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Artykuły w czasopismach na temat "CORE Program for Strategic Teaching and Learning"
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Febriyanti, Emma Rosana, Raisa Fadilla, Chairil Faif Pasani i Rizky Amelia. "NovoLearning: A strategic response to large class problems in teaching non-English department students". JOALL (Journal of Applied Linguistics and Literature) 7, nr 2 (12.08.2022): 395–412. http://dx.doi.org/10.33369/joall.v7i2.20117.
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Having English for all non-English department students as a compulsory course in the institution is worthwhile for the improvement of students’ ability in using foreign language; however, practically, the students and the lecturers deal with a lot of issues regarding the implementation of the subject itself. Every English class of non-English department is a large class consisting of more than 50 and even 100 students. Handling large classes constitutes a real challenge to every lecturer that it may hinder greater academic achievement and favorable attitudes toward learning. This study aims to find out how NovoLearning program can be the alternative to cope with large class problems of non-English language students. NovoLearning program is an artificial intelligence-based mobile learning that provides a fully integrated training solution, allowing focused English language instruction, communication preparation and integrated skills training. This study employed descriptive qualitative research involving 356 non-English department students from MIPA major namely Mathematics, Biology, Chemistry, Physics, and Natural Science Education Study Programs. Interview, observation, and documentation were employed to obtain the data of this present study. The results show that NovoLearning program can elevate the efficiency of the teaching and learning level to its best quality. It witnessed several views of students that get advantages from the use of the program such as the interactivity, boost on students’ English proficiency, and high-quality feedback. The practical use of this program makes it potential to be applied not only for today’s learning as an alternative to cope with ineffectiveness of large class but also for more advanced learning in the future.
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Lindayani, Lilik Rita. "STUDI GEOGRAFI IMAGINATIF DALAM PROSES PEMBELAJARAN BIPA". Jurnal Pendidikan Bahasa dan Sastra Indonesia 9, nr 1 (11.05.2020): 26–31. http://dx.doi.org/10.15294/jpbsi.v9i1.38557.
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Abstrak
Hubungan ideologis pada proses pembelajaran bahasa Indonesia untuk penutur asing (BIPA) tidak dapat dielakkan, karena program BIPA adalah sebuah program yang berelasi dengan banyak pembauran budaya di dalamnya. Bentuk bahasa (kata, kalimat, dan variasi bahasa) adalah bagian dari faktor keberhasilan pengetahuan bagi pembelajarnya sebagai penerima konvensi. Bahasa tanpa karakteristik budaya sama artinya dengan mempelajari bentuk gramatikal semata tanpa memperhatikan makna. Sementara, inti dari berbahasa ialah apabila komunikasi yang terjalin dipahami karena adanya makna dari bahasa itu sendiri. Artikel ini menjelaskan kemungkinan pola belajar dari titik geografi imajinatif untuk menyoroti dan membangun identitas bahasa Indonesia yang dipelajari melalui pendekatan Orientalisme Edward Said. Persepsi persoalan bahasa yang dipelajari dan konstuksi identitas penutur yang mempelajarinya menjadi sebuah fenomena, hingga peran geografi imajinatif menjadi penting. Ide dasar dalam artikel ini adalah mendesposisikan pengalaman belajar dan mengajar menjadi strategi yang terpolakan sebagai langkah awal dalam memahami karakteristik pembelajaran BIPA melalui dasar-dasar pengenalan dan pengetahuan geografi imajinatif dalam prosesnya. Dalam hal ini, ide belajar bahasa biasanya mempertimbangkan kekuatan kelas serta tingkat kebutuhan terhadap bahasa yang dipelajari. Studi tentang otoritas kelinguistikan dibahas dengan menggunakan metode referensial, di dalamnya pembelajar bahasa asing menghadapi genre teks budaya secara umum. Dua instrumen metodologis digunakan untuk menelaah lebih jauh, yaitu memperhatikan karakateristik pembelajar BIPA dengan menggunakan perangkat formasi strategis dan posisi strategis.
Kata Kunci: Geografi imajinatif, Pembelajaran BIPA, Metode Formasi Strategis, Metode Posisi Strategis
Abstract
The ideological relationship in the Indonesian language learning process for foreign learning (BIPA) is inevitable, because the BIPA program is a program related to much cultural assimilation there. The form of language (sentences, sentences, and variations of language) is part of the success factors of knowledge for students as convention recipients. Language without cultural characteristics is synonymous with grammatical form features only without regard to meaning. Meanwhile, the core of the conversation about communication is intertwined because of the meaning of the language itself. This article explains about learning patterns from the point of imaginative geography to discuss and build Indonesian language identity which is learned through the discussion of Edward Said's Orientalism. The perspective of the language learned and the construction of the identity of the speakers who study it become a phenomenon, so the role of imaginative geography becomes important. The basic idea in this article exposes the experience of learning and teaching into a strategy that is thought of as a first step in understanding the characteristics of BIPA through the basics of knowledge and knowledge imaginative geography in the process. In this case, the idea of learning a language usually considers class and the level of need for the language being studied. The study of linguistics authority is discussed using referential methods, in which language expenditures translate cultural texts in general. Two methodological instruments are used to explore further, namely paying attention to the characteristics of BIPA spending using strategic formation and strategic positions tools.
Keywords: Imaginative Geography, BIPA Learning, Strategic Formation Methods, Strategic Position Methods
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Cohen, Martin, Anthony Llewellyn, Philippa Ditton-Phare, Harsimrat Sandhu i Marina Vamos. "Hunter New England Training (HNET): How to Effect Culture Change in a Psychiatry Medical Workforce". Australasian Psychiatry 19, nr 6 (grudzień 2011): 531–34. http://dx.doi.org/10.3109/10398562.2011.603332.
