. Lessons learned from FIPSE projects II. Washington, D.C: Fund for the Improvement of Postsecondary Education, U.S. Dept. of Education, 1993.

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B, Cobb Eulalia, Shoenberg Robert E, and Fund for the Improvement of Postsecondary Education, eds. Lessons learned from FIPSE projects IV. Washington, D.C: Fund for the Improvement of Postsecondary Education, U.S. Dept. of Education, 2000.

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Book chapters on the topic "Curriculum projects"

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Wright, Lesley F. "Group Projects." In Projects in the Computing Curriculum, 209–13. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7_15.

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McComas, William F. "Alphabet Soup Science Curriculum Projects." In The Language of Science Education, 5. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_5.

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Birtle, Malcolm. "HEFCE EPCOS Project." In Projects in the Computing Curriculum, 129–42. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7_10.

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Brown, Guy J. "Teaching Professional Ethics to Software Engineers." In Projects in the Computing Curriculum, 3–18. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7_1.

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Morris, Brian. "The role of learning conversations (and the learning coach) in Computing Projects in Higher Education in the UK." In Projects in the Computing Curriculum, 143–66. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7_11.

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Cooper, Richard, and Ray Welland. "Computing Science Projects at the University of Glasgow." In Projects in the Computing Curriculum, 169–83. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7_12.

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Price, Stan. "The Sheffield University Maxi Project The Industrial Project Manager’s Perspective." In Projects in the Computing Curriculum, 184–95. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7_13.

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Capon, Peter. "Perceptions of Final Year Project Outcomes." In Projects in the Computing Curriculum, 196–206. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7_14.

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Thorn, Katherine. "A Window on Group Formation Factors." In Projects in the Computing Curriculum, 217–24. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7_16.

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Bardsley, Grant, Simon Cadd, Dan East, Adam Howitt, Dan Khan, and Paul Todd. "Project ’98 Poster Summary." In Projects in the Computing Curriculum, 225–29. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7_17.

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Conference papers on the topic "Curriculum projects"

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Francia, Guillermo A., and Jay Snellen. "Laboratory projects for embedded and control systems security." In the 2014 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670739.2670754.

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Chase, J. D., Prem Uppuluri, Tracy Lewis, Ian Barland, and Jeff Pittges. "Integrating Live Projects Into Computing Curriculum." In SIGCSE '15: The 46th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2676723.2677320.

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Yang Yi, Ma Xiaohong, Sun Jiasong, and Deng beixing. "Research on media cognition practical projects curriculum." In 2014 9th International Conference on Computer Science & Education (ICCSE). IEEE, 2014. http://dx.doi.org/10.1109/iccse.2014.6926598.

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Jordan, R. L. Alan. "Design Projects in a Mechanical Engineering Technology Curriculum." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0212.

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Abstract Design oriented “capstone” courses for senior students have enjoyed renewed popularity in recent years. However, incorporating design projects as part of lower level laboratory courses is not as widely practiced. This paper discusses the authors’ experience using design projects in four freshman/sophomore level mechanical engineering technology courses. In a mechanics of materials course, the students have been required to design a structure for an overhead granary, and a device to upright a large electrical transformer. In a fluid power course, students have been required to size and select components and create a schematic for a small machine. In a machine elements course, students have designed a commercial lawn mower and a ribbon printing machine. Students in a production drawing class have designed and produced a set of working drawings for a stamping die, and have worked with a machine elements class as the documentation personnel on a concurrent engineering project. The projects all require problem definition, data research and collection, analysis of the required components, minimum sizing verses commercially available parts, and a schematic or full set of drawings. The desired outcomes are an increased level of interest, involvement, and to help the students make the transition between theory and practice. Graduates of technology programs are involved in design after either an associate degree or a bachelors degree. These graduates will either assist engineers in the design process; or, be responsible for their own designs. The technologist must understand how the theory is applied to the solution of design problems. Design projects are utilized as a means of applying the theory learned in the courses and exposing the students to real life problem solving. This paper will discuss some of the above named projects; how they are presented, how the students are involved, and the results. Some of the lessons learned will be presented. Reports are a major part of all the design projects. This paper will discuss how progress and final reports are utilized in these projects.
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Kitto, Kathleen L. "Microcomputer Tools to Support Student Design Projects." In ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium collocated with the ASME 1995 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/cie1995-0782.

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Abstract Microcomputer tools have been used in the Manufacturing and Plastics Engineering Technology programs at Western Washington University to support freshman through senior level design projects for the past three years. An additional sophomore level course, Computer Aided Engineering (CAE) tools, has also been developed and added to the curriculum in the programs as a required course. These microcomputer tools range from solids modeling packages, first introduced in the freshman year, to finite element analysis and injection MoldFlow analysis, in the senior year. Computer Numerical Control (CNC) and Computer Aided Manufacturing (CAM) packages are introduced in the sophomore year and are emphasized in the junior year. Since microcomputer tools have changed the way engineers and technologists perform their jobs, current engineering and engineering technology curricula must also evolve so that the students are prepared to face a very competitive world market place. This paper describes the applications of microcomputer tools that have been integrated into the curriculum at Western Washington University and also the application of those tools to support engineering design projects. Concurrent engineering is emphasized in these design projects in the engineering technology and industry design programs.
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Yang Yi, Deng Beixing, and Ma Xiaohong. "Research on speech signal processing practical projects curriculum." In 2013 8th International Conference on Computer Science & Education (ICCSE). IEEE, 2013. http://dx.doi.org/10.1109/iccse.2013.6554128.