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Objective: It is now recognized that education and training are at the core of quality systems in health care. In this paper we discuss the processes and drivers that underpinned the development of high quality education and training programs and placements for all junior doctors. The early identification and development of doctors interested in psychiatry as a career, engagement and co-operation with the broader junior doctor network and the creation of teaching opportunities for trainees that was linked to their stage of development were identified as key to the success of the program. Conclusions: Targeted, high quality education programs and clinical placements coupled with strategic development of workforce has reduced staff turn over, led to the stabilization of the medical workforce and created a culture where learning and supervision are highly valued.
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Kang, Hosun, i Mark Windschitl. "How Does Practice-Based Teacher Preparation Influence Novices’ First-Year Instruction?" Teachers College Record: The Voice of Scholarship in Education 120, nr 8 (sierpień 2018): 1–44. http://dx.doi.org/10.1177/016146811812000803.
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Background/Context Teacher preparation suffers from a lack of evidence that guides the design of learning experiences to produce well-prepared beginners. An increasing number of teacher educators are experimenting with practice-embedded approaches to prepare novices for ambitious instruction. This study examines the role of core instructional practices introduced during preparatory experiences in shaping novices’ first-year teaching. Research design Employing a mixed-methods approach, we compare the first-year teaching of two groups of individuals with secondary science certification, one of which comprises graduates from a practice-embedded preparation program, and the other graduates from programs that did not feature practice-embedded preparation. A total of 116 science lessons taught by 41 first-year teachers were analyzed, focusing on the quality of student opportunities to learn (OTL) observed during the lessons. Research questions This study sought answers to two research questions: 1) What are the characteristics of students’ OTL from first-year teachers, one group of whom learned a set of core instructional practices during their preparation program and the other group of whom were not exposed to core practices? 2) Who provides opportunities for students to engage in meaningful disciplinary practices as outlined in the Next Generation Science Standards, during the first year of teaching, if any? How did they create such opportunities? Findings Independent-sample t-tests showed that there are significant mean differences between the two groups (t=3.1∼8.9; p <.001), on four metrics associated with their students’ opportunities to learn. In-depth qualitative case studies reveal two ways that core practices shape instruction in new teachers’ classrooms: (a) they support novices in formulating an actionable curricular vision as advocated by the science education community, and (b) they appear to help novices notice, attend to, and build upon students’ ideas in classrooms with the use of strategies and tools recommended by the program. Conclusions/Recommendations A focus on a set of strategic and intentional practices, designed to help teachers achieve rigorous and equitable learning goals, has potential as a curricular frame for teacher preparation. But the emphasis should be placed on the vision and pedagogical goals that underlie the core practices, rather than the ungrounded use of strategies or tools themselves.
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Sharma, Aasha Jayant. "When debt comes knocking". Emerald Emerging Markets Case Studies 6, nr 4 (15.11.2016): 1–15. http://dx.doi.org/10.1108/eemcs-04-2016-0053.
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Subject area General management/Strategy: Problems with debt recovery industry in India Strategic positioning and core competencies: expansion plans. Study level/applicability The case can be used on an MBA program for a course in strategic management. It can be used to understand the concept of strategic positioning. It will give the students an opportunity to critically evaluate a firm’s strategic positioning in the competitive environment, enable them to understand how to create and capture superior value by differentiating as compared with other players in an industry and address expansion and growth strategies. Case overview The case represents the success story of “Adhikrut Jabti evam vasuli”, a debt recovery agency that dared to use the unconventional strategy of employing women as recovery agents, against the stereotyped muscle-flexing male agents. Continuous focus on improving the processes and systems backed by an authoritative yet tactful approach of persuasion and patience has brought this recovery agency accolades and growth. But now Parag Shah the Managing Director is planning to expand its horizons and wonders whether he should go ahead opening up more branch offices across the country or whether he should convert his recovery firm into an Asset reconstruction company. Expected learning outcomes The case reinforces the importance of “Strategic positioning” of a firm due to well-planned differentiation in services. The case also addresses concepts of leadership, standardization, people skills and relationship management. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy.
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Cleary, Timothy J., Peter Platten i Amy Nelson. "Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students". Journal of Advanced Academics 20, nr 1 (1.01.2008): 70–107. http://dx.doi.org/10.4219/jaa-2008-866.
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Impacting the academic performance of high school students in core academic content areas is important because of the high-stakes nature of secondary school course grades relative to their vocational and post-secondary pursuits. Getting students to become more active, strategic participants in their learning by teaching them empirically supported learning strategies as well as specific forethought and reflective thinking skills is an important pathway to academic success. The importance of self-regulation processes also has been established in recent survey research with teachers and school psychologists showing that students who are referred for academic problems often have self-regulatory skill and motivation deficits. Intervention programs like the Self-Regulation Empowerment Program (SREP) can be conceptualized and implemented within the context of school-based service delivery frameworks. Tier I interventions typically occur at a classroom level and thus are designed to provide all students with the potential benefits of an intervention. With regards to classroom-wide self-regulation interventions, there are many empirically supported techniques that teachers can readily infuse into the daily routine of a school day, such as requiring all students to set performance goals, engage in progress monitoring, and utilize self-reflective processes. Students who do not respond (i.e., continue to exhibit poor test performance) to this general level of intervention support would be eligible to receive more intensive, Tier II pull-out programs, such as SREP.
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Dakwa, Loy. "Beginning Teachers' Experiential Learning in the Era of Common Core". Journal of School Administration Research and Development 1, nr 2 (10.12.2016): 41–48. http://dx.doi.org/10.32674/jsard.v1i2.1919.
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This qualitative, single-case study described the professional learning experiences of a group of beginning teachers who participated in a California teacher induction program. The study contributes to an understanding of factors that form the foundation of professional learning as perceived by the participants. Furthermore, the study adds to extant literature on induction, including the transition period between pre-service and in-service phases, experiential learning throughout day-to-day events and action research undertook during inquiry-based projects. The following themes emerged from the study: transition from pre-service to induction, context for teaching and learning, collaboration with peers, subtle shift from content standards to Common Core standards, questioning and ascertaining the merits of inquiry as professional development, learning by experimentation and from life experiences, current practice as the ultimate payoff, nurturing experiential learning, obstacles to induction, and managing the 21st-century classroom. While beginning teachers perceived induction as one aspect of their professional learning, they deemed other factors, such as school climate, leadership, and bureaucracy as elements that could either advance or thwart their development.
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Tahili, Mashuri H., Ismail Tolla, Muhammad Arifin Ahmad, Sulaiman Samad, Abdul Saman i Pattaufi Pattaufi. "Developing the strategic collaboration model in basic education". International Journal of Evaluation and Research in Education (IJERE) 11, nr 2 (1.06.2022): 817. http://dx.doi.org/10.11591/ijere.v11i2.21907.
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<span lang="EN-US">The strategic collaboration approach has recognized widely can overcome the complexities and challenges of teaching and learning programs and achieve sustainable education quality improvement. This study analyzed the development of a strategic collaboration approach in education at local government in Indonesia. The mixed-method analyzed the correlation of the strategic collaboration approach in education. Data gained through the questionnaire for quantitative data and in-depth interview with the key informants for qualitative data. The school collaboration networks, school strategic leadership, teacher strategic alliances capacity, school culture innovation, and school committee collaboration. Besides, the education service innovation as the core objective of the element education strategic collaboration has determined by two factors consist of school collaborative strategic planning and strategic collaboration development in education. Research samples were teachers, school leaders, and school supervisors and also the personnel of the education agency of Banggai Regency, Central Sulawesi, Indonesia. The research samples selected by using a stratified random sampling technique. There were 521 selected respondents and 15 key informants. The questionnaires for quantitative model are scaled on a 6 point-Likert scale ranged from strongly agree to strongly disagree. The strategic collaboration development model viewed as a better approach to achieve education quality improvement, creating a service innovation, and quality control in education.</span>
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Maulana, Amalia E., Pandu Jati Kuncoro i Lexi Z. Hikmah. "100% Great Songs, reverse positioning of Delta FM Radio, Indonesia". Emerald Emerging Markets Case Studies 3, nr 6 (14.11.2013): 1–11. http://dx.doi.org/10.1108/eemcs-06-2013-0087.
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Subject area Reverse positioning, market segmentation, customer-centric organization. Study level/applicability Postgraduate program; Master in strategic marketing and Master in business administration. Case overview Declining radio listenership is triggered by lack of attention of the radio managers to the desires of radio listeners. Delta FM radio, as part of Masima Media Group, is a radio that realized the need for revitalization. They changed their target audience and positioning to regain its former glory. Delta FM radio get back to the core benefit with the tagline: “100% Great Songs”. Shifting from highlighting the emotional benefits to functional benefits and to cut a variety of benefits is called “reverse positioning”. Expected learning outcomes The objective of this case study is to give deeper comprehension a new concept called reverse positioning or reverse branding. It is an example of the dynamic of hyper competition in media market in practice, in the emerging market such as Indonesia. It provides clear picture of the difference between listener oriented vs advertiser oriented company and the impact of the imbalance portion between them. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
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Singhania, Monica, i Puneet Gupta. "First Telecom – India 2.0 strategy". Emerald Emerging Markets Case Studies 6, nr 2 (16.06.2016): 1–11. http://dx.doi.org/10.1108/eemcs-04-2015-0067.
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Subject area This case looks at a recent shift in the way organizations look to leverage the benefits from India as a cost-effective destination to provide services. What started, around 15 years back, as an activity to outsource all non-core activities to Indian companies to take the advantage of cost-effective resources, has now given way to a new model where the focus is on two key aspects, namely, “insourcing of work” and “transfer of core activities to India”. This is because of the realization that outsourcing may be a short-term solution for non-core activities; however, to build a sustainable capability that is both cost-effective and value-oriented, insourcing is key. Also, it is not just non-core activities that can be supported remotely; many core activities that have been managed by on-shore teams are increasingly being shifted to India to leverage the depth of skills available in the country. First Telecom has undertaken pioneering work in this domain by moving some of the critical functions to India and has created Centers of Excellence (CoEs) providing niche services to rest of the world. Study level/applicability Target audience includes corporate executives, students of MBA/postgraduate program in management in strategic management and/or workshops for understanding the concept of insourcing, cost transformation, business environment analysis and growth strategies for future. Case overview First Telecom has adopted what could be termed as “India 2.0” as the strategy to transform their operations worldwide to utilize the full potential of “India” as a service sector-outsourcing destination. The focus is not only on cost-avoidance but also on standardization of processes and mobilization of resources in a CoE setting to maximize the benefits. This case attempts to understand the way to go about it and the expected returns in a quantifiable manner. Expected learning outcomes To develop an understanding of business environment in the context of large multinational organizations that are constantly evolving to improve their operational excellence. Also, to develop an understanding of the outsourcing market and how companies are looking to move their core services to cost-effective locations to achieve the next phase of cost transformation after the outsourcing (non-core services) wave. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 1: Accounting and Finance
Rozprawy doktorskie na temat "CORE Program for Strategic Teaching and Learning"
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Price, Nancy L., i n/a. "The Development of Strategic Learners: A Study of Teaching and Learning". Griffith University. School of Curriculum, Teaching and Learning, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070315.105718.