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Kesavadas, Thenkurussi. "V-Learn-Fact: A New Approach for Teaching Manufacturing and Design to Mechanical Engineering Students." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63817.

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Students in the mechanical engineering curriculum are rarely given opportunities for direct experience in the topics in many areas. This is especially true for the education component of the manufacturing and design curriculums. Some reading and stylized laboratory and group projects often substitute for real experience. In this paper an innovative experiential learning curriculum called Virtual Learning Factory (V-Learn-Fact) is described for teaching manufacturing and design courses. In the V-Learn-Fact curriculum, the entire class takes part in a single large project, which covers product realization from concept to final production stage. V-Learn-Fact was implemented in MAE464/564 – Manufacturing Automation course (senior elective and graduate level course) between 2006–2012. A student survey was carried out to gauge effectiveness of this curriculum. 89% of the students fully or partially agreed that the V-Learn-Fact helped them learn topics in manufacturing automation better than traditional mechanical engineering courses. Written comments also provided interesting insights.
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Kotys-Schwartz, Daria, Daniel Knight, and Gary Pawlas. "First Year Engineering Projects to Senior Capstone Design: Are Students Gaining Technical and Professional Skills?" In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10905.

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Innovative curriculum reforms have been instituted at several universities and colleges with the intention of developing the technical competence and professional skills of engineering students. First Year Engineering Project (FYEP), or Freshman Design courses have been integrated into undergraduate engineering curricula across the country. Many of these courses provide students with hands-on engineering opportunities early in the curriculum. Senior Capstone Design (SCD) courses are ubiquitous in engineering programs, incorporating technical knowledge and real-world problem solving. Previous research has shown that project-driven classes like FYEP and SCD increase the professional and technical design skills of students. While research into first year and senior design skills development has been more robust, scant research investigating the transformation of skills between freshman design experiences and senior design experiences has been performed. This research project investigates the longitudinal technical and professional skill development of mechanical engineering students at the University of Colorado at Boulder. An overview of First-Year Engineering Projects and the mechanical engineering Senior Capstone Design project course is detailed. Technical and professional skill objectives are discussed within the paper. Pre and post skill surveys were utilized in both First-Year Engineering Projects and the Senior Capstone Design classes. Initial results indicate that student skills deteriorate between the end of the first-year and beginning of the senior year.
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Doepker, Philip E., and Andrew P. Murray. "Experiences in Integrating the Product Realization Process Into the Design Curriculum." In ASME 2001 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/detc2001/ied-21210.

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Abstract This paper outlines many of our experiences in the implementation of the Product Realization Process (PRP) in industry sponsored team design projects. There are three areas of emphasis. The first part reviews the Product Realization Process as implemented in our senior design courses. The second part presents and evaluates the data for the time spent on project phases and the total project. This aspect has been studied previously with industry projects and was found to be a useful way of evaluating projects as related to the PRP. The paper concludes with the lessons learned after 5 years of implementing these projects.
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Chanin, Rafael, Jorge Melegati, Afonso Sales, Mariana Detoni, Xiaofeng Wang, and Rafael Prikladnicki. "Incorporating Real Projects Into a Software Engineering Undergraduate Curriculum." In 2019 IEEE/ACM 41st International Conference on Software Engineering: Companion Proceedings (ICSE-Companion). IEEE, 2019. http://dx.doi.org/10.1109/icse-companion.2019.00099.

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Reports on the topic "Curriculum projects"

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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Mead, Nancy R., Julia H. Allen, Mark Ardis, Thomas B. Hilburn, Andrew J. Kornecki, Richard Linger, and James McDonald. Software Assurance Curriculum Project Volume 1: Master of Software Assurance Reference Curriculum. Fort Belvoir, VA: Defense Technical Information Center, August 2010. http://dx.doi.org/10.21236/ada532578.

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Mead, Nancy R., Elizabeth K. Hawthorne, and Mark Ardis. Software Assurance Curriculum Project Volume 4: Community College Education. Fort Belvoir, VA: Defense Technical Information Center, September 2011. http://dx.doi.org/10.21236/ada610465.

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Mead, Nancy R., Thomas B. Hilburn, and Richard C. Linger. Software Assurance Curriculum Project Volume 2: Undergraduate Course Outlines. Fort Belvoir, VA: Defense Technical Information Center, August 2010. http://dx.doi.org/10.21236/ada532573.

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Tucker Blackmon, Angelicque. iNoVATE Expansion Project Summative External Evaluation Report. Innovative Learning Center, LLC, September 2020. http://dx.doi.org/10.52012/ukxb1595.

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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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Mendes, João. Filosofia da tecnologia. projeto científico-pedagógico da unidade curricular. Universidade do Minho, August 2019. http://dx.doi.org/10.21814/1822.64650.

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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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