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This thesis study set as its objective to investigate the effect of a comprehensive intervention to develop strategic learners on participating teachers and students. The intervention, named CORE Program for Strategic Teaching and Learning, was implemented throughout the entire curriculum by every teacher in Grades 7 - 12 in the Classical School. A combination of qualitative and quantitative methodology was used for the study. Grade 7 students were chosen for research purposes. Teacher participants included both certified and non-certified individuals, all with degrees in their area of instruction, whose experience ranged from none to decades. The student population was atypical, as it was composed of very highly-achieving and above average students in a private school. A review of the literature was made in an attempt to determine the critical elements of strategic learning and the necessary components for a successful intervention. Metacognition, self-regulation, self-efficacy, attribution for success, learning goal orientation, motivation, volitional control, and learning strategies were found to be interactive processes within strategic learning. Borrowing from chaos theory, strategic learning was viewed as a complex web of interacting influences, from which one could not extract a particular element to examine. Therefore, the study attempted to implement an intervention that would affect all of the above-named skills and attitudes exemplified by strategic learners. Teachers involved accepted the intervention and utilized it within their teaching, showing progress in ease of inclusion with years of experience in the program. The study data showed that the intervention had a generally positive student learning effect on 17 out of 21 items surveyed, with statistical significance determined for five items. The intervention was equally effective with very high-achieving students as well as with the lowest achieving students in the population studied.
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Price, Nancy L. "The Development of Strategic Learners: A Study of Teaching and Learning". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/367190.
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This thesis study set as its objective to investigate the effect of a comprehensive intervention to develop strategic learners on participating teachers and students. The intervention, named CORE Program for Strategic Teaching and Learning, was implemented throughout the entire curriculum by every teacher in Grades 7 - 12 in the Classical School. A combination of qualitative and quantitative methodology was used for the study. Grade 7 students were chosen for research purposes. Teacher participants included both certified and non-certified individuals, all with degrees in their area of instruction, whose experience ranged from none to decades. The student population was atypical, as it was composed of very highly-achieving and above average students in a private school. A review of the literature was made in an attempt to determine the critical elements of strategic learning and the necessary components for a successful intervention. Metacognition, self-regulation, self-efficacy, attribution for success, learning goal orientation, motivation, volitional control, and learning strategies were found to be interactive processes within strategic learning. Borrowing from chaos theory, strategic learning was viewed as a complex web of interacting influences, from which one could not extract a particular element to examine. Therefore, the study attempted to implement an intervention that would affect all of the above-named skills and attitudes exemplified by strategic learners. Teachers involved accepted the intervention and utilized it within their teaching, showing progress in ease of inclusion with years of experience in the program. The study data showed that the intervention had a generally positive student learning effect on 17 out of 21 items surveyed, with statistical significance determined for five items. The intervention was equally effective with very high-achieving students as well as with the lowest achieving students in the population studied.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Full Text
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Mieure, Danell Bench. "An Exploratory Study of Purposeful and Strategic Communicative Techniques to Teach Vocabulary From Core Reading Programs to English Learners". DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2085.
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This study explored the effect of implementing purposeful and strategic communicative techniques situated in aspects of the communicative approach to language learning when teaching vocabulary from a core reading program to English learners. Given the importance of vocabulary instruction and the widespread use of core reading programs, it is imperative such studies are conducted to determine effective instructional practices of vocabulary with core reading programs for English learners. Participants were 73 fifth-grade English learners nested in classrooms of 11 teachers who were randomly assigned to the instructional treatment group or to the comparison group. Both the treatment and comparison groups were taught vocabulary words from the districtadopted core reading program. The treatment group implemented an intervention specifically designed to teach vocabulary using several methods recommended in the research with the potential to increase vocabulary acquisition of English learners. The methods were used in a communicative approach to instruction, in which oral interaction was a main focus of the treatment. Student vocabulary acquisition was measured with a mastery test administered at the beginning and end of the study and with weekly quizzes. Additional data from classroom observations, teacher logs, and student work were collected on the fidelity of the implementation of the treatment and on the vocabulary instructional strategies used by the comparison group teachers. Linear regression analysis revealed a significant difference in growth of vocabulary skills from pretest to posttest between treatment and comparison groups (p = .001), with students in the treatment group showing greater progress than students in the comparison group. This study confirmed the effectiveness of implementing purposeful and strategic communicative techniques for successful vocabulary acquisition for English learners.
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Brownlee, Joanne M. "An investigation of core beliefs about knowing and peripheral beliefs about learning and teaching in pre-service teacher education students: Implementing a teaching program to develop epistemological beliefs". Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36593/1/36593_Digitised%20Thesis.pdf.
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Research related to epistemological beliefs or beliefs about knowing and learning has offered insight into promoting effective learning (Hofer, 1994; Schommer, 1990, 1993a, 1993b ). A teaching program designed to foster the development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at the Queensland University of Technology, Brisbane, Australia. As part of the year-long teaching program, students were required to reflect in journal entries on both the content of an educational psychology unit and their epistemological beliefs. The students engaged in this teaching program (henceforth known as the research group) were interviewed in relation to their beliefs about knowing, learning and teaching at the beginning (Time 1) and conclusion (Time 2) of the teaching program.
Students in a comparison group, which comprised another educational psychology tutorial group for which the inquirer was responsible, were not exposed to the teaching program that was implemented with the research group. Therefore, students in the comparison group were not encouraged to reflect on their epistemological beliefs, but were engaged in large and small group tutorial discussions in relation to the educational psychology content. They were asked to complete written statements about their beliefs about knowing, learning and teaching at the beginning (Time 1) and end (Time 2) of the year-long unit.
Schommer's (1988, 1990) epistemological beliefs questionnaire, the Study Process Questionnaire (SPQ) (Biggs, 1987) and the Conceptions of Learning Inventory (COLI) (Purdie & Hattie, 1997) were administered to both the comparison and research groups at Time 1 and Time 2. These questionnaires measured beliefs about knowing, approaches to learning and conceptions of learning respectively.
The results of both the qualitative and quantitative data analysis indicated that the group of students engaged in the teaching program experienced more growth in sophisticated beliefs about knowing, and to a lesser extent, beliefs about learning and teaching. Furthermore, there appeared to be a relationship between core beliefs about knowing and peripheral beliefs about learning and teaching in the research group. For example, all students who described at least some sophisticated core beliefs about knowing also reported sophisticated beliefs about learning and teaching. Both the success of the teaching program and the perceived consistency between core and peripheral epistemological beliefs have implications for how teacher educators develop relational learning environments.
Książki na temat "CORE Program for Strategic Teaching and Learning"
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Office, General Accounting. Military training: Strategic planning and distributive learning could benefit the Special Operations Forces foreign language program : report to congressional committees. Washington, D.C. (P.O. Box 37050, Washington 20013): U.S. General Accounting Office, 2003.
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Lynch, David, i Richard Smith. Assessing and Reporting the Classroom Curriculum in the Knowledge Age. Primrose Hall: London, 2012. http://dx.doi.org/10.53333/prhpg/280210.
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How does the effective teacher assess and report their classroom curriculum program? Building on the success of their previous book--- Designing the Classroom Curriculum in the Knowledge Age --- David Lynch and Richard Smith seek to answer this question by focusing their “teaching design” idea on classroom assessment and reporting. At the heart of their teaching design idea is the formulation of teaching strategies that enable all students to make the required learning gains. At its core, the book encourages the teacher to work towards becoming a different kind of teacher, a teacher who has a mindset attuned to the Knowledge Age and who embraces new knowledge sets that reflect research into effective teaching. More specifically, the book explores the theory and practice of “teaching design” from the perspective of assessment and reporting. The book examines these premises as context when assessing and reporting the classroom curriculum. A real how to assess and report book.
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Benmayor, Rina. Case Study: Engaging Interpretation Through Digital Technologies. Redaktor Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0033.
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This article focuses on the dynamics of interpreting oral history through digital technologies. From today's vantage point, my “high-tech” strategies are quaint and rather obsolete. Faculty have more sophisticated electronic tools at our disposal for oral history instruction, including digital transcription programs, multimedia programs that integrate voice, image, and word, and learning management systems where we can post course materials, communicate with students, organize group communication and so on. In addition to advances in teaching technologies, today's students come with higher degrees of technological literacy than a decade ago. They are equipped with computers, iPods, and cell phones, and many know how to use digital audio and video recorders. Where once we had to teach how to use specialized software programs, faculty now take for granted that students know how to make slide presentations. Some are already familiar with sound or video editing processes, and a few may even have multimedia production experience.
Części książek na temat "CORE Program for Strategic Teaching and Learning"
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Parry, Greg, i Clive Reynoldson. "Creating an Authentic Learning Environment in Economics for MBA Studies". W Authentic Learning Environments in Higher Education, 76–87. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch006.
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This chapter discusses a postgraduate economics program that forms a core part of a Masters of Business Administration (MBA) degree course. The program has been structured so as to create a learning environment in which students construct an understanding of economics through a semester-long, authentic learning task — specifically the development of a competitive strategy for a business in which they have a personal interest. The curriculum, teaching and learning activities and assessment are aligned in such a way that they all contribute to the achievement of this task. The authors have observed that this approach has resulted in greater student engagement and a deeper conceptualisation of the role of economics in business as compared to the traditional approaches to teaching economics in MBA programs.
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Sardone, Nancy B. "Preservice Teachers Consider Game-Based Teaching and Learning". W Global Perspectives on Gameful and Playful Teaching and Learning, 240–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2015-4.ch011.
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Gaming has become a core activity with children and more teachers are using games for teaching content than they did five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This chapter reports on a combined curricular strategy built on game strategy research that asked teacher candidates (n= 125) to discuss news headlines about games, play educational games, review games, and game research, teach others how to play educational games, and construct games. Findings reveal that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.
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Sardone, Nancy B. "Preservice Teachers Consider Game-Based Teaching and Learning". W Research Anthology on Developments in Gamification and Game-Based Learning, 410–25. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3710-0.ch019.
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Gaming has become a core activity with children and more teachers are using games for teaching content than they did five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This chapter reports on a combined curricular strategy built on game strategy research that asked teacher candidates (n= 125) to discuss news headlines about games, play educational games, review games, and game research, teach others how to play educational games, and construct games. Findings reveal that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.
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McPherson, Maggie, i Jill Jameson. "Strategic Planning for the Integrated Use of Organizational ICT Processes and e-Learning in Higher Education". W Technology Integration in Higher Education, 13–29. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-147-8.ch002.
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Universities currently face urgent demands to facilitate both lifelong learning and widening participation in an era of increasing global competition combined with the need for cost reductions. To cope with rising numbers of students, educators are rethinking teaching strategies to consider the potential of e-learning for academic delivery to an ever more diverse student population. However, there is a relative dearth of research examining the role of strategic management and the impact of organizational factors when considering the implementation of Information and Communication Technology (ICT) for administrative/management purposes and learning technologies to support teaching activities. This chapter analyses organizational ICT processes and e-learning in higher education (HE) through the use of a theoretical ‘rich picture’. ‘Soft systems methodology’ (SSM) is applied to argue that since institutional settings, organizational vision, strategy and top-level support are critical to the success (or failure) of e-learning initiatives, these factors should equally be considered in planning for the implementation of integrated uses of ICT and e-learning. Academic programs are set in particular contexts within university environments and many have their own unique administrative procedures. In addition, numerous factors impinge on the implementation of technology enhanced learning solutions, including the roles of tutors, learners, courses, and the processes used to integrate teaching-related ICT. This chapter provides a theoretical ‘rich picture’ of these processes at both program and faculty level to confirm prior research on the implementation of Information System (IS) projects, demonstrating that institutional issues such as strategic thinking and top-level sponsorship are key factors in successful outcomes.
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Medhekar, Anita, i Sreeparna Saha. "Strategies for Virtual Online Student Support in the First-Year Economics Unit During the Global COVID-19 Pandemic". W Strategies for Student Support During a Global Crisis, 28–47. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7000-5.ch003.
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Online internet-based education and virtual teaching and learning have been forced upon the world due to coronavirus global pandemic healthcare crisis. Various internet and communication technology-assisted virtual delivery platforms are used, such as Zoom, Microsoft Teams, Google Hangouts, Skype, etc., to conduct lectures, tutorials, workshops, and provide online support to students. The main objective of this chapter is to reflect and compare the teaching and learning strategies in normal situation in contrast with the practice during COVID-19 environment. The chapter formalises an analysis of the challenges faced by lecturers in teaching and delivering first-year economics unit to the students, at the two institutions, and its impact on their learning of the economics core unit offered at the undergraduate Bachelor of Business program.
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Sulaiman, Fardzah, T. Ramayah i Azizah Omar. "ICT Security Policy in a Higher Education Institution in Malaysia". W Handbook of Research on Information Communication Technology Policy, 354–72. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-847-0.ch021.
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Information and communication technology (ICT) is an important strategic and essential functional requirement for many institutions of higher learning. In the developing world, ICT is achieving breakthrough in management and teaching through online learning, which helps to cater for the increasing student population. However, the security of the information being processed stored and exchanged is a growing concern to the management as the dependence on ICT for most of the institutions’ core services functions are increasing. This chapter discusses the current state of ICT security policy practices in University Science of Malaysia (USM); one of the Higher Education Institution in Malaysia. USM has been granted accelerated programme for excellence (APEX) status due to the mission of readiness, transformation plan and preparedness to change and transform it into Malaysia‘s first world-class university. The discussion encapsulates the problems, consequences of ICT risks and ICT awareness. Furthermore, it highlights the ICT policy guideline, ICT security policy formulation, ICT security management safeguards, principles and ICT security and adherence compliance plan.
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Piotrow, Phyllis T., Omar A. Kahn, V. L. Benjamin i Salwa Khan. "Health Communication Program". W Web-Based Learning and Teaching Technologies, 272–81. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-60-5.ch017.
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The use of distance learning in higher education is not a new concept (Worlock, 1987). Old-fashioned correspondence courses served this purpose for many years, appealing to those who could not attend classes in an institutional setting. Radio learning programs have beamed lessons on mathematics, science and other subjects around the world. The Internet has brought a new dimension to this concept: distance learning now means the opportunity to mirror rather than merely supplement classroom experience (Taub, 1997). Distance learning options encompass a range of delivery options, both synchronous and asynchronous. The synchronous approach can include real-time interaction between course faculty and students, while asynchronous approaches rely more on downloading course slides, audio and video from a Web site, which may be supplemented by e-mail contact (Clark, 1999). In the current environment, it is increasingly common to find courses that mix synchronous and asynchronous modes of delivery. The virtual classroom can include real-time Web-based videoconferencing with teachers and students, Web pages with course slides and content to be reviewed by the user, and the more traditional e-mail and telephone exchanges (Clark, 1999). In addition, the synchronous modes such as videoconferencing are frequently backed up in an asynchronous format, usually as transcripts capable of being accessed by the user after the session has concluded. Along with modes of delivery, the expectations for Web-based learning have grown as well, with today’s users becoming ever more sophisticated. In the U.S. and around the world, individuals and corporations are increasing their spending on high-technology education (Clark, 1999) through a variety of institutions such as traditional universities, specialized institutes, in-house training divisions, and Web-based virtual education programs. The Johns Hopkins School of Hygiene and Public Health is an acknowledged leader in the teaching and practice of public health. In 1996, the School began exploring ways to reach beyond the walls of the traditional classroom to provide public health education through the technology now widely accessible. As a result of a competitive proposal submitted to the U.S. Centers for Disease Control, the School of Public Health was one of four schools selected with the purpose of developing a distance-education curriculum, to upgrade the knowledge and skills of mid-career public health staff of that agency. The overall curriculum was designed to lead to a Graduate Certificate in Public Health. This certificate also met approximately one-half of the core requirements for the MPH degree, the most frequently awarded degree in the school.
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Gibson, David. "Complex Systems Concepts in Simulations". W Digital Simulations for Improving Education, 452–61. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-322-7.ch024.
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This chapter discusses how a teaching simulation can embody core characteristics of a complex system. It employs examples of specific frameworks and strategies used in simSchool, a research and development project supported by two programs of the U. S. Department of Education: Preparing Tomorrow’s Teachers to Use Technology (2004-2006), and currently, the Fund for the Improvement of Postsecondary Education (2006-2009). The chapter assumes that a complex system simulation engine and representation is needed in teaching simulations because teaching and learning are complex phenomena. The chapter’s two goals are to introduce core ideas of complex systems and to illustrate with examples from simSchool, a simulation of teaching and learning.
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Billings, Esther, i Lisa Kasmer. "Learning Experiences that Support Primary Teacher Candidates’ Understanding and Enactment of Core Mathematics Teaching Practices". W Building on the Past to Prepare for the Future, Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King's College,Cambridge, Aug 8-13, 2022, 44–49. WTM-Verlag, 2022. http://dx.doi.org/10.37626/ga9783959872188.0.010.
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In many teacher preparation programs, instruction focuses on learning about strategies and practices for teaching rather than directly enacting and honing these skills (Grossman, Hammerness, & McDonald, 2009): a corepractice approach in teacher education necessitates organizing coursework and fieldwork around practices of the teaching profession while simultaneously providing teacher candidates (TCs) ample opportunities to “practise” by enacting these teaching practices. In this paper, we share our corepractice instructional strategies, along with TC work used in our teacher preparation mathematics education courses (prior to student teaching) to engage TCs’ understanding and development of their ability to enact core practices, specifically the mathematics teaching practices outlined in National Council of Teachers of Mathematics (NCTM) (2014).
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"The Core of Philosophic and Practical Underpinnings". W Teaching and Learning Perspectives on Doctoral Programs in Education, 21–25. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2656-9.ch004.
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This chapter begins the detailed description of doctoral program components by focusing on the coursework for the philosophic and practical underpinnings of the field. Three specific doctoral programs are used to illustrate the content and format of these core courses. The programs represent three different universities and three different areas of specialization within the field of education. This examination of diverse programs highlights both the similarities in structure and the variety of content and delivery unique to each program.
Streszczenia konferencji na temat "CORE Program for Strategic Teaching and Learning"
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Salunke, Kavita. "New Trends in Teacher Education: Study of Effectiveness of the Coaching Scheme". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5819.
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This paper deals with the efficaciousness of a new scheme employed in the Teacher Training Program of YCM Open University. It is the Scheme of Coaching. In this scheme, some practice lessons are supervised by a trainee colleague who also assists him as his partner in teaching, as a friend and guide. This scheme paves a smooth way for transfer of a new teaching method to the normal classroom teaching. // There are two sections in this paper – Introduction to the Scheme of coaching, and a concise report of an Action Research conducted in the area of coaching scheme. // The first section describes the usual Core Training Program. But the University follows the Diagnostic Approach to Micro Teaching. There is a nine-steps training program which concludes with the Coaching Scheme. It is the training strategy developed by Bruce Joyce and Showers Beverley. This paper describes its pedagogical necessity, the actual mode of its implementation, teacher-trainee roles and its benefits. It also elaborates its four characteristics. This section supplies the minimum essential about the scheme. // The second section provides the details of the Action Research conducted in the area of the Coaching Scheme. It studies the effectiveness of the Scheme for conducting the practice lessons. For this investigation, the mixed method was used. The sample consisted of 70 teacher trainees and 10 counselor-cum-resource persons mobilized from two distinct viz. Nashik and Jalgoan. It was selected by the purposive sampling method. The data were collected by using two self-made research tools viz. a questionnaire and an observation schedule. The data that were procure, were quantified and conclusions were drawn. The action research revealed that the self-instructional material for the coaching scheme, developed by the University is useful to the teacher trainees, the material provides adequate guidance for practice-lessons and the coaching scheme is useful to theme. Other relate observations pertain to practical difficulties of study centers in implementing the scheme, the approach of the trainees and interest of schools in the scheme. It has been useful to the school of education in better implementation of the scheme.
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Heinz, Manuela, Mary Fleming, Pauline Logue i Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement". W Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.
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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
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Iancu, Aurelia. "Integration of educational software in preschoolers' activity". W Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p210-217.
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In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
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Popescu, Gabriela Adriana. "Education triad in the context of the Covid-19 pandemic. Challenges and strategies". W Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p295-299.
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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions or programs built in order to solve the problem of insufficient participation or absence of parents; - involvement at home - for example, a discussion at home about school activities and involvement in school - for example, parents' participation in school activities or aspects of organizing school activities: communication with the school, school-parent relationship. Trust is vital for collaboration and is a predictor of improving school results. In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
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Chistolini, Sandra. "Decoding the Disciplines in higher education institutions". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8137.
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Decoding the Disciplines is a methodology aimed to support teachers and students of University to tackle obstacles and difficulties in learning process. It is assumed that students come to classroom with different level of secondary school preparation and teachers are generally reinforcing the inequalities in principle deplored as form of injustice in our society. The question of giving tools that students need to succeed in our disciplines requires new strategies intend to make teaching effective in line with the development of the democratic vision of teaching. The methodology represents a dynamic sequence of steps based on the understanding of the content of discipline taught and learned. All disciplines are involved, humanities as well as sciences. Under the Erasmus Plus Programme some European Universities are collecting relevant evidences to understand what to teach about an academic discipline. Monitoring students' learning and motivation means to bring out the bottlenecks, which hinder the achievement of knowledge and slow down the learning process leading to failure. Presentation of initial results aims to share the benefits of this methodology able to guide students to master basic mental operations required in university courses. Decoding emerges as challenge and option for policy-makers of higher education.
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Baumgartner, Ilse, i Venky Shankararaman. "Framing core and advanced competencies for undergraduate information systems program courses: Does the nature, level, complexity and audience of a course matter?" W 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2012. http://dx.doi.org/10.1109/tale.2012.6360331.
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Dat, Nguyen Van. "A Review on Approaches of Evaluating Tertiary Textbooks". W The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.20.
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An important part of the training process is textbook evaluation, which lets students determine whether or not the curriculum satisfies their goals while also helping teachers enhance their professional capacities. The textbook is still the most common type of material utilized in today's foreign language classrooms. It serves as the core of a training program and provides learners with the essential input they require through a wide range of different activities. This article clarified the textbook, coursebook, and materials' roles in ELT classrooms. This article also reviewed three main approaches to coursebook evaluation: Tomlinson’s approach (2003), Littlejohn’s approach (1998 & 2011), and McGrath’s approach (2002). The author also summarized the main criteria for textbook evaluation. The design of future textbooks at tertiary levels is discussed, along with some of the potential directions that could be taken.
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Wright, Kamau, David Wootton, George Sidebotham, Melody Baglione, Reid Chambers, Jason He, Zachary Potoskie i Lionel Gilliar-Schoenenberger. "A Case Study of Collaborative Teaching and Learning in Engineering Experimentation: the Hydrostatic Vacuum Tube". W ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-97069.
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Abstract An experimentation course in the mechanical engineering program at The Cooper Union in New York, is designed to foster a collaborative learning environment. Like many undergraduate engineering laboratory-based courses, students are tasked with working in groups to conduct and design experiments and prepare detailed technical reports and presentations. This experimentation course has two sections and two instructors facilitating collaboration at the faculty level as well. Not only do these two instructors work together, but projects in the course have “clients” and “advisors/mentors” allowing for further collaboration with other faculty and in some cases other students involved in adjacent projects at the college. This study describes the nature of the course, collaboration, and the assessment of student teamwork using the Comprehensive Assessment for Team-Member Effectiveness (CATME) tool. A case study is detailed for one student-designed experiment, using a hydrostatic vacuum tube (HVT) apparatus and associated instrumentation. The collaborative environment and emphasis on experimentation have (1) supported students in functioning effectively on teams; and (2) facilitated students in demonstrating an ability to develop and conduct appropriate experimentation in line with ABET Student Outcomes. These positive impacts can be built upon by exposing students to other strategic experimentation experiences throughout the curriculum.
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Belu, Radian, Richard Chiou, Tzu-Liang (Bill) Tseng i Lucian Cioca. "Advancing Sustainable Engineering Practice Through Education and Undergraduate Research Projects". W ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38501.
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Major challenges such as energy, food, water, environment, health and so many more have never been more prominent than they are today. Engineers and educators, as problem solvers should be addressing these issues and challenges in sustainable ways. They have an enormous opportunity to help create a more sustainable world. Technology problems interconnecting sustainability challenges such as climate change, loss of biodiversity, environmental pollution, economic and social instability are becoming increasingly major concerns for mankind. However, the engineers and scientists have failed on large extend to fully address the sustainability issues. It was also found that engineering graduates do not possess necessary skills to tackle sustainability related problems. Engineering practice and education are changing as social expectations and conditions for engineering practice change too. Students have the responsibility and opportunity to continue improving our life while reducing or even reversing the negative impacts that our industrial society is having on the environment. Current engineering curricula are not equipping them to properly deal with these challenges due to little integration of sustainable and green design strategies and practice. Transforming higher education curricula for sustainable development is a tough challenge, dealing with the complexness of sustainability concepts and integration into engineering education. Teaching students the sustainability principles and equipping them with necessary tools help them to make better choices on materials and energy use, or design. These concepts and methods are still relatively new to engineering curriculum and are not an established practice for most of such programs. Meanwhile, today’s students have a strong desire to improve the world through their work, and sustainability connects with these interest and motivations. However, students’ hunger for knowledge often outstrips what is available in their courses and the experiences of their professors. Furthermore, to make sustainable design compelling to a wider base of engineering students, we need to craft sustainable design in terms of mainstream design problems that are important, cutting-edge, and achievable. Then we need to help them how to effectively deal with environmental and societal needs and constraints as part of their core design process. The paper highlights the process required for embedding sustainability and green design into our programs, curriculum design, implementation and impediments to surmount for sustainability and green design in engineering education. This was done through a project-based approach, developing three new courses and appropriate changes in a number of existing courses. The skill requirements were studied and finally the list of subjects, topics, teaching and learning methods are identified and discussed in this paper.
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Herman, Geoffrey L., Laura Hahn i Matthew West. "Coordinating College-Wide Instructional Change Through Faculty Communities". W ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51549.
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In February 2012, the College of Engineering created the Strategic Instructional Initiatives Program (SIIP) to transform and revitalize the core engineering courses at the University of Illinois at Urbana-Champaign. As SIIP has evolved, we have learned that in order to achieve these goals, we must first focus on creating collaborative teaching cultures. This effort has sparked the rapid spread of Research-Based Instructional Strategies across the college and created a thriving community of faculty invested in improving undergraduate instruction. In this paper, we describe the current policies and procedures that we use to direct SIIP. In particular, we will focus on the structure of the leadership team and how we have fostered deep collaborations among faculty developers, education researchers, and engineering faculty. We conclude by presenting an evaluation of the program.
Raporty organizacyjne na temat "CORE Program for Strategic Teaching and Learning"
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, lipiec 2020. http://dx.doi.org/10.52012/tyob9090.
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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.